DOCUMENT RESUME

ED 434 798 SE 058 473

TITLE Performance Standards: English Language Arts, Mathematics, Science, Applied Learning, Volume 2. Middle 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 217p.; For Volume 1 (Elementary School) and Volume 3(High School), see SE 058 472 and SE 058 474. Support for the development of these standards was also provided by the New Standard's Partners. AVAILABLE FROM National Center on Education and the Economy, "New Standards", 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/PC09 Plus Postage. DESCRIPTORS *Academic Standards; *Language Arts; Learning Activities; *Mathematics Education; Middle Schools; *Performance Based Assessment; *Science Education

ABSTRACT "New Standards" is the result of 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 middle school level.(Contains 22 references.) (ASK)

*************************************************************** ***** ** ****** **** Reproductions supplied by EDRS are the best that can be made from the original document. ******* ******* *********************************** ******** **************** ***** ** {9:7,'N ' t 6 0 toi ;12 r DISSEMINATEPERMISSION TO DOS REPRODUCE MATERIAL RANAND SEEN GRANTED By STA English Language Arts 1 TO TRE EDUCATIONAL INFORMATION CENTER (ERK) 5:30j.kiva.A. RESOURCES _. NDAR AN. / T_Scfk- Mathematics cL12;.0EPART/AENT OF EDUCATION 'PER9 5clePPP, oripmatirtofaceLICADONAL it RESOURCES INFORMATION min the Ramon orCENTER proanimon (ERIC) a. 0 Mown clumps now boon macs to hA,4),A-4-44.2,1"------v-c:4-----i officialdocumentPointsenPloYe OEM do positionU nnwectnctionnot now nacessa* coof policy.opinions quality. cpnt5Ont sista] in Ply 1,12.-4%.-,-, - I1 1 ),(A.. , .-:.., .).. it -/- ---,.,...:A..e)._ 1 ':-\ ' CsTh aL U ---:, --)2-, ....,-, , -,,,.... \' :.P-A-a_ , _.,..,______-_-_-____: \', ___...... ).7_ lA/vj\:LA,2-6,71/4. '(-v\-1,- ov,fctcL-v_ , ., ...<,,,..,. .. 1 ..... I ....)-1.A_A-i+Lv.,..._, ,F, ,,, ).Jr G re F, SAC V 0 2 NEW I IA. (..,-e.).-/v 49-fAct.A.A..2. ,kx-e CY"e5Wr :41,:..,,------0 1,-,.s ... ..,., 6L_2ffel(D2,,S MIDDLE SCHOOL STANDARDS 6:4A-* , -:... 7.1):14,;,_____Lp-A.-\_2k ot..4-<-0-z).4....a_2.,.1.0- L 645 0-(...1/1- 3. A2 BEST COPY AVAILABLE Consultation Draft PERFORMANCE STANDARDS English Language Arts Applied Learning Mathematics Science MIDDLE SCHOOL VOLUME 2 4 BEST COPY AVAILABLE 1 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 Responses needin the to reachpreparation us no oflater the than next 3 version May 1996 of these to be Performance 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 contactingof PA 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 StandardsT" is a trademarkC) 1995 of by the the National National Center Center on on Education Education and and the the Economy. Economy. All rights reserved. 7 STANDARDSINTRODUCTION FOR STANDARDS 32 SCIENCE 48 OVERVIEWHOW TOWILL READ THE OF THETHESEPERFORMANCE PERFORMANCE STANDARDS STANDARDS STANDARDS BE USED? 65 WorkPerformance Samples Descriptions and Commentaries LightBuoyancy Reflection 4850 5150 ENGLISH LANGUAGEWorkPerformance ARTS Samples Descriptions and Commentaries 12141210 PaperPassiveSeedsCruise Towels Boats Solar Homes 56545352 AOutsider...Miss ThirteenUsing Sadie the Year Library Old Reference Computers 20181614 APPLIED LEARNING MoonSpotEmergency Remover Study Response 605958 IlluminatiAnalysisA"Star Geographical Trek: of The OldNextReport Man Generation": and The Sea A show for all generations 30282422 WorkPerformance Samples andDescriptions Commentaries McLean's Got It Going On 6462 64 MATHEMATICS WorkPerformance Samples Descriptions and Commentaries Reflections on Reading an Excerpt by Muir 3432 31 APPENDIX II:I: TheThe GradeGrade LevelsLevels Compared: EnglishMathematics LanguageFallStudent Carnival Arts Historical Project Magazines 8276 7266 CandleProbabilityPointsDart Board and Life Segments Booth 40383634 STANDARDSAPPENDIX III:IV: DEVELOPMENT TheThe Grade Grade Levels Levels STAFF Compared: Compared: Science Applied Learning 9890 A New Look on a Budget 44 REFERENCESMATERIALSACKNOWLEDGMENTS USED WITH PERMISSION 104103 1.9.9.5. National Cente, o.r Eduratian and the Eronomy All right, "nerved. 8 9 Introduction 2 The on-demand examination, called the reference examination ABOUT NEW STANDARDS New Standardsand theDevelopment isNational a collaboration Center Center onof of theEducation the Learning University and Research theof Pittsburgh Economy, standardsgradescurrentlybecause that4, itavailable8, providescan and be 10. assessedin Ita English assessespoint of inLanguage reference athose limited aspects Arcstotime national andframeof the Mathematics standards,underperformance isat performanceWeABOUT Creatinghave adopted THE Highstandards PERFORMANCE theStandards distinction that isfor articulated Americanbetween STANDARDS contentin Students standards (1993), and Promises to Keep: a report benchmarked.meetingassessmentin partnership national system with standards tostates measure and at levels theirurban students' that districts, are progressinternationally working coward to build an ordrafts, problemsreadingstandardized and editing.short that takeconditions.passages In Mathematics,five to and Infifteen Englishanswering thisminutes Language means questions, and short longer Arts, exerciseswriting this problems means first goodperformancestandardscommissioned enough." specify standards by "whatthe National gostudents the nextEducation should step toknow Goals specify and Panel. "howbe able Contentgood to do;"is 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 severalshortof upMathematics toof forty-fivebooks,being able writing minutes'and to Science,accommodate with duration. revision, and The completing longerconducting reference pieces projects examinationinvestigations of workreading in Applied stops in isThese good standards enough? are designed to answer the question: how good ofand theFounded Development National by CenterLauren Center onResnick, (LRDC),Education Director and and Marc ofthe the Tucker,Economy, Learning President NewResearch ThestandardsfromLearningthat portfolio which and system the they are national are complementsrequired derived. consensus by New the content Standards'reference standards examination, performance ThestandardsWhere Mathematicsstandards do developed the are standards built by directlythe relevantare come upon based professional the from? directly consensus on organizations. the content content ofFortAmericanStandards' Teachers Worth Associationstaff Independent of isEnglish, based for ar and theSchoolthese theAdvancement organizations UniversityDistrict, the of as NationalScience,California well as theCouncilthe Office portfolioaccumulationextendedproviding handbooks piecesevidence of ofevidence workof in the English (especially performance over Language time. those In standards 1994-95, chatArts showand that using Mathematics, revision) depend draft and on standardsLanguageMathematics Artscurrentlyproduced (1989). are being being bySimilarly the developed produced National the standards inbyCouncil concert the National offor with Teachers English the Council content of ThefromNorthwesternof the New across President. 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A work sample theillustratethanOften Conventions one the partsstandard. work of samples standard,the For Writing example, illustrate or standard for some the the Literature qualityalsoof the illustrate work of standard, work samples expectations expected or selected possibly for for more to madeorexample, errorsillustrated no attempt ofinclude calculation. by tomeansspelling doctor Weof errors,the authentic think work clumsyit inis work orderimportant grammatical samples to correct that and thethese constructions, accordinglystandards imperfections: be have of a"Analysiseven work both. sample of The that Old illustrates Man and more The Sea"than (seeone standardpage 28) isin anEnglish example cases,commentingincludedthe work for hasa example, note onbeen drawingtheir included the significance work attention "warts was produced toinand the all". naturecontext Whereas a of firstof theerrors the draft mistakes work. occur, only In (in andwesome which have Language Arts. / 9')5 Nelmnai C,-,,v, tor itluenthott awl the &Atm 20 All ',slot rnerpril. 21 How to Read These Standards 8 Similarly, a single work sample may illustrate standards drawn from One kind of standard is characterized by the Writing standard in English from moreillustrate than one standards A single worksubjectsample area. may Writing.illustrateMathematicsmore than Itthe mayone reportStandard subjectalso writing qualify area. 8, Putting part asFor aof example, project MathematicsEnglish within aLanguage project theto Work, completedrequirements Arts may Standard alsofor of 2, describe a pieceStandards that of work. onethatworkLanguage relationshipshould that students Arts. be evident Eachbetween are part expectedin that eachof this work. part tostandard produce, ofFor the this standardliterally standardand the describes and knowledge there a piece isa piecea ofoneand work. oftoskills A that"AApplied New illustrates LookLearning on standards a StandardBudget" from (see I, Problemmore page than 44) Solving. one is an subject example area. of a work sample MathematicsEnglishStandards Language that Standard fit this Arts category 8;Standards generally 1, 2, and are: 5; highlighted in the Standards ore theThe standards bar along that the aretop illustratedof the pages by eachshowing work student sample. work highlights ScienceInApplied the case StandardLearningStandard of Mathematics 8; Standards8, Scientific Standard I, Investigation,2, and 5.8, Putting and MathematicsApplied Learning to Work, C; bar at the top of the page. 