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TITLE Performance Standards: English Language Arts, Mathematics, Science, Applied Learning, Volume 1. Elementary School. Consultation Draft. INSTITUTION National Center on Education and the Economy, Washington, DC SPONS AGENCY Pew Charitable Trusts, Philadelphia, PA.; John D. and Catherine T. MacArthur Foundation, Chicago, IL. PUB DATE 1995-00-00 NOTE 231p.; For Volume 2(Middle School) and Volume 3(High School), see SE 058 473-474. Support for the development of these standards was also provided by the New Standards Partners. AVAILABLE FROM National Center on Education and the Economy, "New Stdndards," 700 11th Street NW, #750, Washington, DC 20001. Tel: 202-783-3668. PUB TYPE Guides Classroom - Teacher (052) -- Legal /Legislative /Regulatory Materials (090) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Academic Standards; Elementary Education; *Language Arts; Learning Activities; *Mathematics Education; *Performance Based Assessment; *Science Education

ABSTRACT "New Standards" is a collaboration between the Learning Research and Development Center and the National Center on Education and the Economy, in partnership with states and urban districts, working to build an assessment system with which to measure students' progress toward meeting national standards at internationally benchmarked levels. The New Standards assessment system has three interrelated components:(1) performance standards;(2) an on-demand examination; and (3) a portfolio system. Standards are provided for English Language Arts, Mathematics, Science, and Applied Learning at the elementary school level. (Contains 22 references.) (ASK)

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POOR PRINT QUALITY 61:.e )4, PERFORMANCE PERMISSIONDISSEMINATE TO REPRODUCE DOS MATERIAL AND HAS BEEN GRANTED Dv. .&!C:7,-3L oszy,,,L1 ANDARDS Englis-hlanguage Arts TO TREE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) --p / /1 Mathematics_ _ e j4j' ScierIce ) .60:%31,5y2 EDUCATIONAL RESOURCESOnto et notoniono INFORMATIONU.S Pomo. . DEPARTMENT Eno mormoosni Of EDUCATION CENTER (ERIC) grat A originating 11. from TM. poison tie mosnirstion hoz boon topialticoott as 1,Ajaral 0 LedrnOg 0 Minot changes Nos !man insOsPointsknown, toRI roproduCtIon now Of OpiNCay solneitair 65pc 575 PAPAlSawn., OERI So not position nocossaily or policy. tegument omen in IN ai ; 5 g?? M \. fI 5 83 s5 SD I. gj 11.3 gS 1 3 S 5 5 ELEMENTARY SCHOOL VOLUME." STANDARDS\EW BEST -COPY AVAILABLE .Consultation Draft PERFORMANCE STANDARDS English Language Arts Applied Learning Mathematics Science

ELEMENTARY SCHOOL VOLUME 1 STANDARDSNEW 4 Consultation Draft Support for the development of these Performance Standards was provided by: John D. and Catherine T. MacArthur Foundation, The Pew CharitableNew Trusts, Standards' Partners and the RESPONDING TO THIS DRAFT Responsesin the need preparation to reach usof theno laternext thanversion 3 May of these 1996 Performance to be considered Standards. We welcome your response to this ConsultationA Comments Draft: and Feedback Form is enclosed. Additional Comments and FeedbackNew Standards, Forms can LRDC, be obtainedPittsburgh, University by ofcontactingPA Pittsburgh, 15260; Tel. 3939 412-624-8319; O'Hara Street, Fax. 412-624-1470; [email protected]. 6 No portion of this text may be copied, reproduced or distributed without the express written consent of the National Center on Education and the Economy. New StandardsTM is a trademarkO 1995 ofby the the National National Center Center on on Education Education and and the the Economy. Economy. All rights reserved. 7 HOWSTANDARDSINTRODUCTION WILL THE FOR PERFORMANCE STANDARDS STANDARDS BE USED? 532 SCIENCE WorkPerformance Samples Descriptions and Commentaries 6462 ENGLISHOVERVIEWHOW TO READ LANGUAGE OF THETHESE PERFORMANCE ARTS STANDARDS STANDARDS 1210 6 TheSandboxFlinkersDrop GrowingDisappearing of Water Tree Puddle 67666564 WorkPerformance Samples andDescriptions Commentaries CYOHow Basketball to Tap Dance 1412 1614 SmilesYeastAquarium Growth 71706968 DriftATheEnchiladas Rainbow Stained Aways ofGlass Your Tree Own 26222018 APPLIED LEARNINGPerformance Descriptions Fire-Belly Newts 7474 72 ResponseIshiMyImagine LifeLived 1as to ina TheSeaSacramento HorseLion, The Witch and The Wardrobe 32302928 Work Samples and Commentaries CannedTheLights, Young Camera, Food Authors' Drive Action! Conference 76 807876 MATHEMATICSWorkPerformance Samples andDescriptions Commentaries Response to Heidi 4038 34 APPENDIXAPPENDIX III:IV: II:I: TheThe TheThe Grade Grade GradeGrade Levels Levels LevelsLevels Compared: Compared: Compared:Compared: Science Applied EnglishMathematics Learning Language Arts 106 989084 CreaturesTwoMultiplicationSharingPumpkin Dice 25 Sums Activity Catalogue 4644424140 MATERIALSACKNOWLEDGMENTSSTANDARDS USED DEVELOPMENT WITH PERMISSION STAFF 112111 ConstructingDreamTheHow Great Many House Fish Handshakes? a Project PolyhedronDilemma 58525048 REFERENCES 112 1995 National Center on Education and the Economy. All risbn remelted. 8 Introduction 2 The on-demand examination, called the reference examination ABOUT NEW STANDARDS New Standardsand theDevelopment Nationalis a collaboration Center Center on of of Educationthe the Learning University and Research theof Pittsburgh Economy, standardsgradescurrentlybecause 4, itavailable8, thatprovides and can 10. bein Ita Englishassessespointassessed of Languagereference thosein a limited aspects toArts nationaltime andof framethe Mathematics standards,performance under is at CreatingperformanceWeABOUT have Highadopted THE standards Standards PERFORMANCE the distinction that for isAmerican articulated between StudentsSTANDARDS contentin Promises (1993), standards to aKetp: report and benchmarked.meetingassessmentin partnership national system with standards tostates measure and at levels theirurban students' that districts, are progressinternationally working toward to build an ordrafts,readingstandardized problems and short editing. that conditions.passages take In Mathematics,five and In to Englishanswering fifteen Languagethisminutes questions, means and Arts, short longerwriting this exercises means problemsfirst goodperformancestandardscommissioned enough." specify standards by "whatthe National go students the next Education should step to know Goalsspecify and Panel. "how be able goodContent to is do;" ofdiversitygovernorsThe the Governing Nation's of and the their students.partnership,Board representatives, includes whose chief jurisdictionsand state others school representing enroll officers, nearly the half LearningthatMathematicsseveralshortof up toof forty-fivebooks,being and areable writing minutes' requiredScience, to accommodate with duration. byrevision,and New completing The Standards' longerconducting reference piecesprojects performance investigationsexamination of in workreading Applied in stops WhereisThese good do standards enough? the standards are designed come to answer from? the question: how good Standards'ofandFounded the Development National by staff Lauren isCenter based Center Resnick, on at these(LRDC),Education Director organizations and and of Marc the the Learning asEconomy,Tucker, well as PresidentResearch the New providingThefromstandards portfoliowhich evidenceand they system the are national of derived. complementsthe performance consensus the content standards reference standards that examination, depend on standardsThe Mathematicsstandards developedproduced are standards built by directlythe relevantNational are upon based professional Councilthe directly consensus of on Teachersorganizations. the content content of ofAmerican theTeachersFort President. Worth Association of English,Independent Technical for and the studies the SchoolAdvancement University are District, based of of atCalifornia theScience, LRDC National and theOffice Council 3,000portfolioaccumulationextended teachers handbooks pieces of and evidenceof workalmost in English (especially over60,000 Language time. students those In 1994-95, Artsthat participated showand using Mathematics, revision) indraft a and ofstandardsMathematics TeachersLanguage currently of (1989). Arts English are being Similarly beingand produced the developed theInternational standards by thein concert National Reading for English with Council Association. the content Thecomponents:fromNorthwestern New acrossStandards' the performanceUniversity, nation.assessment advised standards, system by hasleading an threeon-demand psychometricians interrelated examination, expectationsprovidesforfield students, trialexample forof thestudents teachers, portfolios portfolio and and thatsystem.teachers. administrators, contain In addition concrete the to currentexamples handbooks system of AssociationTheResearchBenchmarks Science for standardsCouncil's the for Advancement Scientific National are founded Literacy Science of Science's both (1993) Education upon and Project the theStandards American National2061 draft. contentThetheand performance Nationalstandardsa portfolio Council standards developedsystem. of Teachers areby professional derived of Mathematics from organizations, the national standards e.g., in oftakeScienceThis making accountyear and theit easier Applied ofportfolio the toexperience Learning. understand system trialThe of theand issystem beingfirst implement. year, has extended beenwith therevised to goalinclude to developtheirwork(1995). Scope,of theassessment NationalThe Sequence, Science tasks.Science and standards Coordination Teachers will Association also Content take Coreinto as theyaccount(1992) revise and the Mathematics, and consist of two parts: studentsPerformance should descriptionsdescriptionsknow and the ways they should of demon-what characterizedparticipation.AppliedThe case Learning of the inby theApplied high focuses emerging performance Learning on theforms requirements standards work of work places. andis afor Asworklittle effective a newer different.organization field elementary,Arts,fourstrate Mathematics, areas the middle, knowledgeassessed Science,and by highand New skillsschooland StandardsEnglish Appliedthey levels. have Learningat acquired Language in the madetheprofessionalof school performance by theeducation, constituencywork standards of Appliedthe Secretary's producing can Learning be built. contentCommission does However, not standards yet ona havestart Achieving on hasa whichdistinct been commentarystudentWorkmeaning samples work thatof selected the shows andperformance for howcommentariessamples their the capacity performancedescriptions to illustrate togetherdescriptions the ofwith work(1992).itsNecessary report, internationally We Learning haveSkills worked which a to Living: produce definedfrom A this Blueprint our"Workplace foundation own forFramework High andKnow-how" fromPerformance for comparable Appliedin TheNew performance Standards' standards Governing were Board endorsed in June unanimously 1995 for widespread by the are reflected in the work sample. areLearning being (New built uponStandards, this draft 1994). framework. The Applied Learning standards consultation in 1995-96. 1995 National Center on Education and the EConomy. 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Standards' A final versionGoverning will '3-1 -7 © /995 National Center on Education and the Economy All rights reserved. 1,5 How Will the Performance Standards be Used ?. _ The primaryusestandards the audience standards is (cachets. For to:these We performance hope that teachers will Studentby standards scores scores on assessments on assessments within the reported New Standards' system 3" standardsinformhelp students looksdiscussions like; and parentswith their understand colleagues what as they work plan that programs meets standards.reportingbewill reportedbe reportedReporting achievement in the by students' formstandards; inof relation a scores "profile" that to inis, one ofthis student scores, ofway the willachievement performancewith provide each score will communicatechallengeto help assumptions students the meaning learn about to of highwhat high standards; we standards car, expect to districtfrom students; Linkingachievementricher theand than moreNew can comprehensive Standards' be provided by system information a single score.with about partners' student Fr ie4.1-e New Standards will use theallcanadministrators, performance students. work together standardsschool to build board to learning provide: members, environments and the public that challenge so they of"Linking" matchNew-Standards'standards betweenis the process and the partners. assessment New of establishing Standards' It is an essentialsystems systemthe extent stepand and inthose the degree processof the of theassessment basis forof system; designreporting specifications student scores for theon assessmentsNew Standards' within Standards'enablingLinking partners system,is crucial to either formake assuring in decisions part orthat as aboutstudent a whole. their work use is ofassessed the New withthe basisNew the standardsStandards' for linking and thesystem; assessmentNew andStandards' systems assessment of the members system of ofreferenceTheaccording assessment performance forto the the systems same linking standards standards willprocess. require will thatprovideWhile the guided further comprehensive the its initialstep production. of point linking linking of ') p5 '45, assessmentDesign specifications system-the for New the Standards' New Standards' partnership. 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Mathematics, beendeveloped developed andand administeredreference and trialed examina- in on adoptionpresentationto inform inreview June ro the of1996. theNew performance Standards' Governing standards Boardprior to for their revisedEnglishdesigna pilot basis. specificationsLanguageand refined. The performanceArts They for and the will Mathematics portfolio similarly standards and provide as willexamination these provide the are basis progressively the systems of basis design ofin Sciencespecifications and Applied for development Learning. of the assessment systems for rt 7I 1991 National Cent, on Education and ihr Economy. All rigliti mirmad. 16 6 How to Read These Standards he standards for elementary school are set out in an overview on page 10. The overview Immediately following the hold-typed description of the standard are elementaryin your mind school as you along work the through top of this most volume pages. we have included a bar listing allprovides theMathematics, standards only the namesforScience, of andthe standards Applied Learning. for each Toof the help four you areas: keep Englishthe complete Language set of Arts, standards studentsthe kinds might of work do to demonstrateExamples are However,activitiesachievement.examples that weof thechose areThe kindsappropriate examples the ofword work "example"alsoto students expect indicate ofdeliberately. might students the naturedo to at The demonstratetheand examplesgrade complexity level. theirare of W descriptions tell Performance pageTurn to12. the Each performance standard has descriptions a performance for English description. 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MostSome of students the standards will reach are itmade later upthan of theseveral end parts,of fourth for grade.example, the cross-referencesare to Applied Most AppliedLearningMost Learning commonly is nor activities a the subject cross-reference will area generally in its own is take to right. Applied place It iswithin Learning. expected a subject Appliedthat areMost made standards up ofseveral parts. Reading standard has four parts. Learning. 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Margin notes standards,Theto notes meet suchin the the requirements as margin the resources draw of attention the to standards.which to students particular need aspects access of inthe order the standards. 1.9 BEST COPY AVAILABLE (3 1995 National Center on Education and the Economy All right, reserved. c3-.1 Comparing the grade levels. descriptionsthatEach directs page showingattention at each performance ofto thethe three Appendices grade descriptions levels: which elementary,hasshow a notethe performance in middle the margin and Englishpresentedcase it would language as befinished expected proficiency, work), that or or the producedthere errors is evidence would by a student be in corrected the with rest limited ofin thework Next,high school. turn to the work samples and commentaries that appear on the correctness,Inconceptualwork other to suggestwords, understanding. but we notthat have to the overlook tried error to was errorsadopt a slip reasonablewhere rather they than expectationsarise. an Weerror have in For also esamples commentaries. Work and pages immediately following the performance descriptions. alsosamplesWeresolved havein chose toincluded paid apply samples attention those to illustrate included expectations to spelling, the to English illustrate forconsistently example, Language standards to not all Arts onlyinthe thestandards, work in other the samples. work subject but illustrateWork "how samplesgood is good theitEach because standards. work sampleit illustrates In other is a genuine thewords, quality itpiece illustrates of workof student expected "how work. good for We is one good have or enough."moreselected of relationareas. Similarly, to mathematical we are also and reviewing scientific allcontent. work samples for accuracy in - - S % - enough." work(See samplesNot all standards illustrate arestandards.) the same" below for more detail on how Performance Performance standards are therefore made up of a combination of # The commentary Themake commentary sense of that why goes the workwith eachshows work how sample good is is good intended enough. to help The work samples + despecriptions + Standards r. rformance Theworkbeperformance performancesamples: able to do. descriptions, descriptions work tell what samples, students and shouldcommentaries know and on the B . -Y4/.11g.t . explains why thework illustratesgood enough. how good is attentioncircumstancescommentary to the explains under qualities which the of task the on work which waswith the completed,direct student reference worked and draws to and the the commentarieson the work samples. Thelooks work like.samples show what work that is judged good enough .,7-7; . The commentary Theperformance commentary descriptionsalso draws attention for the relevant to any reservationsstandards. we have about Theto commentaries the performance explain description. why the work is good enough with reference it about the work. also notes our reservations standards,providethe Instudent all valuable cases, many work. the samplesplatforms work samplesare from not which "perfect" are genuineto illustrate in every student aspects respect. work. of Some, theWhile for they maythan illustrate one standard. more A work sample theillustratethanOften Conventions one the partsstandard. work of samples standard,the For Writing example, illustrate or standard for some thethe Literaturequality alsoof the illustrate workof workstandard, samples expectationsexpected or selected possibly for formore to madeillustratedorexample, errors no attempt of includeby calculation. means to spelling doctor of authentic We theerrors, think work clumsyworkit in is order important samples grammatical to correct andthat accordinglythesethe constructions, standards imperfections: have be illustrates"Enchiladas"even both. more (see than page one 18) standard is an example in English of a Language work sample Arts. that cases,commentingincludedthe work for hasa example, note beenon drawingtheir included the significance work attention "warts was producedtoandin the all". naturecontext Where as a of firstof errorsthe the draft mistakes work. occur, only In (inwe andsome whichhave 0 1995 Nammal Gra, Edv20 and the Economy. All rtgin, reserved. 8 How. to Read These Standards illustrate standards A single work sample may MathematicsmoreSimilarly, than a one single Standard subject work area. 8,sample Purring For may example, Mathematics illustrate a project standards to Work, completed drawnmay also for from describe a pieceStandards that of work. workLanguageOne kindthat studentsof Arts. standard Each are partis expected characterized of this tostandard produce, by theliterally and Writing the describes knowledgestandard a piece in and English ofskills from more than one subject area. "CannedAppliedWriting.illustrate LearningIt theFood may report Drive"also Standard writingqualify (see pagepart asI, Problem a of80)project English is an Solving. within example Language the ofrequirements aArts work Standard sample of 2, EnglishStandardsonethat relationshipshould Language that be evidentfit between this Arts category inStandards thateach work. generallypart 1, ofFor 2, the and this are: standard 5; standard and there a piece is a ofone work. to Standards are Thethat bar illustratesalong the standardstop of the frompages more showing than onestudent subject work area. highlights InAppliedScienceMathematics the case LearningStandard of Standard Mathematics 8;Standards 8; Standard1, 2, and 5.8, Purring Mathematics to Work, highlighted in the bar at the topof the page. the standards that are illustrated by each work sample. StandardstheStandardScience standard Standard 1, of Problem asthis a kind whole 8, Scientific Solving,have and several a therepieceInvestigation, features: isof a work. one toand one Applied relationship Learning between provide a basis for 41 World class connections ThesestudentincludedOn examplesmost activity pagesan drawnexample provide showing from aof basis workamaterial standard, forsamples comparison collected a andportion commentariesfrom with of otherthe curriculum,performance countries. we have or a TheformentsA single it qualitiesto of be piecethe judged standard thatof work asmust meeting usuallycan be meet evident themust the standard. beinstandard. aevident piece Ininof face awork single all for of piece itthe to require-Mee(of work the comparison. drawnstandards. is shown Thr full on listpages of references 112-113. from which these examples are thethoughtofstandard the standard. bold of can as-typed assessmentbe stared performance explicitly criteria description. andor as are a rubriclisted These forin bulletqualitieswork thatpoints can meets asbe part are the same. standards Not all onnotAs the youperformanceall the waysread same. inthese which descriptionsThe standards the most standards obvious it are will written. become are difference written; We apparent have becauseis the not that way imposed the the in various whichstandards a single thestan- are style make judgments Commentaries judgmentsCommentaries about on thework whole samples piece that of illustratework. these standards make dardstothreepresentation. haveproducts categories different of Nevertheless, student orpurposes kinds learning of therethat standards, lendand are somebythemselves distinguishedthe patterns. range to of differentWe evidence by have their kindsidentified relationship required of to about the whole piece of work. See, for example, "Dream House Project" on page 52. demonstrateThethanrather differencesprecisely. than achievement neat, among and we of the havethe standards standards. sought haveonly The to consequences distinctionsdefine them are generally for broad what itrather on conceptual exclusivelyStandardsthat focus StandardsconceptualArithmeticA second kindandthat understanding. ofNumberfir standardthis category Concepts. is characterized generally This standard are: by Mathematics focuses exclusively Standard on I, enoughcanmeans use to lookssamples meet like. a standardof student and, work therefore, ro illustrate for thewhat ways work in thatwhich is goodwe understanding. TheseScienceMathematics standards Standards Standards have 1, 2,several 3, I, and2, features:3, 4. and 4; onlytheunlikelyThe standard. standardto some that anyaspects comprisesIn fact,single ofit ispieceone a common number part of workof offorthe distinct will aStandard. single demonstrate parts., piece Thus, It of is allthe workmost parrs standard to relateof can usually only be met by multiple pieces of Work. C 1995 National Center on Education and the Economy All righn tamped. 23 whatmayConceptual is expected contain understanding elements for the grade of conceptual levelis developmental. and elementsunderstanding Any that oneeither that piece aremeet belowof or work Commentariesby commentsare qualified meetingqualifiedCcnnmentaries theby commentsstandard. on work about samples further that evidence illustrate thene. senttodevelopmentalisexceed "upspecify in to awhat standard"piece in moreis expectednatureof work thanoften of generalfor meansconceptualfor it theto be termsgrademaking judged understanding thelevel: an qualitiesas on-balance Judging being that upmakes whether tojudgment.need standard it difficulttothe be work The prefor evidence needed. about further See, for example, "How Many Handshakes?" on p; the grade level. These expectations are being defined concept by concept. notThe complete. collection samples is of work purposeNorIn no is case the of currentisdisplayingillustrating the current collection athe sufficient collection performance of work range of samples work standards. of thesamples yetways adequate adequatein which for students for the the commentsfurtherare qualified evidence about byCommentaries needed. See,meetingqualifiedCommentaries for example,the by standard.comments on "Sandbox" work aboutsamples on further page that 64evidenceillustrate and "Flinkers" these needed standards to on demonstrate page are 67. samplesisdeliberatemight drawn produce infrom effort helping awork todiverse ensureto that articulate rangeillustrates that theof the students. overall themeaning standards. collection Given of the Wethe standards, of rolearework makingof samples the it is work a theItexperiencescritical is workpossible that samples their ofthat, the content as currentlystudents the collectionreflects forincluded whom the of diversity willworkthe bestandards samples discarded of the areproceeds,cultures in intended. favor and someof others. of Standardsdescribe that skills Language.ArtsThe thirdStandard kind It is of3, made standardConventions, up of is the characterized standardsGrammar, thatand by describeEnglishUsage of Language skills the Englishand tools, )1 %r i and tools. Standardssuch as analytical that fit thisskills. category generally are: Some standards cannot be standardsillustratedSonic standardsare byEnglish written are Language nutwork illustrated samples. Arts Standard here Obvious because 3, examples Speaking, they cannot of Listening, these be Fri ;7 I s. AppliedScienceMathematicsEnglish LanguageLearningStandards Standards Standards Arts5, 6, Standards and5, 6, 7; 3and and 7;3 4. and 4; writtenillustrated work by samples. WeStandardand areViewing in 2,the Communication and process the oral of collecting presentation Tools andsamples partsTechniques. of of performances Applied Learning on h L Id viI Pr' 33 evidencesomeof evidenceWhat cases ofdistinguishes allneededit is of possible the to features demonstrate these that standardsarequired single that piece to thefrom meet standardof the workthe other standard; could has kinds beenprovide thisis met.the is sobody In andcontainingvideotape other performances. andwork will samples produce and a videotapecommentaries to complement focusing on this oral book work constituterefersLanguage,for the not sufficientstandard only for example.to evidencefor the Conventions, idea Bus forof coverageitmeeting would Grammar, bethe but rare standard. also and for to aUsage asingle notionHere, of piece sufficiencyofthe consistency Englishof work to evidencerepresentativeof application.Ideally, for work other ofWe that a standards. wantbody provides toof bework. evidence confident for that these the standards work in question also provides is 0 095 National Center on Education and the Economy All rights reserved. 24 10 Overview of the Performance Standards English2. Writing1. Reading Language Arts Mathematics1. Arithmetic and Number Concepts Science1. Physical Sciences Concepts Applied1. Problem Learning Solving 4.3. Speaking,Conventions, Listening, Grammar, and ofandViewing the Usage English Language 3.2. FunctionGeometry and and Algebra Measurement ConceptsConcepts 4. Scientific3.2. LifeEarth Sciences and Connections.and Space Concepts Sciences Concepts 3.2. InformationCommunication Technology ToolsTechniques and Toolsand Techniques 5. Literature 4. Statistics5. Problem and Solving Probability and ConceptsMathematical Reasoning 6.5. Scientific ToolsThinking and TechnologiesApplications 5.4. ToolsLearning and and Techniques Self-management for ToolsWorking and Techniques 7.6. Mathematical8. Putting Mathematics SkillsCommunication and Toolsto Work 8.7. Scientific InvestigationCommunication With Others approximately equivalent studentsto the end might of fourth achieve grade. thisThe Itlevel elementary earlier andschool others standards toter orethan set this at ograde. level of performance is expected that some

0 1995 National Center on Education and the Economy All rightt ?nerved. 27 WORKCOMMENTARIES SAMPLESDESCRIPTIONS,PERFORMANCE Applied Learning Mathernatics Science