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Problem askind a wholehave Solving, several and a there piecefeatures: is of a work.one to one relationship between provide a basis for ti World class connections ThesestudentincludedOn examplesmost activity pagesan example provide showingdrawn aof frombasis awork standard, material for samples comparison acollected portionand commentaries with offrom the other curriculum,performance wecountries. have or a TheformentsA single it qualitiesto of he piecethe judged standard that of work asmust meeting usuallycan be meetevident themust thestandard. bein standard. aevident piece inofIn aworkfact single all for ofpiece it the to meetrequire-or work the comparison. drawnstandards. is shown The on fullpages list of104-105. references from which these examples are thethoughtofstandard the standard. bold of can as-typed heassessment stated performance explicitly criteria description. and or as are a listedrubric These infor bullet qualitieswork points that can meets as be part are the same. standards Not all onAs theyouperformancenot waysreadall the thesein same. which descriptions standards Thethe standards most it are will obvious written.become are written,difference We apparent have because isnot that the imposed theway standardsvarious in awhich single stan- arethe style make judgments Commentaries judgmentsCommentaries about on the work whole samples piece that of work.illustrate these standards make dardstothreepresentation. productshave categories different of Nevertheless, student orpurposes kinds learning of therethat standards, andlend are bysomethemselves distinguishedthe patterns.range toof differentWeevidence by havetheir kindsidentifiedrelationship required of to about the whole piece of work. Sec, for example, "Paper Towels" on page 56. Thedemonstratethanrather differences precisely. than achievement neat, among and the we of standards havethe standards. sought have only Theconsequences to distinctionsdefine them for are generally what broad it rather on conceptual exclusivelyStandardsthat focus conceptualNumberA second and kind understanding. Operation of standard Concepts. is characterized This standard by Mathematics focuses exclusively Standard on I, enoughcanmeans uselooks to samples meetlike. a standardof student and, work therefore, to illustrate for whatthe ways work in that which is good we understanding. TheseScienceMathematicsStandards standards Standards that Standards fit have this 1, severalcategory2. 3,I, 2,and features:3, generally4. and 4; are: onlyThetheunlikely standardto somestandard. that aspects comprises any In fact, single of one ait is numberpiece partcommon of of ofthe work distinct for standard. awill single parts.demonstrate Thus, piece It is the mostof workstandardall parts to relate of 22 can usually only be met by multiple pieces of work. 1995 National Center on Education and the Economy All rights 'vetoed. 23 Commentaries on work samples that illustrate these standards are isexceedwhatmayConceptual "up containis to expectedwhat standard" understanding elementsis expected for often the of grade meansforconceptual is the developmental. level grademaking and understanding level. elementsan on-balance Judging Any thatone that whether eitherpiece judgment. are belowmeetof the work work Theor evidence needed. Commentariesaboutby commentsare further qualified See,meetingqualified for example,the by standard.comments "Points about and Segments"further evidence on page needed 36. to demonstrate thesenttodevelopmental specify grade in a piecelevel. in more Thesenatureof workthan expectations of generalfor conceptual it to beterms arejudged understanding beingthe qualitiesas defined being that conceptupmakes toneed standard itby difficultto concept. be prefor The collection purposeIn no case of isillustrating the current the collection performance of work standards. samples adequate for the Commentaries qualifiedCommentaries by comments on work aboutsamples further that evidenceillustrate these needed standards to demonstrate are not complete. samples is of work deliberatemightpurposeNor is producethe of currenteffort displaying work to collection ensure that a sufficientillustrates that of workthe range theoverall samples standards. of collectionthe yet ways adequateWe ofin are whichwork making for samples students the a commentsfurtherare qualifiedevidence about by needed. pageSee,meeting 51.For the example, standard. "Buoyancy" on page 50 and "Light Reflection" on experiencescriticalsamplesis drawn that in helpingtheir offrom the content a students todiverse articulate reflects rangefor whom the the of meaning students.diversity the standards of ofGiven the the standards, arecultures the intended. role andof it theis work Standards that The third kind of standard is characterized by English Language theIt is workpossible samples that, ascurrently the collection included of willwork be samples discarded proceeds, in favor someof others. of describe skills and tools. suchArtsStandardsLanguage. Standardas analytical 3,thatIt isConventions, skills. fitmade this upcategory of theGrammar, generallystandards and are: that Usage describe of the skills English and tools, Some standards writtenillustrated work by cannot be andstandardsSomeillustrated Viewing standards are and byEnglish are writtenthe not oral Language workillustrated presentation samples. Arts here Standard parrsObviousbecause of 3, Applied examplesthey Speaking, cannot Learning of Listening, bethese AppliedScienceMathematicsEnglish LearningStandards Language StandardsStandards 5, 6, Arts and Standards 7;5,3 and6, and 4. 37; and 4; samples. containingvideotapeWeStandard are in 2, the andwork Communication process will samples produce of collecting and aTools videotapecommentaries andsamples Techniques. to complementof focusing performances on this oral onbook work evidencesomeofWhat evidence distinguishescases of neededallit is of possible the theseto features demonstrate thatstandards arequired single that from piece to the themeet standardof other work the kindsstandard;could has isbeenprovide the this met.body is soIn and ocher performances. constituterefersLanguage,for the not sufficientstandard only for example.to evidencefor the Conventions, idea But forof it coveragemeeting would Grammar, be the but rare standard. also andFor to aUsage a single notionHere, of piece sufficiencyofthe consistency English of work to evidenceIdeally,of application.representative work for otherthat We provides standards.ofwant a body to evidencebe of confident work. for these standards also provides hat the work in question is / 19Y5 NIMOIlfli Cann on Etheartnn and the Etnnnnty All rights parrnrd 24 10 Overview of the Performance Standards Mathematics Science 2.English WritingI. Reading Language Arts 2.1. GeometryNumber and and Operation Measurement Concepts 2. Life1. Physical Sciences Sciences Concepts Concepts 2.1.Applied ProblemCommunication Learning Solving Tools and 4.3. Conventions,Speaking, Listening, Grammar, and andof Viewing the Usage English Language 4. Statistics3. Function and and Probability Algebra ConceptsConcepts 4.3. EarthScientific and ConnectionsSpace Sciences and Concepts 3. Information Technology ToolsTechniquesand Techniques 5. Literature 5. Problem Solving andMathematical Reasoning 6.5. Scientific Tools Thinking and TechnologiesApplications 5.4. LearningTools and and Techniques Self-management for ToolsWorking and Techniques 8.7.6. MathematicalPutting Mathematics SkillsCommunication and Tools Work 8. Scientific7. Scientific Investigation Communication With Others equivalentThe middle to school the end standards of eighth are grade. set at It a level of performance approximately achieve this level earlier and others later than this grade. is expected that some students might 27 © 1993 National Center on Education aid thC:Econonfy All rig5n reword. WORK SAMPLESDESCRIPTIONS,PERFORMANCE 4-Pt,ntr & COMMENTARIES English Language Arts Applied Learning Mathematics Science 28 EST COPY AVAILABLE AIDDLE12 SCHOOL Performance Descriptions English Language Arts The reading requirement assumes on 4Air 1 IN Wi readingarematenoladequate too meager requiredIn library some to forofplaces, support appropriateevery library studentthe amount resourcesreading to of Reading it a . Reading st which include demonstrating tinnier- Example, af prodsenng evideme of jeimiliarity with public 'locomen. Annul.Non-FMtion 16l Car IMO Glow fur Chrurnia, language2Writing to ucommunicate a proem through effectively which .in a term, writer of shapes ng booksachieve exists, this standard. better use Where of ousol-school a shortage of ' andconnertioruheuion: between analyzing tem and other experience' in and out of rebook eastern paresin ofand a test,interpreting among several printed tern. taw; making "4.4, respondingrelatedsummasi2ing to the to sameand a public critiquing topic address or issue; rwo madeor more by local an adult, newspaper e.g., the articles pdmipd. George,Frank,Beek Nu The The Plate Diary Talking a ofBe: a Earth: YoungVoice ofGirl' Hoiden Children; Thepurpotel, student audience', produce fieand rypes concern. of writing. localstudentsresources or county may must have libraries.be mode;to be assured for example, access to rhetoricalconcept;texts;snaking generalising externions andfiincrion identibing b_ryondof and a text. applications the the (Notetextual text thatma struawrof broadera"comprehension" tee; and/orevaluating sample the or ansucknplaininga PTA/PTO informational as a toschool officer.someone pamphlet;related a visiting who directive, has author, neer a community heard of Irarelated tool document.brochure. or Nrrrion.Haursig,Hekins.Gilbreth. ABCheaperOunenniEndles, Gramm, Suppe: ley Duane, the Gnat ADawn; Gin/in and Small: Exile; A report, in which the writer.andengage otherwise the roder developing by establishing reader interest; a context, crating a persona. regularusesubstantialReading materials class twenty-five amount work, read includingofin books conjunctiontime. Studentsa coursesyear withentails mayother their a The mulenrtoandmeant nventy-five comploiry reads bark andundeetanding, books illustrated comprehends each in year. the i.e., umiakThematerial getting rimmed, reading of the should qualitylistgilt equivalentof include a text.) The student. dcroonstrate familiarityartidewriting oflocal witha letter a or varietyto national the editor of importance.funaionil in response to m editorial or to en White.Soto.Meyers.Leans. Listing RpmTo Peanon. Bea Whew Up Slaw du My Sin, Own Harbor Seal /tip; cremedevelopsaudience, an organising and contest, structure appropriate to purpose, controlling idea that conveys a perspective on than English, to satisfy this requirement. The studentdifferentmaspeines,traditional produces literary and newsmen, contemporary evidencegenres textbooks, and of mading fromliterature and at than least media, or the five fromequivalent difforn. at lean arum. in three documents and produces procedureidentifieswritten or the oral sequence work Man of activities needed to canny out a document Adams,Yates,Peary Arm Sherry Fortune of Earth Fur and Man. Sky: anduseexcludeincludes adetails, range extraneousappropriate describingof appropriate andfens or inappropriate analysingand strategies, details; the such information;subject, as providing narrating facts a Reading "in depth" is intended to encourage information,identifiesdemonstrate complexities levels a thorough of meanings presented understanding n she net, of the i.e.. test ideas, as whole; Example, of producing evidenceidentifiesuser-friendly:analyse of familiritythe any formatting information wirb fienraonal tedanique that is eitherused tooffline°m make or missing. Greenfield.Livingston.Frost.Eliot. Nigh,YouOld Comehalm; onOn Neighborhood Awes. Taw Book of Prattind Suer, Caw Example, of reports includeanexplainingrelevant I-search anecdote. essay; benefits comparing or limitations. and contrasting, naming, and arrayinvestmentin on studentsareaof