1 I ELEMENTARY12 SCHOOL Performance Descriptions English Language Arts expectationsdescriptionsTo see how thesecompere for middle performance with school the and 1. Reading 2. Writing high school, turn to pages 8489. texts;comprehension;Reading making is a process connections analyzing which between includesand interpreting parts demonstrating of a printedtext, maten'alsExamples include: ofpnsellsing evidencecomparing of readingand contrasting informational information with specific prior Fria,Sattler.McKissack, roliti.And Dinoutun ThenSong Frederick What of of the North Happened,Douglas: Swallow; America; The Paul Black Revere; Lion; purposes,languageWriting audiences, it a to process communicate and through contests. electively which a writer in terms shapes of The reading requirement assumes an se e a amongthatandexperiences several applications"comprehension" texts, in and of and aout text; between meansof andschool; evaluatingbasic text making and undentandink othertexts. extensions (Note i.e., drawingconnectingmedia,knowledge, inferences informationor local and or andpersonal conclusions: worldto known experience: events: pitta of literature, Ahlberg.PoetryMcGovern, Heard The SecretIt in the Soldier: Playground. The Story of Deborah Sampson. The student produces four Atypes report, of writing.in which the engageswriter. the reader by establishing a context, creating a amountresourcesmateriel.adequate of In libraryorereading some too of meagerplaces, required appropriate libraryto for support every reading the Thegetting studentquality the and readspit complexityof and a text.) comprehends illustrated material in the sample of the reading evaluatinganalyzingdifferentiating andtexts. between interpreting fact featuresand opinion; atom: Giovanni,DeBlishen Regniers, Ego. and Tripping Wildsmith, Moore, and White, Other Oxford PoresandPopcorn; Book Carr, for of Young eds., Poetry Sing People: for aChildren; Song of createsondevelopspersona, the subject; an and organizing otherwise structure developing appropriate reader interest; to a controlling idea that conveys perspective forout-ohschoolastudent shortage example, to achieve of resourcesstudents books this exists, may standard.must hovebetter be mode; toWhere use be of papers,literatureshouldlist equivalent include textbooks, or the to traditionalequivalent twenty-five and media, andin books children's contemporaryfrom each at magazines,least year. three Thechildren's materialsdifferent news- makesillustrated85-90%),The student meaning familiarin readsthe densample materialaloud, to listeners reading accurately of the by: fist, quality (in and the andin range a complexityway of that janeaku,Greenfield.KochHeard, Stringy: andHomy. For Farrell, the AI LoveGood Gathering MI,. and of Tolling the Other ofEarth Family toLoot theand Poems: Sun; hem:Soll; uscsadudesindudesspecific a range purpose,extraneousappropriate of appropriate audience, andfacts inappropriate and strategies,and details, contest; such information; as aReadingassured substantial access twenty-five amount to local books of or time. county o yearStudents libraries. entails studentliterary formsproduces and evidence fromademonstrates at whole; least of reading five different a that: thorough writers. understanding The of the text as self correctingtextusingearlier dues, a miscue; range when to determine of subsequent cueing systems,pronunciation reading c.g., indicates phonics and meanings; an and con- Silverstein,Moths,Mangucl.Lobel, Whereed.. Red cd., Thr Dog, theSeaton,: Random Sidewalk Blue Fly: Howe Ends Football Book Pam,:of Mother Goose; Examples of reports include:antheproviding informative subject, facts and report; and narrating details, a describingrelevant anecdote. or analyzing requirement.courseswithmoy theiruse other materials regular than class English,rend work,in conjunction to includingsatisfy this suesextractsinformation,identifies paraphrasing salient complexities levels information judiciously.of meaning; presented from inthe the text; text, i.e., ideas, MINIMIN11111111111111 everydayreading with speech. a rhythm, flow, and meter that sounds like GriegoHuckFrench,Folklore y Mamas, and Snow Lobel, Cuomo: White Princes in Tales New Farball: FromYork; the lihpanir Southwest: aan chapter attribute book. book; Example, of producing evidenceparticipatinggeneratingmaintaining of reading annotated in formal logsinclude: listsand or journals; ofinformal works read;book talks. alsocouldSampleSAMPLE appear select. reading READING on This lists list list producedfrom isLIST not which exclusive. by students organizations Acceptable and teachers such tides as the SteptotGoble,IslamLouie Buffalo Mufanis andThe Woman:Young, Dragon Beasaifid Yrh-Shen: Kite; Onsets., A Cinderella Story From China: A response to literature, in advancespersona,engageswhich the theand a writer: judgmentreader otherwise by that establishing developing is interpretive, areader context, analytic, interest; creating thoroughlyencourogeRending "M studentsin depth" an area tois thatinvestintended interests themselves to them. singleequivalents)The student writer, reads aboutor four inone books depth issuc inat or oneleast subject, genre, four books orand four produces (or books book by a FictionfromLibraryNational lists Association. Council approved of Teachers locally.Substitutions of English might alsoand thebe madeAmerican Sreproe,ModemLee.Kipling, TheLegend TheFantasyStory ofElephant ofhimpingthe and Milky Science Way Mame; Fiction demonstratesmedia,referencessupportsevaluative, or areferences judgmentorto reflective;otherunderstanding works, tothrough personal authors, referencesof theknowledge; orliterary non-print to thework. text, increasedmorehornSuch an anexperience orray investment understanding of resources, of willreeding generate of giving o os subject. well studentsreading as evidence of reading that:supportsassertionsmakes and assertions about supports the withwarrantedtexts; elaborated and responsible and convincing Cohen,Coen,Cleary,Brink, Caddie The/ RamonaFat lacke Woodlawn; fina and Story Her Father:Quilt; Grahame,Dahl,Bond.Andersen, lames A Bear The and Called UglyWind the GiantDuckling;Paddington; in the Peach Willow, aExample, a book review;of responses toa literatureliterary response include: paper; scanningwhichexperienceIt is not often intended materials, ofrequires doing to be copyingresearchlittle some more cursorydirectly on than a topic author'sevalmmakesevidence( t.perceptive craft.writing strategies and well anddeveloped elements connections; of the Lord,Hansen,Hamilton.De Saint.Exupery, In thr The Zeely; Year Gifi-Giver: of Thethe BoarLittle and Prince; Jarkrr Robinson; Whit,VanNorton,Lewis, Charlotte's Allsburg,firmanjr The The Lion, Web.Bummers; The Witch and The Wardrobe; Aa anarrative parody; account (fictionala literary or analysis autobiographical), paper. in ischallengetionolhorn to encouragereferences, phrases with theand insteadand depth paragraphs. inserting arequirement complex transi- The Examples of producing evidenceproducingconstructing of literary reading book response reviews; in depth papers; include: Ringgold,O'Dell,Waldo].Mende: and Zia;Journey Tar Byard, Beach; to The Lauer Black Snowman; Socialchildren',CreativeWeekly Studies magazines Reader; Classroom; for rhe Young Learner: which the writer: establishespointengages of view, the a reader andsituation, otherwise by establishing plot, developingpoint ofa context,view, reader setting, creating interest; a throughunderstanding reading. developed and enhanced The student reads informationalparticipatingproducing materialsinearch in formal report,. to anddevelop informal book talks. Non-FictionTry,Spears. Child Thr of Sign the Owlof the dram: ActionLocalNewtWorld (Scholastic); (Scholastic);newspapers (National Geographic): or their equivalents, includescreatesofand events); conflict an sensory organizing (and details for autobiography, structure; and concrete thelanguage significance to The ,tj110:-"response to literature"in the Writing workunderstanding that: and expertiserelatesrestates and produces new or summarizes information written information;oren oral prior knowledge and Cherry.Aldo.Epstein,Baylor, Corn The GreathThe History Mahe: Way Kapok of Thrto Women StartTree; Gifi a ofin Day; theScience Indians for Voting People; OtherNintendo,Manuals appropriate other computer for elementary manuals, school children, e.g.. developsexcludesdevelop plot extraneouscomplex and character; characters; details and inconsistencies; withstudentstypicalstandard literature hiterory routinelyis meant study. analysis produceto This replace pope;does in thenotconjunction that precludemore many extendsmakesexperience; ideas; connections to related topics or information. Godkin,Greenfield,Hamilton, Wolf Childrimer hland AnthonyFugitive ABurns: Thrre.Gmension Slam The Defeat andMemoir; Triumph of a anduses tension a range or of suspense. appropriate strategies, such as dialogue fWnidnt Prrfirroont. Oneopion nooinonl w nart me.) possibilitiesliterary analysis for render but instead response opens as upwell. , , . :30 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy All rights 'nerved. 31 o it o ' Speaking,-Ustening, . . Conventions, Grammar, and lesonn undl The thestudem student: accesses and exch.ge information; that is, and Viewing. 4.The student regularly sues, with some teacher ussistance, Usage of the English Language The student responds to fiction, non.fiction, poetry, and immediatelyForexplainSamples these "how of standards student Following good work iscon goodthese bethat found enough"pages. help . an autobiographicalflu 'vie, of narrative account:. imaginativeocean,. 'Vehicle: story. paraphrasesrespondsasks appropriate to theand questions summarizesquutionss of others; to increase understanding; appropriate conventions of theparagraphsentencespeUinjp English construction; structure; language, including: orslthatdrama oris, usingwrittenthe student interpretive, presentations: doesexamines onecritical, or more theand masons evaluatesof the followingfor processes;a character's in actions, taking ter A narrative procedure,providesaengages in persona, which thea the guideand reader writer: otherwise to actionby establishing developingthat anticipates a context, reader a reader's interest;creating speaksuseslistens language responsivelyaudibly;ommunicating; which to is others' simple points and appropriate of view; for ...sag..gralmu;punctuation; identifieschancresinto account stereotypicalrecurring the situation themes characters andacross basic asworks; opposedmotivation to offully the developedIt is not intended to meet that the all English student language work betweenstructures,nccds, creates steps; e.g., expectations headings, and through provides predictable transitions showsusesrespectsmakes language awareness appropriate turn taking and of gestures rye anof audienceothercontact; expressively speakers; by adjusting and persuasively;to its reaction. Examples of suing appropriatedemonstratingtheythe conventions, aid convention, rather in 3 piece than grammar, int-hide interfereof writing and with the usage reading;ability of Englishto manage so that orcritiquesdeveloped realistic; the characters; degree to which a plot is contrived andtofromArts ensure standardsAppliedan English that learning Mathematics, should class. necessarilyworkThe challenge samplesScience, come is includesgraphicscreatingmakes use arelevantas visual ofappropriate; appropriate hierarchy information; writing and using strategies white spacesuch as and Examples ofaccessing and exchangingunderstandinginitiating a information conversation °Ian assignment include, wish the or teacher activiry, to clarify observingincludingwritingproofreading conventions of theothers, reacheracceptably using of languageor dictionariespeers the student's as during appropriate; and formai own other writing oral resources, or the choiceanalysesevents,makes andinferencescharacters, the content; impact and and of draws authorssetting; conclusions decisions aboutregarding contest, word otherencouraginglanguageore incorporated classes Arts students while work widely notsamples, to weakening intouse the workthus English bornthe Examples of narrative procedure,thatanticipatesemluilc might extraneous include: ariseproblems, for the information; mistakes, reader. and misunderstandings neighborhoodinterviewingaskedresponding about wish communitytopics. project. relevant iniputtain Orr members andalso ideas. informativeApplied about or Learningrecent localanswers events, history Standard when or 1), appropriate,The student analyzesrelative to and audiences revisespresenrarions. andwritten purposes work, as by: Example, of responding evaluatesconsidersrn literature theliterarythe include: differences function merit. of among point of genres; new or persona; English curriculum. . games.havea chapter a safeand hook vacation,other developed issues with of chapters aroundsafely: procedures. on safe swimming. e.g..of ruleshow safe to to; organ mg class meeting, contributingproposingLearningfrom others equitably Srandard and in. defendingJ group to, 5); and inquiry acknowledginga plan project for a groupper conrributionsalso action Applied project addingclarifyingadding or deleting or difficultdeleting explanations passages; details; commonmakingnomfictional)determining connections theme; why behave certain between the charactersway literarythey do, (either works licrionalaccording or to a performancesThese standards of student allow for work oral Applieda how Learningsin Standar,/of procedures l). for checking out library books (see aim report to accompany a game; The student responds to oral 7;makingOrepresentations Science also an Applied Standardoral thatprwenration Learning is,7: Appliedthe Standard studath (see Learning also 2); Mathematics Standard 2). Standard sharpeningreconsideringimproverearranging the or focus; clarifywords, the meaning; sentences,organi.tional and structure. paragraphs so creatinggroupproducing of aadults; versea creative by verse retelling paraphrase of a familiar of a poem; fairy tale ro a whenever appropriate. speaksparaphrasesasks appropriate audibly; and questions;summarises to increase understanding; Examples of analring andcritiquingandconsidering revising teachers, she written and writing responding work of ainclude: peer. to the critiques of peers The student writes works inversioncomparing specific of genresthe a childien's same that work. incorporateliterary classic woks televised Examples of responding makingrespondingusesto oral language presentations logical appropriately connectionsand gestures include: to brewers, storksexpressively and a presentation poems and persuasively; mad and aloud; appropriateExample, literary of wthing features. markswriting in specific poetry,and/or literary producinge.g., free genres verse a short include: and play; rhymed; The student makes informedendingparticipatingrelated judgments ideasot elaborate inandabout role works; playingtelevision,on a historical activities corns. which extend a story writingcreating a anary picture (see book; also Applied Learning Standard /). radio, and film productions;productions;recountstelevisionarticulates that the and is,reasoned storythe radio student: elements productionsjudgments of television,for and selecting rejecting radio, particular others; and film radio.Example, and fihn ofproduction, making informed include..rain:Tientidentifies fidgrnent, theprograms, intended about and television, messages news programs. of advertisements, enter. preparingproduct:crewingpresenting a Atelevision a news coherent bulletin or retelling radio relative commercial of roa televisiona school for event Anshow Imaginary (see episode, also 0 19:15 Norional Gun, on Education and the Economy. All ',en reward 32 identifyingApplied Learning the turning Standad point in the action of a film BEST COPY AVAILABLE 33 ELEMENTARY14 SCI-100L Work Sample & Commentary: How to Tap Dance lissOng E11. neap !I,Conventloat PPM% 414'14tki 5 :nature erameticConcepts Noma anwernentSemen,Canna Caratsfanner, .944a SloOslinsOnaoshla Ili lereaselamen.;SalaPnalern I Inaernacel I TabSae Cosermattoelhernala lne SciencesCaeca firm accept,Sane. Soso Canaannalicanons I Santa 5 MainWalk ISclenac5 Teetnoles. tab CcennalesOon7 Sank invocaala Santa ProblemSera, arnarecelontectawes lois 3 I U.Nonlotanaonlea. toots Learrep Tnaka.SIapa loolo eng11.6 Language Arn English Language Arts required by the task This work provides evidence that the student: Science Applied L arning CircumstancesHowStudents to..." were paper. given of performancethe task of writing an "I Know "GettivesTaptheestablishes piece Dance," onin the a throughhard opening:a and contest wood through a simple"Put forfloor" theonuse tide, tapmain of shoes";impera-"How idea toof I(; opportunityextendedtinted assignment project for revision thateachtheincorporates piece step individual toat beseveral a series carefullystep different requiresof progressions laid out; the second,details into of first, i studentteacherrevisedfirst draft draftgenerated topic sideredfiedplex,the steps as with thean themselvesthe advanced most last difficult: step tapbecome specifically step" "This more(p. is 41; con- identi-com- /./ researchembedded required in class work and"Start...HitThen...Now..."withinidentifies between a particular the steps,transitional step, e.g., e.g.,"Here points, isIt,. aboth stepIL arr*Ir.- 4Inrraffittarrmadou StandardpartsqualityThis workof ofthe 2, worksampleWritingproduces English expected provides Language a for narrativeevidence theArts following standards: procedure: for the 'Shuffle:usesflap"that you1p.embedded 21;could Flap:..." putheadings, after (pp. a 1.2]:e.g., shuffle or a iilIrrrigigif awrimernirmsynrcerre.; A. a. theStandard English 4, Languageuses Conventions, Grammar,appropriate and conventions. Usage of impedestutorialtheincludes piece but enoughthebecomes not instructional so information moremuch than thatcontent: justso it that a flOw in mot al,tx. whichTheWriting student the writer: produces a narrativecreatingengages procedure, athe persona, reader in byand establishing otherwise developinga context, anddanceparingshows provides stepsathe sense points might solutions: of ataudience become which "If a byfrustratedyou reader antici- find learning that or confused difficult the same- - eac.... /7,iterek Z:7 predictablereader'sprovidesreader needs, a interest; guidestructures, creates to action e.g.,expectations that headings, anticipates through and a EnglishConventions, Language Grammar,then and start Usage back as of step the I" (p. 21. ; suchprovideswhitemakes as creating transitions space use of anda appropriate visual between graphics hierarchy steps; aswriting appropriate; and strategies using language,assistance,The student including; appropriate regularly uses, conventions withspelling some of teacherthe English :TO standingsanticipatesexcludesincludes extraneous that problems, relevant might ariseinformation; information;mistakes, for the and reader. misunder- grammarspunctuation;paragraphsentence construction; structure; spellingwritingThe sample theand ability usage.demonstrates to manage through usage.the conventions virtually error of free 34 BEST COPY AVAILABLE @ 1995 National Craw on Edurariors and the Economy 35 right, rat-rued "

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English Language Arts required by the task theThe student: "Expressive" piece provides evidence that informationuses an organizational in two ways: strategy first, thatfrom arranges broad to the inusingperiodStudents class; the of the weretimesame second, andasked topic. then as to The awriteto homework firstwrite expressively piece for another assignment.was completedfor purpose a short createspunchedthroatmoment a persona getting in in the the of dry...Elbowedheat nose...";a basketball of the and game: player inproviding the "Palms replayingstomach, a sweating,nice a clo- toaccordingnarrow: try"if youout..." from didn'tto anda "C.Y.O. sequence make "A week isthe aof later, basketballteam...";events: each "You second, league..."person have will Circumstances of performance extendedtimed assignment project surebasketballidentifiesa to possible a brief the but court:future significanceeffective shows event: piece how "When of theby foreshadowingIactionexperience get the on letter..."; the might gradeforincludesreceive level a fourth requirements, a facts letter..."; grade and audience, details tryout appropriate such as revisedfirstopportunity draft draft for revision dry...Elboweddetails,useslead e.g., toprecise, "the "Palms in letter theconcrete sweating, stomach,saying language I throatmade punched and gettingthe sensory 'A' in team"; excludesdatesnotificationfor and in inappropriatesuccessful times, procedures; qualities candidates, information. looked and Eipres5irc, // embeddedstudentteacher generated in class topic work usesderailsisthe brief nose..."; tension andand inconsistencies;to effectively the point, byavoiding delaying extraneous the results of frominThe this spelling the work work-but sample and grammatical would do not not detract beerrors qualityThis work of worksample expected provides for evidence the following for the research required The student produces a-the report, question:lay-up in whichuntil "Is after my NBA a tongue-in-cheek career over?" rhetorical firste.g.,writeracceptable line the is aware ofcorrection the in polished "Expressive"of some of "thoath" writing.misspellings. piece Thein the \Ca-yaa.d="1:).- 0 s.e producesStandardstandards:part of the a 2, report. WritingEnglish Language Arts writing produces a narrative account; the writer: engagesreadercreating the interest; areader persona, by establishing and otherwise a context, developing "Informative"inand the the final check line piece. mark of page over one "atitude" of the .611 tionalTheWriting student or autobiographical), produces a narrativeengages in which account the the reader writer(fic- by establishing a context, createsdevelopsaperspective specific an a organizingcontrolling purpose, on the ideastructuresubject; audience, that conveysappropriate and context; a to ____is setting,establishesdevelopingcreating anda point reader aconflict situation, of interest;view, (and plot,and for otherwiseautobiography,point of view, excludesusesinformation;includes aextraneous range appropriate of appropriate and factsinappropriate and strategies, details; such .;2772,1-331.97411?-e over.? createsthe significanceincludes an organizing sensory of events); details structure; and concrete language analyzingas providingrelevant the anecdote.facts subject, and anddetails, narrating describing a or _: .= 1.416v developsexcludesto develop extraneouscomplex plot and characters; character; details and inconsistencies; theThe student: "Informative" piece providesestablishesimportant evidence an piecesinformativethat of information context by about presenting the organi- e dialogueuses a range and oftension appropriate or suspense. strategies, such as zationtryoutsaleague reasonof the isare CYO forfrom on..."; supplying basketball 4th grade the league,to information: 6th": e.g.,and by"The "The providing 2 38' BEST COPY AVAILABLE 0 1995 National Cotner on Education and the fronton, All right, enema 39 writeIn to Norway, different recipientsthe pupils (teachers, should learn to theclasses,oconother way pupilproctise pupils, that andshall well expressing otherat learn theirbe people(understood. toown choose themselves level So that ofa In wayability, allthey in VeAT-9267,Yoo7j-Ur.c.6\.c.c. 0 5a1 17 \\---1.7.Z.-ei.1-C.;3e&ifs._ towritealltheand arguegrades situation style about forof the issues writingandtheir pupils the ownthat to recipient. must suit interestopinion." the be Throughoutmessage, allowedthem, and to .... 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You 1004 1\1.00. 4111 1:$ ad, I he..1 CCUX6 ) I ThisincorporateTheLiterature studentpoem provides appropriatewrites worksevidence literary in specific that features. the genres student: that sharpeningtorearrangingclarifying improve the difficult focus;orwords, clarify passages; sentences, meaning; and paragraphs 1.\\ el Ca2T4 To .(.)Rcle.03\1wilks wou\1 cA\ comeM both lertst ("Giantappliesusestion poeticjump"), ("Tiny line breaks devices cat/Giantrepetition and such white jump(fhree ("Driftas figurativespace away"), to story producelanguage descrip- jump"); a This work provides evidence thatmakesreconsidering the student: appropriate the andorganizational substantive structure.changes from ?\eme, (Ant back. e.g.,demonstratesstrongthe the poeticword title is"Down" form:an also understanding the"Down, actually last line Down.descends ofof thepoetic Down"; poem the form, page; and thefindingdetailsdraft death to athatdraft, parallel of enhance her including uncle;between the the quality the rethinking loss of ofthe the of poem, substantialcat and e.g., 58 BEST COPY AVAILABLE 0 1995 National Center on Edulation and the Economy All right, revered 59 M etc :9 ,I995 - Delft A 3 ar c9 , 995 ICt:\ ed women I A4/0.`i3 etNe.ci %Amen - . 3lnall denudes ceeciAure kcve p r ou know"ki,e..1 you car\tio aT a sudden )u,SA _ one_ WicK0 woman, tWA)± en yo away, now you ("ant forge]: \ of a sudden )usl sCrtcne- urvu awusi heN) 104 V'snOW 10U C \ JorntOct OMEvan Comiuskailan kkeS 1nvadaallon Applied L arninghaven moans Toal a netKarma. to.lantrinuni creatureStudentsEnglish fromwereLanguage the asked ocean to Arts write creature's requiredabout pointan ocean by of view.the task writer:TheWriting student produces a report,engages in which the reader the by establishing a context, assistance,TheEnglishConventions, student Language appropriate regularly Grammar, uses, conventions with and some Usage of teacherthe English of the hasAn extended occurred project,over o sustained here, is one period that of tit Circumstances of performance timed assignment readercreating interest; a persona, and otherwise developing language, including: ssePneitleinnfe oftentime, longer.generally at least one week, and / firstopportunityextended draft project for revision tocreatesperspectivedevelops a specific all a organizing controlling onpurpose, the subject; structureaudience,idea that appropriate conveysand context; a grammar;punctuation;paragraph structure; construction; In France, elementary school children /I studentteacherrevised draftgenerated topic usesinformation;excludesincludes a range appropriateextraneous of appropriate factsand inappropriate and strategies, details; such theThis student: work provides evidence usage-that throughtoorthographicare be expected, able the to study anduse 'while syntacticknowledgeof characteristics taking constraints account acguireci of of / embeddedresearch in requiredclass ork anecdote.analyzingas providing the facts subject, and anddetails, narrating describing a relevant or managesusagethedemonstrates conventions through a variety the error of managementof spelling sentencefree writing; and of leswrittenwhiledifferent cycles reading work. types d recole inof producingtexts prirnaire, encountered their p. 45. own StandardpartsqualityThis work of of the I, work sampleReadingreads English expected Iprovides Language informational for evidence the Arts following standards: materials;for the This work provides evidenceaestablishes that femalethroughout the seastudent: a horse;clear the persona expressespiece: identifies and attitudes maintains the that persona it are conas paragraphconstructions; one. see in particular theStandard English 4,2, Languageuses Conventions,Writingproduces Grammar, appropriate a report; and conventions. 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(par. feasibilityconnectionworkssea horses; with of thebetweenhaving information a seathat horse information provided as a pct. to and create the a withIpar.accurate,provides the5 and personaa and number61; interestingavoids or of inappropriate details to a that fourth are for grade inconsistentscientific,the stated reader © 1995 National Center an Education and the Economy All right, trierved. 64 purpose: "I'll tell you a little bit about myself": BEST COPY AVAILABLE 65 3 Stew, Connate:, 1 miasmaasuman 2 dearetry, 3 isaaon 5 shotsucs assenatkai itaserasies Sons Sdenasemus Leo kenos Soo.. 5 stems Wends lob Wank 9 Sa,ana, a 1 haters 2 Comma:men 3 Noma. &Ilia, La tguage Art,..41 24111 waning, none Um, Mathentatict Cane.. teem.mann. Cows.egnon Paean,unese sent..Orman,somas eta,Taos Cannenterte.Was.. 14 Wei Science Caws. fence fannertionsMedea. I Nair. afeareketto Caraunkalke Imeabgalan Applied Learning Seen inseam Ides& Ina bobtieolasm hasAn extended occurred project,over o sustained here, is one period that of. insomeoneStudentsEnglish California. wereLanguagethey The admiredasked following to Arts who write questionsworks,required a brief lives, biography wereby or the wasro aboutbetask born theTheWriting writer: student produces a report, in which ohentime, longer.generally at lean one week, and still?WhenWhatanswered Why didwas hedidin this theor you personshe biography: choose do thatin Californiathis is/wasWho person? is/was so and important? This thisis he sampleperson? or she developsreadercreatingengages interest; a thea persona, controlling reader andby ideaestablishing otherwise that conveys developing a context, a studentis a final with draft help keyboarded from a parent into a aide.computer by the includesacreatesperspective specific an appropriate purpose, organizing on the subject;audience, facts structure and and details; appropriate context; to lived. etui gars* IndianaIshi lived to Socra.to wherewere group of laOthe all the al.s indlne ttiro to taste Sabi Circumstances,/ of performance extendedtimed assignment project usesinformation;excludes a range extraneous of appropriate and inappropriate strategies, such group livedpeople. The whiteSafer* San cam lehi wee the fa. people. land, seared sway torn, there 1 year. beforanimal. the wer e and cut and lets of to. downSlowlyborn the and lots of i revisedfirstopportunity draft draft for revision This work provides evidenceanecdote.analyzingas that providing the student: the facts subject, and anddetails, narrating describing a relevant or theytrees. tookYeast the people beallall The Incite. rth elly they to eters., were forced to go decided tth e the f Ighting to attack the White', into niding ended, almost but their .1f / studentteacher generated topic developsreader'sIshi, to reader the audience specific interest, lives; geographical by connecting area the where subject. the plana did the not Ye. people 'on the time seek and by tn MO bean Rilled Ishi was born, only a dorm rani Indians This work sample provides evidence for the researchembedded required in class work withorganizestheirEuropean events presence, the prior biographyand to American the lshi's battle chronologically, birth settlers,which (the decimated comingthe resultsbeginning of Ishi's of wereCanna left. When he yam 1.5 . tern In Sc.called etir little baby he ye. IVO Ln Three molls Want to live at a the wille9e of One person that trizz wee parts.ofquality of the work English expected Language for the Arts following standards: hispeople), loss of proceeding family and tocompanions, Ishi's birth andhis solitarychildhood, differentattaCKedoat willed. killed was 165 and early '1.1, fattier. people Wer geesekilled. Dan .d leerned DOW1344 Standard I,2, Readingreads Writingproduces informational a report. materials: selectsasexistence. ahis museum death;appropriate his seekingexhibit, facts andour and whirrending details people, finally for the his with report: life to doto learn how all it ninethe thingsy.re that to mho.. tribeof Deg. age, toIshi arr..] hunt. man should starve again Tor example, he fast the endwhite they were writtendevelopTheReading student or understanding oral reads work informational that: and expertise materials and produces to of theYahiinformationthe Yahi student who people remained, abouttells before something Ishi's relates Ishi early was howabout born,life Ishi among the conveys is conditions found the fewand gettingyen. so twArrY Once again, the Soon, lahlo vary alra lea that they stetted whites attacked, beCaslo they b0Catall the people to steal food but this timeLost their leadicine could not do the thdlanit men, extendsandrelatesrestates experience; new ideas;or summarizes information information; to prior knowledge narratesto1911;begins demonstrate in to addition,a participaterelevant Ishrs the anecdote: writerinresponse the choosesworld how to ofIshia effectiveforeignSacramento got his world; detailsname; in Mfr..whichanything would cause abeet it when ease°. .n? deaths caught-1- die.. andThis summarizeswork provides information evidence aboutthat information.makesthe a historicalstudent connections restates figure. to related topics or useshistorical"the a powerful slaughterhouse marker. strategy towhere conclude Ishi was by juxtaposing found" with a 66 BEST COPY AVAILABLE p © 1225 National Center on Education and the Economy All right, reserved. 67 studentsunderstandIn New Zealand, must and 'identify, use to showwritten discuss, that language, they and can Again, they had to leave their village because the discussandlanguageuse thediscuss conventions,and features conveyhow they of meaningsstructures,different relate to texts, intheand written topic; unitesstill Into found where than they and ware. Cry the end of that battle, there were only even attar lesving, the white. After meal., he began to like the coved.* that cam to would never Wage tan. Lehi died in l916. their pls. in If it net not for California history. lent, the Yen. eiOnt e. If you record,andtexts, other exploring interpret, points relevant ofand view; present experiences gather, coherent, select, dead.s.ppedfiv people attacking left Inbecause tn. Taut they tribe. thought that all the Yahle were This time they moved tea cave ner Deer Creek. After that, the white* wordsfriend.See to hlo see every which day. wends he would The whites found out his language Ho seiled, and soastie. he even react in by bringing a list of ea. go byhistorical tne marker that slaughterhouse where Oar. 1.1 was round, ye. explainingsources,structured using theinformation processesdifferent from technologies used." o variety andof and Ishi'v mother got v.y very sick. One tan that was lent ' age died frog strange dieassa co. and be like an exhibit. A couple of days later, He meld yes and vent to live at au.um owner eat. bin to the theFor thousands of years Tna zmmt between vmni...sent xnmimn of theC. Tani Mt. ILas ndians s. and bf gun,roam.region the p.English in the New Zealand Curriculum, not/baretr. cave toand go. they had to lee,. again, but tele t lea they had 9.n [no whitea round out that Vie rani were living in Slowly everyone died, exCept Lehi. He lived etnuseun. first but then hs not used to it. To get there,Soon afterhe hod that, to on he On ...Ted train, wnica acered SacreoentOcenturyayby diwhitetnOwn 00000 galley. onlyeon survivor, anda few of foothills brought des. to the in 1911.by hunger. these p.n., gee roa.ned. 1, the Hie deathBy thein 1916turn Ye. nl.overen oft a.the thatalone hewith Just no wantedone.to calkto dl to too, for threeso he years.walked to . ...1st store finally he decided The shoes.clothes, but ha welted s little while beforewearing he white started sen's wearing b...at tale ars siteend to Stone hg. CellfOrnia. tonewtor Jell.hokum morning, of a newhite was innfound and in be stopped there for the night. laughtern.se and ee woe brought friendsref..d tosaid: tall. 'By now, everyone wanted to know hie Since be wili not tell hie neoe,When peopleha began to get impatient, one of hie noes, but lea will be known Oneto kill of Is.'shim, andfavorite he was newdelighted foods wasChen fruit, they brtnight but it washim veryfood. After avails, he figured out that they were not going returned,ea lahl, he gotwhich very atone eick man and in went Yana to the In 1914, tehi vent beck to visit his language. hospital. bogs. RicWhen friend. he totcconftuting peelwith it,the to andpeel hie when on,becellse heand vs. Wien when given he he wasanwee orange,given givens e bananabetomato, ate heit be wouldClth started theeat broughtcould hla see back that to hethe vat museum. very unhappy in the hospital, so theg Man.pool on.and wrote about him The newspapers gave elm a name. wniCh was "The Wild lot.

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"cruel"outAsian, of you") whoand ("can "beautiful").and thetake White your innermostWitch (who disircs was both(sic] fromgrammaticalreadthe sake theand overall ofis identifyingnot errors usuallyimpression in thisthe revised. gistwork that of Thesamplethe what studentspelling a dostudent nor has and detract readhas Circumstanceschildren:ducedLewis. bothIn Edmund,this to passage the reader ofPeter, performance the andSusan, character. to the and four Asian,Lucy. Pevensey is intro- additionalthework readingHowever, expected work standard, to for of say thiscomparable that itpart would the of studentthe be quality. readingnecessary has metstandard. to this include part of andpoetry,TheLiterature evaluative,procarsar;student and drama responds using to interpretive,thatfiction, is, thenon-fiction, student critical, does "wood"writing,the work e.g.,instead but thewould ofword "would." not "caster be acceptable instead ofin "castle";polished opportunityextendedtimed assignment project for revision This work provides evidencecancomprehends that ("Ichange the think student: into.")Asian the andtextis magic thenin knowing andextends has who thesecret Asiananalysis things is he 'presentations:one or more of the following intakingexamines oral or into written the account reasons the for situation a character's and basicactions, /.1 teacherrevisedfirst draft draftgenerated topic identifieshappylifebec.a)usebeyond the complexities textshe is("My always inmom the with characters,I think me and is Asianmakes e.g., inme my fullyidentifiesmotivation developed stereotypicalrecurring of that characters; character;themes characters across as works; opposed to ./ researchembeddedstudent generated required in class topicwork The student reads in depth at leastperson"andsuggests fourcold as books hattedthat a result although (sic)", of her she the behavior. isWhite also Witch"a very is beautiful "cruel context,makesorcritiques realistic; inferences events, the degree characters, and to draws which and condusions a plotsetting; is contrived about StandardpartsqualityThis work of of the 1, worksample ReadingreadsEnglish expected provides Language and for evidence comprehendsthe Arts following standards: for the oneOr four (orgenre, bookbooks and equivalents) by produces a single evidence aboutwriter, makesone or of fourissue reading and books or supports subject,that: in warranted and responsible persona;considersregardinganalyzes the wordthe impact function choice of andauthors'of point content; decisionsof view or non-fiction,Standardmaterial; reads 5, poetry, Literature in depth; and drama. responds to fiction, makesconvincingsupportsassertions perceptive assertions aboutevidence; theand with texts;well elaborated developed andconnections; This work provides evidencemakesevaluatesconsiders that the an student: inferencetheliterary differences merit. about amongthe text genres; and then sampleofTheReading the student quality reading reads and list andcomplexity equivalent comprehends illustratedto twenty-five material in'the books This work provides evidence author'sevaluatesfor the quality craft. writing of strategies and elements of the ownalltext:supports the special"I kidsthink that heard thatfeeling"; inference [Asian the "Thename iswith magic( reason Asianevidence because Ithey think from all that whetsgot the (thetheir equivalentandeach textbooks,contemporary year. inThe children's and materials children'smedia, magazines, should from literature at include least newspapers, or three traditional the different additionaltheHowever,work reading expected towork standard, say for of that thiscomparable the itpart would student of the be quality. hasreadingnecessary met standard.this to part include of withverycruelincludes prettyherwitch into isand inbeautiful]her thelovely castel interpretation to is lurekid"; because children experiences she to has come to lookfrom writers.literaryreading formsThe that:student and from produces at least evidence demonstratesfive different of a thorough understanding of This work provides evidencedecisionattempts that the tostudent: makeunderstand Asian thea lion logic ("I behindthink C. the S. Asian"Sobeyond toif you ingo themy onare textlife adventures..."; usually because...";that are not consistent so brave"My mom andwith doIthe think not text: likeis i.e.,identifiesthe textideas, as complexities ainformation, whole; presented levels of meaning; in the text, itandLewis would then picked have offers Asianbeen a critique muchto have ofcooler thethat form if...");decision of a lions...) ("I think lionC.examines S. upmuchbecause... Lewis animal." coolerthe picked choices "; if"I Asianthink made wooditto would have by (sic] the thehave haveauthor: fonts been been of "I athink a made © 1995 National Center on Education and the Economy All rights 'nerved. 71 childrenin reading inAn forNew exompte elementary Zealand of achievementasks school students, objectives relatedthattextin groups tothey makepersonal would and personal alone, like experiences, to while shore,notes reading onsuch character, aspects os a Tlsr-R__Isial.ZarlIAA_rd."` psCtsis-i L.r, a.b...iis 1:. 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1995 National Gnu" on Education and the Economy 80 All nein reserved BEST COPY AVAILABLE 81 explainSamples "how of student good iswork good that enough" help 1 ArithmeticConcepts and Number 2. ConceptsGeometry and Measurement I. Function and Algebra Concepts 4. Statistics and Probability Concepts for theseimmediately standards following can be these found pages. 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Ur aim 1995 National Center on Education and the Economy All righntarroed. BEST COPY AVAILABLE dtk isPAtrAir a 85 ENTARY SCHOOL Work Sample & Commentary: Sharing 25 5 2 1 Rasing Wan. uwnftr. M,t,t tsn5i nanaftransOvonany Cnnempa 3 Carnnpu6 nIgebniFund len WanksCm:4mPntanally 6 5 .lannanks1num.,So.*Radon I! CminenictIlm1162tendlcal Ilanesnhalm alcs ea . 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Therefore,forembedded edge successful of what it within would completion fourth the not graderscurriculum. be of this - 31 5, 3 1995 National Censer on Education and the Economy. All rights raerued 88 27 .1. 45, 30 x 4; appropriate as a high srakes examination question. BEST COPY AVAILABLE 89 ELEMENTARY SCHOOL Work Sample & Commentary: Pumpkin Activity 42 2 5 3 4 5 1 3 5 7 2 Wang Sprat. cas...00s, LnnNn Wan. Stank. SohingInaba g raga) Eig. 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StudentsCircumstancesstudents requiredworked independently toof make performance sense during of it. one class usesapproachThe thatstudent's she arrives successful that response is at modeled a problemcorrect includes in answer. twomodels a different clear Theto goand student waysbeyond effective and then the thein planning student: and carrying outapproachesmakes a solution; up and to that usessolve is, aproblems variety of and strategies learns and theablethateach rule six toother's extend peoplegenerated hands the generate non generateby the- linear nor student. not 12 iterations five but bur15, ten etc.,based handshakes; and on is thetoStudentsperiod, get teacher. materials although were free or there toto askmove was clarifying aroundno specific questionsthe classroomtime limit. of Thisoriginalmaking work question a sample general to solve ruleprovides similarabout all evidenceproblems, such problems. finallyfor solvestomakesapproaches solve problemsconnections problems; that otherin ways among people that concepts makeuse; sense in order and The Statisticsstudent: and Probabilityfinds Concepts all possible combinations and ' previouslytowasThe recognize probleman unfamiliar learned she(finding type one.specific all of The possiblequestion skill challenge or correct andconcept, thenwas combinations) applye.g.,not simply a ConceptsbuildsStandardthe followingquality 3, Function iterationsof Mathematicswork and Algebra ofexpected simple standards: non-linear for parts of connectionsThe work sample among provides concepts evidence defendsexplainsin order for towhythe making solve reasoning,these ways explainsmake sense, the solution.e.g., Mathematical Communicationinvolvingarrangements a limited within number certain of constraints variables. plicated,theInstead,"plugging important theunformulated in" teacher numbers, aspects instructed of problemsgiven any gooda students table like solution orthis. chart.to Theseremember to com- arrangements;ConceptsfindsStandardpatterns; 4, Statistics all possible and combinationsProbability and non-linearpossibleproblems. combinations Forpattern example, 4 + of3 itehandshakes relates2 the numberto the of I. The student: explainswords,shows numbers,ideas solutions in a pictures,variety to problems of diagrams, ways, clearly including and and models; andintoimportant practicecould aspectsalso by bethe referredof students problem to throughout bysolving students had the inbeen writtenyear put StandardReasoning; 5,7, ProblemMathematical Solving Communication. and Mathematical andwaysThe explainswork that makesample the sense solution. provides because For evidence example: it defends for explaining"Ar the first reasoning in I inlogically, both oral and and supports written solutions form. with evidence, solvingaform. related So, had unit,rather been a specificthan embedded embedding approach into the the to entireall problem problem curriculum. within TheMathematicalProblem student Solving solves Reasoning problems and that make significant the4,didmade not thislitres shakinga tochart and find added using histhe own answer. five them hand..." bubbles, and Number itand equaled numbering "Then one would 10.1 counted each.That shake is I included,These basic among components other things: of goodand gaining workingproblem an out solving initial an approach understanding that might of the work; problem solutiondemandsimplementation, process: in one or problem more and ofproblem formulation,these aspects conclusion. problem of the problemTheProblemhow manystudent conclusionby handshakes making moves connections,beyond in all." the particular extensions, makingtionsusing ina thevarietyacommunicating general response of clearrule well aboutmathematical the organized solution;the solution. andrepresenta- detailed; problemmustIn orderreal have roproblem:meets aengage real the problem infollowing real toproblem solve. basic Thecriteriasolving, Handshake for a studenta and/or generalizations. 102 strategy:northe tasksimply is anapplying unfamiliar a previously one, i.e., learned the student solution is BEST COPY AVAILABLE C 1995 National Center on 103 Eduanion and the Economy All ,41n, resmed. ItAOther notreal always problem comments clear is bothor easily unfamiliar determined and unformulated. whether a unfoimulatedproblemarguedtask poses that is justa the problems,real amethod wayproblem. to becausethe automatically Fur student example, the usedstudents formulate itro could solve in heall this thatsort;'in14,French a willvarietyorganize students be useful of andsituations, in inprimary manipulate solving recognize,schools o problem;the mostdots thewhatgeneralthis importantclass the method studentshad practicedissues to have use to and rememberwithinternalized internalized such problems.whenever are a just definite, But At frsf r 'lack a ti.rt o51,.y 6'" bu1rhk nwliefi.) onexplainargueprocessesformulate authentic for on andthe usedoriginal research validitycommunicate and process results of problem, a solution; obtained;usedthe. i.e. in a bytaskaddressing simply is unfornsulated applying any unformulared certain it cannot rote problem. beprocedures formulated If a or other.Five U everyone people enter shakes a room and introduce themselves to each one.17 wo.lJeq