resources, that will to interestsgenerate invest giving themselves them. readingstudents Such horn thoroughly more an an Example, of prodsereny evidenceusesextracu of maintainingparaphrasing reading salient include, information annotated judicioudy. Ilso from of worksthe text; read; .Ammon include writingpoparingfollowed a memo ina orobrochure givenconducting situation, for an a uptomingbriefing on school procedure evem. to be Gibmn,Davis.Blinn,Drama Brian'sEncape 77n Miracle Songiv Freedom, Worker. Sociala reportsametion Studies, produced report: and 23 Matherunics part of studics foe in rho subjects Menhemaun such as .ftandard Science. experiencetounderstanding be some of reading cursory of a as subject. experience well as h increasedis not of doingintended participatinggenerating reading in formal logs and or journals: informal book talks. revinng sct of poorly written instrucimm. Slone.Shakespeare,Osborn,Lawrence Maranon, On and Borrowed Lee.A Michael:muer. Inherit the Time.. Lan ebe ofMghti Wind. the WarnpanoagyDuane: A response to literature, in whirlsengageScience the oaken Swann'the reader 7). through establishing a contest, creating transitionaldirectlylittleresearch more from on than phrases areferences topic scanning whichand and paragraphs.materials, often inserting requires copying The tatlens)The four student about books one reads in issueone in genre,depth or subject, atand least produceor fourfour booksbooks evidence (orby abook of single reading equiv.. writer, than 111111=1111ducedThisSampleSAMPLE list by isreading organisations not READING exclusive. list from with USTAcceptable which 2.1 studentsthe Nationaltitles andalso Council teachers appear of on couldTechers lists elm.pro- of Rendus,Blair,Folklore/Mythology Tail The Telt Few AmerUa; Sirawberneu A Cherokee Sung, oradencespersona. reflective; aand judgment otherwise that developing is interpretive, reder analytic. intermit evaluative, understandingischallenge to encourage with thedeveloped instead depth a requirement complexand enhanced makessupportsthemake tarts, and perceptive assertions supports and withwarranted well elaborated developed and responsibleand connections; convincing exertions evidence about also beFictionEnglish made andfrom the lists American approved Library locally. Association. Substitutions might le,Gallica,D'Aulaire,Bryan, Toad Brat The It Nomthe :he Snow Undo Story-Drum. Cud, Gam, of and Heaven: Cann, Purn,Plin, A tiernamar Folk demonstratespersonalsupports knowledge,o other an understandingworks, authors, °like or non-print literary work;media, or references to judgment through reference to the tee. refer. through reading. .&ler of purloin evidence fordingconstructingevalutea in writingdepth book strategiesinclude: reviews: and elements of the author's craft. Cohen.Armstrong.Map.Bonham, Bin, Tell Me. LbSonde,: Deming.Yaw Ultima: Stew, StrIT, ModemPyle, MerryBradbury. Fantasy Adventure, Dandelion and Science of Robin Wine: FictionHood. Examples of wows, to literatureaanticipate literarybook orinclude analysis; movie and answers review, a reader's questions. Mucha writing the public con be°rend. classified New Standards, as belonging how- : participatingproducing literarymarch in formal reports,reponse or informal pares: book talks. Fan.Demise.Cormier.Collier, April My The Morning. / BatherM Can the Air Samatm My bCynnuit; Drat Cooper,liEngle.Hamilton.Bobbin, The Grey A7ierk WrinkleThe /Ong, &winning Magical in Time; Adt.f1017 Merry Pratt . e literarycomparison response of a piecepaper: of literature with hs media presentation. sialwithonlyever, issues publicthose defines piecesconfrontingpolicy, public ofthat documents text addressthe that public, ore tocontrover- concernedmeanor that andThe expertisestudent reads and informationalproduces writtenrestates materiels or oralor to work develop diet understanding information; Hansen,Gr.!,Goldman.Gaines, Summer A Which GatheringThe Premienof ll7 My Freedom: of German Ohl Bud, Mew Talkien,Magnines/PeiodicalaVey, The Dragon Hobbit,. of du Lou Sea. theA narrative writer, account (fictionalof view, orengages autobiographical), and otherwise the reader developing by in establishingwhich reader a interest; context, creating a point issuespublicarise in policy.students response At write the to controversial middleabout come school primarilyissues level, orthe makescetandsrelates connectionsnew information to related to prior topics knowledge or information. and experience on LonckM.Holman,Hinton, TheThe Shari Outrider,Call Limbo: of she Wilt junior ScienceWorldScopeScholastic (Scholastic/.(National to veld (SchoLastir), (Scholastic), Gessraphieh conclusionsfondestablishes for autobiography, athat situation, can to plot,drawn the significancepoint from of those view, of evenU);setting, awn. and and of conflict horn the school or local community. .materialsExample, w sing u ofincludemoon producing of information midi,nerusing ofthat information reading draws in from to support at kart orrwo enhance sources: a project, O'Brien.hicadd,Mohr.Mathis, Nada, Limn Liss.Z flu forBrienZwbarialn the andFig Tin,Dark FunCalliopeCobblestone (anthropology), (world (American history): history): excludesandincludescreate charmer; an sensorymrancous organizing details details nructure; and and concrete inconsistencies, language to develop plot orderfunctional to get writing things is done. writing Functional that exists writing in Jr" . informationaldevelopingincorporating a proposal teatsCapt. opinion. hosed oninto data a speech obtained or faunposition reading paper: Sermon.Schaefer.Reiss.Voigt. The Shane, Timmer UpaainDerryi Sung; Rom. likuld indiidedComputeOther:0a5wey (science). in manuals,award bunko instructions, corresponding on to reading piiivided by the Girl Se .1130 the reading lists orusesdevelops suspense. u range complex ofnaming. appropriate characters; and specific strategies, narrative such asaction. dialogue, e.g., tension studentsEnglishand,is ordinarily os curriculum.such, to demonstrateconsidered is often New not Stapondards technicalproficiency writing withrequires rt of the typical document,The student and demonstrates produces written familiarityanalysesidentifies or oral with workthede a author'sargumentsvariety than of purpose public and positions and stance advanced and the Walker.Zindel.Walls,. To HalThe&wow With Pigeon. l% Drag Are, Scouts of Atnerka and the Hoy 54.1117 of America. movement, gestures, expressions. Ihryiensewe Denny.", tonowed an new mei literacyincreasingfunctional of our writingimportance culture. because to the such complex writing is of 3 6 identifiesevidence offeredCrIllmon in persuasive support of them,technique. 3EST COPY AVAILABLE CO 1995 National COM, on Education and the Economy. All right, reserved. 31 Performance Desdiptions English Language Arts MIDDLE SCH60 13 110010 0011) The student3. accesses and exchanges information; that is, the student: andSpeaking, Viewing Listening, The4. student independently uscs appropriate conventions of the UsageConventions, of the EnglishGrammar, Language and 5. Literature standards"howSamples good of can isstudent good be found enough"work immediately that for help these explain . &le, of narrative acronnoaoh fiction iographicalinclude: or non-fiction account: story: paraphruesrespondsasks appropriate to andthe questions surramariusquestions: of toothers; incense understanding, English language, includinmsentencespelling, COSIS12160i0131 orthatdramaThe mitten Ls,student using the presentations: student respondsinterpretive, does to one critiol,fiction, or 0,010and non-fittion, evaluative 0/1 the poetry, following processes; and in oral following these pages. . ona historical ews account account of an (no. &tailedpetiunaleven, oleo fictiun Appliedtravel narrative. diary. teething Standard I); nor-fiction. speaksmakesmelinens audibly; language responsively appropriate which metu is others' simplecontact; points and appropriate uf view; for coramurticatimy grammar;punctuation.paragraph structure; identifiesaccountanalysesidentifies the ncurring reasonssituation sterratypieti themes for and basknem,'characters motivationworks: as opposed of the tochuttert fully character's actions. taking Mao descriptionsTo seeU:31, how these compare performance with the expectations A narratin procedure. inpersona.engages .01.6 the theand unit., reader otherwise by establishing developing readera contest, interest; realing u Mowsrespectsmm awareness turnlanguage taking uf and ofm otheraudience gnomes speakers; expressinlyby adjusting md to itspersuasively. reaction. &Imola of ruing appropriatethanconventium.demonorating convention, interfere V211111121, anwithinclude. trading: and map of English on than they aid rather piece of wtiong the ability in manage elle identifiercharacters,makesdeveloped inferences she characters: setting, effett and ofand literarydtaws theme; conclusionsdevice, such about as figurative context, events, turnfor elementary to pages 76-81. school and high school, andexpectationsprocedureprovides provides a inguide Larderthroughsmooth tu actionto transitiompredictable Anticipate for a betweenrelatively structures,a =der', stepst needs,complicated e.g., createsheadings; &le, of ncreoing and exchangingplanningreapoodingparticipating and information when incondunang peer ornervirwed tutoring Melte& interviews: aboutkmons, a recent hook preference. Ofothers.proofreading peers ,sing 33 appenpriate: dictionarinacceptably mdthe otherstudent's resources. own weicing including or he the writing mother ol identifierchoice,interpretslanguage, content, the theallusion, characteristics impact and diction, literaryof authors' dialogue. ofelement,: literary decisions and forms description; regarding and genres; word The "response to literature' in the Writing includesappropriate,amakes visual use hierarchy relevant of appropriate information;And cuing writing white strategies, space and such graphics as creating as participatingregardingaopartiopotngjustifi,ing and in issuein 3elaborating apanel mock of local discussion trial; importance.upon a and point representing ninon, a palm of view . revisingpeesemations.observing a conventionspiece of writing of language hy combining during formalwirer., not &le, of ersponding ro them.,identifiesevaluates include. theIherary effect merit; of point of view. with literaturestudentstypicalstandard literary study.routinelyis meant analysisThis produceto does replace paper not in theprecludeconjunction hot more many mightanticipatesadudes ad. mtraneous forproblems, the nada. information; nsitakes. and misundentandings that participatingstrengthspresentingnuking a formaland a inpordolin weaknesses response presentation, to an groups of individual the asportfolio pan or ofpanel contents: the endwriting &scanting process. relativeThe student to audiences analyses and and purposes addingrevisesadding or writtenby, deleting or work,deleting explmations; as detai6;appropriate. . evaluatingexaminingproduction:analyzing Ithemes ti, cffect stereotypical in of the literary work charattcra devices alone popular in a3 popularIlan/bet younradult televisionur pocnis author; by possibilitiesliterary analysis for reader but instead response opens as up well. 6.