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128 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy All rights reserved 129 Performance Descriptions 5. Scientific Thinking . r Scientific Tools'. Scientific Communication scientificThe student knowledge, uses scientific and commonreasoning sense strategies, to formu- andThe analyzestudent usesdata; toolsthat is,and the technologies student: th collect .and Technologies aboutThe7. student the natural communicates world; that clearly is, the and student: effectively theThe followingstudent completes kinds of investigation, projects drawn. including from Scientific Investigation widelate range questions of phenomena; about, understand, that eventsasksis, the questions and student:in the explain world; about a objects, organisms, and anddata balances,uses microscope;and extendsimple thermometers, technologythe senses, and forwatches, example, tools tomagnifiers, gather rulers, useswords,onerepresents way, facts tables; for todata example,support and results conclusions; numbers, in more drawings, than representingtheat least course one of full allelementary investigation four kinds. school,Experiment; each investigations year and, that over is, conducting a fair test; useandincludingseeks evidencetrying information scientific things to construct ow;from knowledge, reliable ass explanation; sources,observation, acquiresandcollects skillsProbability and informationin analyzesMathematics Concepts; data,from Standard usingprint andconcepts 4, Statistics purposecommunicateswritescritiques instructions and written the in audience;and a that form oral others suitedexplanations; uses can datato thefollow; to computer)UseDesign;Systematic of print information.observation; and electronic (that is, video or experiences,orrecognizes her own aandothers' fairobservations, others' test; points explanations of and view; knowledge; checks against his include:Examples of wing scientific toolscollectingnon-print and technologies sources.information !loin a weather station Examples of scientific communicationresolvemaking disagreements. a include: series of drawings that shows the life A fullsingleof investigation investigation. project may includes: draw on morequestions than onethat kindcan be studied using the sharesolutions,worksidentifies information evaluates individually problems, and products ideas.and proposes in ortrams designs; and to implements collect and conductingfromand usingfall to the wintera survey information (see ofand also students' 4; toMathematics Applied describe energy Learning the Standardsuse changes at Standard I); highlightsbuydecidingcycle and of awritingwhich plantthe findings brand oran an advertisement animalof of paper the fromexperiment; towel observations;for is it thethat best datarespectproceduresresources that privacy have available; that been andare safe,collectedproperty humane, andrights; recorded and ethical; (see Examples of srienri fir thinkingdeterminingpredictionusing include; the data for which a from new brand one investigation; investigation of paper towel to generate is the a on similaranotherusinghome telecommunicationsandinvestigations school; at school; with students to compare in data dataofdiagrams,preparing recycling from theaon containers,report, classroomthe optimal with based graphs,and number the on charts,entire trashand placementschooldisposal and datagrade(seeverify,also and level Sciencealsoresults and (see Science analyzed that alsoStandard have Mathematics Standard using been 6) in skills representedways7) inStandard expected waysthat others that 9); at fit canthis indicatinganalyzinghighlightsbest buy and awhatthe toothpaste writingFindings evidence an advertisement of advertisement would the experiment; be needed and for is that (see nutritionalusingalso Applied electronic value Learning databases of food Standard available to And 1). outin the about cafeteria the Standard(see also MathematicsI). Standard 7; Applied Learning acknowledginentbasedrecommendations,the context; on evidence; of decisions, references and and conclusions contributions to back up its claims. reflectiontoresultsof audiences;others; that and are defense communicated of conclusions appropriately and Examples of scientific investigationsmakingpeerrecommendations review. include:a series of drawings from other that sources shows the and life howNationaldesigningcycle differences of aResearch andplant in buildform or anCouncil arelate animalmusical to draft) thefrom instrument differencesand observations; explaining (see in the achievedesigning,kitessound some so (seemaking, they other also fly goal;andhigher,Applied flying maneuver Learning kites; modifying Standard1): more easily, the or whetherhornanimalwith reference in thea the partner, plant local books, or selectingarea; animal magazines, collecting shouldan endangered video; informationbe saved debating plant or or C 1995 National Center on EilIettli. and the Economy All risk. reseroed. 130 BEST COPY AVAILABLE thecracksinvestigatingallowed school. of to the disappear, sidewalkwhy different and in different why; plants areaslive in around the 131 ELEm64 2 3 1,13aontlftrIng ep , 5 endur. Camay* 3 Pendia, 5 Prot. Waimea. nalseastlaa Stedinestles 3 PVFLIA"Est" Spa, &Immo 5 Scleellic Trots 7 Selevoc Cennunieden Teals 3 Worms. EnilishLunguagrkt, Read, W0.6 vyvvo Con*/,Greven , Vape Mathematic,Concepts6 Ken. licsouren.Caved, Geneva illosids Sutia,Probed:,Concepts dathaneacelRemakeSaida, Wasie. Ceneinunkellin Is Wort Science Cram.lideisos to Scare. Camases CbatiiiretiFeee1,1 ConvolveWoollen .0dt 6 Tecladocles Coneveughe Yard. InnenSolving redidows e ivfoloonTack IOW eta.. toetinksesSame.sots a- r gradeScienceIn self-containedan on-demandrequired classroom bystate the assessment, task were given students a drawing in a sixth evidencepartamount h. Discussion of of moisture understanding of thatthis relationshipit canthan hold the use is provides evident of the word morein edmlete.performancecommentaryperfOrmanteThe oTe:sfioVin;onfiagesquotetiorii oredescriptions from excerpted. the'SCience descriptions in 6263. Thethis downshowingtowas withkeep awet sandboxstones. thefrom sand rain, The covered from thentext becoming explainswithcovered a plastic withthat wetter. sheettheplastic Whensand held overnight the alonerevealsthe would language understanding provide. should The not ofsimplicity bea complex discounted. and concept. clarity In fact, of it dropletsofsandbox the plastic of was water. cover examined The was students dry,the butnext werethe morning underside asked the to topgivehad GoingareUnderstanding beyondimportant parts evaporation of understanding and condensation the water asanstioner We He sheet le waver are pueabefel approximatelyare.The standardsset hi o level equivalent of performance to the end of ndards-fOr elementary school noclassoftwo the opportunity different periodplastic with reasonscover. for no revision. peerThe for cask assistancethe moisture was completed and on there the in bottomwas one Conceptsofunderstandingcycle, the standardwhich at theis weather. foritself elementary Earth an Weatherimportantstd Spaceschool is component aScienceslevel, major but focus it of NaTh. same°,sand In derepsisvilh sandbox od wed ore oar when lupe plutc cone to cop tho sancl from nivetae We el We awlrand. 11 Batons going to bed, ha covered eny note, grades.levelsthatthefourth end-some earlier.andgrade Itof isstudentseighth theand expected forothersgrade. might middle later Itachieve qualityis school expectedthan theseof these or StandardevaporationThe task asks 3, andEarth for condensation, evidence and Space of understandingSciences parrs of: materialsaspectsasIN IOUa whole. narrow of would weather Conceptual a focusneed and forto properties beunderstandingassessing demonstrated. ofthe Earth standard of other 111.112! .work ratherillustrate.the stUderi.thatthan theWe. age have we or-grade usedare-attempting five of samples to Conceptscycles (the water cycle). waSOradThu wet.I. *ids morning, dropitids ha GI noticed *ate,. Think Mal of Lisa &Wont Na UV c tin cover was dry, lad that the underside masons why one N. unclvtioo of the cover was mw stohdard;and'IwoWere-,inof. strident othersthe responses Work sixth illustrate done grade. to when Iwo Thisthe different theelementary sample students ofTheScience evaporation work providesevident and condensation.evidence in this studentfor an understanding work q dun reason: ark- schoolaretaSIS-from used standard. to Ihe,Same illultrate thesixth middle grade test cover,"undersideTheEarth thattask andwould the asks of water Spacethe befor cover moretwo evaporated Sciences different wascomplete wet. andreasons The Conceptsif "stayedthe Fag studentwhy reason, on the the had plastic tot Samn....on In France, children in primarz school 1. hotformform.clearly incomplete, under The stated second the that cover as reason, theit doeshad water formed thatnot vapor clearlywater dew, returned already indicate is also toin correct a liquidvapor .c/t-uwiR trOnsfarmotiO4;of.iriotterare expected (solid: ;to liquid;learnthe properties about gas) and of their air states covertherenotvapor-co-liquid form wasthan on more outside the change outsidewater di( vaporis norof something the explain in cover the airwhy asthat under well.dew the theThatreaderdid le's:cycles ;;;n;. tecole priMoire, p. 110. . illustratedfromstudents.has to students supply. More here, Thisat complete she that task work level. was answers includes In designed the wouldfourth enough for hegrade sixth elementsexpected grade level relationship"condense"of evaporationreasonable isbetween not understanding.and present condensation the air in temperaturethe Note response, to providethat the and but evidenceword the the 112 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy elle righn rnerued. . 133 2 3 C 2 3 2 5 7 2 3 English La sguage Arts Rutting terlIng LIP4.9 (ri4116 nnaons, Menton Methane 'elann.Concepts Mum. Ihumunanen1croupy Ca.!. Foutaien Alp. are ProtabIllyMacsCam.. SW'"la. CanownicalialItalamakai liathenallcs in Mel Selena. Came.(Innen Sr. kW. Cann. 4.4.143.S. lxmxagSc.1111c Went& Moll 7...op. Commica. Wen. InastIplonsealer Applied Learning hob. Comr44.1.1on Wolves To. Mow.74a TagsTechelques whywereStudentsScience water asked inrequired in athrough aself-contained puddle anby will on-demand the eventually fourthcask grade task disappear. to classroom explain thenwatertransformationselementary condenses, evaporates school inthen to understandingthe become precipitates water water cycle: asof vapor, liquidtherain basic performanceThe quotations descriptions from the Science in this a StandardfollowingThe task requirespart3, Earth of: explanationsand Space Sciences that illustrate the inconsistent.Referencesor thesnow. first paragraph.The to water expression "vapor" It is ismissing usedarc not correctly in the calledvapor.ThegoesWhen into humidity.the the amontwater clouds,and startsof The puddle slowly vapor in the air is evaporates. evaporatingbecomes it water arecompletecommentary shown performance on are pages excerpted. 62-63. descriptions The toTheConceptscycles, that first on-demand sample is weather. thetask. work Students of a student worked responding alone with secondvapor.""Thekeeps paragraph. cloud on The collecting keeps inaccurate The on clausewater" collecting idea should"The that water clouda readcloud again,waterwater, itorand rains.Then sometimes when it theit becomes The cloud keeps can't hold onanymore collecting cycle begins hale or drawing,allowedunrelatedno peer or roword-processingto to teacher use the acurrent combinationfeedback unit produceoffor study. 55of minutesformatswriting, theirStudents responses. on items were wordspongeWhileis "vapor" theselike metaphor, a spongeresponses in the the secondis common omissiondo not paragraph use at of thisthe the level. snow this is called precipition. .p..6[442{2ana pYr Japanesechangessubstancesshould elementary "understood and and cultivate the school regularitythe on studentsproperties attitude in their to of yourwhoThe second respondedwork so sample that to itthe wouldis afollowing revision be clear instruLtion:by theto any same reader "Proofread student, and providecollectsand However,the evidenceastatement Ins of the rain ofstatement that thisfrom the misconception. many "Cloud that puddles" "The goesWhenvapor.The Into the thewater amont The puddle slowly elouds,and becomes air starts evaporatingof vapor In the evaporates. water it Is CoursestudySchools them of Study actively." in Japan, for Elementary pp. 63-64. TheSciencecorrect first anything draft evident of youthe in workthink this showsneeds student correcting."a preliminary work ofhumidity"amount the meaning of shows vapor of ain vapor. clear the air understanding is called got /74 .40 water,calledorcondenses ice humidity.and crystals once Into tiny The cloud keeps or other typesthe water cools water dropletson of collecting of fartherThetheunderstanding standard elaborations than thefor of Earthtask inthe the required waterand second Space cycle, and draft Sciences oneprovide go of considerably the evidenceConcepts. parts of of ofassessingTheseGoing complex samples beyond preliminary and abstractshow understandingthe ideas difficulty evident of AroA" qteoji C /.4. " precipitation. When it'sbeginsrains. cold Thenagain.ian't outside hehold water It t But if Thencyclethe Somerelateda preliminary spelling part oldie undemanding errors standard. are corrected of %Tattle:. in the secondWeather is a studentcorrectAin generousthe wank elementshas aofreader sophisticated elementary and can assert point students. that to the the :syrti snow.itwater can becomefreezes. The cloud gives hale or more"anyfordraft, "amount," more" detailed.e.g., "precipitation" are "hale" Whilenot. Additionally, forthe "hail," text is corrected is and somewhat the "anymore" second but "amont"improved draft for is reverse.thestudent:understanding incorrect Thea strict taskelements for reader is an to elementary evaluateand can assert point the theto l4r0f off precipitation evidenceFistnotand communicatethedraft. diagrams forAs Standarda result aremore neater,the 7, clearly secondScientific the or second draftaccurately Communication. does draft not thandoes offer the evaporation.humiditystudent.evidence Theis rather a ideaThegood than evidencethat step make water toward hereinferences evaporates an shows understanding about beginningand causes the of evaporation /- illustrateTheseEarth workand the samples, Spacequality ofSciences particularly work expected Concepts the diagrams, for an worklearningunderstanding expected cats at thebuild. of elementary the It wateris evidence cycle,level. forupon the which quality further of PUDDLE 1/ % 0 1775 National Centre en Education and the Economy All right reward 134 BEST COPY AVAILABLE 135 WOO, 5 literature ComradeSeellonek Motor YeomansGoner, 3 CargoesNolo 5 Proem13raorokse Kamm. I Toolssaw oseranotbnwere. elefesalet es MAPosen refry t. kiencoCos.,13 ;saaSS,SusTrolstElt, Cowden4 ArallanlowSchenck 5 SelsraelleThhOtra IUkraine ToloolccIss Tole Comertfeleo7 Wegoc Insalloselos Wolf lc 1 SeerapProffers earourgoelm TsTOnloss ab le 3 Tole.idesmatIon tonesTraloraeora hob Tolveloos5 wading Tie lter{ &slid, Language Aru Mathema Coors OP. Rea*.50.0 &trace 1 ;014*1 Applied Learning Woe performanceThe quotations00-'01t1 desolations horn the Science in this ofStudentsScience waterfollowed that were required goesa askedtwo through week byto writethe unit the task a onwater story weather, cycle.about includingThisa drop gases)ofThis "propertiesEarth work and also "cycles"and and provides Space uses (the water of evidenceSciences Earth cycle). materials" for SeveralConcepts understanding (water key steps and arecompletecommentary shown performance on ore pages excerpted. 62-63. descriptions The The standards:thetask water draws cycle. on the following parts of the Science a re included: theto take upwardimportant me formovement rolea ride of today";the of Sun,water "The vapor, sun "I isam going Concepts-propertiesStandardproperties 3, 1,of EarthPhysicalobjects and and andSciencesSpace materials U., Sciences of Conceptsobservable Earth (phases materials of matter); thegettingclimbing transformationrole smaller...it's ofreally dust. fast"; "I during thinkgetting I condensation, really crowded"; "I am dirty.usWow, andherewhile. II wish ammud comes I Inwill I andcouldthe just the Misslsslplrocks sitgo sun. bacup and Hereto k rived andsit IIn gofloat again. a stuff. I feel kind of There arethe lotsclouds of a while. Oh, I wonder ThisScience(water work and showsevidentgases); a cyclesdeep in this level(the student waterof conceptual cycle). work evaporationprecipitation,g"Y;will hang on again. to runoff, this dust and MY Big Trip Thewhere End...not I will end really up this time. e.g..samplestudent.understanding the represents spacingBy using in ofphysical theabstract molecules, first sciencesperson concepts in termsvoice, for in an thean the elementary waterelementary work cycle, evaporationSciencesThe addition Concepts and of the condensation involvedPhysical in by JasonwithandGOOd themy morning, sunMends is this pilecoming of sleeping up. I hovein1 torn a nice Mr. H.lake Tuoh. in Nebraska. Since I lustbeen wokeMends swimming up the sun I infromofstudent the a waterstatement lake would incycle Nebraskaunderstand. "Theis evident End, to theConceptual innot the Mississippi really." details understanding of Riverthe journey and titledthanexplanationmakes appears"The this Disappearinga of morein the the waterpowerful work cyclesamplePuddle." Isam going Wow,on everybigger.top to that oftake time wasThat's 1 get because Ifast. am aI amgasme climbingfor . a ridehot. When I get today. cold I get really fast. I feel solid givesIt happens ofThisPhysical "observable work providesSciences properties evidence Concepts of objects for understanding and materials" ThisGoingthe work beyondquality is a clearof work illustration expected of for smaller.Thereme down.a They headache.is a Ibigcall am getting cloud ahead and But, It's gettingThisme Is bettera solid. than Being smaller now because really crowdedIllwe are slowing World's of tunl dust my I That'stemperature,in(phases thebecause representation of matter).I am and a volume.ghs. Deep of It relationships happens understanding For example, every among time"Iis feelshown phase,I getbigger. workwouldTo meetEarth of need comparable the and tostandard, Space be accompanied Sciencesquality however, that Concepts. byit canpantsconfamily? hardly fluIdea rest better. I move. andup.think Hey, we I are gettingeverybody heavy.Who is hangcoppyIng let Inon the to thisugly we are fallIn Oh dust guy so I gill But that's my hot. When I get cold I get smaller. They call me a solid." andrelates seasons. the water cycle to weather OKN0000000000000000 Whatbecausewhere a trip. Iis was Ithe om lake. almost back toThis thegetting looks likereally a big to hit the river. cold. lake. Wait, Oh river . I don'tandn000000000 thinkcomeagain.But, prepare Iat am alongTheseleast going.1for I onaam dirt and rock hurt.better put MYon mytrip?down. hey,land we landing. OUCHIare DocrashThatmoving they hurt. helmet have to 136 BEST COPY AVAILABLE © 1995 National Center on Education and the Economy. All rights relented. 137 Work Sample -4, COMMenta_ .. ELEMENTARY SCHOOL MYR 3 Comoottos,Gramove Plmprk 2 Onnerr 3 Fowl. 4 Dalls. NolLos Ilatenwevi 7 Isdrawswd. 2 Scipme 3 Evan. spa 4 Sclwelic Scflualka Tway 7 SciervOlc wssiss, Cortnantelm, Englul, La lunge Artsnoon OOP Mathematic,ICowing IleauroveolCox*. Cer44010 U. inv1.01,1Can,. Intenwt.Ansa.,Sc., II S174tore Connalration Warn Science ute Comm. taxa.wan, Comm*.ApoVallou noon To:lweloil.r, [sank em Sdafre torectigelon Applied Learning Son* lothnioon Tads I TwAlwasWon*LC. Tula TecnolounWins&...a.; TOOIS Science required by the task The increaseexplanation, in mass, wherein is clear things evidence that absorb for an awarenesswater 42.0-4,Ar ea floatvolumeactivityStudents on inof top were whichan of object instructedwater they adjusted or sink...it10 complete the would mass a laboratory"flink."and/ut the so that the object would not someconstructedsinking.of the sinkingconnection The bywork things." combining between shows This that "someshowsmass the and floatingthatfinal floating the product thingsobjects or was and had aart.. 1$,Icol)5 commentaryperformanceThe quotations oredescriptions from excerpted. the Science in Thethis The floatingorderrangetask callsto of andengage available for sinking the the student floating task,objects itfirst andis to necessary to constructsinking explore objects. to onethe combine of Inthe Goinganbeen observable sorted beyond into characteristic different classifications (floating or basedsinking). upon -.2rinks orecomplete shown performance on pages 62-63. descriptions understandingobjectscorrect density.necessary part The to of: sorting,accomplish and thisclassification activity requires of inappropriateThis a portfoliosample towould exhibit include be for BZIE4C E. ENTRY SLIP propertiesStandard I,of Physical objects and Sciences materials. Conceptsobservable AdditionalphysicalasConceptual evidence sciences samples ofUnderstanding understanding concepts. of work Wnot was she asstantaern7 (Mach dopy d posdb4) DoleOat. Want OfaCO0 h work MIS eornoIotecliegt_ porVOlbC722 experiment,ScienceIn engaging evident accomplished this inrask, this the by student student trial and performedwork error, in whicha simple skillsmorethat provide complexwould beevidence classification helpful. for CI44.2.& t'D1 9.2.1. 4,AL4(41L,t Mel.S5 0-1'2'7' wit-lin-1 (24._ ?in ) neutrallypartan object of the buoyantbecame stork which (linked")neutrally explains isbuoyant evidence why an ("flinked"). object for an became The forthatFor Physical meetsa portfolio she Sciences standardexhibit WIO'aeCticIltliato into PO. Ofor long-term aarasuoatIon Of mark? wow,' I so 1". or shorter luk? _obat theofelementary objects mass and and understanding the materials: volume "tohad of makeobservable to equal something one." properties The oink, wouldcomparableConcepts, be expected, work quality of your 141101toachor .0001 or othersOr nISOUr ,tae 126ed, -bl-i.rs? ults?cOd ycat uso7 How rrtuCh 4.rorn foodtvOck or help MO au pot tarn -Ciao* ptorta-- c_LLP. . V.,CLier.f.0-1.3 .elcadl,kt 4'1.1'1,4 ...... P,1 (sis)additional states explanation, and that gives that is more"some mass." things shows absorbe ofshowing other physical understanding sciences ttaglJar -004 and_ alritax- r +. CrttE4zet hori-4 ou.-+ pl.Ip ..i.xeca---- ...014.ECI-.._..-riNovr-, . towardunderstanding it middle beyond school the understanding elementary level of density. and leads concepts,temperaturemotions such of asobjects, changes, basic ofwnot ..orsa 00tto you'at, wontwork V,oagtne WO, 144 with a CW,../..,1r.erne mad& sa notice,.ulna aboutgrOup7 vas work? LOO7 057 you 00,0, into fAve ... ------.-... levelThisPhysical workconceptual sampleSciences understanding illustrates Concepts elementary of the observable school electricitymagnetism. and tirAA.Luca.c tea so:L gc_.4tt.Y..,,f, .:.4..a_tirrwiriaL-eo;7:1:).i7r.ct --11-1,-, cr.-4 of understandingshestatement:and measurablevolume "en had of make density propertyto equal something is ofone."represented density. This (link, Sufficient kind the by massofthe statement evidence and spellingreport.unrevisedThis work There errors samplelaboratory are three is an Mot wore try Important =tontine Woe, In MN teak? 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Concepts of They ---provide characteristics elementaryconceptualizationshows a high student. level for of an Inmrocmansi Uao ova snow m aboutteslight; "plant cycles plant life: 'agrowth theNode need and primaire, fordevelopment." water p. and I I I. Scienceof organisms evident (needs, in environments this student that work nisei them). byThe a secondsixth grade sample, student, produced also whegrownhesA mall era tree is panted n If ems planted big tree. weighing 250 kg in 11 meadow. After 20 enemy. MI num./eel. Use Yb more than year, ft neey alb ol au, Wei a rim... ThisLifeThe Sciences firstsample sample was Concepts, providesproduced as evidence requiredby a student byfor theunderstanding in task.a special light,synthesisimportantmentions but not (minerals,threeingredients carbon our ofwater, dioxide). offour photo- and wO,ACIanswerWhere Oo as S the extrafully 250 as you kg comecan. ce from? Evian your usescapitalization,education a drawing reading and to strengthenspelling program. errors, Despitethe writtenthis samplethe response. punctuation, effectively achlorophyllpresenceMentioning middle school of wouldthecarbon response.necessity be dioxide required (Seefor and the in p.w)ycS by -3c1 5Wet . Msh iTee yew,rows Z+ Ifkt 5rwia dataStandardevidenceThe student'sand resultsfor: 7, Scientificresponse in more therefore Communicationrepresentsthan one additionallyway, for example, provides The3entitledalso of therethecomparison "Photosynthesis" high Performance school of workfourth Standards.) insample Volumeand V / +0useyrintra5an o+tw+{.,;,,5. The4 rnake +ke -firoc nv5re. *ken and +ret numbers, drawings, words, tables. sixth grade work represented by cells. 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T. 6 her..'Rating Van rs Mors vaticScienceIn self-contained an on-demandrequired classroomby state the assessment, task were given students a drawing in a sixth studenttheclaims. plant theto to assume lightgrow. does Although chat provide the rounisone warmth. might ambient Itexpect also light helps the The quotations from the Science Wee areof an importanttasklight, aquarium asked thermometer, to students with use thewith castle, tofollowing or explain in rock,an aquariumlabeledwhich snail, of anditems: the and plant.six to items The comprehensivelevel,appropriatewould not suffice an for elementary for studentsresponse plant growth, atstudent on the a rimedmiddlethis producing is test. aschool refinement The a arecompletecommentaryperformance shown performance on oredescriptions pages excerpted. 6263. descriptions in Thethis opportunityperiodexplain with why. no fatThe peer revision. task assistance, was completed and there in one was class no Goingstrengthsystematic beyondat thetreatment elementary of all level.of the items is also a Inanracana. ace .3 oust to rer neroast. 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Shmag Oven The quotations from the Science egi6C A establishmentTheScience National required Science of student byResearch researchthe task Center centers encourages in schools the in higherduringis used wateruse, m show so temperature that that it yeast is good (some solutions to start recipes cool with callslightly a somewhat for water majortofor report an accomplishmentelementary a result different student. for from anFinally, elementary the thehypothesis willingness student. is a orecompletecommentary shownperformance oerformonce on are pages excerpted. descriptions 6263. descriptions The in this afacilitatesthe lout UnitedInternet ial of the Statesstudent ([email protected]. exchange and investigations around of information the andItworld. provides by by Theuse publishing aofCenter standard she ThisScientificat 120 work to 130 also Thinking degrees). provides evidence for parts of anThis exampleGoing work is beyondofadequate work that for provides a portfolio evidence entry, as for eg'485' Theformat format that requiresstudents thatuse studentsto report staretheir results. a purpose student.Scientificis well The Thinking. within package the The reachinstructions question of an elementary wereabout used yeast as school growtha strengthenedtheScientific measurement byInvestigation. more issues. attention It would to be followsThis piece come of workfrom ando project the one where shot and conclusions;hypothesis; report and suggest their methods, applications data foranalysis. their thequestioningreliable quality source of of work that of information. sourceexpected hest for Theprovide this testing standard. evidence and for TIT/ I: The Effect of Temperature schoolsreportedThestudents General surveyed shorethat Accounting more their lacked thanwork modemsOfficehalfon the of recentlyInternet.10,000 and StandardScienceresults.required Studentsstandards: 5, toScientific produce who use Thinking; work this formatrelated are to thetherefore following TheScientific procedure Tools of using and aTechnologies microscope to count on Yeast Growtr. hoveschoolsphone access lines and 3% andto theof that classrooms Internet. only 35% We currently knowof Standard 6,8, Scientific Toolsinvestigation. and Technologies; impressivecells whileand the viewinguse persistence of scientific them through shown tools and bya microscope countingtechnologies 232 is for I. STATEMFmT Or Popookf ardo HYPOrmESFS this is on equity issuethat For more an elementary student. saidrlY1Pothesis Ithat wanted the tonote, find out Stared that the yeast 'Curd p-. ... temperature 'as best for yeast growth. ..ty that schoolsStatesthou 3% have must of the access make homes sure to thein that the Internet students' United and growth.TheScience student This evident completedinvestigation in this an therefore investigationstudent adds work of to yeast the fromMeasurement the same issues container, related repeated to repeated trials, sampling and checking I usedII. 9 METHODOLOGY rues of water.temperature should range hest at 110'from F bete.. 10S. to 115' F. the Package dependaccesshove to on intentionallyinformation what they andgetused ideasat this home. examplemust We not conceptualcomponents understanding required by the of format the following evidence part For of: elementarymiddlethe temperature school level. student of the burwater are would not expected be expected at the of a cony dropincreasedCells of I liquidsaw east.by frt.le' from F starting I letif it rest for S minutes each cup an o slideeach alb cup. at 70' F. The temperatureto allow of the yeast In each cop. I put COUnted the Cells. the water.into grow.each cup the some amount of Then 1 put o recorded h. Scientificto makeincludes the Tools pointusing andthat telecommunications TechiiologiesStandard 6, to ofStandard organisms 2, (needs, environments that meet them). Life Sciences Concepts--characteristics Controlling the time allowed for growth is explicitly I fauna ANALYSIS OF DATAthat I really didn't acquireStandards' and share partners information. have pledged New to LifeBy Sciences investigating Concepts the optimum temperature for the and mentioned.the amount Controllingof sugar are the not shape mentioned. of the container were 120'were70.47 F,cells thereISA landwerecells; 104at at158' 100' there were 96 cells; cells; at 80. F. there F. there were Z32 cells; at 110.kn. F, there were h. difficult this were In cels; at 90' at 110' 64 cells, ot 140' F. experiment could be. there were 216, Ot F, there as creoteskillsstudents the delineated learning con develop environments here. the knowledge where and ofgrowth organisms of yeast, (needs. the student environment, explores that characteristics meet them). ThisScientific work provides Investigation evidence of the quality of work incorrect.The yeast1Y. grew best SUMMARY ken CONEWS1011 at 100' F. F. there mere 35. there sugarThe necessaryfollowingstudent is necessary does the for instructions"activation."not for mention"proofing" on Thesugar yeast,the package butpackage. it reportsis not indicates Although that expectedproceduresis appropriate for some are and parts reported the of hypothesis this in waysstandard. thatreasonable; Theothers question could the 'hYPothesis.have relied on the 1 should have package. mode Therefore. based ono more intelligentI cannot hypothesis believe tune my dote the package was reject my and shouldn't giving*suggestAustralian consideration ways children of doing. ore to fairness; expectedinvestigations, organize to added.Iftemperatureshe it After isyeast to befive is proofed tobetweenminutes be "dissolved" (foamy), in105 warm and ain water,115 teaspoonwater degrees the yeast of Fahrenheit. sugar is cup) at a andcorrect.conclusion, replicate;that The the thatideastudent the the that report hypothesiswould the ishypothesis clearhave should hadand wasastraightforward. bebasis not rejected, intelligentbetter is personal.experience;basisinformation,.dnd'ute of equipmentCollected argue information conclusionstd evaluate gather and the and on presentfairness the used,will beginhad it can been to be multiply added assumed with that added equal food. amounts If sugar of sugar was to the water. somefact temperaturethanthat way the the (inaccurate package package measurements could instructionsthermometer. have couldbeen is fornot havecorrect example) warranted. been and isflawed the The in AustralianScienceof a test designeda schools,curriculum and pp. profile carried48.9. for out." analysisAt a theresultsmore same. would advanced at 100 Further,be degreesexpected: level, students anda moreone 110 might that "sophisticated"degrees shows study arc thethat essentially way the yeast above,an alternativeissues however, is more explanation analysis sophisticated of for some the than ofdata. the would Asmeasurement noted be expected BEST COPY AVAILABLE 0 1995 National Center on Education and the Erononni All rights reserved. 145 Wang 2 erabg 3 Simbrag1 5 1 aarch Plumbs/ cur beasureneradeameaya sum.Pmessabts a Cons bettemetkal `sea UM Seeress Canasta 3 Selma. a sow. brammaan$1a Week Selman reds Shea:cgs* a Scent& het* Cosamacellen2 3 TaliWammtam Tess Taigas,5 Mr bob Engin!, Le iguage Arts Mathematics Caney` Conseab Coerces Selmer CamelsSr* Cs. 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T'zkluzl Mweebblios Applied Learning SWAN rechaleser bab a a Tdweams Notre *In Others establishmentTheScience required of student by researchthe task centers in schoolsNational in Science Research Center encourages the andincludingseeks trying information scientific things out.from knowledge, reliable sources,observation, The results of the analysis areskillscollects reported in andMathematics here analyzes but data,Standard using 4. concepts and 1101 ThisGoing work beyond provides evidence that approaches the s Internetafacilitatesthe journal United ([email protected]). of the States student exchange and investigations around of information theit provides world.and by The apublishinguse standard Center of the levelsthatexperienceThese they containedstudents could by seeking extend went in their beyondout their eletnemary a seventhstudy their beyond immediate grade school. classthe grade so adequacyMathematicsrequiredthe procedures. in of a the andfull sampleA investigationScience), report and of wouldthethe (Standard data,appropriateness reveal which the 8 inwould both be 'so explainthegradersquality measurement theexpected had unexpected smaller for procedure, headsStandards results, and would that 5,smiles, 6, the have and seventhby 7.provided critiquing Attempting completecommentaryareperformanceThe shownquotations performance are on excerpted. descriptions pages from descriptions the 62-63. The Science in this format shut students use to report their results. Stale a purpose recognizesuses evidence a fair to test. construct an explanation; of using the average. acquires information from print and example)Attemptingmore complete developmental to explain evidence the reasonsfor results, Standards for by headspursuing 5 and attaining 6. (for andThe conclusions;hypothesis;format requires report and that suggest their students methods, applications data foranalysis, their thistheThe partuse of the standard.data from the first grade?s hypothesistu construct for the seventh graders is evidence for Information was acquired electronicallynon-print sources.and by intothantheir Standard adultlimbs sizedo, 2, wouldin Life babies Sciencehave and taken childrenConcepts. the investigation more Gathering rapidly 4:1 worknnresults. the related Internet Students are who therefore use this required format andto produce report it lo the following Science standards: orrecognizes her own andothers' others' points explanations of view; checks against his Scientificdirect measurement. Communication TheMathematicsa larger work sample sample Stindard would presented have4, Statistics addressed here stands and parts Probability. out, of in any processcharacteristicableFrench to proposestudents and especially: steps theore of procedureexpected the to experimental design 'to for beand Standard 6,7,5, ScientificScientific Tools Communication.Thinking; and Technologies; ideaprediction.The studentsthat comparable which checked had rates been their based darnexperiences, against on a reasonable their observations, and knowledge. of growth would be observed aboutThepartsThis studentlab of the Scientificreport natural communicates provides world; evidence that clearly related and to effectively several Communication: ; toolcase, for because learning of and the exchangestudents' useof data. of the Internet as a measurementrnen1;,tovariableassemble and rake the design apparatus;accountand know o relevantof howtheto isolate need to esperi. carry for a AsScience part of evidenttheir work in in mathematics, fourth grade this student work age.over Theythe three were year surprised spans by prior to and following their the results. is, the student: represents data and results TITIA: owe sues AND faTOTNCS15: anandout experiment simpleinterpret measurements; results; or study to argue scientifically." to presentand discuss students.bodystudents parts chose Having and toto done gathercompare so, data they their on then sizesdata used withof different firstthe Internetgrade Working as a class and with othershareworks classes, informationindividually even and and ideas. in teams to collect and drawings,example,in more words, than numbers, tables.one way, for de1. Stall:KENTwantseventhCompared to find graders toOF outDURPOSEa fourth nOwwill much Degrader. bigger bigger a Ourseventh hypochesie erode. 'tate,isthan thethat fourth the grader. by the when les cycles 'a recole primaire, pp. 68-9. workprovideto locate by comparable reportinga seventh it grade ondata. the classThey Internet thatthen wasin "published" the willing standard to their databeginningsclasses and outside publishes their results. own school, demonstrates the of a scientific community that shares mightrentThe anddata have a are table. been explained Aan bar effective graph in both a ankle-,followingit. cm.METHODOLOGY, amount: and amile-2 head-) Cm. cm. foot-4 Cr'. ; Scientificformat, providing evidence for Standards 5, 6, and 7. ThisScientific Tools and Technology firstway toto fourth show tothe sevenths contrast grade. from biggerwe didfourth Ina similarevery graders. project ar We found ea by 2 cm except in the compering the first graders andpattern. The fourthCM graderDigger win s measurement mile. of the asthe amourIn ourIV. survey, SUMMARY seventh ADD coecuoston. graders tended to have alightlY followingThis lab report parrs provides of Scientific evidence Thinking: related to the Thinking The followingstudent usesparts toolsof Scientific and technologies Tools and Technologies: to lab report also provides evidence related to the collect Conclusions follow directly fromcondusions.uses facts to support Nssmile. usedfound this measurements information Of to studentsnow three +rotor! to compare measurements The fourth grader was only one ea develop our hypothesis. years youngerwith than students us: three Since ea rejectlargerfourthsure ourfeet hypothesis graders.and head. the seventh graders. and smiles than fourth thanAlso, fourth seventh graders. graders heads vete smaller graders. tended to have be are not than the The scientificstudent uses knowledge, scientific and teasoning common strategies, sense to and analyze data; that is, the studentsuses simple technology and tools to gather the data. writes instructions that gtadeThenhead.yearsva we olde.studentsfoot, ankle, from andNashville. smile size did the a. andseise thing write rev rat We brat found the mean/average Tenn. helped us out with for the fourth graders. throughgraders. the Internet seventh noctorsV. APIRACATIOM want Lo .0. rothe antics in every area. Therefore. we theexplainformulate student: a widequestions range about, of phenomena; understand, that and is, anddata balances,microscopes. and extend thermometers, the senses, forwatches, example, magnifiers, rulers, notThe detailedprocedure enough reported to follow,here isothers but can follow. measurements.111. ANA1,5,5 Of DATA: We exchanged information Seventh grade .eame reasonmeasurementsnut.group to forse has Parents would want if theirClothes patients companies to know this InfOrmation are inaver/Igo thewould average height, want to for know forareas the Orthemeeach age eventsasks questions in the world. about objects, organisms, and forThe measuring tools are nor(e.g., identified, were smiles nor aremeasured the procedures at their gradersone would asked expect questions that the before seventh FootFoot site arze ourt, grade2054 cmCm20 cm 51./ 24.127.0cm cmcm1.1. cm smileeach sies. group. Modeling ',prior, eires..shoe sizes, might be Intel...Cod and Sock siren for 111 theirchildren.Questions own Thequestions about value body ofis sizesallowingdemonstrated arc studentsof great by interesttheirto formulate includ- to Theburgreatest measurements middle length? school corner arestudents, reported to corner who in or ameasured reasonableedge of the them- way'.lips ?). themproceeding, had been if the unclear. instructionscommunicates to in a form SalleankleThe size seventh gradwis. average the fourth graders. average cm head size was 2.5 cm smaller head site. The seventh The seventh woulding "smiles" not occur in the to listmany of body adults. parts, something that isselves, probably reported appropriate. with more significant digits, which The report follows the NSRC resolvethesuited audience; to disagreements. else purposeuses data and to graders'graders.grader,.graders. average average ankletoot smile sizesize wassize.sizewas was 1.0 cm [Agues..7 cm smaller than bigger. The seventh tract fourth (g) 5995 National Com. on Miamian and the Economy All rights reserved. 146 format completely and clearly. BEST COPY AVAILABLE 147 t ENTARY SCHOOL Work Sample & Commentary: Fire-Belly Newts Convents...Greener 5 eltesetwe xn Cowers un. lieehownentGm..Corm. 3 Cmuph lectmn 4 crecestetheSte0TatoCehePte 5 Ras*,Sch.. ethherrahal at.tech rchasamicatzt7 atroacchoel CmvpbWm.ninth ,LnsrmAl;Verme.2rs" huh3 Sp. Cayce.ache., AppOulleca$010+71T ..ts 50.100 Tech lechnetee. WA.hoe. Charecne.h. Tab 3 Wen..Ink Tees}F1111.03 English Ian An.age Arts Science required by the task Mathematio Information presented in the interview shows that an Seience data that have been collected and recorded Applied Le "wing (see Going beyond commentaryperformanceThe quotations aredescriptions horn excerpted. the Science in Thethis caringAn elementaryinvolvedin whichfor its sheneeds.a county-widestrident raised The participatedan culmination animal, fair in which learning in of a this 4-Hthe about projectstudent'sprogram and Thereofenvironment a Fire is someBelly specifically Newtevidence had designedforbeen attention constructed. to meet to the the life needs Standardatcanalto this verify,Science grade 4); and levelStandard analyzed (see 6) using skills expected also Mathematics in ways that others Communication.importantsubstantialThe quality parts parts of this of ofIt workScientificonlyLife Scienceapproachesmeets Thinking the Concepts standard the and standard and Scientific for several completeare shown performance on pages descriptions 62-63..- The someprojecttask involved library was judged research, observation against the ofproductionother the similaranimal, of projects. a display tothisillustratescycle the animal. inanimal's this understanding Similarly,work. ability The theto section breathe ofreference the whichreproductive in water,in explainsthe interviewlike cycle fish,mating of recommendations,the(seedata context; alsoand resultsScience that Standard decisions, have been and represented conclusions 7) in ways that fit werecompleteThefor Scientific work accompanied investigationwould Investigation provide by the at a the Srmissingstronger the elementary elementary data. example Work level level.of if it Best practice in Science has always Pee' arestudent'sand included a report, original here. and reportan interview and a follow-upwith the judge. interview The animal"now...whichwhen the changes newt is different,"was over "really time shows fromlittle" birthawarenessand to breatheadult. that theair ofacknowledgmentbased others; on evidence; of references and contributions wouldappropriatethis include work for sample. data investigations of the kind placed that is inmissing a portfolio in competingoftionincluded the but elementarydemands it extensiveis frequently from level inquiry givenEnglish in the andless face investiga-emphasis of ofStandardThis organismsthe work following 2,sample Life(needs, Science Sciences provides environments standards: Conceptscharacteristicsevidence that related meet them;to parts isThe unlikely However,enemies that listed hydra hydra included could is an poseenemy the aorganism, threatto an adultto hydra.the newt. newt It in reflectiontoresults audiences; that and are defense communicated of conclusions appropriately and outsideore manyBoyslanguage of opportunitiesandschool, GirlsArts including andClubs, toMathematics. learn 4-H Scouts, and Science Future There development,inheritedstructures, and especially learned);reproduction: senses; life cycles, organisms variation including and and behaviors. environ. birth, Scientificthe larvalInformation stage. Thinking from multiple sources is evident schoolThis work investigation shows a common involving elementarypeerrecommendations an organism review. (pet) from other sources and providetheseFormers venues evidence of Americo. can of and meeting The should work the be standards.done used in to fromStandardonmeets, the reliable environment:in particular. 5, sources;Scientific food checks Thinking chains, his orpopulations, seeks her own information and effects didn'texperts,observation,throughout know e.g. veryseveralthe this peoplemuch workbooks, exceptat sample, the and per for conversations score,feedingincluding though and direct withthey "they thatanimal,thereadily processare available thepart student of anyfinding for systematicengaged observation. out how in observation. severalto However, care activitiesfor this in dataStandardandothers' knowledge;and explanations results 7, Scientific in more against Communicationrepresentsthan experiences, one way; observations, hasbookbookslooked nor that said that seen males withup." a newt herThehave observations, withstudent a crest a crest, comparesbut saying ande.g. attributesreading whatthat she the in a newtcomparisontheSpecifically, record and data made berweendirect provided of observation that actual observationby books. behaviors of the The included animal nicherecorded and a FIRE - BELLY NEWTS ScienceStandard 8,evident Scientific in thisInvestigation. student work schoolofkindsinformation information of level. sources. derived that This is from sophisticated shows multiple a sensitivity and for elementarydifferent to accuracy Therecalleddata 4-Hare inprogramnot the included interview. carefully in the spells report our bus the were animal,justThis information whatstudent's but one includes wouldreport on this on sufficient newtsparticular condenses information amphibian the to into need to know to raise this reportedTheScientific results in ofaCommunication varietythe student's of media investigation (writing, display, were animalwithanimals.procedures careful and The theandattention procedure handler.protocol to is safety Bothfor humane dealing the for written bothand with ethical,the report importantthedemonstratesStandardprovide ability evidence 2.topart Lifefield a of greater Sciences ofStandardquestions understanding depth Concepts. 8,about of Scientific understanding, theseveral The work Investigation. interview parts shows as of an investigationvarietyinterview), is effective as and required for for demonstrating reporting by the 4-H the program. results understanding. of Thisany forhandsand example.attention the so interview as toSimilarly, avoidspecific mention tearing the requirements workthe the need provides newt's to of usethin the evidence wetskin, environmentalAnLife understanding Science needsConcepts of theof organisms characteristics is evident and Investigation,ThisScientific work also Investigation where illustrates a full several investigationquestions parts ofincludes: that Scientific can be studied using the couldtanktheorganism, newt clean, climb the where and out right providingof the amountthe student water. a of rock discussesfood, so keepingthat feeding the thenewt theofinformation."throughout this factors organism's necessary the The work, workcharacteristics, forfrom shows its "background"health a clear as and well understanding survival. as to many "other of proceduresresourcesrespect available; thatprivacy are andsafe, property humane, rights; and ethical; ThinkingareOther discussed parts and of Scientificabove Standard under Communication. 8, theScientific headings: Investigation Scientific 148 BEST COPY AVAILABLE 45 1995 National Center on Education and the Economy All right; reword. '149 (blackOTHER back. TYPES bfight OP nod NEWTS: belly); Red-Spotted Some shlIercnt Newts kinds (Eves of onnewts baud are as lapcmcsea youth and Newts in the Sandiyellowthisvacs news as a belly). aan fire-bellydoscloas achstk itsnewt, a eaubrown the along fleckedis anal its backby with Ow andred): orange fatly, Smooth onCalifornia ha or stomach. Warty Nan No.( ( Imam dining with mating a scienceingloponese "special throughout leachers considerations areelementary given for the school:teaching" follow- BillIgaliallaialnilightIORMAIgell.byEMUS* Red Newt by Louise Rani, and Honer Norman Pmkm Hanis and JamSane Wright infortuanon on nava I got Sr= them books. anoiethem andhow guar.many thebaby eggs. newts I don, they knowhave. if she guard. than unto they hatch and daI searchingnaturestudents"Consideration through grasp for, suchraising theshould characteristicsactivities andbe paid producing as observing,lo helpingof EggEtesitlattodo..SokimantlanskattlookthsztlrosahnSI&etitzirtherta ...whites by Fiances Ikads Chryssicbyand tkore. lemmas and by LedaLithesh and ZHIPletRhoda Blumberg by Qathr Hinshaw P.M A:O itstomachIfWhat genthey eatenabout thin maybe they andhow areone are new. scary book pride. tosays other themselves? they animals. taste but the danger they turn on NO, 0064.11. I NON tho colon really bad in them skin. newt can grow back a leg to un their tail if especiallyenhancingvarious things inthe relotion effectivenessin nature, to various and of also teaching activities to onsimila, theBACKGROUND: back.to salronandak They are very nit Newts smooth.lizards. arc amphibians They hove sofl toes with four on the I rat live on and and in water/ and front and five are prayOverall, bating in taking pct. They cart stoolof Sarah give I youhave love laroad tae thata dog. they are easy to an for bat art AQ theWell,Ten tad. me I Ind about to learn raising all aboutyour newt my nowt n a FA and I had had this paper I wrote about Sara on prop:. to tell a NI judge about my newt at tions,handicraft;concerning experiments, for language, fhe guidance cultivation arithmetic of of observa- plants, and manstions throughregrow of smell missing then When from tads, nicking Ica. legs and and jaws They up a news. boa your hand, solower nut to Pr. tea They arc elan voicelessThe tail is net for ,winning hear no ardrans. so they hear purposes. They can Hey can locate by she skin through wbra, Nonni nervier. roe .ally nee. Tell me about your 0.1-I project wt. .e Foe Belly Newt. Cy -Vexlres Did the judge an you questions and howI didnid, "Idy name is ." a. "Would yuu like to know shout rny newt?' Then he said.yin ensurer thern my table and I had Sera there. too preventionattentionroising of shouldanimals of accidents; be and paid production, forto theteaching clean matCARE.off the rinse Ed, The oilpomp. neon Ox rocks n Ice) and once scrub off a day theI clean agar an lankthe kith:,lows a ofmonth. the In tank. I also have to doing this I A.0 Vrt.should dld get you a smallerNye to learnanimal. to raise the newt?nun is Sara and she is an amphibian. I ens pang to get an iguana. No Moen laid I A:Q Yeah,Su my you Morn pinny helped mu. toe had with this the whs.,subjunctive to. him, "My newt is named Sara and.. ',son mar...eats mond and went over and over Its In nnphiblan regionaltheetc.,about school, it livingis nature,necessory tothings, get and close weather,to to lake developcontact pupils river, with an outside strata, the .NUTRITION: sawn of mar In the wild newts will cal small insects. If a newt is stantng it wilt w. needlawayI . to madhelps land1 gut honks andNan one water swim,thinga Ow tothereOh. on Yee andof weren't encyclopedias..They LI they Nye get soli Omen toe, hack to I. of town limbing on landthe pet an storelearn aod theyonly arenoon amphibians the and I tail Nat A: 0 Oh yeah.nythlogWhat t /nilNee tolike Old learn that? you about do with her Sarafrom inbooks Ws project, OW you have to watch her aver time no Courseinterest ofin Studythe preservation for Elementary of nature." Schools hand. wepelletsFEEDINGYou are can smell !cookie,. aho Satoh soput bad man SheLary that ore.newt) we us is be fed keep. than in a antra bag Sarah doesn't alone. Tbcy an bc trained to atPimp pellets. We feed her one pellet right out of your usually cat whits a day. The O. AtMowgrow Ow didit pmhoe, you 10,t. khole they what said toto Nedfeed WI her shrimp pellets.an smell redly bed. In Us' A.Q: Whatsoutnintes did you kept loam notNno [non whowatching she did Sara, to ace ilabeW0a and hoot watching her every day. I like the hen,. in the boon. in Japan, p. 70. andRoney theHOUSING Shemining likes home : toSarah hide we have (myhawao news the )lives or flip an a stick to make it look hkc the in. tank withtwo a anon.woo filter. Since Sarah hag gravel and 2 loop gone to school food is alive. A Gooksdayfoodthey I read. ovwilllook she rat Neynlve. men will said Sera getWe No likesputsic/. in some the eaor tot.wild tankfood when newts willon nobody a get willtank ie., co to. Nolan,. Lunn feed her some...That nnkes the I feed hat only one pellet and. if they Arl wanong Q. Oul shetamer.Iron.I Nam... get the out,Oh, bobble andLull., wething. tohad Healspe. to make She a MI. lasum ofto thy ION lid come out on this rock n s. ca.. out of the was on this lank becausewider .is she rock would and get Ail( aut. INN to slay away HEALTHwarn.complaely filled with water. She likes to purchased a mull travel tat. gel on top of lave rocks and out of the The tank, are neva andsheI had getsil would-dm,.it tois sick hot.net,. II ahe it gets ifwill it getstoobe hot.told no Wenrcold tou got we dos would sticky tom thermometer on Nis heeler so bete. .weert 2 End 52 degree. Sara is con-blood. and Om means LIke. if it is 72 egre, Net she will be On if it gets um Andeshat voe have rode. QA: OnesmakeOnce she ode nayalmost your undeneater gothands out andare for awin, long tea... 11111.1 my Dad ono her end poi her back In. Oh, and news have really thin skin and d can tear. you have to an snailloofas they to lookbe Inn,. lac Whena she walks I haw had Sarah la 4 guppy yo.9 non.on land seam she ICI walks live hanged like a crocodile. then filth When they She 0: A. INowin have ion do onceto you take du ForaOnd out .d I put .r net. here hall teaa). Th. 1 Nee ta clean oil the A. 0100,?more.Teals She breathes I doted 0s.air butunmet... when andNo wasthe stayed under about 30 minutes and sometimes really Uttle I Nink she had what fish hove. developthedO a wanMAT/N a andcrest the On Illtalaud. heads will and dance U: They have a canainthas rime/ other Mu newns will follow the smell behindtrawl. the maim. Some newts have a fad only that species recognizes to rase. Some male newts they put an into They sonewalga. Ns. Is...tome atoll San a Innen?in How could you tell? a *reaper and clews Ow taws end it .esmells water amoetimes. doesn't make her sick or die. while But Nate body my or twice so lac And I put non I have to put M ,OwNi A. goV.1, underwater wad now she and can .4.d breathe too ms which u Nan.nt and she's an amphibian and Nn I'itOTHER UnderItkc a makewala INFORMATION: animals. Thal they. When theyNewts think they en in Mingo. they eat il. Thar anemia in the wild a Caney tail during breedingskin season.gam to tight when theY re Hydra. peoph. and Vow and they Raid 0 A: IthoughNew. c. and Out Nat male are dine newtmale my andnewthave Need donnlnod on.ers. hare their But 0.1 hack INought ca: IN. toymk anyshe insboonrim a on lean..newt I want with to see O. it how n do .at. also have e bad taste thotblack, their orange and gray on their skin OA" off. stomaCh. Then they mach their rum on their bad. Then SUITInnellbga They 0: A. How .000andgnnoTory N0Nay mightI asked,1111.10ce looked knave. then that people?Batabout sp. our nowts pitCould caw and they h. 1.1Craufrit Iota nil you? of lob knowand only very a mu. nee. fewfor ladingnee. and couple of A: Q Wouldthere.!sprayTee you They likeIt the sounds havea water n1 roe kind wen Nov of a gnawthey liquid mate? Than and theON malehonk overt ion of .leas dance thal only totter woo will rmosmae. Then Out mule newt will follow the snaAl and 0.y net ea, all and t. female stays will CD 1995 National Conley on Education and At Economy. All righz mowed. 150 BEST COPY AVAILABLE 151 Applied Learning immediatelyforexplainSamples these "how ofstandards student following good canworkis thesegood be that found pages.enough" help Apply problem solving strategies in purposeful ways, PLANNING AND ORGANIZING &ler of troublethooting problems in the operation Communicate2. information and ideas in ways that andCommunication Techniques Tools theysolutionsboth are not. inare situations clearly evident where theand problem in situations and the when desired is,The the student student: plans and organizesdevelops a an plan event than or activity;includes that all the factors and variables that need to be operationof a system include; or improving the transportationrepairingeffertiveneu a bicycle, of (see a ryffem alsoskateboard, Applied in Learningor ocher meansStandard of 5): Thespoken,are appropriatestudent written, makes toand anthe graphic oral purpose presentation means and audienceof of expression. project through plans or descriptionsTo see how thesecompare performance with the threeoverofThe the student the kindsfollowing course 01321121.22of problem kindsof elementary of solving. problemprojects school, involving solving projects eachat least involvingyear two and, all makesneedconsidered; to sense be done; in termsseems of of the the people, order in time, which and things cleaningStandardduringimproving up reccesan 2); aquariumshe and system lunch (Applied for times distributing Learning(see also sports Standards Applied equips Learning 2 findings to an appropriatespeakstoorganic. its audience; purpose; clearly the presentation andthat presentsis, the studentin confidendy;a logical way appropriate highexpectations school, turnfor middle to pages school 106-110. and Planningmeetingproducts,Designing: them; andservices, identifying Organizing: or systems; needs taking that and responsibility could creating be metsolutions forby allnew. for - is describedevaluatesimplements clearly the the success plan; enough ofteamsters forthe someoneevent available or activity, else toto identifyinguseput thein plan into action; Standardsalsoand 3:Appliedimproving Science 3, Learning4, Standardandshe 7;system ScienceStandard, 2); for Standardcollecting 2 and 5; 7): Mathematic,trash in the school bee Example, of oral presentation,evaluatesresponds i»clude tothe questions effectiveness from ofthe the audience; presentation. facilities;resourcesfromaspects concept of ofplanning people, to completion, anddine, organizing money, making and an good materialsevent use or of activityand the couldorganization,thatthe parts could have of havebeen the and plan beenachieved, proposing that improvedloy worked how best the better andimprovements planningthe aspects and dationsvendingfoodinvestigating formachines available ways of thenear(see improving food alsothe choices schoolApplied the andnutritional ofLearning students making Standards value recommen-buying of thefood2 and from 3; presentingStandardstem of collecting 1 soto and thethe trash5; custodian principalEnglish in the Language schoola proposals proposal (see Arts foralso Standard animproving Applied overnight 3,1; Learning the sys. last publishedhoveThe standards been draft revised forof these Appliedsubstantially Performance Learning since the strategiestroubleshootingwayImproving systems for2 System: ofimproving people, problem, developing machines,their in their effectiveness. anoperation; and understanding processes and devisingwork; of the Example, of planning andplanningmakes organizing recommendations and an organising event or to others who might consider similar evens or activity. Mathematic, Standard 8; Science Standards 4 and 61. drivepresentingLanguage.camping (see trip also Artsto (see a AppliedStandard school also LearningAppliedassembly 3); LearningStandards results ofStandard 1 a and fund raisingI; English English AppliedthatinformationStandards. has learningprovided Contactabout standards thethe New contentfoundation Standards framework for forthe DESIGNINGproblemA single projectsalving. may involve mere than one kind of activity include: StandardLearningorganizing Standards5): a storytelling 2 and conference 5; English (see Language also Apphes1 Arts EnglishanpresentingLanguage aquarium language Ass so (ee theStandard also Antclass AppliedStandard the3): results Learning 3: Science of a Standardsproject Standard to clean1 and7). up3; anThe identified student designsneed; that a product,identifiesdevelops is, the student: service,ideas factors for or affectingdesign system of choice theto meet product, of the service, best idea or system; for the planningStandard,ofarranging the weather a fur 1,class 4, a starandmeteorologist excursion inn5; Scienceproject so shetobee Standard talk oneaLo to or Appliedthe 3):museum class Learning as (ee part also is,thank-youThe the student student letters composes and andmemos sends providing correspcindence, information; such that as .bothcontainThese between,e40: performance extensive Applied cross-referencing, learningdescriptions and establishesdesignselects andplan;and makescriteriauses an a for decisionAppropriate judging based the form success on for those presenting of factors; the design; the ohoorganizingScience Applied Standard a Learning drive 2): to rimeStandards money 2 fats and specific 1 Mathematics purpose (see I and 4); Examples of letters and memoswritesexpress. include: in the information or request clearly; style appropriate to the purpose of the learningandEnglish Science, Language standards. and Aramong ls, Mathematics, the Applied criteriaevaluatesplans and for thecarriessuccess quality out and ofthe theby steps comparison design of the by productionconsidering with similar the IMPROVING A SYSTEMMathematic,suppliesplanning 2121 a camping Standard, a budget expedition. IOrr and also 8; Scffnee Appliedincluding StandardLearning all necessary Standard2). 2; writingstorytelling a letterletter conference ofinviting thanks (seestudents to a also visiting Appliedat another speaker teaming school (see Standards also to a :Science is intendedoflanguageThe the cross-referencing ways to illustrateArts, by whichMathematics, some toApplied English andlearning Example, of designing include:constraintsdesigningproducts, aservices, (see tree alsohouse, orApplied systems. Accounting Learning for Standard physical and financial is,improvingaThe system the student student in the need troubleshoots effectiveness of repair or problems of devises 2 system andin thein tests operation; operation ways of that of recessnetawritingApplied procedure, anda Learning memo lunch asking timesfor Standard distributing (seeteachers alsoI); Appliedtosports explain equipmentLearning to their Standard classes during I). oreinandmay the Shown marprovidebe disciplines. integrated onlYfor oThese withVehicle-forStandard thereferences subject 1, earning areas Language(seeMathematics she Applieddesigning Arts Standoff:CI Standard Learning a guide 22); andStandards to 8): the school 3, 4. and library 5, English for younger children connectbrokenidentifies with down each partsthe parts orother; or that connections of couldthe system be madein theand systemse the work way that better;rise have parts lications,The student such writes as brochures and formatscollects or postern information information that is, for the soshort students include pub- in the publication; Problem Solving. . (seebroadcastdesigning also Applied andon the producing LearningPA system a Standard,weekly or closed school 4 and circuit news 5, Englishvideo SerVIS, network for ekedssdevisesmaking whetherways is of work themaking strategiesbetters the system worked. work again or useorganizes in the thepublication; information into an appropriate form for cansomelearningThe providecross-referencing of thestandards wayso vehicle by is which intended foramong demonstrating a single theto illustrate Applied projed designingLanguage Arc;a weatherclassroom Standard station work 3); andarea providing for ongoing a daily project weather work; Wyntmeniralion Mob end Terhnique,formatschecks Pevf the the information publication forto thataccuracy; it achieves its puipose. Dorririen reed of an. ) beAppliedlearningachievement developed Learning standards. ofin aconjunction toolsnumber It is and intended of techniques withApplied problem that designing8ffenreStandardreporting Standard service 2,a musical4, and 3):for 5. nisithe A4rttheniatte, schoolrunicni fro:(ter akaaltStandard, Applied Applied I Lenentng andLearning 4: skills.solving projects, rather than as isolated 152 . Standard 1 Science Standards 1 and 8). BEST COPY AVAILABLE (l) 1995 National Center on Education and the Economy. All rights merited 153 Performance DescriPtiOns 6ontod Use information technology to collect, analyze, TootsInfornatiOnTechnology. Ofidlechniques ; Manage and direct one's own learning.. Learning and Self management"Tools and TeChniciue. - Work with others to achieve a shared goals to promote TOolsWorkinsWith and Techniques Others, for publicationExamples include: of writing andahodesigning fonnatting Applied a formatLearninginformarion for Standardspublishing for 1,daily 4, andweather 5). reports (see The student:organize, and presentuses information. word processing, graphics, and drawing programs; The student tarns fromtheworkconsults role way andmodels; theywith identifies orgo that observesabout is,the the theirmain olderstudent: work, features students and of the whatand qualities adults they do,atof The needson-the-jobstudent of works a client.learning, with others and so to completerespond effectively to the task; that is, Appliedproducingdesigninga Learning a posterprogram Standards advettising for a storytelling 1I andand a fund .3):5). raisingconference drive (see her also terhnique3inchale:&ler of using inficanationusingrum an technologyword electronic processing tools card and catalogue. drawing programs to design a hissakesthe orproducts heraccount own they ofproject roleproducer models activitim. in planning and conducting the student: willneedsteaches be totackled; agmement be done to with complete group diemembers task and on hem what the work work another;The student that translatesis, the student: information from one format to usingLearningguide ato graphics the Standard library program for1, 4.younger and to present5), students daily (see results also of Applied a fund Examples of learning fromstudentsexamining role modeh proposed published include: guide guides to the similar library in (teedesign also to Applied the . seconsultstakes check a share withon progress group of the membersresponsibility in completing regularly for she the duringtask, work; to she decide task checkscommunicatingpresentingchooses that a different informationthe informationit; format to better thathas isbeen suit appropriate thetranslated for purpose fur outonusingraising soundabout an drive electronic thefor (tee therequirements also design card Applied catalogue ofa of musical Learningfreshwater to researchinstrument Standards animals information 1orand and to plants lied 2): newscaststelevisionstudyingLearning the toher wayinform Standardsalso news Applied development reports 1. 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Learning availabletotranslatingI and show 5.) the front from nutritional a statistics vending value tomachine graphics. of different ha e.g..aha kinds Appliedusing of bar foodLearning charts activitiesExamples include: of tools and techniquesitmaintains possible for recordsto keeping find specific of record work materials activitiesof work quicklyin a way and that easily. makes EramplaforThe someone student of showing shows dse to oror be explainingexplains able to dosomething something it. clearlyto someone enough else constructedantranslatingStandard artist's 1): sketch lion:(see aalso of plan the Applied toway a sketch a Learning tree housedrawing. 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Food brings in the rive starts most cans1) collectedThe class will with receive the most a Accordingly,writtenother less work. the formal range methods and depth than of through how food"formulate"Into ordergather drive. ro and beginThcy the disseminate problemin collectedthe project data,data thisthe classaboutcase,used neededa theto computer decide canned ro to andMathematics Tools;Reasoning; Standard 6,5, MathematicalProblem Solving Skills Thebecans class a pizzawill that win lunch with drinks. a prize. The prize will day, for Thanksgiving.lunchpizza time,. party, sometime during their after thisrelatedevidence work la sample.theon whichstandards to base varies commentary throughout organizeorderhandtotals it drawnto inin succeedthea spreadsheet, formand computerofin gatheringbar graphsand generated. represented the and greatest graphics, Finally, current number boshin of AppliedCommunication.Mathematics Learning Standard 7, Mathematical Wethe willtryclass next beto bringto 9 collect thosecoming cansschool each days, to all of your cans, each day so your so Tarrantthe2) Food All County. cans.will Bank ofbe Greaterdonated to urgencyincans mind within bush and the excitement,their given purpose two withoutweeks, and audience, theysacrificing needed conveying accuracy to keep andProblem Organizing SolvingPlanning you can win a a." C16660ana pleaPa mama pizza party!CaParts mare. own ikon an 3) You may continue to TheCircumstancesor clarity students of communication. had twoof performance weeks to plan for the drive, activity;The student that plansis, the and student: organizesdevelops an eventa plan or chat:includes all the factors and variables that Item A 23,bring 1994. cans until November forinitialteacherwhich different planningW assisted 2S casks,conducted stages. the and students overStudentswhile a each twoin brainstormingformed week student period. groups was and Theto andmakesthingsneed resources to needsense be considered; to in beavailable terms done; ofof tothethe put people,order the planin time, which Item B permissionwithencouragedperform the calculations,mathematic's. fromto use school a computer groups The officials students of spreadsheet students to run needed the were cannedto to help obtain implements the elseisintoplan; described action;to use it; clearly enough for someone Thisfood drive. project gave students the opportunity improvedbestidentifyingevaluates and the theby the aspects bettersuccess parts planning thatof of the thecould plan event and have that organization,or been activity,worked SolvingplanningAppliedstandards:to provideparts Learning of evidencethe Appliedand Standard organizing; related Learning 1, Problem to theand following Mathematics considermakeshaveand proposing been recommendations planning achieved; how and the organizingimprovements to others a who similar could might 164, ToolsApplied and Learning Techniquescomposes Standard 2, Communication and sends event or activity. BEST COPY AVAILABLE 0.1995 National Center on Edurozion and the Etonomp All rights 'nerved. 165 - eve There is no evidence of the plan the students Item D variousprovidedbyprepared which marketing fromforthey the thearrived canned teachertechniques at foodis, that other drive during students than nor the ofinformation looked planningthe process ar thatslumThe is,student publications, the student: writes such and asformats brochurescollects information information or posters; for to include in the Theand Information student:Techniques Technology usesTools word processing, graphics, and Overall leaders as of 11-17.1994 Evidencethestage business and ofsought implementation advice from of experts the plan and includes parents ain checksformorganizespublication; for the use the information in information the publication; for intoaccuracy; an appropriate spreadsheetsexpectedThe work atprovides the is elementarynot evidenceexpected school foruntil thedrawing middlelevel. quality The school. programs. of use work of 1st Sanchez at06°° thepreparedguide prizeposter for toformaking (Item the advertising winning A) phone advertising classand calls record and to the solicit a keeping rangebeginning donations of purposes: material of the for toItems advertise C and currentD are examples leaders in ofitsformats the posters purpose. competition. the prepared publication The so that it achieves 2nd Robinson3rd Gerwick onandurgingdrive; a tablesdaily thestudents basis.memo ptepated to maintainreporting by students 111011101(l1111: the first to daytrack results the and project chartsand formatinformationattentionposters and reflect not the is only presentedconsiderationlanguage in the selected,butsimplicity ofthe ways attention including with of capturing which given use theof to a KEEP THE LeadersCANS by Grade Level as of COMING! projecttheytheThere success may is required no have evidenceof themade students activity forof thesubsequent notto students'obtain of any permission recommendations activities. evaluation Thefrom of expectedTheseplay on samples words. of students provide at evidencethe elementary for the school quality level. of work 1st Grade2nd Lawrence Grade Ignacio K Donaldson11- 17.1994 prizes;businessesinthe theannounce principal; school: for the and initiate maintainpurpose advertise contact theof obtaining thecollection by drive telephone donationsto over everyone a with two for local formatThe student to another; translates that informationis, thechooses student: from a different one format that is appropriate 4th3rd 5thGrade Grade RobinsonGerwick Sanchez This is Donation Phone Call Guide from Alice Carlson Applied inandweek concept, reacharrange period; its but forkeepdestination. thetaking accurate donation responsibility The and of project cannedup to wasdacefor goods maintaining not records; complicatedto accuratelycheckspurposefor presenting that for into thecommunicating information theinformation new format; tohas it; better been suit translated the classpartyschool.Learning is sponsoring for We the Elementary are class theplanning that can School. brings food to have drive theOur amost for3rdpizza our gradecans. elementaryofasthe thea collection competition level ofschool demandover with level. a twoa expected prize week makes period of students it illustrativeand running at the it The students translated the runninginformationinformation,gives totals reasons from suchout. for anyas decidingchanges tomade leave in somethe The ifGreatercans you willwould Tarrant be bedonated able County. to to donate the We Food were enough Bank wondering pizza of suchTheCommunication student as thank-you composes Toolsletters and and sends memosTechniques correspondence, providing classesa spreadsheetisreporting translated were competingprogressive to accurately.Translatinga bar graph for results the for lead.the and purpose Thehighlighting data information from of tables which for the winning class. information; that is, the student:thewritesexpresses correspondence. in a thestyle information appropriate or torequest the purpose clearly; of Thereelementaryto isgraphs no level. information is an appropriate available task to indicatefor students at the thisclearlyofItem the kind. B first andis a days memoin a results.style accompanying appropriate It expresses tothe athe announcementmemo information of consideredbeforewhether choosing the modifyingstudents to use consideted the a bar information graph alternative or whether in any formats way. they Item C 0 1995 National Cent,. an Education and the Economy. All tight, reserved. 166 BEST COPY AVAILABLE Item El 67 ELEMENTARY SCHOOL Work Sample & Commentary: Canned. Food Drive continued 82 1 Roam M, Mg 3 Sian,Y1134 loo4 6 Canyon.,Gamma Mop 5 lrtlnM Controls Photolikostx 2 AloastomooniGower, Concepts 3 2 AbidesComl.Furrikin 5 lOWhop assmIzalnone Gewalt**,1/oRenalosl Coneoloa 2 LIN 2doncoo savors Sclodat6 Tools lochoolecle eov7 a- 8 tralLooltri Solsolt PrtelstoSadao CaraTUAlcam Loonapos Tab Inlonsellontea. Toolstosluipos Engird, La tgnage Ara Learning and Selfmanagement Tools Maihernaria There is no direct evidence For how the students Science Applied Learning commentaryperformanceThe quotations aredescriptions horn excerpted. the Mathematics in Thethis theTheand student: studentTechniques learns from role models; that is, advertising,intoteacherapproached sub-groups, reported collection,the thattaskeach the of withtracking studentsworking a specific and withorganized reporting responsibility:others. themselves Theresults, orecomplete shown performance on pages 38-39. descriptions andconsults aboutfeaturesadults with their at of orwork what work,observes and they and identifies do,older the the qualities students waythe mainthey of thego theamongprojectand work communications. wouldthe had sub-groups beenhave requiredcompleted It and can regularchecking be satisfactorily. inferred communication that that all partsthe of e aunly0I c.Deep stlan conductingtakesproducts account they his produce; ofor roleher modelsown project in planning activities. and illustrateThe demands the expectations of the project for elementaryfor working school with others level. EiGrantEl Go,Ora, cl odo businessandtheThe studentssoughtteacher field. advice lookedinvolved -There from at is withvarious noexperts evidence,this marketing project and parents however, reported techniques in ofthe that StatisticsMathematics and Probability Concepts Olen.°El.affnes Jo os theto inform project.ways intheir which planning the students and implementation used this information of StatisticsThe project and illustrates Probability this Concepts: part of displaysthe standard data forin graphs, tables, and charts. lC RoNnsonTRamElfah Menlo 01 inThe his student or her identifiesown work; strengths that is, the and student: weakness. displayingorganizingEach part itit intoin of various spreadsheetsthe workcollecting formswas via computer, carried the daily our and raw with data, a Sixties Siss coo, n andassessestheunderstands qualityproducts. his of orandwork her establishes processesown work processes criteriaand products; for judging motivation)the agreed upon and audiencepurpose (to in providemind. feedback and Item F theThereevaluatingItem criteria 1 isis nothe theto evidence listassess quality of criteria theirfor of theirthe work.the way workstudents the on students spreadsheets. developed used for usillCan ITotalsin WithTools Others and Techniques for Working . . task;The student that is, theworks student: with others whatreachesto complete work agreement needs a to withbe done group to members complete on the DonaioAdsi 18 consultstakestask and a share withhow grouptheof the work membersresponsibility will be regularlytackled; for the during work; 8 completedrequired,the task,task to toand atcheckdecide theto check endon on progress anyof that the changes all task- inparts completing that have are been item G Touts .169 168 BEST COPY AVAILABLE 11 0 1995 National Center on Education and the Economy All right; reword Problem Solving and problemproblems;TheMathematical student situation, that participates is, Reasoning given the student: the in basic the formulation statement of of a datawereinterestingInOther are a projectmore tirade comments effectiveto ofabout know this whatkind, howthan somekind decisionsothers. of ways graphic It would(and of representing revisions)or be graph to usesandmakes strategics previously decisions to learned use;about thestrategies, approach, skills, materials, information?barsschooluse and wide for an which attacheddataWhat inaudience. other a keybar representations thegraph For best thatexample. way contains to are conveyis showingpossible? 17 this drawingusesknowledge, strategies, sketches, and suchconcepts to modelas using to problems; make manipulatives decisions; or teachersWhich would need be different better forinformation this purpose from and students? why? Do asAturbe 4..... e, con* go... Maas hrwel predoes - specifiednot merely manipulative fill in a given or chart,go through use a a softwareWhile it is to valuable organize for large students amounts to use of spreadsheetdata, it might Amen dam Ye, see lama. weasaav eynn f6.0170r0 ften nel The howThisstudents rowork organize were provides required a school evidence to widemake predeterminedfor fund decisionsproblem raiser formulation. aboutand set formu- of steps. butformwouldalso graphs). beof deal valuabletheir with own thisand charts massinteresting and of tablesdata to seethemselves, (as how was the done studentsin thewith cw am 010 WOM.S7,11,11.11,071,0.uw.O. p[Sc na.n. snaa.",&ay.. OnWAV TheMathematical latework successful provides Skills approachesevidence and lot Tools to the accomplish quality of this work purpose. noticeabletheThe overuse use of errorsa of semicolon commas in the first inInstead the day's run-on of results. a colonsentence and are Skillsexpected and forTools: the following pans ofreads,adds; Mathematical creates, and represents data on charts, presentedStudents used information these skills for theand usesfood toolstables, drive'scomputers so provide diagrams,participants toclearly achieve bar graphs; solutions. Finally,Mathematicaland to determinethe way she Communicationthe class winner. represented the data that Item I Mathematicalforthey the collected quality inofCommunication: awork number expected of showsways for providesthese ideas parts in evidence a ofvariety of ways, including Item H communicating.considersgraphs,words, numbers, tables, purpose diagrams, symbols,, and audience and pictures, models; when charts, © 1995 Nation! Centre on Education and the Economy All right, 'nerved. 170 BEST COPY AVAILABLE 171 The Grade LevelsCompared: English Language; Arts The studentinELEMENTARY the sample reads readingand comprehends SCHOOLlist equivalent material to rwenty-five of the quality books and each complexity year. The illustrated materials inThe the studentMIDDLE sample reads ending SCHOOL and its comprehends equivalent to material twenty-five of she books quality each and year. complexity The materials illustrated inThe the studentHIGH sample reads SCHOOLreading and list comprehends equivalent en material rwenry-five of the books quality each and year. complexity The materials illustrated APPENDIX 1 shouldmarineliterarychildren's include formsthat: magazines. traditional and front andnewspapers. at contemporaryleast five textbooks,different children's writers. and media. literature The student from or at the producesleast equivalent three evidence different in of shouldatnewspapers, includeleast five traditional Mann textbooks,demonstrates writers. and and contemporary The media.a thorough student from literatureunderstandingproduces at least duce or evidence she different of equivalent the of text literaryreading as in a magazines,whole;genres that: and from atnewspapers,should least includefive different textbooks, traditionaldemonstrates writers. and and Themedia. contemporary student a thoroughfront producesat least understanding literature three evidence different or she ofof the readingIterary text genresas that: 2 whole; and from trivalent in magazines. equivalentatThe a elementarylevel.jer of to performance the school end of standards fourth approximately grade. ore set usesextractsidentifiesdemonstrates paraphrasing salient complexities a thoroughinformation judiciously. presented understanding from in the the tat; text,of the i.e., rear ideas, as a information,whole: levels of meaning; usesatraeaidentifies paraphrasing salient complexities information judiciously. presented from thein the text; text, i.e., ideas, information, levels of meaning; The student reads inusesextractsidentifies depth paraphrasing atsalient complexities least informationfour judiciously. books presented (or from book inthe theequivalents) text; text. i.e., ideas,about information.one issue or levels of meaning; equivalentaThe level Themiddle of high performance to school theschool end standards standards of approximately eighth ore grade.are set set at at o evidencesubject.'film student or of four reading reads books in that: depth by a singleat least writer. four booksor four (or hooks book in equivalents) one genre, andabout prnduces one issue or subject,The studentevidence or four reads of books reading in depth by that:a singleat least writer, four booksor four for books book in equivalents) one genre, andabout produces one issue or evidencesubject, or of four reading bookssupportsmakes that: by a and single assertions supports writer, withwarranted or fourelaborated books and responsible inand one convincing genre, assertions and evidence; produces about the texts; achieveItequivalent is expectedlevel these of to performance thatthe levels endsome earlier of studentstenth approximately and grade. others might evaluatesmakessupportsmakes perceptive assertions writing and supports strategies and with well elaborated warranted developed and elements andand connections; convincingresponsible of the author's evidence; assertions craft. about the texts; evaluatesmakessupports perceptiveand assertions writing support> strategies and with warranted well elaborated developedand andelements andresponsible connections; convincing of the author'sassertions evidence; craft. about the texts: producesThe student written reads or informationalevaluatesmakes oral work perceptive writing that materials strategies and well to develop developedand elements understanding connections: of the author's and expertise crab. and later than these grades. The studentproduces reads written informationalrestate, or oral work materials that: to develop understanding and expertise and 01 summarizes information; producesThe student written reads or informationalrestates oral work or summarizesthat materials to information; develop understanding and expertise and makesextendsrelatesrestates connections newideas; or summarizes information en related information;to prior topics knowledge or information. and experience; increasinganyAn array single of standard.refined work is and required The sophisticated work to becomes achieve as . makesextendsrelates connectionsnew information to related to prior topics knowledge or information. and experience; idesus; - makesemendsrelates connectionsnewideas: information to relater to prior topics knowledge or information. and experience The6. Public student Documents produces at lean one public document, in which the writer studentsincreases.tasks used toget Thistohone older. generate notion the The sophistication of complexitythe requiring work also ofof the qualityThe studentmeaning and complairy reads clear aloud, to listenersillustrated accurately by in the (in samplethe range reading of RS-90Sicl, list, and familiain a way material char makes of the writtenThe student or demonstratesanalyzesidentifies familiarity the argumentsauthor's with purpose a and variety positions and of stance;public advanced documents and the and evidence produces offered in work that: toutilizesimageryexhibits and anand/or awarentarecognizes anecdote; of the the power importance of logical of precise arguments,readers word emotions, arguments choice and and basedarguments the power on appthling dependentof upon the writers persona; languageassignmentsworkingtheir performances with Arts cutsincreasingly standards. across while all simultaneously complex the English readingpronunciationusingself correcting a rangewith a of andwhenrhythm, cueing meanings; subsequent flow, systems. and metere.g.,tearing phonics that indicates sounds and ancontext like artier everyday clues, miscue; tospeech. determine The student demonstratesidentifiessupport Familiarityof common them; persuasivewith a variety techniques. of functional documents and The student critiquesusesunderstanding at leastaarguments range one of publicofstrategies that the aredocument,intended appropriateto appeal audience; with to in readers.an terms rye to of strategies the knowledge, common values, and degree of The number of books required to produces writtenidentifiesanalyzes or oral theanywork formattingsequence information that: oftechniques thatactivities is either usedneeded extraneous to maketo carry a ordocumentout missing, a procedure: user-friendly, in public discourse,anticipationeffectiveuse including: useof the of of counterpowerargument; of claims; anecdote; increase,andosmeet students complexity this so,standard get this older,of standard whatdoes but isnot the readbecomes increase length does 7. Functionalcitingappeal Documentsuse of to appropriateof audiences emotionally boshreferences laden friendly words or and authorities, and hostile imagery; to the position presented; Theincreasingly reading requirementformidable. assumes purpose,The student in whichproduces theincludesreports, atwriter least organizes.relevant one functional narrative and conveys details,document, information such appropriate as scenarios, and ideato audiencedefinitions, accurately; and examples; forsupportlibraryreadingon everyadequate resources material.the student amount library toareIn achieve someof oftoo readingappropriate meager places, this standard.required to establishesforegroundingusesanticipates a variety readers'a persona ofof formatting main problems, that ideas, is techniques, consistent mistakes,hierarchicr with includingand antenna, themisunderstandings; document's headings, graphics, purpose;subordinate and color; terms, tomode;useWhere be of assured out.of-school foro shortage example, access of resourcesstudents books to local exists, maymustor county have betterbe commonThe student to goodcritiquesemploys functionalintended at word least audience.documents, choicesone functional that including: are document, consistent with with an the eye persona to strategies and appropriate for the aReadinglibraries. substantial twenty-five amount booksof time. o Studentsyear entails awarenesslogicvisual of appeal, the ofsequence possiblee.g., format, inreader which eraphies, misunderstandings. the directions white space, are headers; given; coursesthiswithmay otherrequirement. theiruse materialsthanregular English, class read to work,in satisfy conjunction including 172 BEST COPY AVAILABLE 1995 National Center on Eduration and the Economy All rights magnet 173 - ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL Cleary,Brink.Fiction: Caddie Ramona Wood and lawn; He, lather, Janccalto,Koch Strings,and Farrell, Aof Gathering Family eds.. Poems; Armstrong.Anaya,Fiction: Sounder, Nem Me. Uhima; Drama:Davis,Blinn, Brian's&cape Song,to Freedom; Carroll,Brito,Fiction: The Alin Devil in Wonderland; in 7exar, Hughes.Carr-tub. Selected ed., The Poems; VoiceWithin That Us; Is Great Hamilton,OrCohen.Coen. Saint-Extipery, The For losefinaarty, lark, StoryThe Liitle Quilt, Print, Manguel,Lobel, ed.. ed.. Stamm; Thr MotherRandomTalking Goose; House Pea the Book Sun; of Cormier,Collier,Cohen,Bonham, 1 Am TellMy the Durango BrotherUs Cheese; Your Sam Scene; Sin, Is Dead; Shakespc-are,Osborn,LawrenceGibson, TheOn and BorrowedMiracle ALce, Midsummer Inherit Worker, Time; the Wind: Hawthorne,Golding,Clark.Cisneros. The LordThe Ox The House -Bowof theScarlet Inciderm onFlirt; Mango Lett, Street; Wilbur,Longfellow.Knudson Thing; and Evangeline-. Swenson, of ThisSports World. eds.. l'oemr American APPENDIX 1 MendezLord,Hansen, In theand The Year Ryard. Gifi-Giver.larkir of the 77RRobinson: Boar Black and Snowman: Mathis, Red Dog, BlueFootball Ft); Poems; When the Sielewalk Ends. Goldman.Gaines,Fast,Danziger, A TheAprilGathering Princer,The Morning, Cis, of Bride:AteOld MyMtn; Gynnuir. Stone, Mailman', or, ofNigh.the the Lass Wampanoass.Dream: Hilton,Hentoff,Hemingway, Goodbye. The ForDay Whom TheyMrthe Chipr, Book,Camethe Bell to To/h; Arrest Hansberry,Christie,Drama: And A ThenRaisin There in the Were Sun; None; ofThese student stoniards work CHOW whenever for oral appropriate. perforrnonces Spear,Ringgold.O'Dell.Naidoo. The JourneyZia: Tar Sign Beath; toof fo'Burg. the Braver. French.GringoFolklore: ySnow Mantas, White Comm:the in NewHi panic York;Lila Southwest,From Greene,Holman,Hinton,Hansen. Summer The WhichSlakei Outsiders:of MyWay Limbo; German Frredom; Soldier, Bruchac,Blair,Folidore/Mythalogy: Tall TheTale Firm America;A Cherokee Strawberries: Story; McCullers,Lee,Knowles,Kinsella, To AMa Shod, Separate The Mockingbird; Heart for Peace: Is a Lonely Hunier, Rostand,Rose.Pomerance,McCullers, Twelve Cyrano 77, The Angry Member Elephantde Men; Bergen, of Man;the Wedding. Much writing can be classified as AIR..Non-Fiction:Yip, Child Corn of 1, the Mn;,,' Owl. Thr Go of Limn,LouieHuck andTim Young.Lobel, Dragon Princeu Yeh-Shen: StoryKite; FromFurbalb A CinderellaChina; Neufeld.Mohr,Mathis,London, Wilda: Liston Lisa. The forBright the Call Figand of Tree: theDark; Wild; Lee,Gallica,D'Aulairc,Bryan, Toad Bear The GNone Snowthe UncleStory-Drum,Gods Goose: ofand Heaven: Giants: Pum-Pum; Potok,['orris.Paulsen.Orwell. TnieDavitai 1984; Canyon,: Grit, Harp: Wilder,VanShakespeare, Drum The ISkin Remember RomeoJolla of OurC.aesar, and Teeth; fuliet;Mama; documentsnotStandards,belonging that to are mean to however,concerned the only public those defines with arena. pieces public public New ofpolicy, Lynn,Cherry,Baylor. Iltiro,y ThrThe Way Growl oftVornenthe to KapokStarrIndia, a Trey Day;I S r Kipling.Slept°,Stepan.Goble, BuffaloThe TheMolina; Story Elephani; Woman: Beautifid of lumping Child; Daughters: More., Stevenson,Schaefer,O'Brien,Reiss. ZShane; firThe Tenon Zaehariah; Upitain Wand Room: ModemPyle. Merry Fantasy AdventuresA Vietnamese and Science of Robin Folk Fiction:Hood. Talc. Vicky,Warcski,Siokck The Dracula; A GoldenBoat to Nowherr, Evslin,FoLklore/MythologrWilson. Advents,. Thr Piano of Lemon. Ulysses: policy.responseconfrontingthat address Public to thecontroversialcontroversial documents public, or issuesarethat included arise or public in in Godkia.Greenfield. Wolf Chthiumn: blond,for YoungA 77,ree-Genennion People: Memoir Andersen.ModernLee. Legend lantuy The ol Uglythr and Milky Duckling, Science Fiction: Zindel,Walter.Walker,Mogi. Theryi BeauneThe To Hell Pitman.Song; We With Ann Dying; Hamilton.Cooper,Bobbin.Bradbury. TuckThe TheDandelion Grey Everlasting. Magical King; Winr, Advennrres of Angelou.Angell,Non-Fiction: Late I Know Inning; WhyCaged the Bird Sings: Borland.Stewart.Pinsent, Greek TheNorth Crystal Mythology;AmericanIndian Cave: Mythology; thehighand issues Rending constituteschool. students Atstandard o the separate writemiddle at aboutmiddle standardschool come school level, of McKisuck,Hamilton, AnthonyFrederick TheandNorm; Douglas, TriumphBlack the lion;Defeo, fa Fugitive Slave, Lewis,Grahame.Dahl.Bond. lam.A The NearThe andLion. Called Windthe Thr Giant l'addingson.Winchin the Pearin Willow,.and Amory,Non-Fiction: The Catfor Who Clair Came Tolkien,Yep.L'Engle, The Dragon Hobbit;A Wrinkle of the Lou inretry Time; Sea. Pearl; Ashe,Bishop.Beal, Days (Grose;The DayChief Lincoln Joseph Wa, and Shan the Non Perrt War, Will Fight Na Mon Forever": Adams,ModernWhite, Wonnhip The Fantasy Once Down; and FutureScience King. Fiction: shouldcommunity.primarily address horn At highthe issues schoolschool, which orstudents localare of FritzSutler.Politi, And Song Dinosaun Then of the What of Swallow; AndNorth Happened. Rev., America; VanNorton, Allshurg, The Borrowers: lumanji;The Wardrobe: Charlourt Web. Georg.Frank.Berck. The NoThe PlanDiary hilkingHamden to of Be;aEarth. Young Voir.Children; Girl;of ScopeWorldMag.:in./Periodicals: (Scholastic); (National Geographic); Covey,Campbell,Bloom, SevenThe The Closing-of Habits PowerAmerican of ofthe Highly Myth; Mind; Clarke.Clarke,Asimov,Bradbury, 2001, ChildhoodiFoundation; A The Space End;Martian Odyiuy; Chronicler, notional. importance. ssv Poetry:McGovern. The Secretof Deborah Soldier TheSampson. Story Children',CreativeWeekly magazines: Reader, Classroom; Herriott,Hauraig,Hukins,Gilbrerh, Cloward EndlessCheaperAll Gramm Stepper byDreamt, theGnat Doren; A andGirl inSmall; Erik: ScienceJuniorCalliopeCobblestone &bola", World (world (Scholuric); (Scholastic): (American history); history): Houston.Hawking,Galata., Barrio Farewell A Brief Boy; toHinoryEffective Montanan fame;People; McCaffrey.Lewis.Herbert.Frank, Abu.DragonflighLOut Dune; oldieBabylon; Silent Planet; writinginFunctional order.4;59r is to ordinarily getwriting things is considered writing done. Functionalthat technicalexists DeBlisbenAhlberg, Rcgniers, and Heard Wildsmith, Moor,.Poetry It in the White. for Playground;Oxford Childrr, and Book Cart. of ActionNeonSocialWorld (SchulastiaStud,-(Scholastic); (National for rho Young Geographic); Learner, White.Sot,Meyers,Lester, Living RyanTo Pennon, Bea Up White: Slaw;the a HarborSneer My Own Seal Story; Pup; Other:FacerOdyury (anthropology); Computer (science). manuals; instructions; Kingston,KingsleyKennedy, and WomanProfit. Levitz, in Warrior, Courage:Growing Count Us Up In: With Down Syndrome; Verne,Twain, 20,000A Connecticut LeaguerAnhuri Yankee Under Court, the in KingSea. proficiencyStandardsofwriting the typical and, requires with os English functionalsuch, students curriculum.is often writing to demonstrate not because Newpart Greenfield,Giovanni, Ego. Hanoiforeds.. Tr Youngpping I SingCow andPeople.in and Song Other Other of Popcorn: Porno elementaryOther:Local newspapers Manuals school appropriate orchildren. their equivalents. e.g., for Adams,Poetry:Yates, Poetry Amos of EarthForamen and Free Sky: Mon. oftoincludedcontracts. Americareading in See provided andaward also the books theBoy by reading the Scouts corresponding Girl limo Scours Rodriquez,Momaday,Mazer, cd., TheGoingHunger Way Where ofComing to Memory, Rainy lion From; Mountain; LiterarySpermMagazinesOmer Illustrated Cavalcade and Newspapers: (Scholuric); ReadingFunctionaltosuch the writing complex standard documents is ofhterocy increasing at middle are of our included importanceschool culture. inand the Heard, For the andLowGood Sun; Bums; of the Earth Nintendo, other computer manuals. Greenfield,Livingston,Frost,Eliot, OldYou Night l'ossun, Come Car an Poem,Nnghborbood Tor, Book of Practical Sneer Cam: of America. Poetry:Wright,Sternberg, Black User's Boy. Guide to the Internet; Newsweek;Smithsonian;National Geographic 7,constitute at high school.a separate standard, Standard Randall,Dickinson.Cummings,Bly,Angclon, ed., Neon /ed., CompleteShall Collected ofThe Northe nick Universe;Poems, bePoems; Mooed;Poe, contracks;Other: Computer technical manuals: materials. instructions: 19;15 National Certif., on Mean, and the Economy. All righl, 'nerved. 174 3tST COPY AVAILABLE 175 2. Writing The Grade Levels Compared: English Language Arts The studentELEMENTARY produces four SCHOOL typo of writing. TheMIDDLE student SCHOOLproduces five types of writing. The srudentHIGH produces SCHOOL six types of writing. APPENDIX 1 A report, in which developsdevelopingengagesthe writer: thea controllingreader reader interest; by ideaestablishing that conveys a context, a perspective crearing a on persona, the subject; and otherwise A report. in whichdevelopsdevelopingengages the writer: thea controllingtrader reader interest; by idea establishing that conveys a context. a perspective crewing aon persona, the subject; and otherwise A repon, in which thecreatesdevelopsdevelopingengages writer: an thea organizingreadercontrolling reader interest; by structureideaestablishing that appropriateconveys a context, a perspective so creaeing purpose, aon audience,persona, the subject; and and otherwise context; WritingThe more"response standard :typical to isliterature"literary meant analysis to in replace the paper the that createsexcludesincludesand conies.: an appropriate extraneous organizing facts andstrtacture inappropriateand details; appropriate information; to specific purpose. audience. usesexcludesincludescreams a rangean appropriate extraneous organising of appropriate facts and structure inappropriateand mania, details; appropriate such information; as to providing purpose. factsaudience, and derails, and context; describing or naming,analyzinguscsoccludesincludes a range explainingappropriate extraneousthe ofsubject. appropriate benchts facts andnarrating inappropriateand strategies.or details; limitations,a relevant such information; anecdote,demonstrating as providing comparing facts claims and and or details, assertions,contrasting. describing and or opensnotconjunctionmany preclude students up possibilities with literary routinely literature analysis for produce study.reader but This insteadin does A response to analyzingusesliterature, a range the in whichofsubject, appropriate the and writer: narrating strategies. a relevant such a providinganecdote. facts and derails. describing or A response to naming,analyzingliterature, and thein which explainingsubject. the narraring writer: benefits a or relevant littlitssions. anecdote. comparing and contrasting. A response to literature,developingengagesproviding in whichthe a readersccnano reader the interest, writerthrough to illustrate. establishing a context, creating a persona. and otherwise response as well. supportsadvancesdevelopingengages thea A judgmentreader judgmentreader interest; by through thatestablishing in interpretive,references a context, to analytic, the creating text. evaluative. references a persona, or to reflective;and other otherwise works, authors. supportsadvancesdevelopingengages thea a readerjudgment judgmentreader interest; through throughthat is establishing interpretive, references a analytic. tocontext. the ea, evaluative,cleating references a persona, or to reflective: other and works, otherwise authors, demonstratesorsupportsadvances non -print a a judgment judgmentmedia, understanding or through that references is interpretive, referencesof she to personalliterary toanalytic. the work knowledge: text, throughevaluative, references suggesting or to reflective; other an works, interpretation; authors, ArtsdevelopedIt is notstandards intended to meet should that the allnecessarily English student Language work come A narrative account1.1.101151MMor non-print (fictional media. understandingor autobiographial), or references of the to personalliterary in which work. knowledge: the writer: anticipatesdemonstratesor non -print and media, ananswers understanding or references a reader's of questions.to the personal lirtrary knowledge;work; A narrative accountengagesrecognizesanticipates (fictional the orandpossible readeraurobiographical), answers ambiguities,by establishinga reader's nuances,in questions; whicha context, andthe writer:creatingcomplexities. a point of view, and otherwise incorporatedAppliedensureham on thatEnglishLearning Mathematics, widely class. work into The samples the Science,challenge English are and is to theestablishesdevelopingengages significance the readera reader situation, of events):interest; by establishing plot, point of a view.context, setting, creating and a conflict point of (and view, for and autobiography. otherwise A narrative accountestablishesdevelopingengages (fictional the reader areader situation, or interest;aurobiographical), by establishing plot. point ofa context,view, in which setting, creating the writer:and a pointconflict of view.(and forand autobiography, otherwise includescreatestheestablishesdeveloping significance an sensory organisingreader a situation. of details eventsinterest: strocrurc; plot,and and concretepoint of conclusions of view,language sating. that to can develop and be conflict drawn plot andfrom(and character: thosefor autobiography, events); EnglishotherencouragingLanguage classes curriculum. Arts students while work not samples, to weakening use work thus fromthe developsexcludes,occludescreates an extraneous complexs.sory orgattiting details chanters; details structure: and andconcrete inconsistencies; language to develop plot and character; excludescreatesthe significanceincludes an extraneous organising sensory of events derails structure;details and and and of inconsistencies; "inclusionsconcrete language that can to he develop drawn fromplot and chose character; events); pacing,usesdevelopsexcludes a rangeand extraneouscomplex specific of appropriate characters: narrative details strategies,and acnon, inconsistencies; e.g., such movement, as dialogue. gestures. tension expressions. or suspense. naming, A narrative procedure.engagesuses 2 range inthe which readerof appropriate the by writer: establishing straiegies, 2 context, such as creatingdialogue a and persona, tension and or suspense.otherwise andusesdevelops specific a range complex narrative of appropriate characters; action, strategics. e.g.. movement. such as gestures. dialogue. expressions. tension or suspense. naming, A narrative procedure,needs;providesdevelopingengages CMtes theain guide whichreader testier expectations to the byimam;action establishingwriter for through a complicated a predictable COMM. procedurecreating structures, a inpersona, ordere.g., headings;to and anticipate otherwise and a provides reader's throughprovidesdevelopingmakes predictable a guide reader use ofto interest;appropriateaction structures, that anticipates writinge.g., headings, strategies, a reader's and such provides needs, as creating creates transitions aexpectations visual berwcen hierarchy steps; and A narrative procedure,developingprovidesengages in whichreader thea guide readersheinterest; writerto byaction establishing for a relatively a context. complicated creating a procedure persona, and in order otherwise to anticipate rvcludesincludesusingmakessrnooth white use transitions relevantextraneous ofspace appropriate information;and between information; graphics writing steps; as strategics, appropriate; such as creating a visual hierarchy and anticipatesexcludesusingincludes white extraneous problems,space relevant and information;mistakes, graphicsinformation: andtn appropriate; misunderstandings that might arise for the reader, usingmakesprovidesa reader's white use smooth needs. ofspace appropriate transitions createsand graphics expectationswriting between as strategics, appropriate; steps; through such predictable as creating structures, a visual hierarchy e.g., headings, and and A persuasive essay.developingengagesanticipates in whichthe readerproblems, reader the interest;writer: by mistakes, establishing and a misunderstandingscontext, creating 2 persona,that might and arise otherwise for the reader. anticipatesexcludesincludes relevantextraneous problems, information; information; mistakes, and misunderstandings that might arise for the reader. includesandacreatesdevelops specified persuasively; an appropriate2 organizingaudience,controlling andinformation structureidea arranges that thatmakes and details, is argumentsappropriate a clear reasons. and and toknowledgeable examples, the excludes needs, and informationvalues, judgment;anecdotes and andinterests effectively of A persuasive'essay, developsdevelopingengagesin which thea controllingreader readerwriter: into-arc by ideaestablishing thar makes a cameo, a clear creating and knowledgeable a persona, and judgment; otherwise 25supportsanticipatesarguments appropriate; arguments andthat addressesarc irrelevant; with derailedreader concerns evidence. and citing counter sources arguments; of information includesandacreates specified persuasively; an appropriate audience,organising andinformation structure arranges that and details. is argumentsappropriate reasons, and toexamples, the excludes needs. and informationvalues, anecdotes and effectivelyandinterests of A reflective may,engagesuses in a which range the readertheof strategies writer: by establishing to elaborate a context, and persuade, creating sucha persona, as definitions, and otherwise descriptions, examples from evidence, and anecdotes. assupportsanticipatesarguments appropriate. arguments andthat addressesare irrelevant; with detailedreader concerns evidence, and citing counter sources arguments; of information createspersonaldevelopsanalysesdeveloping an observationa organisingcommonplace,readercondirion interest: or structure experience;sineation concrete appropriate of occasion significance; to as purpose she basis and for audience; the reflection, e.g., 176 BEST COPY AVAILABLE naming,uses a variety describing, of writIng creating strategies, a scenario. such as concrete details, comparing and contrasting, 1995 National Center on Education and the Economy. All rights relented 177 The studentELEMENTARY accesses and SCHOOLexchanges information; that is, the student: TheMIDDLE student accessesSCHOOL and exchanges information; that is. the student: The studentHIGH accesses SCHOOL and exchanges information; that is, the student: listensparaphrasesrespondsasks appropriate responsively to theand questions questions;summarizes to others' of others; In point increase of view; understanding; listensparaphrasesrespondsasks appropriate responsively to the and questions questions:sommarizesto to others' of others; points increase of view; understanding; listensparaphrasesrespondsasks appropriate responsively to theand questions questions;summarizes to others' of others; topoints increase of view; understanding; APPENDIX 1 speaksrespectsmakesuses audibly: language appropriate turn taking which eye of is othercontact; simple speakers; and appropriate for communicating; makesspeaksuses language appropriateaudibly; which rye iscontact; simple and appropriate for communinting. makesspeaksuses language appropriateaudibly: which eye is contact; simple and appropriate for communicating; The student respondsshowsuses awareness to language oral presentations; of and an gesturesaudience that expressively by is. adjusting the student: and to itspersuasively; reaction. showsusesrespects language 2.21:CrICSO torn taking and gestures of another audience expressively speakers; by adjusting and persuasively; to it reaction. showsusesrespects awareness language turn oftaking and an gesturesaudience of other expressively speakers;by adjusting and to itspersuasively: reaction. asks speaksparaphrasesappropriate audibly, questions: and summarizes to incicise understanding, The student respondsspeaksparaphrasesasks to appropriateoral audibly; presentations; and summarizesquestions; that is.to increasethe student: understanding; The student respondsspeaksasks paraphrasesappropriate audibly; to oral presentations. questions; and summarises that tois, increase the student: understanding: that'lire studentit. the student: makes usesinformed language judgments and gesturCi about expressively television, radio.and persuasively, and film productions; thatThe is,student she student: makesuses informed language judgment and gestures about expressively television. radio,and persussively. and film productions; chatThe studentis, the student: makesuses language informed and judgments gestures aboutexpressively television, and persuasively.radio. and film productions: identifiesrecountsandarticulates rejecting the reasoned intendedstoryothers; elements judgments messages of television. for of advertisements,selecting radio, particular and entertainment film television productions; and programs, radio productions and identifiesrecountsandarticulates rejecting the reasoned intendedstoryothers: elements judgments messages of television,for of selecting advertisement, radio, particular and entertainment film television productions; and programs, radio productions and recountsandarticulates rejecting the reasoned storyothers; elements judgments of television, for selecting radio, particular and film television productions; and radio programs IleWS prOV:117IS. describesidentifiesnews common waysprograms; used persuasive to portray techniques and continent used on in the advertising; general culture. describesleewnstiFI;reosgtmhemidentifies the ways intended used to messages portray and of advertisements,comment on the entertainmentgeneral culture; programs. and common mmon persussive techniques used in advertising; includingunderstandssignificantdemonstrates the portrayals; theuse an of ofunderstanding music, camera of angles,media stereotyping fade-outs. and other socially of media production techniques on viewers' perceptions,