&ler of narrative pneceduersa set aofinrhode: setinstructions of rola for for organizing playing computer a cast meeting; games: The student responds to oral potentiationoo that is, the student: clarifyingrearranging difficult passages:words, reniences. and paragraphs to improve or . biographiescomparingone aurhor theor of poemsonrlircrary individual, on merits a common ofnovels. rwo ortopic: or more plays; short stories. Standardana m explanation of instructions 7): of a mathematicalfor using =1E3 procedure technolog; for eho Aafarivormin usesspeaksparaphnues languageasks audibly; appropriate and and summaries= gestures questions; expressively to incurass and undemanding] persuasively. ample, of weedy:beg and moiringreconsideringsharpeningclarify meaning, written the the work focus organizational include: structure. making511010,1writing nd/ora 1)1 parody: performing a skit (en alto Applied Learning appropriate.performancesThese standards of studentchow for work oral whenever A persuasive essay, in whichengagesa protect the writer: manual.the reader by establishing context. treating a aampko 91 nyonding to oraljudginganalyzing preennatiom a aMare: performer's include: canor toward a charactet in a film of ploy O pmelueing a 000iO3 of distinctlypolishedfromincorporating critiques different piece intomade ofdrafts revisedwriting: by that peen drafts.result and inas teachers: a appropriate, suggestions taken litenuyThespeculating student genre. aboutdemonstrates point of viewproficiency no novel in atread least by onethe class. createsknowledgeabledevelopspersona. an anda organisingcontrolling otherwise judgment. structureidea developing that thatmakes readeris approp is clear Mterest; l andaaa to the needs, The modem. main informed judgmentsaskingming a arubric aboutemotion to television, evaluate and a follow a presentation:radio, up question follnwing a presentation describingcritiquing the dw writingmoth00 of let a stylisticpeer. choices made as a writer. Example, of &erne y genre, ainclude Mortoa story:shortperso.I play essay; fmr alto Applied Learning Ssendard ft Artsdeveloped standardsIlls not to intended meet should the thatnecessarily English all student Language come work includapersuasively:details,.01000, 10.11reasons,appropriate interests examples, information of a specified and anecdotes and audience, arguments effectively and andarranges andexcludes and film productions; that is, themow00andarticulate, student: radio the productionstenoned story elements judgments and rejecting of television. for selecting others: radio, particular and television a vignette.poetry. e.g.. free verse and rhymed: incorporatedAppliedensurehorn that Learning on Mathematics, widelyEnglish work into doss. samples the Science, The English challenge ore and is to supportsarguments,anticipatesinformation arguments and and addresseswith arguments detailed reader that evidence. areconcerns irrelevant: citing and sources counter of identifiesprograms.idmtifiefilm productions:common and rhe news intended persuuive programs; tentage, lechnigurs of ndwrtirenkno, used in athenising, entertainment EnglishotherencouragingLanguage classes curriculum. Arts students while work notsamples, to weakening use work thus fromthe .Example, after...eine etwysinformation as appropriate.problent-thiouonou,ituni filw produrtioneExample, of making infOrmedgeneraldescribes judgment, culture. wan about used telenthan.,alio. to portray and and comment 00 ,10 asupportan/II speech evaluationeditorial an for onopinion; 3 ofa candidate currenta product issue running ter 11131 polar), for uses school reasoned or public arguments nflke. to . imaginarypresentingproduction,presenung. producean oshetent avlysis ofrctelling a television of an orepisode radio commercialof 3 television /101 00 . distinguishingusidentifying , munroom recurringthe hcrween drama.laming plots murder pointFace or sub-plots anand mystery: the (amnion action in a in specificof -infontsciah-: a Ida, tekvision genre. © /995 National Center on Education and the Ecnnonth All righn rettrved. 32 . identifying stereotypes in fictional characters. BEST COPY AVAILABLE 33 51Do E SCHOOL Work Sample & Commentary: Miss Sadie 3 ConnotiOns. 5 1 Ilerotto 3 aara 5 Prob. Solving 6 atseaticol lay Sconce ScOntalt ',Warn Catownialalan2 3 Fels lab Language5.400p Art Wranto Waning Gramma via. pawn Mathematics Cau:OptaCoxotaan Mama.Om.,Carp. Concepts aaiata. Sala.Ocrnmelli.ty MatoonasoallastsorOtg I loas Slam Ccomaticasoaramotta Science cemeou 01. Isolaimlootes Carooarlot Applied Learning SatOto tearniaos teals TKO kelt7KM.. StudentsEnglishreaders wereLanguage who asked do norro Arts present know required the a special person. by person Theythe task couldto specificdialogue,uses a range narrative tension of appropriate action,or suspense, e.g., strategies, movement, naming, such and as environment,tion,manner,present students the descriptions and person werehabits throughto or ofreveal typical working details the activities. personalor of living appearance In quality addi- andof This work provides evidence beginningdearlygestures,that the engages student: expressions. that raises the reader's a question interest about with why a vivid Miss Circumstancestheir relationship with of performancethe person presented. Sadiethatfurthernarrator is clearlynor engages claimsin hercan rocking shehandlethe readercan chair anstill byemotional see even creating her; though issue, a persona the that is, opportunityextendedtimed assignment project for revision summer,establishesoverlythe sentimental; loss e.g.. the of "I asignificance learnedvalued friend,that of Ithe could withour events be becomingfriends of the studentrevisedfirst teacherdraft draftgenerated generated topic topic e.g..characteruseswith someone'Thea wide ofold rangeMiss chair generations Sadie,of squeaking strategies including: apart withto presentfrom vividevery my imagery, the sway own"; of researchembedded required in class work quente.g.,dont'het big. grandmother'shere?"; recapture brown actions body": and escape suchhymns dialect, as from passedaccounts e.g.,slavery down"What of and ancestors, from subse-'chi ArtsforThis thefollowing standards:work quality sample part of work ofprovides the expected English evidence Languagefor the createsJimmyancestors; Taylor;anforgive organizingand therude ability behavior,structure to understand bye.g., effectively the andincident involving WritingStandard 2, Writingproduces a narrative account. seechaircompleting her"from on toher "Miss "Becausethe porch circleSadie on Miss begunnosummer longer Sadie in thedays. sitsno first longer in But herparagraph: I sitsstillrocking incan t . t. 07 to aa: a inAThe narrativewhich student the account produces:writer: (fictional or autobiographical), I'mher gladrocking that chair I can on still her see porch her." on summer days. 6. _ , a%, . 11! a-a, Oa la, to At O. a ea,.alo a a; creatingengagesestablishesdeveloping athe point reader reader aof situation, view,by interest;establishing and plot, otherwise point a context, of view, writingnatureErrors inofsituation. thisthe task,first The draft which writing may was be was given attributed completed in a timed to the in createsthatthesetting, significancecan all andbe organizing drawn conflict of fromevents (and structure; those forand autobiography, events);of conclusions qualitytheandforty-five work revision. of sample minutesthe Thework. do spellingwith not no detract opportuniriesand gtammatiml from the foroverall errorsreview in developsexcludestoincludes develop sensoryextraneouscomplex plot and details characters; character; details and andconcrete inconsistencies; language .34 BEST COPY AVAILABLE © 1995 National Center on Education and the Economy. All righn 'nerved. 35 Miss Sadie IDDLE SCHOOL -.. Fora 15 Japanese teachers "give instruction a s 5_ ocquireon thein thefollowing the Japanese ability in to order expresslanguage: for students themselves selection to wom at C SA a' -'" , deepeningof therelation proper of to theirtopics the thoughtspurpose. and materials onor situation,the initems and . s APPRILIPIIZI r .0 . A. 1,,s_CaY,L3n2-11aCaC'a . foundation;proceduresthemeownto be thoughts expressed; or main toconsideration and explainpoint deepening expression accurately; based of of onofthe one's thedevisinga compsolid . .1". 5.. &IA. . At. ...r its: 0. sition according to the basic ideas, using . a S.' A:0 a.' . L. clIta5L4liae.r... Ia. a. r' f' A I considerationcomposition;theconaete whole materials, structure devisingof the andwhile purpose word development devising usage or effect the with of t 1 , . 41. 11 A I. t la. IL A , a . ., N SchoolsCourseof expression' of in Study lopon, for p. tower 10. Secondary 1.13/ZIUCLOL.C.(.4e.aEtati,sautttex_._13,1-.1 t - Ais s, A11, . L A. " DelLelagapcaiSata, . Git1.. MNIFM.. .4. °'4:)21a4L12116 k " " is a. L a .,so. .6 . A Iv , ic Vac. A. 1. al a1A.11.0212J2jalt-EAInt,ItcalzaL___ g. A l- , A, all, A. . 1995 National Cent, an Education and Eh; Eronontu .All right; nutrucd. 36 BEST COPY AVAILABLE 37 MIDDLE16 SCHOOL Work Sample & Commentary: Outsider... 3 4 Calm Wm, 5 1 Xvmee I among 3 gnat. 5 Probirm Scier411k Teals 7 8 Problem 2 3 Enx lid, Language Arty Wang sr.arsIVirwingPenhe Gamut sum Mathematic, CaOpention mat. Uncaps tan.