© 1995 National Center on Education and the Economy. All righn reword. 178 3EST COPY AVAILABLE 179 88. 4. Conventions, Grammar,of and the Usage English Language The Grade Levels CoMpared: English Language Arts TheELEMENTARY student regularly uses,SCHOOL with some teacher assistance, appropriate conventions of the TheMIDDLE student independentlySCHOOL uses appropriate conventions of the English The studentHIGH independently SCHOOL and habitually uses the appropriate conventions of the APPENDIX 1 - sentenceEnglish construction; language.paragraphspelling; including: StrUCIlire; language, including:sentencespelling;paragraph construction; structure; English language,sentencespelling; including: construction; usage.grammar;punctuation; grammar;usage.punctuation; usage.grammar;punctuation:paragraph structure; purposesThe student by: analyzesadding and revises or deletingdelenng written explanations;details; work. as appropriate, relative to audiences and purposesThe student by: anahaesaddingadding andor deleting revises or deleting explanations; writren derails; work, as appropriate, relative to audiences and purposesThe student by: analysesadding andor deleting revises explanations;details;written work, as appropriate, rebtive to audiences and reconsideringsharpeningrearrangingclarifying difficult thewords, the focus: passages: organizational sentences, and structure. paragraphs to improve or clarify meaning; sharpeningclarifyingreconsideringrearranging difficult the foam; words.passages; the organizational sentences, and structure. paragraphs to improve or clarify meaning; sharpeningclarifyingreconsideringrearranging difficult the focus; words,passages: the organimtional sentences. and structure. paragraphs to improve or clarify meaning;