*anana 11213AmstalRua., Conearkr.memo. Science u. Scionce Conapts ex. t Um. CovATTAStlsrgas ladwicsios came sosnoc sawit,at Applied Learning UM, Comm.. Woken Tools I Ham.Tscll. nolo Uonpurs fictionalStudentsEnglish world wereLanguage inasked which to Arts thetell a elementsrequired story, creating of by setting, the a task excludesto developincludes extraneous plot sensory and character; detailsdetails and and inconsistencies; concrete language writingnatureErrors situation. in;thisof the Thetask,first writingdraft which may was be completedgiven attributed in a timed in to the believablethenarrativecharacter, story structure.situation andcontext incident bythrough Students placing comprised narrative were the characters askeda coherentstrategies to establish in sucha specificdialogue,usesdevelops a range narrative complextension of appropriate or action,characters; suspense, e.g., strategies, movement, naming, such and as qualitytheandforty of workrevision. -five the sample work.minutes The dospelling with not nodetract and opportunities grammatical from the overallfor errors review in logical,addition,as dialogue, satisfying they the were use resolutions. askedof sensory to bring details, the staticsand pacing. to In This work provides evidence engagesgestures,thatreader the student: theexpressions. into reader, the fictional by quickly yet drawingrealistic theteenage Circumstances of performance extendedtimed assignment project establisheiworldversusand of insecure);Carla; the girlfollowing: "witha setting; a a discontented situation and conflict (Carla face" (shy is andshyCarla revisedfirstopportunity draft draft for revision cling""Shecreates"loud, lookedand an "Carlaraucousorganizing into theclambered laughter"); sky, structure noticing over based thethe ongirl,birds a asymbol: cir-feeling embeddedstudentteacher generated in class topicwork developanyway,'of elationincludes plot shemounting andsensory thought. character indetails her.'I want "the 'Iand wanted to stream concrete watch the re-directed the languagewindow birds: to forThis the work quality sample of work provides expected evidence for the research required thewithand butterflies"; intoheadeda discontented her stomachtoward..."; °Carla's face"; where "abooks "Carlajumbled it got fell felt lostto line"; herthe amoung ground,heart"a girl dip(sic) StandardArtsfollowing standards: 2, part Writingproduces of the English a narrative Language account. shynessdevelopssplashingher actions:and inpapers Carla insecurity "She and a complex penslooked are revealedall character asover"; the toground, thewhose reader the trees, by inATheWriting narrativewhich student.produces. the account writer: (fictional or autobiographical), reactionsappearher";into the by interested,distance, her of others:thoughts: but they "Everyone never "'Ifwon't I atdon't bother thewas...looking lookpeople ine'"; at around themby atthe heror establishesdevelopingcreatingengages athe point reader a reader situation, of interest;view, by establishing plot, and pointotherwise of a context,view, dialogueusesher.throat,beligerently appropriate and she (sicl interior murmured, ";strategies and monologue; by her 'I'mof shortspeech: a suspense,Freshman.", story "Clearing writing: e.g., createsthatthesetting, significancecan.be anand organizing drawn conflict of fromevents (and structure; those forand autobiography, events);of conclusions couragetoprotagonist'sdevelopmentCarla's final speak encountercharacter, of a up significant for'herself. withe.g., theCarla's change antagonist; mustering inthe the of 38 BEST COPY AVAILABLE © 1995 National Center an Education and the Economy. All right, reword 39 0 - 11

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C I 9,95 National Cana, on Education and 1hr Economy. All righa nurrord 4 0 BEST COPY AVAILABLE 41 18 !DOLE SCHOOL Work Sample & Commentary: Using the Library Reference Computers 1 W15415 3 Maga 1 2 Coomarl 3 5 7 2 3 &Ifni, La tguage Ant v= MatheinattoOpralalConcept, lawn*et, 5 Rte.IlationvatralAna,Soning conakas:4mos.. Science Us Schwa.Carompb Eaa Saw Cam.Sclugas RclutlicS 445 Soler25t roe atman. ConreoloRlen ammirswScYnt5ic Applied Learning saw. Comm.. 7.1pAn Two Inlamad.SKI.. An extendedhas occurred project, over here, a sustained is one that period of peers,StudentsEnglish a set wereLanguage of instructionsasked to Arts write, for required usingfor an somethingaudience by the of taskwith standingsanticipatesexcludes extraneous that problems, might arise information;mistakes, for the and reader. misunder- appropriate,The student analyzesrelative to and audiences revisesadding andwritten purposes or work, deleting as by: details; oftenlime, longer. generally at least one week, and Circumstanceswhich they were familiar. of performance This work provides evidence need,engagesthat the i.e.. student:the how reader to use by reference establishing computers a context to of . rearrangingclarifyingadding or difficultdeleting words, passages; explanations;sentences, and paragraphs opportunityextendedtimed assignment project for revision "Usuallywhocreatesconduct has the researchpersonalthe persona computer lotknowledge schoolof isa helpful,already tasks; of the non-critical turned procedure: on forguide tionalreconsideringsharpeningto improve structure. orthe theclarify focus; organiza- meaning; teacherrevisedfirst draft draftgenerated topic onanticipatesbookyou" the andby computer R. "Say a L. reader's Stine";you screen are needs looking and by by describingfor explaining The Game, what where ais theThis student: work provides evidence thatadds information in the writing Using the library To Find Books Reference Computers Final Draft / researchembeddedstudent generated required in class topicwork usescursorto find white looksthe arrowsspace like, and that headingshow move to theselect as cursor, guides a folder; whatto the the deletesdraftone process, helpfulincludes selected tip e.g., three passages,while the tips; earlythe e.g.,final draft has the &MOMinquiredscreenUsually thereright-hand by theand is computer is already a bid light greensubject author, For Your Research turnedrectangle on for you.that reads On the This work sample provides/ evidence singleprocedure; words, provides e.g.. "Then transitions press enter"; in the andform clauses, of the Referencesection titled Computer" "How to inuse . like movethe arrow the cursor or marker up, down, corner there are and fide in that four arrows Mat order In StandardArtsfollowingfor the standards: quality 2, parts Writingproduces ofof workthe English expected a narrative Language for the excludestypeincludese.g., of"After computer informationextraneous you choose..."; in a information;relevant specific tolibrary; a particular thr:fitrstintothe early the lastsection draft rwo is compressedofsentences the final in folderUsehighligMs you the choOse. up the and title points).of the folder The cursordownerrows Then press enter. to m as oveyouIs a themovebright cursor theblue toline right and left arrows. the (exactlythat conventions;theStandardprocedure; English 4, LanguageusesConventions,analyzes and revises Grammar, appropriate written and work. Usage of "Helpfulmightanticipates encounter Tips." problems by providing that the reader a section of yourdirectionssages,clarifies book" e.g.,becomes a numberwill "The help "Thefollowing of you pas. find haveThe chos following directions en a folder World/1pin Your will help you find Chosen Folder books after you ATheWriting narrative student procedure,produces: in which the writer: conventionsTheEnglishConventions, student Language independentlyof the Grammar, English useslanguage, and the Usage appropriate including: of the sharpensyouhelpfollowing have you findthechosendirections focus,hooks a folder";e.g.. afterwill bringtheAfter up bookTitle theyou youchoose author's name,are looking for is the Tale folder, in the library, type the title of the book. II providesreadercreatingengages interest; a thea persona, guide reader to byandaction establishing otherwise for a relatively developinga context, punctuation;paragraphsentencespelling; construction; structure; Reference"Using"Gettingthe change the Started" Computer Libraryof tide to from the bookExample:number is in Sayoh pages 1. Stine: Type our you are looking andtor tell you theit it titleis anti the and ft it is available. short summary, screenMgr_raaalz will showavailable or not. callthe screennumber, will a book by you if predictablereader'scomplicated needs, structures, procedure creates e.g., expectationsin order headings, to anticipate through and a This work provides evidence thatgrammar; the student genteel.spneccieflaic.To FindResearch" Books rather makes Forthan Your the piece author.and Afterthe Authorscreen you choose 11 you see the will show you the Author folder, an the books we type the author's name includeswhitesuchmakesprovides asspace use creating smoothrelevant of and appropriate graphicstransitionsa information; visual hierarchy aswriting between appropriate; strategies and steps; using errormanages free thewriting. conventions of English through almost hook you want in the list move have by that* the 42 BEST COPY AVAILABLE 0 1995 Narional Center en Education and the Economy All 'len reserved. 43 I cursor to that call number, atitle and press short summary,enter. The screen number otpages will then showtitle, youPike,Example: and athatcomputer subject.but are you Say available and you do notthe know screen will in the library. are looking the title. Type show you all for a boohips the books by nameChristopher into the him Early Draft SubjectthatAfter subjectinterests you have (use you. the arrows to chosen the Look through moveSubject through folder, type again and the the fist of books the list). numbescreen the subject' under thatIf r ol willyou find Usuallyfor you the computer On the screen rectangle Sleral"-3"""that says is already there is a nig, turnedinquired on by showa bookExample:pages, you youthat title, in andSay the you the,callnumber,want, pressand author'senter screen will show are looking narne. short summary, youfor Texas a long History. you can narrowlist of ditterent down Type will lightorder.and greenaresubject, leftInfour theuse arrows the up author, andbottom right andchat downgo up, arrows down, title in that handyou corner want. :here co move the right. The yourtopicsbehave topic. onmore fewerthat specific. Theentries Alamo thanor Texassubject. 01 course, Helpful TipsSam Houston HiS101y but the entriesor Benching will cursorcursor arrows.theto istitlego bright of co the folder as you blue line that move the high lights -To get out ot a mess, justfolder; ask press escape. anyone in the are juSt teaming library for help. and differentAt the (author,reference folders title are looking and subject) tocomputer thereyOU can for. choose from Thehelp following youare find three book: You11 youhow will getinfirstseveral elsenotoet screen. a times would you team? will get you outIn trouble since you Usually pressingof your mess sublect; try Me and bac °soaps magazine .to the 7.1.A.Ledirectionsthe Onbook the you referencewill help you find yourcomputer'Inquired screen by goTitle, title of the to the and It youindex. cannot (There Isfind a setbooks of on your directions tor that index also.) pressfolderyou'rebook enter. that into looking sate th authorscomputer.Next name, type-the for in our library If we have the shor and tell yout summ it wiary. bookll giveyoucallbook'samplesif number, theitwill by is itshow you available or not.Say Your number of Seine.pages. if the boolcis looking for Type the in our library title and Us_17Assit a O 1995 National Center on Eduration and the Economy All right, mimed 44 BEST COPY AVAILABLE 45 MIDDLE SCHOOL Work Sample & Commentary: A Thirteen Year Old 20 1 Reeel stun 3 Wird,Spaeth,Ineloalp Senna*,arovn. 3 Layman. OmationMantonCameo. 2 MeasurementQom/4Camp. ProbellateStagg.Ccorege 6 Prob.Remo.,Sal.p 6 Keteemstico. a Sub T

C 1995 Nationnl Cm,. on Education and thr Economy All rights reword. 48 BEST COPY AVAILABLE 49 MID22 DIE SCHOOL Work Sample & Commentary: "Star Trek: The Next Generation": A Show for All Generations 1 3 cosslap. a ConrotIona, 1 Molter (Lomb, 3 SLOW. 1 5 Prob. Sits 7 11Selearcal 1 Physical 1.12 Saimaa E2223 Isms Scknatc Toots 7 Sciseark 1 3 latannalls otentos 5sfaTad.* mgml. 5 Mob Englith Language Ara Roofing WM2 Limning VIrwlsg °mons, Ulm tilvs1sao Alathema ireCove,.2P.sco lasasystamt Cafespts Calends alp. PretateyCenerpti SlaPonslicalAmos,Salting Con*. Science CsacepisSelma, Camas. Sciences Coe:lonaPPlicatims 4 Weak rechnalogles Cosa* Innallgstlen Ss.* Applied L arning StivIng Castrbfal tschnipun rpgs rack To*restnIpas lechal.rs Wcelnhp Wen English Language Arts required by the task demonstrates an understanding of the andidentifies genres; the characteristics of literary forms supportStudentssportssomething, their were team, judgment asked e.g., consumer a ro movie, withstate product.evidence abook, judgment author, They from of were teacher,personal to This work provides evidence engagesanticipatesliterarythat the work;student:the and reader answers by establishing a reader's the questions. writer's This work provides evidence thatidentifiesevaluates the student: theliterary effect merit; of point of view. Circumstancesthoughtfulexperience understandinga, well asof from performance aof careful the subject. analysis and NextIfirmlyqualifications: think Generation'"; states stands a out"Ijudgment: watch from athe great "the rest onedeal is 'Star program lof television] Trek: which The "; identifiesMr.tionbriefly Databetween analyzes ina recurringthe Dr. newtwo Spock characters,series; theme in the across original drawing science series a connec- fiction and ./ opportunityextendedtimed assignment project for revision Starspecialreasons.supports Trek"; effects," e.g.,the judgment "variety connections ofwith plots," several to "its"mind- precedentwell boggling developed evaluateshostileofgenres variety alien";by and literarycriticizing for "alwaysmerit certain by blastingsuggesting programs away that for at their"thesome lack / teacherrevisedfirst draft draftgenerated topic sciencethatexplanationfurther the supports newfiction for series shows...inthe the success is judgment "Unlike which of ocherthe by the series,offering heroestelevision arguing an are Errors in this first draft may be"sciencevariety attributed of fictionplots" to theshows."elevates this series above other researchembeddedstudent generated required in class topicwork "mysteries"byalways using blasting instead or "time away "different travels." at some story hostile lilies," alien," such andas andferry-fivewritingnature revision. 54026011.of theminutes task,The spelling Thewithwhich writingno was opportunitiesand wasgiven grammatical completed in a fortimed reviewerrors in in ArtsfollowingforThis the standards:work quality parts sample of of work theprovides English expected evidence Language for the evaluativeTheLiterature poetry,student processes; and responds drama that tousing fiction,is, theinterpretive, studentnon-fiction, does critical, one and qualitythe work of sample the work. do not detract from the overall Standardnon-fiction,literature; 2,5, WritingproducesLiteratureresponds poetry, and drama. a response to fiction, to or morepresentations: of the following in oralmotivationtakinganalyzes or written into the ofaccount reasons the character; the for situationa character's and actions,basic AWriting responseThe student to literature, produces: in whichengages the writer: the reader through establishing a makesfullyidentifies developed inferences stereotypicalrecurring characters; and themes drawscharacters across conclusions as works; opposed about to analytic,advancesdevelopingcontext, creatingevaluative, a reader judgment a interest;persona, or that reflective; is and interpretive, otherwise andfigurativeidentifiescontext, description; events, thelanguage, effect characters, of allusion, literary setting, devicesdiction, and suchdialogue, theme; as knowledge;non-printtext,supports references amedia, judgment to or other references through works, references to authors, personal orto the elements;regardinginterprets theword impact choice, of content,authors' anddecisions literary 50 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy. All right, restrued ° a'

"receiveIn Norway, help students to orientate of this themselves age will in supplychooseattitudesthe flow of and of whichvarious information evaluate will forms enable an and of increasing mediathem to develop to EducationCurriculummessagesinformation; in inGuidelines experienceartistic Norway, forms forp. and 157.ofCompulsory presentation.' interpret

© 1995 Nwinnal Cm,. on EthAnnon and the Economy 52 right, rrwrved. BEST COPY AVAILABLE 53 MIDDLE SCHOOL Work Sample & Commentary: A Geographical Report 24 5 2 3 1 2 5 5 3 On. Wfi Mar.OmrsOon liosswaraniOssowIrsCos. a Catc.ruwoos MO. SI..haaaaCtsCarnal I s Rot., SO. ram. .1 a TadsS Casaarks.14.naaral laPutilno Mint Science camp . Samos Canmals Comma.appaMianaSolsolfac StlsnlakThintlos ISalvors 44wofff. Taub *am *klantlfis Vox. MaalvaSag Coomankslan HOMO. Toots Tocnhaanation ToallTaassia. "1'11`TerfaManLaw.a English La Triage Arts English Language Arts required by the task Mathematic, relates new information to prior knowledge, c.g., a. the information gathered [pp. 4-121; and Applied Learning time,hasAn extended occurred generally project,over at least a sustained here, one isweek, one period thatand of The research.questiontask required that The could studentstask requiredbe answeredto define students an through interesting to conduct scientific a extends"Surveyin the sections Results";ideas by titled speculating "Protection about Techniques" the topic, e.g., and concludesbut...willand preservation that shift "A balance toward will not betweenlong-term come expansioneasily, vernal A GEOGRAPMC4 often longer. encouraged,information.review of the Illustrationsasresearch was the and inclusion to to clarify produce of key a complete apoints report were of implicationsmakesin the section connections inherent titled "Recognizingby in reflecting the information on An the Asset"; gathered, bycreatespool dividing preservation" an appropriate the report [p. 121; intoorganizing appropriate structure oven know oaf. My report 4 On a vary rare ant/ vaaoa CONFLICT wetfna Mal many bibliography. e.g., in the "Conclusion." inincludessections; the section appropriate titled "What facts and Vernal details, Pools e.g., San OisCa Mato My !oak 4 cocoa Only on Ina local Tny acme ony by a ,wok 001YOD4cal mesas ano on a law Mac., arown7 'wand. Vyrnal Poo. in OwoOks CO no Circumstances of performance extendedtimed assignment project ATheWriting report, student in whichproduces: the writer: avoidsillustrationsAre" [pp. including 4 -6); (pp. provides 5-71.extraneous graphic data or Of,DososOlloornnl.al.*. Owof Van.on oust 4 we mo.1 almf pos404 mac. lo am] ancl a ea/ano asIwtOnlot moon On of Ina east *flora sawnam ImoIwo Mg.". conlimnp / opportunity I. Or revision creatingengagesreader athe persona,interest; reader byand establishing otherwise developinga context, usesinappropriate a range of information; appropriate strategies, am), too,,ont of TN, rasa. anaarasaat, as a gaaa/aoMalf quosfion, now can ? you ostaatt avam of.04 / teacherrevisedfirst draft draftgenerated topic createsperspectivedevelops an a organizing controllingon the subject; structureidea that appropriateconveys a to persuasivelyillustrations"Recognizinge.g., includes, and forAn in diagrams the Asset,"the benefits section adequate and oftitled argues To nswoMETHODS ter ...on researchembeddedstudent generated required in class topicwork includespurpose, appropriateaudience, and facts context; and details; pooleducating preservation the public (pp. about 11-12). vernal to centavo.n.alooMay to anyamln .n.r. I nasC0 to anCm now Ny vans.onwo. arK, now ,,O I hao to go infOnnation ors anocOng sons.. nature, haOrtal. on aomaf Ocals: *nal Then I This work sample provides/ evidence excludesusesinformation; aextraneous range of appropriate and inappropriate strategics, such as UsageConventions, of the EnglishGrammar, Language and kwon...Noy Ow VII Minn, Ef/alf 40 fo any in, is act. ormakm ayaladafa., Ma on City II.. aboLd yamExf poo4 Poor.. aka f, 4 auf Whal Artsfollowingfor the standards: quality parts of of work the English required Language for the anecdote,analyzingproviding factsthecomparing subject, and details, and narrating contrasting, describing a relevant naming,or The language,appropriatestudent independently including: conventions uses of the English aspannunt.obselno. to Nog 'wall I also inlonriowo0 Cs as mamas/mm.0a ao and fatal I was ta.g maid, Wary Mal pos$44 (Univanky ff...n fsm.....E Tfla lack is apeenalty oat; too Standard 4,I,2, Readingreads Conventions,Writingproduces Grammar, informational a report; and Usagematerials; This work provides evidence thatestablishesand the student:explaining a context benefits by identifying or limitations. the subject of paragraphsentencessepetileinncge construction; structure; repro...ay. lo Me CAy of San ova Walaction of wetlands; U.e. Army C.,K 41,1110,44s re Ina eta: ol Engineers. Ino hoary ..scam onYfromns. os. agrg, Of Sanacorn, D400). Readingconventions.of the English Languageuses appropriate acanfp.the geographical 3) reportyou and establish asby "aposing asset?" very vernal arare (p.significant pools 31;and unique being question: thoughtwetland" "how of as grammar;punauationt who two. O. Car. fiscou. Plction Oralnano swam/ M CI writtendevelopThe student orunderstanding oral reads work informational that: and expertiserestates materials and or produces tosummarizes information; toable,"Methods."engages find intelligent information, the the reader authoritative individual byby creating, referring who persona takes in to the "public oflogical section a reason- steps on theThis student: work ofmanages English the so conventions,that !hey aid grammar,rather than and interfere usage provides evidence that extendsmakesandrelates ideas;experience; connectionsnew information to related to prior topics knowledge or groupnaire"changinginlibraries," the field,"whichof forty-two land"a "several"surveyeduniversity use," adults" and maps library,"two developing flap. classrooms...andand "several3-4);photos." "a question- authorities "charts a of structure,paragraphmanageswith reading; ac.g., threevariety paragraph in of "Methods"; sentence three constructions,and in "What of paragraph Vernal e.g., This work provides evidence thatacquiredclearlyinformation. the student: restates through and a numbersummarizes of interviews, information e.g., Pools(p.i.e.,develops 3); "how Arc°as isacan throughcontrollingevident you establish "Recognizingin theidea sections byvernal posing An pools...?""What Asset," a question, Vernal uses Pools Are." 54 in the section titled "What Vernal Pools Are"; BEST COPY AVAILABLE 0 1995 National Center on Educarion and the Economy All rights rnerved. 55. 318V1WAV Ad03 IS39 pp""' 1714.41 4 sven.,3. 101 rip .911,773 pinaptIN co, 6 dr4.3.111.14--rr.414141WgiorOor:Irorproror 100040 no. 00t..0 .110 '010+0.0 Isoso.0 mw ou ono n,1 on, swop was1 town, cow,. 4.00 oweu otq 0. *Mod P.... 061103 PS ust40.131 poup Mr '110 um rpo0,01..00 9000 pa p0d010 .4 '0/01P41 ./uve 00/ Lpip at00 pup .11010.0. pod pp 111.03 ad 5414000 .opp 00 014 Dp01. geed 01. 0111 40 1011 01 000000on. 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Concepts&Morn gar.APP50(33/Concepts PoocoolnoSPdag '..Welk. SUP to. Loweenicslanalatosmakal Ilathrtados to Nano Wore Selma Come.Ya.onamok. t00 SoarersCoc.po OmwdlonsAptacallaos Saima a nlmua Sc... Tech to.oloces coaxnuakesea acwataaa anon..Sc.la Peahen00014 Coweadiallan Tut.. Sods I Nonbilinnation loderecast.. TetenloussWed. tar WO'