180 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy All righu181 'nerved. critical,TheELEMENTARY student and evaluative responds SCHOOL processes:to fiction, non-fiction, that is. the poetry, student and does drama one or using more interpretive, of the following critical,The studentMIDDLE and evaluative responds SCHOOL processes;to fiction, non-fiction, that is. the poetry, student and does drama one or using more interpretive, of the following critical,The studentHIGH and evaluativeresponds SCHOOL toprocess.; fiction, non-fiction,that is, the studentpoetry. anddoes drama one or using more interpretive, of the following to oral and writtenbasicexamines presentations:identifies motivation the reasons recurring of the for character:themes a character's across actions. works; taking into account the 5111.126011 and in oral and written presentations:identifiesbasicanalyzes motivation recurringthe reasons of themes the for character, a acrosscharacter's works; actions, taking into account the situation and in oral and writteninterpretstheme,makes presentations: inferrand the style; nc. effect and of draws literary conclusions devices, suchabout as content, figurative events. language, characters, allusion, setting, diction, APPENDIX 1 analyzesmakescritiquesidentifies inferences thestereotypicalthe degreeimpact and ofto characters draws authors'which conclusionsa decisionsplot as opposedis contrived regardingabout to fully context,or realistic; worddeveloped eventt, choice characters; characters,and conmen: and setting; identifiesandmakes theme: inferences stereotypicalthe offers and of drawscharactersliterary conclusions &wins as opposed such about as tofigurative context. fully developed events,language, characters,characters; allusion, setting, diction. analyzesliteraryevaluatesdialogue, elements; she description,the characteristicsimpact of symbolism; authors' of literary decisions forms regarding and genres: word choice. style, content, and evaluatesconsidersconsiders theliterary differences air merit. Immune among of intim genres; of view or peraona; identifiesliteraryinterpretsdialogue, elements; theandthe characteristics impactdescription; of authors' of fiterary decisions forms regarding and genres; word choice. content, and interpretsmakesexplainsevaluates thematic the ambiguities,literary effect connections merit; of point subtleties. of among view; contradictions, literary mats, ironies,public discourse, and nuances; and media: literaryThe student features. writes works in specific genres that incorporate appropriate 'The student demonstratesidentifiesevaluates proficiency sheliterary effect merit; in of at point least of one view. literary genre. The student demonstratesdemonstrates proficiency how literary in atworks lean reflect one literary the period geom. which shaped them.

1995 National Center on Education and the Economy All rights; swerved. 182 BEST COPY AVAILABLE 183. 90 ELEMENTARY1. SCHOOLArithmetic and NumberNumber Concepts/ and Operation Concepts The Grade Levels Compared: Mathematics The student: adds, subtracts, multiplies, and divides whole numbers, with and without calculators; The student:MIDDLE SCHOOLconsistently and accurately adds, subtracts, multiplies. and divides rational numbers; The student:HIGH SCHOOLuses the properties of addition, subtraction, multiplication, division, exponentiation. APPENDIX 2 that is,- msdtipttes,subtracts,adds. the student: i.e.. i.e..joins i.e., takes thingsuses away,repeated together, compares, addition. increases; finds counts the bydifference; multiples. combines things that toandunderstandsraises determine division, rational andtheunknown numbers inverseexponentiation quantitiesso relationships whole andnumber in equations; root-extraction; between powers; addition and anduses subtraction. the inverse multiplicationoperation hasraisingunderstandsand facilityroot-extraction to a withfixed and the usespower, inmechanics formingunary raking operations, and ofa root,binary working and such and rakingwith asunary opposite,algebraic a operationslogarithm; reciprocal,expressions; as well absolute as value, at a equivalentThelevel elementary of performance to the school end approximatelyof standards fourth grade. ore set - analyzesdivides, i.e., problem puts things311111111010simplecome into groups,in rates; groups, and sharescontexts makes equally; inarrays, order calculates usesto figure area out models,simple when rates: computesto add, simple scales, uses asintegers)anconsistently proper. and improper, andother accurately positive or mixedd and computes fractions; negative with, rationale,irrationalforms applies, writtennumbers.of rational and as con.. decimals, i.e.,numbers, thethose different as i.e.,that percents, integerscannot kinds or be(both whole numbers and negative representsunderstandsunderstanding numbers and of uses their in number typicaldecimal meaningsystems, or fraction\ andthat form useis, natural. andin applications; in scientificinteger, rational, notation; and and real; graphs equivalentaThe level middle of performance to school the end standards of approximately eighth ore grade. set at - computessolo. arithmetic answers problems mentally,divisionsubtract. by e.g.. relatingto multiply. one27 another; addition, or divide; subtraction. multiplication and 45. 30 x 4; isespeciallywritten familiar as with3since roio characteristics theof two student integers, should of operations are be not familiar required and with numbers. but the are irrational suitablee.g.. divisibility, number for introduction, n; prime usesproportions,comparesnumbers dimensionless on numbers percents,the number numbers,of differentproportional lint and such magnitude in aschange,the proportions, coordinate using and locationorder percents, plane; relations, on theand number differences,multiplicative line: ratios, factors; ItequivalentlevelThe is expectedhigh of performance school to thatthe standards endsome approximatelyof studentstenth ore grade. set might at a knowledgeIle11101131121CS to solve understanding arithmetic tasks; of thetemperature.113[3 thatbase simple is. ten the place concepts "owing";student: value systemof negative and uses numbers, this e.g.. on a number line, in counting, in sizesinterpretsassociativiry,factorization, or changing omen, shortand sizes;as withof part formal properties of 100statements; and of rationalas a means numbers, of comparing e.g., commutativity quantities of and different recognizesand numbers and with represents specific basic units number of stratum, patterns. including length, time, and rate units; laterachieve than these these levels grades. earlier and others uses knowledge about ones, activitiescountstens,more hundreds I. and10, titan 100problem 380,and sir thousands1,000 solving: more to than figure or23.000, =answers less than. 100 to Zetae.g., thanone I.s9,000, than during 100,000, arithmetic 10 notationhasordersmasons a sense numbers proportionallyis not of required.the with magnitudes the to solvex and problemsand< relationships relative involving magnitudes and equivalent by location of numbers; fractions on a notenumber or equalthat line scientific ratios; and inestimates.arithmeticmultiplication calculaTions; activitiesapproximates, and division and problemrounds tasks. off, e.g.solving; or 36 uses x 10, exact 18 xnumbers, 100, 7 x as 1.000. appropriate, 4.000 u 4. during describes- recognizesfinds and simple compares simple parts quantitiesfractionsof wholes;some as byas instructions usingdividing simple something to fractions; divide, by e.g., that4; 14 is, ofthe something student: is the , - recognizesuses drawings,beginning the place diagrams,proportional of fractions ormean, modelsreasoning 011 including numberto showand whensimple lines.what addinge.g..the ratios, numerator in measurement; likee.g., fractions, "about and denominator half e.g., of k -k; describes- recognizesadds, and subtracts, computes that decimals multiplies, quantities arc theand by another people";using divides decimals; way money of writing thatamounts; is, fractions, she stutters: e.g.. 0.3 3;0; thedescribes student:- recognizes and computes relationships quantities among by usingsimple whole fractions, numbers decimals.is theup sameto and1,000,000; as paeans, 0.5, and that e.g.. 14 is, is that the same as 50%; - finds.connects identifies. ideas ofand quantities sorts numberstwo-digitbaseball to the real bynumbers,stadium: their world, properties. how prime,e.g.. far how square,away e.g.. many is odd. anda peoplekilometer composite.even; fir and inin ayour for city:

184 BEST COPY AVAILABLE 0 1995 National Center en Education and the Economy All rights reterood, 185 O 0 0 0 TheELEMENTARY student: SCHOOL The student:MIDDLE SCHOOL The student,HIGH SCHOOL identifies.prisms.acute),works with triangles.pyramids, classifies, many squares.typescubes. and of namescircles. figuresrectangles, geometric and and spheres: rhombi.their figures properties, parallelograms. by specific including shape quadrilaterals, angles properties. (right, polygons, obtuse, identifiesspheres,Mangles.is familiar and othersimilarwith cylinders: assortedpolygons, and congruent two- circles, and shapes cubcs,three-dimensional rectangular and us. transformations prisons,objects, i.e.,including "boxes," in the squares, coordinate pyramids. characteriz.usescubesworks relationships withand pyramids.many such types propertiesbetween and of figurescylinders, figures its terms and involving con., oftheir sransformations, and properties, congruence spheres; including and similarity; polygons and and circles, APPENDIX 2 andusingsolvese.g.. rotations;symmetry: congruence problems by and showing similarity. relationships and using berween transformations and among including figures, flips, e.g., slides, measurements)understandsplane, i.e., translations, length, and arca, the rotations,corresponding and volume and hasreflections, uses .11 of as units. the differences square units, between and cubic these units usesofknows, figures; the uses, Pythagorean and derives Theorem formulas in manyfor ales, types surface of situations arca, and and volume knows of how many so rypcsprove its.andusesextends modelsarea; basic and waysto creates reason of measuring geometric about she the partner relationship size ofusing figures, betweenconcrete including theand perimeter pictoriallength. width, models: and perimeter,arca of analyzesdimensionalof meuttre,recognizes and figures;generalizes similarisy geometric and rotational patterns, and such bilateral as sessellasions symmetry and in two-sequences and three- analyzesusesworksthe sheorem; of withshe figures threesimilar basicin trianglesterms If 11;0110111.1"k of andshe kindsextends offunctions; symmetriesshe ideas so they include have; definitions and simple carriesvolume,selectsrectangles outand and insimple uses time,simple appropriate unit situations: conversions, units for such measuring as between quantities cm and such m, andas weight, between length, hours area, customarychoosesof shapes,inchesmeasures appropriate and and angles,metric mil., units within areweights, ofnot ameasure required:customary capacities, and orconvertstimes. ramie and system,with se:nixes-atoms case note between that using conversions like appropriateunits, e.g., between units; studiesus.non-geometricworksshe geometric quotient pattern with geometric inmeasures. patterns, terms measures of measures including propertiessuch of weight, as ofsequencesspeed oflength, monetarythe and arca, ofdensity. growingvalue, surface 'dating and shapes arca, time; them volume, and to characterizes slope and angle;and "pa and stage; measuresand minuses; and creates a scale in maps or scale drawings using the idea of constant ratio. largermodelsreasons scale drawings; situations proportionallyproportionally geometrically within situations measurements to formulate with similar to and interprer figures; solve mapsproblems. and so make smaller and carriesincludingunderstandsunit° out amounts; proportional derived the and structure units, usesreasoning: unitproduct of standardconversions, in measures cases measuremens involving andsuch dimensional as expansions person systems, -days; analysis; boshand contractions,SI and customary, that proportionalofthe many correspondingis, in identical situations so she parts. sixes numberwhere chat in thesizes of is, parrs;original in in situasions she figure, expanded where and inor she casescontracted site involving of the figure whole figures are is proportional composed to modelsanalyzesrepresentssolves problems situarions geometric geometric involving geometrically figures curves scale and and proves andto graphs formulate change things of functions of andabout scale solve them in maps standardproblems. using and deductive coordinate diagrams; methods; systems;

SiD 1995 National Center on Education and the Economy All right( meowed. 186 BEST COPY AVAILABLE. 187 3. Function and Algebra Concepts The Grade Levels Comrred: mat ematics TheELEMENTARY student: SCHOOL TheMIDDLE student: SCHOOL TheHIGH student: SCHOOL APPENDIX 2 uses linear patterns to solve problems;legsextends,shows on how a andgiventhat one recognizeis, number quantitythe student: ofthe determines horses linear canpattern another be calculated by itsin arule, linear by such counting pattern, as, the byi.e. total fours; describes, number of quadraticdiscovers,representsincluding relationships, describes, Attar', relationships and and i.e..represents viler:die. thosewith tables, ofpatterns, them the graphs withform including variables f(o)al in the or coordinatelinear, f(n)scrO,and expressions: exponential, forplane, constant and and verbal c,simple or exponential,discoversgivenmodels functions describes, periodic,given in terms situations generalizes. power, of situations; rational,with andlinear, squaresuses exponential, basic and types square or of quadratic function;roots. and functionsthat cubes is, linear, and and interptets builds iterations of simple non-lineareyes,"basedshows figureonhow patterns. a onelinear out howquantity includingpattern. many determines e.g.,eyes multiplicative forIOU the peopleanother "number and have quantitysquaring of all people together: in a andfunctional total number relationship of andsymbolic inequalities.findsanalyzes rules: solutions tables, for graphs. unknown and quantities rules to determine in lineal equationsfunctional andrelationships; in simple equations cube workslocalroots; maxima with manypropcnics and kinds minima; and of ratemechanics relationships of functions; in constant that is,rate evaluation. situations; inverses, slope, usesasshowspatterns, the letters, thatsame with an boxes, lunge concreteequality isor made other relationshipmaterials symbolsto both and between quantities; torecognizes stand two for quantities thatany thesenumber. remains patterns measured the arc same not quantity, linear: as long or .ponentialsolvesfunctionsdefinesuses linear equations and and equations;(arithmetic) uses equations; bothvariables, andsymbolicallysequences knows parameters, andthe and quadraticexponential graphically, constants, formula (geometric) andespecially unknowns and itssequences;linear, derivation; in quadratic,work with bothand andobject use in ofsimple a beginning situation concept wish concrete of a variable. materials. se., demonstrates understanding isunderstandsamongrepresents familial these; with functional the 2 bybasic 2 relationshipsmatrices, algebraic their structure in arithmetic,formulas, of number tables. and somesystems; and graphs,of their uses.and translates such as usesandsolving hyperbolas; functionsequations systems to to of represent represent equations patterns. curves and representing such as lines, symmetries circles, ellipse, and transformations;parabolas,

188 BEST COPY AVAILABLE 0 /995 National Center on Education and the Economy All eight, relented 189 ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL lite student: ofcollects data; and organizes data to answer a question or test a hypothesis by comparing sets The student: collects and organizes data and displays data with appropriate tables. charts. The student: collects, organizes, displays, and analyzes single-variable data using frequency -makesdisplays comparesreads statements lotdata information data in graphs, in and order drawsdatatables, to makein simple andtables, true charts; conclusions charts,statements. and based graphs: e.g., on"seven data: plantsthat is. grew the student: analysesmodeand graphs; and appropriatelydata range; with respect central to characteristics tendencies of dataof frequency with mean and and distribution, median; including atimatedcorrelationcollects,distributions, regression organizes. coefficients; histograms, lines, displays, and computes-and and summary analyzes generated statistics; two- variable regression data lines using and scarcer plots, APPENDIX 2 - makesidentifies true and statements uses the modebasedpeopleat necessary leaston a chose 5simple cm": for red"; concept making oftrue "average" statements. or mean, e.g.. 'mostfora small incorrectconsiderscritiquesmakes conclusions the information;effects conclusions on and reliabiliry recommendations and ofrecommendations sampling based procedures on Jodie's data and analysis;statistics; of missing or exploitsoutscritiquesunderstands sampling questions conclusions the techniques role of experimentalofand assumptions toshe draw use inferences ofdesign, nanniesand uncertainty use about in of public control large in documents; makingpopulations: groups, inferences: and reliability; - interprets data In determine e.g.,clearsamplethe reasonableness "micerepresentations: size as and often,' where of "three statements she situationtimes faster":about is made the data, evident with concrete materials at makesprobabilitiesrecognizesformulates predictions hypothesesequally of events: basedlikely to outcomes, answeron experimental a questionconstructs or and theoretical sample uses dataspaces, probabilities; to MT and hypotheses: determines relativeusesformulates experimentaltheoretical frequencies hypotheses probability measures for chanceto answer models of events; likelihood a quationto arrive based and at probabilitiesuses on gathering data to fortest of chance data hypotheses: to events;arrive as gathers- uscs data data. about including an entire statements groupbecausestatement tat by about sampling the aboutshe seven data, group a situation,plants to members make that e.g., awetv simple to 'This understandneat concluding kindthe window of sheplant grew grows at betterleast 5 near cm", sunlight predicts the result of a series of trials once the probability for one trial is known. workssets upmultiplicationuses with and simulations the works normal withprinciples to distributionappropriate estimate appropriately; probabilities; in sample some spacesof its basic and uses.applies the addition and afindspredictsconcept limited all possible andorsarnple",number finds combinationsof out variables.e.g., why that some a andlarge outcomes arrangements sample are leads more within to likely,more certain reliableless likely,constraints information: or equally involving likely;

1995 National Center on Education and the Economy All rights rtnerord 190 BEST COPY AVAILABLE 191 'ifotti T ;"; 94 ELEMENTARY5. Problem SCHOOL Solving and Mathematical Reasoning MIDDLE SCHOOL HIGH SCHOOL APPENDIX 2 ProblemproblemaspectsThe student ofconclusion. formulationthe solves solution problems process: that problem make significant formulation, demands problem in implementation, one or more of themand The studentProblemproblemaspects solves ofconclusion. formulation the problemssolution process: that make problem significant formulation, demands problem in one or implementation. more of these and ProblemproblemaspectsThe student ofconclusion. formulationthe solves solution problems process: that problem make significant formulation, demands problem in implementation, one or more of themand statementThe student of participatesa problemmakes situation, in decisions the formulation the about student: the of approach,problems; materials,that is, given and thestrategies basic to U3, The student:extractsformulates pertinent and information solves a fromeatiery SIC-133600S of meaningful and problems; figures out what additional statementThe student of participatesa fillsproblem out the situation, in formulation the formulation the student: of a definite of problems; problem in particular,,giventhat is to be solved: the basic predetermineddoesuses previouslystrategies,not merely net learned suchfill of in steps. asa strategies, givenusing chart,manipulatives skills, use knowledge,a pre-specified or drawing and sketches,conceptsmanipulative toto makemodel or go decisions; problems;through a orformulatesinformation mem true. conjectures is needed; and argues, short of formal proof, why they must be asksonextracts the withand problem; pertinent answersminimal "scaffolding"ainformation scrim of appropriate from in the the form situation questions of detailed as in a pursuit basisguiding forof questions.a working solution and does so chitTheProblem is,student the implementation student: makes the basic choice involved in planning and carrying out a solution; TheProblem student: implementationofuses others; and invents a variety of approaches and understands and evaluates those TheProblem studentin particular, implementation makes the the student: basic choices involved in planning and carrying out a solution; solves1113kl.learnsmakes approaches problemsupC01111e010115 and uses in ways thata variety amongother that of makepeople conceptsstrategies sense um; in andorder explainsapproaches to salve why problems: to these solving ways problems make sense, and solvesdetermine>,clarifyinvokes situationsfos problem unknown where solvingor helpful,organizingor undecided strategies, how information to quantities breaksuch asa probleminillustratingusing a table: algebra, into with simpler graphing.sense parts; making sound sketches masoning. to mathematicsselectsandchooses multi-step appropriate and andemploys problems; applies mathematical effective them toproblem concepts the solution solving and of techniques strategicsshe problem; fromid dealing different with areas non-routine of The studentProblem moves ronthuion e.g.,beyond defends a particular the reasoning. problem explains by making the connections.solution. extensions, anworksIntegrateand appropriate other effectively conceptsstrategies; strategy: in and teams techniques when the from nature different of the areas task ofor mathematics;the allotted time makes this mathematicsapplies mathematical into the model physical concepts real worldsciences, to situationsnew the situations social involving sciences, within basic mathematics and applications business. and ofuses and/or generaliutions;explains for example. howa pattern rhethe thejirohlemmathematics that student: can is be sinlilal used used to in in other similar the problemproblems situations; is helike or other she hasconcepts solved; Problem conclusionmakes sensible,justified, reasonablelogical statements. estimates; generalTheProblem student conclusions; conclusion providesconcludes inclosure particular, a solution to the the processsolution student: processwith a useful through summary summary of results; statements and makesworldexplainsin mathematics; situations; the how solution the problem into a generalsolution rule can that hr applied applies to to other other school circumstances. subjects and in teal The student: generalizesverifies and solutionsinterprets and results strategics with respect to new toproblem the original situations. problem situation; carriesformulatesinitialcvaluatm problem; out the generalizationsextensions degree to ofwhich the of thegiventhe resultsresults problem obtained;obtained to related represent problems. a good response to the whyTheMathematical studentthe results notemploys hold Reasoningonly inmakes general;forms observations of inmathematical particular, and the HIMreasoning student: results and but proof also justifiesappropriate or proves to the solution of the proofdifferentiatesconjectures,problem of theat hand, conjecture. andclearly usingincluding between couracrummples deductive giving examples and and inductive indirect that support reasoning, proof; a conjecture making and testinggiving a

19.2 BtST COPY AVAILABLE ID 1995 National Cent,193 en Education and the Economy All righo merited TheELEMENTARY student: SCHOOL TheMIDDLE student: SCHOOL The student:HIGH SCHOOL -adds, addsmultiplies- subtracts,knows and subtractsand single dividesmultiplies. digit numbers threenumbers addition, and digitwith divides with subtraction,severalnumbers onewhole digits;or by numberstwo multiplication, one digits: digit correctly; numbers; and that division is. the facts;student: measuresestimatesknowscomputes and numericallylength,accurately uses the arca, correct withand volume, arithmeticspatially; order weight, of operations operations time, and for ontemperature arithmetic rational numbers: accurately;computations: evaluatescomputesnukesnumbers, andaccurately reasonable analyzesusing bothusing estimatesfunctions pencil arithmetic and ofin manyappropriate paper and kinds,algebraic and technology;unitsusing operations ofboth quantities pencil on and metwhole paper in andapplications; rational APPENDIX 2 computesaccuratelyestimatesmNsures numericallytimein both length, and the money: customaryandarea. spatially; perimrtexthat isand the metric circumference,student: systems; diameter, height, weight, and volume graphs,organisesusesrefers equations, to and geometric data Venn on formulas, diagrams; chartsshapes and andand graphs, simpleterms correctly; algebraicioduding scatternotation plots, appropriately; bar. line, and circle makesgeometricusesand technology; basic and figures geometricuses rough in solving terminology sketches, problems; schematic accurately diagrams. and deduces or precise information scale diagramsabout basic to triangle,refers- calculatescomputesto square,geometric rectangle,moneylengths shapes amounts of rhombus,andtime terms in in hours dollars parallelogram, correcily and and minuses; withcents; quadrilateral,concrete objects, polygon. including achievetexts,uses recall. manipulative,. solutions. mental computations, calculators, computers, pencil and paper.and advice measuring from peers, devices, as mathematicsapproptiatc, so scattercreatesplotsenhance points plots, and a solution; oninterprets regression she number graphs lines. line, andof many in histograms; the kinds, plane, such and asin space;circle graphs, function graphs, andperimeter.polyhedron, expressions;uses .area, angle volume, (right, acute,circle, diameter,obtuse), side, circumference, edge, face. sphere, cube, vertex, prism, point, and pyramid; line, . S. R. 'H. and . (decimal point) correctly in number sentences knowsofuses5225 a problem: technologyup how and tosolves write to createequations a simple graphs symbolicallycomputer or spreadsheets program (when possible) co that carry contribute andout computationsgraphically; to the understanding to be texts.usesgraphs,reads, recall,manipulatives, creates, and mentalcoordinate and computations,represents calculators. graphs: data computers, pencil on charts, and andpaper, tables. advice measuring diagrams, from peers, bardevices. graphs, as appropriate, mathematics simple circle to . carriesapproachingknowsrepeated standardout many numerical more times; methods complex calculations so problems; solve basicand symbol problems manipulations and toes these effectively. methods using in mental achieve- uses solutions; measuring that devices,is. the paperstudent: graded(customary (customary appropriately to tothe the '4,for inch inch;given or metric situations.half-inch; to the metricsuch millimeter), as to rulers the centimeter).protractors, compasses, measuring graph computations, pencil and paper, or technological aids, as appropriate. - interprets long decimalsthepoundcups that nearest (customary orresult ounce; appropriate from tometric dividingthe ounce;placeto the on (whole kilogrammetriccalculators, numbet,to orthe gram); bymilliliter), tenth rounding or scales hundredth). to (customary to the

0 1995 National Center on Education and the Economy All rights reserved. 194 ;EST COPY AVAILABLE 195 7. Mathematical Communication The Grade Levels Compared: Mathematics TheELEMENTARY student:uses appropriate SCHOOL mathematical terms, vocabulary and language, based on prior TheMIDDLE student: SCHOOLuscs mathematical language and representation with appropriate accuracy, including The student:HIGH SCHOOLis familiar with basic mathematical vocabulary and terminology, standard notation and APPENDIX 2 explainsgraphs,showsconceptual ideas sables. clearly work: in adiagrams. and variety logically of and ways, solutionsmodels; including to problems. words, numbers, and supports symbols, solutions pictures, with charts, usesorganizesgraphs,numerical other and tableswork,techniques diagrams: explains and equations, to make facets meaning ofsimple a solution algebraicclear orallyto the equations andaudience; in writing, and formulas. labels drawings, charts, and tables,usesmathematicaluse of mathematical symbols,formulas, communication common functions. representations conventions algebraic styles; with equations, for appropriate graphing, charts, and accuracy, graphs,general including andfeatures diagrams; numerical of effective comprehendsconsidersevidence. purposein both mathematics oral and and audience writtenfrom reading when form; communicating; assignments and from other sources. butshowsexhibits touses fellowunderstanding developing mathematical students reasoning of or languageconcepts younger abilities bytochildren: makeexplaining by justifyingcomples ideas situationsstatements nor only easierto and teachers defendingto understand; and assessorswork; thecommunicatescorrectly;presents reasoning mathematical is logical valid; arguments procedures clearly, and results showing clearly, why systematically. a result makes succinctly, sense and and why comprehends mathematics from reading assignments and from other sources. readsdiffindryexplainsdescribes mathematical mathematicalwith and them;discusses texts concepts mathematical and other or ideas writing ideas dearly about effectively to mathematicspeers both or others orally with whoand understanding. mayin writing: be having

196 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy All right, reserved 197 followingTheELEMENTARY student kinds conducts and, over SCHOOLat least the courseone large of elementaryscale project school, each year projects drawn drawn from fromthe at fromTheMIDDLE student the following conductsSCHOOL kinds at leastand. overone largeshe course scale investigation of middle school, or project investigations each year ordrawn fromThe student HIGHthe following conducts SCHOOL kinds at leastand. overone largethe course scale investigationof high school. or projectinvestigations each year or projectsdrawn DataAleast single three study, project of thein whichmay kinds. draw the onstudent: more than one kind. DataAprojects single study drawninvestigation based from aton or least civic, project three economic, may of the draw kinds. oron socialmore than [Ulla, one in kind.which the student: DataAdrawn single ready,from investigation at inleast which three or the projectof the Indent kinds. may draw on more than one kind. APPENDIX 2 collects,specificdecidesdecisiondevelops pert:MOS, on represents, ora aquestionrecommendation; group fractions, or and groups displaysa hypothesis or co numbers: be data sampled inin aorder situation and se makeshelp where make predictions data the could decision of help the or makeresults, a with analyzesgathersmakesselects aandata; hypothesisthe issue data to usinginvestigate; on an concepts expected from finding; Standard 4. e.g., considering mean and median, preparesOrcarries socialuses out issues: a methods areport study that of datastatisticalexplains relevant the inference purpose to current to of generalize shecivic, project, economic, from the the organizational scientific, data; health, graphs;writesrecommendation: a acknowledges report that compares includes assistance recommendationsthe receivedresults with from the parents. supported predictions; peers, by anddiagrams, teachers. charts, and descriptionpreparesusesshowsand the pertinent how frequency a presentationtheof howstatistics study's andthe projectresultstodistribution or summarize: report comparewas that carriedof theincludes with data; out. the theand hypothesis: question an explanation investigated. of the a findings. detailed Mathematicalpresentingplan. model and of conclusions, information.a physical and trims uses or an phenomenon, appropriate balance in which of different the student: ways of Science study.develops in whichbedecides used. a predictionthe one.g., student:a measurement;spet.ilic (a hypothesis) ,tuner question and develops 10 study procedures and identifies to test the the mathematics hypothesis; that will Mathematicalwhich the modelstudent:carries of physical out a study phenomena, ofa physical often system used using in ascience mathematical studies, representation in usesofmathematicalcarries the structural system; out a study model analysis of bawd a physicalIn direct on functions analysissystem toor of make phenomenonthe structure generalizations ofby she constructing system) about therather a structure than anddiagrams,writescollects teachers. a andreport charts, records that and compares data: graphs; represents acknowledges the results and withdisplays 255111211C( she data:hypothesis; compares received supports from results parents, the to resultspredictions; peers, with generalizesthrWU.of thefunction understanding structre; governingabout the from structurebehavior Standard with111 3,thea rule,particularly model; i.e., a function, with respect that clearlyto the determination applies to the of plan.preparesnumerical and a conclusions,or report statistical that explainsanalysisand uses (anthe an analysispurposeappropriate ofof data thebalance project, about of the differentthe system), organizational ways of Design of a physicalscaledecides of design;onarm-hire, a structure in whichto design, the thestudent: size and budget constraints, and the descriptionpreparesthephenomenon situation; of howa presentation andthe projectgoes beyond or was report carried statistical that includesout. analysis and thean explanationofquestion a pattern investigated, ofof numbersthe findings. a generateddetailed by Design of a physicalcreatespresenting a structure, design information. fora in physical which thestructure; student: couldmakesinput makefrom a finalfirst perthe draftdraft structure: el:Ind the report design,acknowledges of theand design. mvises assistance drawnand imptoses received and written thrfrom design so parents, that in another responsepeers. person to and teachers: Design of a physicalusesgenerates mathematics structure, a plan to from buildin whichStandard something the 2 student:to of make value, the not design necessarily realistic monetary OF appropriate, value; plan,preparesbuildinguses generaland the aconclusions, report structure; mathematical that explainsand usesideas the an and purposeappropriate techniques of thebalance in project, discussing of differentthe specificationsorganizational ways of for Management anddecidesand planning, teachers. on what in which to manage the student: or plan and what goal will be used to sec if thr descriptionpreparessummarizese.g., areas a and presentationof the how volumes important the project inor generalfeaturesreport was that and ofcarried theincludes of specificstructure; out, theand geometric question an explanation shapes;investigated, of the a findings. detailed Management andcarriespresenting planning out aanalysis,information. study of ain business which the or publicstudent: policy situation involving issues such as identifiescontingencies;plan worked: resourcesunexpected needed. events e.g., that materials, could disrupt money, the tune.plan space.and farther and otherplans people: for such Managementordetermines and planned; planning, the needs, in which e.g.. thecost, student: supply, scheduling. of the event to be managed andusesoptimization. brings decision in mathematical costbenefitrules and strategies projections, ideas that both serveand to analyze risks: to generalize options the and analysis balance across tradeoffs; writescarriesfromwrites up apeers downreport our andthe aon detailed planteachers: the plan,(optional); plan; that revises includes and resources, improves budget,the plan and in response schedule; to feedback considersusesdeterminesnotes concepts any theconstraints a plan; possibilityfrom any drat of of Standards willa more affect efficient Ithe plan; solution: to 4, depending on the nature of the project; presentingplan,preparesdifferent and conditions: aconclusions, information.report that explainsand uses the an purpose appropriate of the balance project, of the different organizational ways of Pure mathematicsdecidesacknowledges investigation, on the assistance area of inmathematics whichreceived the From to student: investigate, parents, peers, e.g., andnumbers, teachers. shapes, patterns; Pure mathematicsdescriptionprepares investigation, a presentationof how in the which project or reportthe was :Indent: that carried includes out, theand question an explanation investigated, of the a plan. detailed Pure mathematicscarriespure investigation, out mathematics; a mathematical in which investigation the student: of a phenomenon or concept in carriesordecidesdescribes physical out on a representationsthemodels: question investigation; or concept char willthat be he used, or she e.g.. will numbers, seek to better symbols, understand; diagrams, shapes. wouldusese.g.,extends have propertiesconcepts roots or -plays in fromStandardand with," patternsany asof I buswithStandards in numbers;couldmathematical tieI to in 4, concepts e.g.. puzzles, an investigationfrom some geometry, mathematical of Pascal's algebra, feature, triangle and plan,preparesaboutuscs methodsand the aconclusions,phenomenon; report of mathematical that explainsand uses tenoningthe an purposeappropriate and of justification thebalance project, of to differentthe make organizational generalizations ways of studentOther kinds or teacher, ofreceivedwrites projects up in from awhich involvingreran, parents, the including student: puttingpeers, generalizations and mathematics teachers. if thereto work, were chosen any; acknowledges by the assistance =VD maksdeterminesStandardprobability;Inlet conjectures 2 andbutinvestigations couldexpresses on requireapparent ofgeneralizations derivationsalgebra; properties of fromand geometric argues,patterns: formulas short of wouldformal beproof, rooted why in they History of a mathematicalcarriespresenting our ainformation. historical idea, in study which tracing the thestudent development of a mathematical concept and carrieddevelopsbeidentifies, accomplished, out. a with questionincluding the andteacher, and mathematical how a plan: theand project writes analysis adowninvolves detailed ofa clear theputting description results: purpose mathematics and of for how a the report the project,to project work;that whatincludes was will Other kinds ofdescriptionprepares projects a putting presentationof how mathematics the project or report was tothat carriedwork includes chosen out, theand byquestion an student explanation investigated, or teacher. of the a findings. detailed presentingplan,preparesthe people and conclusions,a information.whoreport contributed that and.plains uses to the is: an purpose appropriate of the balance project, of thedifferent organizational ways of ack.nowledgment1995 of assistance National Conferreceived on bons Education Patents. andpeers, the and Economy teachers. Al1righo ',scrod. 198 BEST COPY AVAILABLE 199 98 ELEMENTARY SCHOOL Physical Sciences Concepts MIDDLE SCHOOL The Grade Levels Compared: HIGH SCHOOL Science APPENDIX 3 The student understands:heat,motionsthe observable light. of electriciry,objects, properties in andparticular, ofmagnetism. objects push and and materials; pull, sound; The student understands:of matter;motionscharacteristic and forces, properties and theof matter, relationships in particular, among density; them, for conservation example, The student understands:chemicalatoms,structure bonding, reactions,and properties elements including of and matter, concentration, compounds; in particular, pressure, composition of equivalentatThe o elementarylevel of to performance the school end of standards fourth approximately grade. ore set conversion.transfereffects of and unbalanced transformations forces; of energy, including forms and conservationelectrical,forcestemperature, and magnetic; motions, catalysts;of energy, including in particular, net force, transfer, gravitational, heat; levelTheequivalenta level highmiddle of ofperformance schoolPerformance to school the standards end standards approximatelyof approximately eighth are are setgrade. set at ato interactions of energy and matter, especially waves and wavelengths. laterachieveItequivalent is expected than these these to thatthe levels grades. endsome earlier of studentstenth and grade. others might 2061theuponThe Advancement Science Benchmarksboth the standards American of for Science's Scientific are Association founded Project literacy for and thetakedrab.National National into The Scienceaccount Science Research Educationthe standards work Council's of Standards willthe also developas theyandNational reviseassessment Coordination Science their Scope, tasks. Teachers Content Sequence, CoreAssociation and usedthatseveralThese amplifies here. documents, hundred the pages,meaning each containof ofwhich the detail termsruns to

200 JEST COPY AVAILABLE 1995 National Centre on Education and the Eronoiny All right, reword :201 ElEmENIAR Y SCHOOL The student understands:characteristics of organisms; that is, needs, environments that meet The MIDDLEstudent understands: SCHOOLstructure and function of cells, tissues, and organs; The HIGHstudent SCHOOL understands:cells, including structure and function, uses of energy and food; organismslifeand cycles, them;learned: structures, andincluding environments, birth,especially development, in senses; particular, variation reproduction; food chains,and behaviors, populations, inherited andpopulationregulation reproductionenergy; andand behavior,ecosystems, and heredity, especially including including the food roles genes, webs, of senses traits,resources, and and hormones; learning; system,behaviormutations: molecularevolution: of organisms, basis of heredity,especially including hormones, DNA, nervous chromosome's, APPENDIX 3 changeeffects on over the time, environment: including fossil evidence. extinction.evolution, in particular, species, diversity and adaptation, variation, includingbiologicalandinterdependence competition, species,evolution, ofenvironmental variation, organisms, in particular, extinction. especially constraints; natural flowselection; of energy, and adaptation,cooperation

0 1995 National Center on Education and the Economy All rights relented 202 JcST COPY AVAILABa 203 ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL APPENDIX 3 The student understands:and gases;patterns,properties cycles, and uses seasons, of Earth time, materials, weather, including and Earth rocks, motion; soils, water, The student understands:Earth'swater cycle; history,systems, weather especially including and oceans; change crustal platesover time, and erosion,land forms; movement rock cycle, of The student understands:originenergy;Earth's and systems,weather evolution andincluding ofclimate; the the Earth Sun, system, radioactive in particular, decay, gravitational estimating change over rime, for example, erosion. gravity,naturalEarthplates, energy; in fossilresource the Solarevidence; management. System, including day, year; sun, planet; naturalforcesgeologic that resource time, shape age management. the of Earth;life forms; that is, processes and observable results;

204 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy All righu reserved. 205 TheELEMENTARY student understands: SCHOOL The MIDDLEstudent understands: SCHOOL The HIGHstudent SCHOOL understands: health,thechange,big ideasdesigned especially cause and world, unifyingand nutrition, effect; in concepts,particular, germs, for agriculturetoxic example, substances, and order, technology; safety;models, form, technology,and models,bigeffect, ideas constancy includingsystems, and unifying andtradeoffs, evolution change;concepts; constraints,and equilibrium,for example, Feedback, form order and risk; and function, organization, cause technology,,andmodels,big ideas effect, systems, and constancy including unifying evolution and cost/benefit.concepts; change; and equilibrium,for constraints, example, form order feedback, and and function, organization, risk; cause APPENDIX 3 science as a human endeavor. historicalsafety;health,the especiallyrelationshipsdesigned and contemporary nutrition,world, with including the exercise, impact environment; agriculture andof science. disease; and toxic industry; substances; historicalsafety;health,the designed especiallyrelationship and world,contemporary nutrition, to including environment; exercise, impact agriculture andof science. disease; and industry; toxic substances;

0 /995 Nannnal Center on Eduration and the Economy All righn wanted 206 BEST COPY AVAILABLE 207 2 5. Scientific Thinking The Grade Levels Compared: Science andTheELEMENTARY commonstudent uses sense scientificSCHOOL to formulate reasoning questions strategies, about, scientific understand, knowledge, and andThe'studentMIDDLE common SCHOOL uses sense scientific to formulate reasoning questions strategies, about, scientific understand, knowledge, and andThe HIGHcommonstudent SCHOOL uses sense scientific to formulate reasoning questions strategies, about, scientific understand, knowledge, and APPENDIX 3 explain a wide rangeknowledge,seeksasks questionsof information phenomena; observation, about from,reliable thatobjects, andis, the organisms,trying sources,student: things andincluding out; events scientific in the world; explain a wide rangeusesidentifiesframes conceptsof questions phenomena; variables from so that Standardsthat that influence causes is, the 1 andstudent:to a 4situation effects to explain can and abe canvariety distinguished; be ofcontrolled; explain a wide rangeformulatesidentifiesframes of phenomena; questions variables and revises sothat that that is, explanations influence causesthe student: and a situationand effects models can and basedbe can distinguished; be on controlled; evidence and identifiesexplanationsrecognizesuses evidence problems, others' against to construct points proposes experiences, of an view; andexplanation; observations,implementschecks his recognizes or solutions, and her knowledge;own a evaluatesfairand test; others' explanations;proposes,usesobservations evidence recognizes, and distinguishes to developphenomena; analyzes, descriptions, between considers, fact explanations, and and opinion; critiques and alternative models; explanations;identifiesproposes,logical argument, problemsdistinguishesrecognizes, preserving or designanalyzes, between opportunities; significant considers, fact and information; opinion; andproposes critiques designs alternative and ideas.worksproducts individually or designs; and in teams to collect and share information and andworksproductsidentifies ideas. individually ordesigns;problems; and proposes in teams and to implements collect and solutions; share information evaluates andchooses worksitsideas. consequences; among individually alternatives; and in implementsteams to collect a solution and shareand evaluates information

208 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy All righn reserved 209. ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL The is,student the student: uses toolsuses and simple technologies technology to collectand tools and to analyze gather datadata; and that extend the senses, is,The the student student: usesuses tools a andvariety technologies of traditional to collectand electronic and analyze tools data; to directly, that indirectly, is,The the student student: uses toolsuses and a varietytechnologies of traditional to collect and and electronic analyze tools data; to that directly, indirectly, Standardcollectsandfor example, microscopes; 4. andStatistics analyzesrulers, and balances, data, Probability using thermometers, conceptsConcepts; and watches, skills in magnifiers, Mathematics phenomena;and recordsremotely and observe stores and data measure in a variety objects, of formats, organisms, including and databases, recordsphenomena,and remotely and stores beingobserve dataalert and into ameasureaccuracy variety of objects,and formats. precision; organisms, including anddatabases, reportedTheAPPENDIX General that Accounting more than Officehall of recently10,000 3 acquires information from print and non-print sources. conceptsanalyzesaudiotapes,Probability data,and and skills whileConcepts; videotapes; from alert Mathematics to observer and Standard sample 4, biases, Statistics using and Probabilityconceptsanalyzesaudiotapes, data,and Concepts;and skills raking videotapes; from steps Mathematics to limit observer Standard and 4,sample Statistics biases, and using accessandphone 3%schools lines, to of the classrooms surveyedthat Internet. only 35% lockedcurrentlyWe knowof modemsschools have this is and includingacquires informationcomputer databases. from print. electronic, and visual sources, includingacquires the informationInternet. from print, electronic, and visual sources, mostaccessofan the equity make homes to theissuethat sure Internetin thatthe United students'for and more that States access thanschools have 3% to acquireincludesScientificaninformation what and theyusingTools and shore get telecommunicationsand ideas at information.Technologies, home. does Standard not Newdepend to 6, skillsstudentscreateStandards' delineated the con learning portners.hove develop here. environments the knowledgepledged where to and