but SOmtar epos plants. Oa. in atn soon OrOupm canon ouch when it 05000 at time. de cob, pots moist enough N M Oahe Outagestnclaa vernal gooprOON. pc.. o0 porcloy sprout apam hOrn the 10.1. NO 'enderrer (ape tam. Many of M.. seeds; PIMPIS aPPOlir 10 Pe des Nona only N sPoCnts cannot sun,. eery ool. vent. use in Ma sum., *non pOol 'path) are 11 does net W a much to 04.1. coma, poen. Onto raring co 071 road dormant and poop* coat) Tb. NayPROTECTION Nap Is to TECNNQUES and0udn0dad land O. there habeal. would or Ow by no breakup deprossions N the tor imPawourl vornalNay pc. ere Fad 0ry tmle. con Cameo. them. Most am Panted by 10 loon; what wotad aye, Wthjut radnp [email protected] *wean; Ms you corral hrs. neer/ to towpools enure nave No boon pools try to heap envelopment wee ictentan0are. M Thank.San to rectorial away hem vernal p.a. put mapping to Intobon Nowouldfor ground, wetland be Nor. and p.10. mud'.would WNbe Nan no onlyanperviev, Ica osYN ShOrl pouf. ot dole, het emlAh tho n0.t would lust OM, pa to all or gel lined a There are Seamy awe law Sum Of money tot ape!. thattobancell Of rental pOole YOU could Cape Pood is Oh...owl...7.00n of the pools clangs. Tres dean mound. hove tO be pawned too. 11. 0 01on isn't shown watershed lot No habitat.Ne F. NONONI vernal Army Coro, Indiaof Ercenova SovIcs protons rhal.the SaleactOenperod sum you dal.. weland The U.B. Oa la any prOoent. and Wmodwater pool snaugh item may run011. moisturepan Imo Non atanother all No pant rigin tind co 11500.10 animal CA welt... de No. II at Pam daapPears, becausesuch theyLS Note is 100 oven .tr, Ihen Cop. trstFootmen retrial pOON. nu subminei pools.a 1.10catDrapes., Oade to Was of the U.S. OOP,10, COTS a Stnotto 01 po.1 Cot Nor..051.0 Ono INN Sdentatt Now is Nat Ney are Ahnduitt PON. nave Wpm 10 Own them..ro post 01 antroalsmoan nvironmce. Many IS sell an 10 loam. naturaloren Oarnalunhas. OPMe and Wt.nom . Me vernal pre. hOula be pan Oil ay NO MN would not Os isolmod .tans. NA large oresNe pan 01 thar corralanimalsP.. pools. trovol 10 eat rot Porn the otherlofty shrunpMute Mod and on snacA ptonts on or . water to. front many otnes No., will stop or drat tam. al Oa seada beCanealbarounct red croon a be would pal loop yrgly same apnea out. soon aroun00.0 the pre vernal PratMed pools by a as .toil, which 'proud unhotahhonor cannot 00 OINK., be ook, Fence, reams Pool. orstamution. W.. andape.. ...I 00 Pas ane 01room tnom is a areca.dato on for toting. Varna poold nave 1.11 Ssonmant ol rut and exOtiC Ilona No Ward OH 01 ondenperal tr Mares and arum.. and some :moon. hY at. and h to ImPonanl to Nay fat 0.50. *No they lookeOucal 0V, and peep* about comb, to may know now to pool, so Noy know now plant 0000 Often ate10clonal othsr tooling pods Manias MN ine and unusual more unknownaus* they speoe. nowt only evoNson. As Clonlists study Then 0505000 11.111,1, compard pods more intently Pal tomP.17 Po. m ...me becaUSother peonWool at around tohid( the bop Pinata.Me droupt word. They but phase. goCalifornia's into wheN a dOrtn. .v.5 pout. vama, pads Ore dilative the plantsFor example. end at.. hay to aloirnp 58 BEST COPY AVAILABLE 0 1995 National Center on Education and dm Economy All rights "curved. 59 Inlefroeure age and Oocems coua provioe informa.n. Solp very oteaue. poop,eIn*var. p131111 MOM she 0100mIponarce and animalsnolo InterestingII venal edpt topoets. Me Wanting Sbnal hog conaad changes. corgi. thgy 1.001 4000Ties )asa +mu%) now WitchIII. now to Identity otinetyl.1.m. TO MOON see Me (1012.0 muchg edocaton2.11,910.111. ano tidymay elarnenary es ma. in sogarnsSan Cap:. to toy1 sorveyol to covet I aoked hem d iney rad nod 01 wen. Goole. and 11 Nay town 0001ane has them an Oecaus4 aOyacere IM vstnal peopla pool Mete .nth ',Oka gags now to paean* them when wet or Od know now Iodate. end Lot.. It It arm,. it; and it sag.g 0o. to a do S.... knew.1141 venal Nay VW wore. were. About ISO pot21* Chan) Lauda 1101104 they h... Mal d much them, aducation Out only Is neededre oletry wagses a place people when mere mot. is what 101e01 matel moo. .m0 Th. pods very *mate gpo.rism. popular gotaapt now. ...MI he anothet idea. Ecoloonsm would be easy 10 prel geography Mal Sao Oado 40;`1..5E',"01° companysad to SanOw rngla other DO, be atPaCOOns. knowing119110111100 Ina soca spoula place vernal indieadvarbsemantsimpononae actstads a. ..wadof gloat poets ano 0111 ecosystiorn. 00.113 tn cOY A 1001 With many POOP.to olgal.Wino peopleabout to Nomtheir eetolo.9. vz,,sfom'rzr, RECOGNIZMO AH ASSEt Mere wbuid be roClespeeO SoPPOrt lot vernal pa. prolocuon CONCLUSION unpu .0 w, Oa not nave Foonglon o key to poserono vema, do.. many to boat Llama. pool3 N very The putigarn ot endanonta usual peoN :NI not po army, because the ram and 8121UOGRAPOld --2 MEL/ W/IAL ggEgond9 tierStua. eve clone yews gt their(Al Unigefsaty Fest, vonwl pools out Ow .rnseasity tags doom. of Callan.. Sand °mark Hand Pa. does .1 oak havhown Oat Cgry MIprotectunglue heal mope.nand.them. and Koleand to de. andevelop. deprgacnon. Olen Morava, OIL Zorn E9ua5dr Inman men var. P00). remain O an taws noes to Vadespned maned(goodaccessOdte. Oy tenOnptor pu.00114ameal insowenale o, 00(evetaba s4).10 nedgy ...L. (Mich pot... glare Could to delearoto 1e011190 0.A....141 may hoot waged. /tinges pi dtstuds.edgetttion mg shooing cress 0041001401099011taw imponant vernal boobbr Ponsgtio. are. as MOw easy they an us 1011,01 cotta eeYY. bop' dee.. yoonne...__Vailomiaa EpPmOm Verne/ agaves RESULT, prbel ea...cabana, opperloney ex cOu11..vedded ire oat. moors. suponidonl. no moat 111n1 401 1. pa...N.C. elm rad. 001100a,9tp lo eau wow be towed11 Yet Ong PAk -tarn viewf yarned vents poolpe1M presentation. .11 beams between eapandOn as prlanakN PecIpaplucal as.). WI balabg wse sde 8.,,,,,gnt?City Olpo o1 San Mufti., COW Co.. ottO.Nrapp, Lego00, 40 MoundNernet no. 6. Section 101.0492. Poo, Cuiaeanee June 1994. pp Pods May July 20. 1993. 394.384. CO. Moo. ath v.nS 1.04 in ttienou every Issue V 1. PIM nb.P.Per. NowP4 N.A.S.h.. Moan., Use Satan boatilst las ton paging an.. Outdo dustrallon.)MOOOMAR,. the N.M. ea is 0. goer the lea apnnps N W Yeestons. (Sea 12 Fren 'Resource Prouction 0000 on Me Oase know pope vernal Deals. ars) know how vaabstd they an. ZMarta. 0.;r07.:1,,:g7.642;`,V. 'Swap"&" ,=r:Z.,-3177917°"*"'s°""°' c%"" F.ve, tf,.,.... -. vot 104 Bmo.Or. ""'"*".. la"`ct°' Le. .4.41ITWPW: r::4"Zi'.°*n'San,X..ottu.; I7701r1.. P4 79'7 P9..70"8/9"11 no 3. Marco EN'"*". "*""'"' s""'"'199O op. 70.74 "iPtigf" COM SICligh Or POSSIOL Zan.. SAP13010. c.90 Nvo, &Ea "...Y.F.m.q. """" Nary. Cool, aswg0p D.C. 3 © 1995 National Conur on Education and tbe Economy All ,iglu rotortud 60 =ST COPY AVAILABLE 61 'DOLE SCHOOL Work Sample & Commentary: Analysis of The Old Man and The Sea II28 3 4 Canvanums. 3 Numb & 2 Gomm, 3 prone & Preamo 3 Prrryksl 2 Smencrs ENn3 Space 24003, 5 SoloVIP 7 adon, Communceam2 3 learoIngSelSerp & rne 5 Tads & &gild, Language Ant rheum llstenro Anne, Grammar I Seaga telatvra Mathematics OysrePonComma Measurement ConaPte Comp,faro. Awn Promote,Cemcpta MathematicalSawingSc.. f rents 2.00000e.oaramisur. Mathes., tMet Science Comm.. Concept, Minn.Concepts l comec00,0 awoes.. Ilmeang Sml& Ws 140=4. Comemacetto Scientik InrestagalwoSclentlk Applied Lemming Sohlrea reetmtputa Toots & Teatworms= o. Tras/PM Toole I Masi.Icohnimee CM u. cote This extraordinary piece of writing is 'el2;91' aStudents workEnglish of weretheir Language instructedchoice, to Arts write required a critical analysisby the oftask additionaltheHowever, reading towork standard, say of that comparable theit would student be quality. necessaryhas met this to partinclude of AWriting respOnse to literature, in whichengages the writer: the reader through establishing a TheEnglishConventions, student Language independently Grammar, uses and appropriate Usage of the Newtypical Standards of this student. portfolio. It comes horn her Circumstances of performance timed assignment This work provides evidence demonstratesthat the student: comprehension of the novel. e.g.,paragraph the summarizes the major elements of analytic,advancesdevelopingcontext, creatingevaluative, a readerjudgment a interest;persona, or that reflective; is andinterpretive, otherwise conventions of the English language,paragraphsentencespelling; including: construction; structure; firstopportunityextended draft project for revision presents...Santiagothedemonstrates plot,forces e.g., that "As comprehension threaten the refusing story to defeatprogresses, to ofbe the him";destroyed conflict Hemingway bywithin the personalorthesupports non-print text, references knowledge;a judgment media, orto through otherreferences works, references to authors, to usage.grammar;punctuation; studentteacherrevised draftgenerated topictopic The student reads in depth atactionsdemonstrates least offour the books comprehensionmain character, by (e.g., interpreting par. 2-4 the anticipatesliterarydemonstrates work; and an answers understanding a reader's of questions. the .1 managesThis the work conventions, provides evidence grammar, that andwithof the usageEnglish student:reading; so that they aid rasher than interfere This work sample provides evidence researchembedded required in class work oneor(or four book genre, books equivalents) and by produces a single about evidence writer, one issue or of four reading or bookssubject, that: in This work provides evidence establishesplotengagesthat inthe the student:the first a reader context paragraph; through in the final a brief sentence summary of theof the threeandmanages of for paragraph usea variety of detail structure, of sentence to develop e.g., constructions seeshe paragraph paragraph. (par. 31 Artsfollowingfor standards: the quality parts of of workthe English expected Language for the convincingsupportsassertionsmakes assertions evidence;and about supports with the tests;elaboratedwarranted andand responsible quoteandthefirst guiding lassparagraph 'a mancompound, statement can by be incorporating wedestroyed or canthesis, see buti.e., that a not "Asquotation Hemingway's defeated' his