BEST COPY AVAILABLE C 1995 National Center on Education and the Economy All rights reserved. 21,0' Zi ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL world;The student that is,the communicates student:represents clearly data and and effectively results in moreabout than the naturalone way, for example. world;The student that is, communicates the student:represents clearly data and and effectively results in multipleabout the ways; natural for example, numbers world;The student that is, communicates the student:represents clearly data and and effectively results in multipleabout the ways; natural for example, numbers APPENDIX 3 writescritiquesusesnumbers, instructions writtenfacts drawings, to andsupport that oral otherswords, conclusions;explanations; cantables; follow; arguestables;and ofstatistics; others;models; from evidence, drawings, including diagrams, his and or pictures;her own sentences;data and the charts data and andsummarizes tables;statistics;published models; varied drawings, reports; sourcesand diagrams,uses of the evidence, most and pictures;effective including sentences;way his to or make her charts own the point; dataand datacommunicates to resolve disagreements.in a form suited to the purpose and the audience; uses communicatesexplainscritiquesresponds apublished scientific to in critical a materials; formconcept comments suited or procedureto the with purpose data. to other and students; the audience; respondscommunicatesexplainscritiques apublished to scientific critical in a materials,commentsform concept suited or including with toprocedure the data purpose popular and to reasoning.other and and students;the academic audience; sources;

.212 C 1995 National Center on Education and the Economy XI right, reserved 213 0 0 0 ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL fouroverinvestigation,The kinds.studentthe course completes including of elementary at projects least school, one drawn full investigations investigation from the following representing each year kinds and, allof overThe fourinvestigation, studentthe kinds.course completes of includingmiddle projects school, at least drawninvestigations one fromfull investigation the representing following each kinds all year of and, overinvestigation,The studentthe course completes including Controlledof high atschool, projects least experiment; oneinvestigations drawn full investigation from therepresenting following each year allkinds four and, of kinds. APPENDIX 3 SystematicResearchDesign;Experiment; observation; using that print is, conducting and electronic a fair (that lest: is, video or computer) Design;Fieldwork;Controlled experiment; SecondaryDesign;Fieldwork; research; chat is, use of others' data. investigation,includedBest practice extensive inbut Science it inquiryis frequently has and always given A single project information.may draw on more than one type of investigation. A single project maySecondary draw on more research; than thatone is,type use of of investigation. others' data. A fullsingle investigation project may includes: draw on more than one type of investigation. school,opportunitiesmiddleless emphasis schoolincluding to levels.at learn theScouts, elementary ThereScience Boys are outside and manyand Girls of A full investigationquestions includes: that can be studied using the resources available; A full investigationquestions includes:procedures that can that be are studied safe, humane,using the andresources ethical; available; respect privacy and propertyproceduresquestions rights; that that can are be safe, studied humane, using and the ethical;resources respect available; privacy and evidenceconAmerica.Clubs, and 4-H should Theof and meeting work Future be doneused the Farmers standards.toin theseprovide of venues 6)datapropertyprocedures in thatways rights;have that that beenothers arc safe,collected can humane, verify, and and recorded and analyzed ethical; (see usingrespect also Scienceskills privacy expected Standard and at 6)dataproperty inthis thatways grade rights;have chat levelbeen others (seecollected can also verify, andMathematics andrecorded analyzed Standard(see using also Science4); skills expected Standard at datathis6) in grade andthatways resultshave levelchat been others (seethat collectedhavealso cantverify, Mathematicsbeen and represented andrecorded analyzed Standard (see (see using also 4);also Science skillsScience expected Standard Standard at recommendations,7)datathis in grade andways results level that (seefitthat the decisions, havealso context; Mathematicsbeen and represented conclusions Standard (sec based 4);also Science on evidence; Standard acknowledgment7)data inrecommendations, andways results that fitthat of the referenceshave context;decisions, been representedand and contributions conclusions (see also of based others; Science on evidence; Standard resultsacknowledgmentrecommendations,7) in ways that thatare communicatedfit ofthe decisions, references context; and appropriatelyand conclusions contributions to based audiences; of others; on evidence; otherreflectionresultsacknowledgment sources that and are anddefense communicated ofpeer references ofreview. conclusions appropriately and contributions and recommendations to audiences; of others; from otherreflectionresults sources chat and are anddefense communicated peer ofreview. conclusions appropriately and recommendations to audiences; from otherreflection sources and anddefense peer ofreview. conclusions and recommendations from

TO 5995 National Corny on Education and the Economy All right, 'nerved. 2.14 1 106 ELEMENTARY SCHOOL Problem Solving MIDDLE SCHOOL The Grade Levels Compared: HIGH SCHOOL Applied Learning kindssolvingThe student of each problem compktesyear solving.and, overprojects the course involving of elementaryat lean two school, of the followingprojects involving kinds of allproblem three The studentkindssolving of eachcompletes problem year solving. and. projects over involvingthe course at ofleast middle two school.of the following projects involvingkinds of problemall three solvingThe studentproblem each completes yearsolving. and, overprojects the involvingcourse of athigh least school, two of projects the folloVving invoving kinds all three of problem kinds of APPENDIX 4 oty,anizingand creatingPlanningDesigning: an solutions andevent identifying Organizing: or for activity meeting needs takingfrom that therm concept couldresponsibility be to met completion. byfor new all aspects products, making of good services,planning use oforand thesystems: organizingPlanningandDesigning: clearing an eventand identifying solutions Organizing: or activity needs for frommeetingtaking that concept couldresponsibility them; be to metcompletion, byfor new all aspects products,making of good services,planning use oforand the systems; time, eventPlanningcreatingDesigning:money, or andactivitysolutions and identifying noteriaLs Orpnizing: from for conceptmeetingneeds and taking facilities; that to them; responsibilitycompletion, could be met making for by allnew aspectsgood products. use of of planning services,the resources and or systems. organizing of people, and an Theequivalentat a elementarylevelmiddle of to schoolperformance the school end standards of standards fourth opproximotely are grade. oreset atset devisingmachines,resourcesImproving strategics ofand people, aprocesses System: for time, improving developingmoney.work; theirtroubleshooting and aneffectiveness. materials understanding andproblems facilities; of the in theirway systemsoperation: of andpeople, operation;machines,Improvingresources ofaand System:people, devisingprocesses rime,developing strategies money,work; troubleshootingan andfor understanding improving materials andtheirproblems of facilities; effectiveness.the way in their systems of people, improvingandImproving processes theira System: work;effectiveness. developingtroubleshooting an understanding problems in their of the operation; way systems and devising of people, strategies machines. for Theequivalento level high of schoolperformance to the standards end of approximately eighth ore setgrade. at o DesigningA single project may involve more than one kind of problem solving. DesigningA single project may involve more than one kind of problem solving. theTheDesigningA single student: project may involve more than one kind of prohlein solving. dent designs a product, service, or system to meet an identified nerd; that is. achieveItequivalentlevel is expected of performancethese to thatthe levels endsome earlier approximateof studentstenth and g others might e. theThe student: student designsdevelops a product, ideas for service, design orof thesystem product. to meet service, an identified or system; need; that is, theThe student: student designsselectsdevelops a oneproduct, a range design service, of option design or to options; system pursue toand meet justifies an identified the choice, need; for thatexample, is. with develops- reflectsshows a design how awareness theproposal ideas of that: havesimilar been workregulations; developed; done by others and of relevant design standards and toter than these grades. set establishesselectsbatedidentifies on and thosefactors criteriauses factors; affectingan for appropriate judging choice the formof success the for best presenting of idea the design;for thethe designdesign plan;and makes a decision aesthetic,identifies,usesreference whereappropriatemathematical, to relevant, functional, conventions scientific; the aesthetic. principles to represent social, on which economic. the the design; decision or environmental was based, considerations;such as - establishesdescribes.justifies the where criteriachoices rekvant, for made, evaluating the foraothetic.economic, principles example, the product. mathematical, onand with which environmental referenceservice. decisions andor to system; functional, saentiho considerations;were based, aesthetic, such as. social, publishedbeenThe standards reviseddraft of substantiallythese for Applied Performance since learning the losthave comparisonevaluatesplans and thecarries with quality similarour ofshe the products. steps design of sheservices.by considering production or systems. process;the criteria for success and by, andadjustsplansestablishes safety; and the carries productioncriteria out for the judgingprocess steps the asof success therequired production of to the achieve design;process; specified standards of quality organizes,- usesmake implements,appropriate efficient use conventionsand orison adjusts andachievecommunicates tothe represent production specified designs; dearly prows standards so to: that arguably a peer Ofand colleague safest': could use it; its thatinformationStandards. has provided Contactabout thethe New contentfoundation Standards fromework for forthe ThePlanning student and plans Organizing anddevelops organizes a plan an that: event or activity; that is, the student: Planning andcomparisonevaluates Organizing the with quality similar of products,the design services, by considering or SyStems. the criteria for success and by proposal,evaluates- comparisons using:the product, with service, similar or worksystemappropriate;information done in terms by others.gathered of the criteria from establishedimpact studio or product testing or market research, as the design Applied learning standards. - makesincludesnukes sanesense all the in in factorsrants terms of ofand the the variablesinto orderpeople, action; in time,thatwhich need and things resourcesto be need considered; toavailable be done; to put the plan The student plansdevelops and- reflects organizes a plan research that: an event into relevantor activity; precedents that is, the and student: regulations; ThePlanning student and plansdevelops Organizing and organists a planning an schedule event or that:activity; that is, the student: evaluatesimplements- is described the success the clearly plan; of the enough event for or someoneactivity, identifying else to use the it; parts of the plan that . - makesincludes sensesense all the inin (actors termsterms of ofand thethe intovariables people, order action; in rime, whichthat needand things resources to beneed considered; toavailable be done; to put the plan - reflectstakesis logicalsensible amount research and in termsachievable:of allinto relevant of relevant the goals Factors; precedents of the event and regulations:or activity similarmakesorganization,worked recommendations eventbest and andor activity. the proposing aspects to othershow that thecould who improvements havemight been consider improved could planning have by been betterand organizingachieved; planning anda implements- respondisreflect described she established effectively plan clearly in ways topriorities;enough unforeseen that for someone circumstances; else to use it; implements- achievecommunicatesreflects and strategicspecified adjusts clearly thethinking;standards planning so that of aschedule quality;peer or colleaguein ways that: could use is TheImproving student a troubleshoots System problems in the operation of a system in need of repair or makesorganization.workedevaluates recommendations bat the and andsuccess the proposing aspects of the to how thatother,event thecould orwho improvements activity, have might been identifyingconsider improved could planning the have partsby been better and of theachieved; organizing planning plan that and a evaluates- thetespondnukereflect sucensthe efficient otablishedrvent effectively of orusethe activity eventof priorities;in time. unforeseen usingor money.activity qualitative circumstances;inpeople, terms and resources,of quantitativeits established facilities; methods purposes; to determine: thedevises student: and testsidentifiesidentifio ways she ofparts improving parts or connectionsof the the system effectiveness in andthe systemthe of way a system that the haveparts in operation: brokenconnect down withthat is,eachor that other; could be TheImproving student a troubleshootsSystemsimilar eventproblems or activity. in the operation of a system in need of repair or Improving a System- opects of the event Of acaivityrecommendationsorganiation that and could the havefor ways planning been by which imptuved and the organising improvements by bent, subsequent planning could andhavesimilar been events achieved; or activitio. checksdevisesmade to whether wayswork ofbetter; themaking strategies the system worked. work again or making it work better; thedevises student: and testsdescribes waysand of control; the improving management the effectiveness and structure of ofa systemthe system in operation; in terms ofchat its is,logic, sequences, andThe tcstSstudent ways troubleshoots of Unmoving-explains logic, problems sequences, thethe effectivenessmanagement in the and operation control; of and a system structure of a system in operation;of the in need system that of repairinis, omis the or student: ofdevises its: otganicational:aesthetic,analyzesidentifies thesocial, designoperating commercial, and principles management and underlyingenvironmental of the systemthe requirements,systeni, with referencei.e.. mathematical. as appropriate; to its functional. scientific, aothetk,analysts- operatingimpact; social,the principles. design environmental, and that management is, underlyingthe and mathematical, commercial of the the system, system; requirements, scientific raking accountand/or as appropriate.orionizational of its functional. and principles thing a performance;devisestarsevaluates strategies the effectiveness the operationfor putting of of thethe the strategiessystem system; back employed. in operation or improving its adapts-measurementsevaluatesrelevant identifying, techniquo kind the oftesting. tooperation of modelingcontrol performance: and andof and adjustingthe manage systems system subsystems; theanalysis;using system qualitative in oda methods to improve and/or its quantitativepetfortnano by 216 BESTCOPY AVAILABLE - developing and testing strategies to optimize performance. 1995 National Center on Education and the Economy. All rights seemed. 21/ audience:TheELEMENTARY student that makes is, the an student:SCHOOL oral presentation of project plans or findings to an appropriate beyondThe studentMIDDLE the school: makes SCHOOL thatan oral is. thepresentation student: of project plans or findings to an audience expertiseThe studentHIGH in themakes SCHOOL relevant an oral subject presentation matter; thatof project is, the plans student: or findings to an audience with - speaks clearlyevaluatesrespondsorganizes and presents tothethe questions effectivenesspresentation confidently: from inofthe athe logicalaudience: presentation. way appropriate to its purpose; respondsspeaksadjustsorganizes clearlythe appropriatelythe style preservationand of presentspresentation to questions in confidently: a logical to suit from wayits shepurpose appropriate audience; and audience:to its purpose; speaksorganizesrespondsadjusts clearly the the andappropriatelyNorman°n style... presents presentation in confidently; toa questionslogithl to way suit from appropriate its the purpose audience; toand its audience; purpose; APPENDIX 4 providingThe student Mfr.-nation; composesexpresses that and`sendsis. thethe information student: correspondence, or request such clearly: as thank-you letters and memos business:The student that conducts is, theevaluates student: formal thewritten effectiveness correspondence of the presentation. with a community organization or orThe business: student thatpreparesevaluates is, the a student; theformal effectiveness written proposal of the presentation. Or report to a rommuniry organization The pritiers;student chus writes is.writes andthe mident.formats in a style information appropriate forto theshort purpose &LIU...is. of the such correspondence. as beach.. .at The student organizeswritesexpresses in aand stylethe cononolticatc information appropriate or informationso request she purpose clearly for publicationand for audiencethe purpose using of the andseveral correspondence. audience; producedproducestoorganizes its purpose; doconirmisshe the proposalinformation for or a reportsimilarin the inproposalpurpose 2 format andor similar report audience. toin thata logical used wayin professionally appropriate formatschecksorganizescollects the theinformation the informationpublication information to furtoinclude thataccuracy;into it an inachieves theappropriate publicition; its purpose. form for use in the publication: generatedmethods and graphs formats,organizescollects and suchcharts; information the as thatinformation overhead is, to the include transparencies,student: into inan published appropriate handouts, materials; form and for computeruse in the publication, taking thatThe is,student the student: developsselects ana multi-media appropriate presentation,medium for each combining element text, of the sound, presentation; and images; The srudcnt translatesthechooses informationpurpose a different for from comniumoting format one format that is it:to appropriate another; that for is, presenting she student: information to better suit formatschecksaccount the theof the informationpublished requirements material for accuracy; and so possibilities that it achieves of the its chosen purpose. format; communicatesachievesmakesuses the smooth coherenceselected transitionsthe mediainformation in the skillfully.betweenpresentation effectively. theincluding aselements a testing whole; editing of audience the and presentation; monitoring response for and quality; revising the givesinformationchecks reasons that for theout.any information changes made has beenin the translatedinformation, accurately such as deciding into the newto leave format; some The student translateschecksthechooses informationpurpose that a different thefor frominformationcommunicating format one format that has is it;beenso appropriate another, translated that for accuratelyis,presenting the student into information the new toformat; better suit The student transhteschoosespresentation information a different accordingly. from format one format appropriate to another: for presenting that is. the information student: en better suit the informationgives reasons out. for any changes made in the information, such as deciding to leave some justifiesirrelevantcheckspurpose any thatchanges for to thethecommunicating informationpurpose nude in ofthe thehas itinformation, communication.been translated including accurately the omission into the of new material format;

BESTCOPY AVAILABLE 0 1995 National Center an Educarion and the &mom) 411 right; reserved. 2.18 219 3. InfOrmation Technology 10 The ELEMENTARYstudent: SCHOOL Tools and Techniques The MIDDLEstudent: SCHOOL TheHIGH student: SCHOOL APPENDIX 4 uses anword electronic processing, card graphics,catalogue. and drawing programs; programs.usesacquiresloads, documentation runs, information and uses anddatabasefor specificon-screen and purposes spreadsheet help to fromlearn programs; on-line how to sources;use software software;usestroubleshootssets up on-line and operates sources problems computerto exchange in operating equipment information computer and forassociated equipment specific purposes.peripherals; and

220 © 1995 National Centro on &location and the Economy. A11 men merord. 221 ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL The student learnsconsults fromidentifies withrole themodels;or observes main thatfeatures older is, the ofstudents student: what they and do, adults the atway work they and go about The student learnsidentifiesconsults from rolewith the models;mainor observes features that olderis, of the what students student: they anddo, theadults way at they work go and about The student learns fromtheconsults elements adult with role andof models; their observes work that roles adultis, the and role student: themodels qualities at work of the and their identifies work owntakestheir projectwork, account and activities. of the role qualities models of in the planning products and they conducting produce; his or her takesaffectinganalyzestheir work, account success; work and of performances the analyses qualities of ofrole and the models work products products in planning they to produce; identify and conducting factors .analyzesskills,criticalproducts; thejudgment work demands performance and decisionof the role, of making; adult such role as demandsmodels to for determine knowledge the and APPENDIX 4 is,The the student student: keepsmaintainssets records up a systemrecords of work for of activities storingwork activities records in an orderlyin of a work way manner; activities;that makes that it possible to The is,student the student: developshis and or her maintains own project a schedule activities. of work activities: that The student reviewshisrakes his or or heraccount her own own ofproject progress analyses activities. in of completing role models work in planning and conducting thatThe isstudent the student: identifiesfind specific strengths materials and weaknesses quickly and ineasily. his or her own work; updatesseeksandestablishes deadlines; advice the aschedule onschedule the management regularly. of work activities of conflicting that reflects priorities priorities and deadlines; student:activities and adjustspriorities;develops priorities and maintains as needed work to meet schedules deadlines; that reflectthat is, considerationthe of assessesandprocessesunderstands products: his orand her establishes own work processes criteria For and judging products. the quality of work is,The the student student: setssets goals goals for forlearning learning; and reviews his or her progress; that asmonitorsmanages necessary. progresstime; towards meeting deadlines and adjusts priorities seeksreviewingreviews and responds his progress. or her to progress advice from towards others meeting in setting the goalsgoals; and ' The student evaluatesseekscritiquesestablishes andhis his orresponds expectations orher her performance; work to advice forin light his and thator of her criticismthe is, own theestablished student: achievement;from others. expectations;

(I) 1995 Narional Centre on Estutation and the &enemy All righu merged. 222 223 ELEMENTARY5. Tools SCHOOL and Techniquesfor Working With Others MIDDLE SCHOOL The Grade Levels Compared: HIGH SCHOOL Applied Learning The student worksdone withreaches to otherscomplete agreement to completethe task-and with a group task; how membersthat the is,work the onwill student: what be tackled; work needs to be The is,student the student: takes responsibilityreaches agreement for a component with team ofmembers a team project;on what that work needs to be The self-directedstudent participates workidentifies teams; in the thethat establishment range is, the of student: knowledge and operation and skills of required for a given APPENDIX 4 consultsrequired,progresstakes with a share inandgroup completing toof memberscheckthe responsibility thatthe regularly task,all parts to for decide haveduring the work;been on the any taskcompleted changes to check at that theon are end specificcakestakesdone tospecificall componentcomplete steps responsibility necessary the of task the to projectand ensurefor ahow component within appropriate the workthe agreedof will completionthe be project; upontackled; oftime the frame. establishessetsdefinesproject; objectives roles processes and and shares time for responsibilities framesgroup decision for the amongwork making; to team be completed; members; elseThe studentto be able shows toof dothe or it. task.explains something clearly enough for someone The student coachesandassists community or one tutors; or more that groups; is,others the student:to learn on the job, e.g., in school, sports, aThe work student program; plans that andreviews is, carries the progress student: out a andstrategy snakes for adjustments introducing asothers required. into The student identifiesasksinterprets the questions needs a written of to a clarifyclient; request thethat fordemands is, completion the student: of a task. of a task; useseffectiveanalyzes the waysanalysiscoaching of providingto or inform tutoring assistancesubsequent experience to coaching support to identify on-the-jobor tutoringmore and learning;activities. less evaluatesmonitorsplansestablishes a sequence the the learning learning success of goals; activities process of the strategy designed and revises and to identifiesachieve activities the aspects accordingly; learning of the goals; The student negotiatesforinterpretsconsults completing with with the a a client's client;the client task, thatrequestto takingclarify is, the and accountthe student: translatesdemands of available ofit intoa task; anresources; initial plan The student completesimprOvementsprocess a task that in responsecould could have have to been a been commission improved achieved. fromand thea client; ways by which the negotiates with the client as arrive at an agreed upon plan. that is, the student:resources,needsnegotiates that andiswith acceptable includes the client agreed-upon to to the arrive client, at criteriaachievablea plan Forfor meetingsuccessful within available the completion; client's evaluationevaluatesadjustmentsmonitors client theof accordingly; the result satisfaction result. in terms with of the negotiatedwork in progress plan and and the makes client's

224 0 1995 National Cent, onm Education and the Economy All right, reword 225 STANDARDS DEVELOPMENT STAFF ACKNOWLEDGMENTS Bob Livingston, Pennsylvania Department of Education ShannonAnnBill Borthwick, Calder, C'de Baca, FortLearning WorthThomas Research IndependentUniversity Jefferson and of HighDevelopment Pittsburgh School School, District, Center, TX RobLauraBobPeter Anderson,Atterbury, Afflerbach,Arndt, Eaglecrest SanDepartment University Diego High City of School, MarylandEducation,Schools, Aurora, CA CA CO MeganShirleyGary MacDonald, Malcom,Martin, California American Junior HighDepartment Associationof Science School, ofGreely,for Education the Advancement CO JanetDuane Coffey, A. Cooper,Edmund Center BurkeDepartmentCouncil forSchool, Mathematics Bluffs, Washington, of Mathematics,IA Education DC University and of Maryland VictoriaNealJerry Berkin,Bell, Bill, Education InstituteWhite Plains andforAmerican Learning, Human Schools, Resources, Association LearningWhite Plains, Research for theNY Advancement and of Science JimMontyRich Meadows, Matthews, Multanen, Mountlake Pittsburgh Edmonds TerraceTerrace, Public School High WA Schools, District,School, PA WAMountlake DianaPhil Daro, Edwards, Academic Learning Advancement,UniversityOffice Research of the of and PresidentUniversityPittsburgh Development of California Center, LindaRuben Carstens, Carriedo, San San Diego Diego DevelopmentCity City Schools, Schools, Center,CA CA University of Pittsburgh GaryLeeMiles Odell, Oden,Myers, Rensselaer Institute National for CouncilPolytechnic Learning, of Teachers LearningInstitute, ResearchofTroy, English NY and SallyGary Eggan,Hampton, Learning Fort Worth ResearchUniversity Independent and Development of Pittsburgh School District,Center, TX MarshaFranLyndaMiriam Claggett Chittenden,Chaplin, DeLain, NationalDelaware Park Elementary, Council Department of-Teachers Mill of Valley, Public of CAInstructionEnglish DavidKevin Padian,Pearson, Department Michiganof StateCalifornia Developmentof Integrative University at Berkeley Biology.Center, University University of Pittsburgh MaryGeorgiaDrew Marsh,Kravin, Makris, CornellFort Academic Worth ElementaryUniversity Independent Advancement, School, or California School Albany, District,Office CA of TX the President JoanneXandra Eresh, Williams Pittsburgh Earlie, PublicHouston, Aldine Schools. Independent TX PA School District, CindyMargeCharles Phillips,Petit, Peters, Vermont Tri Oakland City Institute Elementary,and Michigan Technology for Mathematics,Schools Myrtle Creek, Science, Oregon AndyKate Plattner, Nolan, NationalLearning CenterResearchtheUniversity Economy on andEducation of Development Pittsburgh and Center, AlanMattKarenEd Farstrup, Esty, Gandal, Fujii, Independent International Bucher American Middle Consultant, Federation Reading School, Association Chevyof Santa Teachers Chase,Clara, CA MD FredJohnRobert Quinonez,Porter, Probst, National Overland University Alliance Trail of for GeorgiaMiddle Restructuring School, EducationBrighton, CO JenniferMarkLonny Quinn,Rasmussen, Platzer, Fort Learning Worth Cornell UniversityResearch Independent Elementary andof Pittsburgh DevelopmentSchool,School District,Albany, Center, CATX StacyChrisEuniceKarrie Gee,Goodman, Gengo, Greer,Vermont Lewis MeadowdaleUniversity Times Central Argus of IllinoisHighSchools, School, Council Lynnwood, Bluffs, IAWA EevaGinnySusan Reeder, Redish,Radley, MountlakeRedishTeachers & Associates,CollegeTerraceUniversity, WritingHigh Inc. NYSchool, Project at Columbia AnnLiz Shannon, Spalding, Graduate National School CouncilCalifornia of of Education, Teachersat Berkeley Universityof English of ShirleyMike Hale, Brice Council Heath, Bluffs StanfordCouncil Community University Bluffs, Schools,IA MargeRobertDon Rubin, Sable,Rueda, University National University ofAlliance GeorgiaofMountlake Southern for Restructuring Terrace,California WA Education CathyDickElizabeth Sterling, Stanley, Stage, Academic Dana Academic Center,California Advancement, Advancement,University Office of Universityof the California University President of at ofBerkeley NancyTomBethBill Honig, Jones,Hulbert, Kellogg, San National Ward Francisco CONNECT, 5,Alliance Barre, State Colorado forVT University Restructuring Department Education Sandy Short,Smith, HillviewHarrison Crest HighNew Elementary School, Haven Aurora, UnifiedSchool, CO School District, CA JohnGinny Tanner, Van FortHome, Worth Education IndependentAmericanCalifornia and AssociationHumanOffice School of Resources, the District, for President the TXAdvancement of Science LindaDon King, Lewis, Department Fort Worth ofUniversityof Independent Mathematics,Education School Northeastern District, TX JohnnyJohnCarolDave Swang, Tolliver, Steward,Tateishi, National Delaware BayJohn Science Area Evans State Writing ResearchJr. University High Project School, Center, Greely, Mandeville, CO LA 1995 Notional Crnrcr on Education and thr Eamon', All rights rarrued. 226 227 DarbyJohnAnn Tweed,Vibber, Williams, Eaglecrest Mt. Sacramento Abraham High Union School,County High Aurora,Office School, of CO Education, Briston, VT CA AmericanREFERENCES Association for the Advancement of Science.OxfordBenchmarks (1993). University for Science Press. Literacy: Project 2061. New York: Minist2re de ('Education Nationale de la Jeunesse et HachetteParis:Directiondes Sports, Centre Ecoles.des Ecoles.National (1991). de Documentation Les cycles h !'!tole Pedagogique primaire. & VictoriaDennieDale Wolf, Young,Vigil, Harvard San Texas Diego EducationPACE City Schools, Agency CA American Federation of Teachers. (1995). Making StandardsAcademicMatter: A Fifty Standards. -State Progress Washington, Report DC: on EffortsAuthor. to Raise Ministry of Education, New Zealand. (1994). EnglishNewLearning Zealandin the Mcdia Curriculum. Ltd. Wellington, New Zealand: MATERIALS"Sharing 25," USED task. WITH Copyright PERMISSION 1995. Used by permissionMarilyn of Burns, Marilyn Burns Education Associates, 150 Australian Education Council and Curriculum Corporation.Australian(1991). Schools.A National Carlton, Statement Victoria: on Mathematics Curriculum for Ministry of Education and Training, Canada. (1993).Queen'sProvincial Printer Standards: for Ontario. Mathematics. Torontd, Ontario: ofAssessmentworkGate California, 5used Road, by for Berkeley,Suitepermission the Mathematics101, CA Sausalito, of 94720.the project Curriculum, CA 94965;on Balanced University student Burns, Marilyn. (1987). A Collection of Math Lessons:Corporation.Grades From 3 through 6 New Rochelle, NY: Math Solutions Ministry of Education and Training, Canada: (1993).Queen'sCommon The Printer Curriculum, for Ontario. Grades 1-9. Toronto, Ontario: "The Great Fish Dilemma," cask. From Learning How05489.permissionShow to Your ofBest, Exemplars, Marge Petit RR and 1 Box Beth 7390, Hulbert. 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"Yeast Growth" and "Smiles," research format and studentwork.721 Capital From TheMall, Student 4th Floor, Researcher. Sacramento, Used CAby permission 95814. of Der Kultusminister des Landes Nordrhein-Westfalen.Deutschland:Grundschule (1989). in Greven Nordrhein Verlag - Westfalen. Köln. Koln, Bundesrepublik New Standards Project. (1994). The New Standardsfor Applied FrameworkAuthor. LearningDiscussion Draft. Washington, DC: Contact:School,the 504-626-5980.National 2525 John Student SoulsI Swang, Street, Research Ph.D., Mandeville, nsrcmmsCenter, MandevilleLouisiana @aol.com 70448. orMiddle Dutch Ministry of Education and Science. (1993).National TheEducationprovided Dutch Curriculum in and translation Science. for Primacy by the School. Dutch Typescript Ministry of Petit, M. and Hulbert, B. (1993). Learning How to ShowBest. 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The Ministry of Education and Research. (1987). Curriculum Guidelines for Compulsory Education in Norway. W. Nygaard, Norge: H. Aschehoug & Co.

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