suffering into Standardliterature;Standardmaterial; 4,t, Readingreads Conventions,reads 2, Writingproduces in depth; Grammar, and comprehends a response and to connections;author'sevaluatesmakes perceptive craft. writing strategies and well developedand elements of the othersdoesadvancesoffers nora see key let an himinsight the interpretive suffering loss into of Santiago's his keepjudgment, friend him fife";or offe.g., the the defeat"Santiago sea...and that Readingconventions.Usage of the English Languageuses appropriate workThistheHowever, workexpected reading provides tofor standard, say this evidence that part theit of would thestudentfor readingthe be qualitynecessaryhas standard. met of this to partinclude of demonstratesreferencessupportsprepares assertionsto to catch the an text;understanding the about biggest the fishpiece of of the throughhis literary life"; eachsampleofThe the student year. quality reading The reads and materialslist complexityand equivalent comprehends should illustratedto includetwenty-five material traditionalin the books Thisadditional work workprovides of comparable evidence that quality."Hemingway'smakes the student: warranted quote assertions 'a man can about be destroyedthe text: but overconnectworkthe tremendousby truestSantiago'smaking test evaluative odds, of dreams how e.g., much judgmentsof "This lions courage is to perhaps his that and victory frommagazines,and contemporary at least newspapers, fivethree different differentliterature textbooks, writers. literary or the The andgenresequivalent studentmedia, and in telltext,supportsnot defeated'a where part the of paragraphs theoffersassertions story. a key e.g.,two, withinsight inthree, evidence paragraph into and Santiago's fromfour four eachthe lifethe "; organizeseverdeterminationkey truly elements defeat the materiala personSantiago"; of she logically has" quotation and by "no usingfrom one thetwo can thesis produces evidence of readingtextdemonstrates that: as a whole; a thorough understanding of the e.g.,thenfishstudent Santiago comments"No recounts one finallycan on the take thecatches episode significanceaway is his ineaten which lose of by for thethe sharks, Manulin events.large and whichstatementconcluding"destroyed" are repeatedas devices paragraphbut in "not toeach guide defeated" returnsparagraph; the structure, toare the the quotation elements i.e., usesextractsi.e.,identifies ideas, paraphrasing salient complexities information, information judiciously. presented levels from of meaning; inthe the text; text, manrelatethis,or memories nocan to one thebe can destroyedinitialof what ever thesis: oncetruly bur "Hemingway'sdefeatwas,not defeated' and Santiago" because offers quote as of they 'a in the guiding statement. workThis workexpected provides for this evidence part of thefor readingthe quality standard. of key insight into Santiago's life." BEST COPY AVAILABLE 0 1995 Nationol Center on &location and the From) All rights reserved. 63 A 0 o o o -o 0 II In France,the teachers texts studied should in see class to itare that within Mee dem lom Mae inabilitiesreach terms of andofthe length tostudents, their and needs, content.suited accessible to Theytheir offer noEa masWarenb.ea.., ask M.D. dame61rot 04 mo km ha, Sam. fro a few boon lud dm h.. h es ma dna. S.M. mama to 'ow now ad. Man !nooaf, a very stem dm dentmann Pm ea demoy de Ma 4 Ma ea bin off.mlubte 1st ia extendthemselves,the students their tocuriositythe understand possibility about others,to cultures discover and and to ANALYSIS OF P. Or VLANI TAF Maddamtass. 0.0.dohdb YoeMaeMonMInneonad U.has 0.110 it04.1Madyda ha mo h. Swab Me sad on hm mbhd MIaham,_ -man. nd Ms ...a diels hbedn nandne MI. de, on no Maud permakey etymon the a ea WI [Mahn m am a ha MI.,. Ma. dm. lbo4 Ma bto mum au.. 1 it Swims rm. eM ma dm. a fed Oa mr. af ow* thatrealities they that do orenot strangeknow well.' to them and tr, rt<0.00 lits-OhlidomeibLSO. Ent HwiofwrdHmamy 0. amodi Sorb. Mo. amid.. by M M a..mm ad (00 In)drtibmsMIMI This mansenodM.. le SkohM[bey seuch ..to eh ham Omboncods no Hahn.mimic teal Mut o totaka. his mahhod ,MAJd Mom mgr.. seq., tent. for eamormen 00. an atim ea mbefdam.6 MO 00 ,00,5,00,080. sami 1. AbnThos al" Mardi:5a.men., A. hen es h 0s.0. hd oat he Cone es: Programmes et Instructions, C.5adineaaltr.M.fendHe is .es. madaMil an dedshoieedha wade. denMs dam.asd me Minso MsdeMae Mood ohnesat radang cam iaaphis his'erter .,mwcat. a cam Op`sal gred MMartio dem. lueaddewPin oven. awed.bosh. cam m01 tangle.andof adamalon ma. Csam NsIsom'. UMso Ws tha am fahn and from mem Ma cm Moe amyre. Ids Me dt made.mho. dm mcd m atm gaff. me abom bay . pa.of hadhim= et. fhb*has ha el W. dm ea ia oats iatle. Stt hemp ad! dam.. ThemIn Me they fa. mme of ea oaf 0 a lireo. S.. el mmea bale Hendmmaysptimtanchoms Lel a eampledly Me mateto dm dm Mood,Mcs cm of by be his sham skienly00 ys. ModMa ha Wend list nom *Wart bagh ss Oral My en40 tanLamm, inns Manes tow au AS his mactim ad lass amomk I. dm Sun. Ms pro eistorkos Pip Pni tht dine hon. ma egg 51 0.to.. 's Mewhotomama d.ba he hbab 10Man Of OM m ...... 1E. 006:00.ft areaSerbpad dn.,. ancky. dm. r. M oh am on...O.*. ems mrlim an. ha HO P.mdyad Mb far h.. Irry100.0.51u....u.sla,.a° we're arsommes.o. mat Mon des admi. dm Mt nah eh ame. mt . ,s .r newt, withInsSamnassashosdCl. myOM high csusturs0meldo header. mam Mtn. mat shaft a andor changing rims; solve problems involving equivalent modelsandreasons to make situations proportionallyproportionally smaller geornetrierdly and withM larger situations measurements scale ro formulate withdrawings, similar to andinterpret figures; maps usingcolonygraphing relationshipsdiagrams, nforganisms and explaining sables, benvecn dm graphs.doubles the the growth length words. came of of a andpopulation theday; formulas sides of over ato square show Linn the ofand a its Example, alp...fin-martin thatdevelopingone may trial drum is and known mer. analyzing undemanding gamer of include chance fora school carnival isrelannon not a number required. magnitudes line and of hasnumbers; a sense no of the magnitude and relationships and by location that scientific notation Example, ofperfoonanto doorcartoonsdrawingsolve may problems. enlargements domino..ro posters. understanding a mapand reductionsof school Mande or accurately home; to scale. e.g.. examiningAppliedstudyingperimeter Courting the and arras asepses area: thatStandard on of he wheelchsir enclosed rampsby 24 testand ofsuits fencing (ro alto and displayingrwodeciding(Ir. she cubes, dam Applied whethet with or one an Learning tt accuratelydodecahedron Salaam/ drawn to I): arriveand divided at a specific pie chart; number is most advanmgento to use duce tetrahedra, &ler of perfiremances thatsameadescribing penny. may object: dernonuratt 3 thepack size of notchook ofundemanding a million paper: ttfoll include: object.and a milliontht.g.. a shue of that boo. investigatingAppliedstudying laartungthe steepness the seraStandard around of wherlellall 0: the school ramps and and neighborhood stairs bar elm to allworksnlvuingfigrin ten for outdays: herg the foror followingmaximum 01.00ten days. the problem: firstShe artm day.will Your pay$2.00 principalyou the either second wants 16.00 day,to eachhire $3.00 day the for you to nationcomparinggatheringwhen rolling(see and the alto polyhedral analyzingdata Applied with publishedlearningdice;data from Standard 3.11triC3 the neighborhood I forI: the city. and 112,C. ns nationcomparinggatheringlocating Orr .05..1, andalto rho analyzingApplied data6, X, withh. Learning .5.dace published and from 2.33Standard the =links on neighborhood a S):number for the city,line, and stare. or sqwrefindingdisplayingdescribe units. the the data minimum mooif dimensions with of an an perimeter acre accurately are and whole afor square drawn a numbers:rectangle mile; and divided repeatingwith an pie area thechart, of 25 (terthetwicethird mostNCTM. day. the money? amountand Mathentaao us on; Inof which theor $0.10 dayTeaching way before. the would lint in In day theyou which Middleand earn wayeach the Schwa would lostday money?thereafter you earn differentclass;graphsusing comparing to disphryss compare box.and.whiskers the characteristics kinds of plots. information of stem.andImf rho boys provided and plots. girls by and thein the 631 thanfiguringburet by into ourourmultiplying all-pound WILIfhow topercent computean burgs: amount more a bed15%,by.0.15. is 10%,needed 0.1. or or ro20% 0.2make tip,on apaper;other X.pound numbers.pertmeterinhowmocedurt to predict (tn.for continuing rectangles,ofNCTM. the dimensions Mathematic, thss area investigation of 30. the Torching 35.40; rectangle with andin thelarger withfiguring Middle minimumwhole out Schad& ofwallN:7,L.Hinvatigaang a brickL feet to wall longdetermine the to andfollowingsee Hwhether the fm numbersituation:high. rho Examine scents N Bricklayer of bricks to a be brick true.needed use vn0 If it to works,to portion build a rule . cousinsolvingExphinthat ofthe thethe following to sestetprobability your probability cocainproblem of whyrolling Your of this getting afilth is12 incorrect,grade on 12. me cousin numbered and isconvince convinced cubes your is MI, consecutiveintegerssolving the odd following numbers! numbers?or even? problems Always? Why? What IsHow the can about sum you ofthe say two product about consecutive duetof two examininghalfusingmaking those measurements oflogos one's of ownbusinesses vileness body (see andinthe UCSMI! widths ydlow Tnsmitionofpage, body for pans rotationalMashonario): that arc and two-dimensional, cardboard or paper replica of one's self why? TransinsnIf not, what Markt...slat. would be a boon formula? ber UCSMI? studentsolvingfinding7inching opensthethe "locker last everyin the two problem', locker.Middle digits anotherSchool): lf,of inOM a studentschool ( NCTM. closesof 1,000 Mathnnatio every lockers, other one bilateral symmetry, lockersuntillocker the (opens (rd,are thousandth open?4'h. Closed 6th, Why? etc.), lockersstudent a third and damps crow,student the.thourandth open changes lockets), every andlocket, onthird on.which 71 70 BEST COPY AVAILABLE © 1995 National Center on Education and the Economy All right. reserved - P - D The student sale. problems5. that make significant demands in MathematicalProblem Solving Reasoning and The student:6. andMathematical Tools Skills The student: 7. CommunicationMathematical The student8. conducts at lout one large scale inv.dgotion or project each year drawn toPutting Work Mathematics Theformulation,one orstudent!l'roblent more ofproblem Meseformulation aspens implementation, of the solution and process:problem problemconclusion. arithmeticknowsrationalcomputes and numbers; accurately computation,:0000 the correct with uithinetic order of operationsoperations onfor organitoalgebraicaccuracy,usei mathematical work, equationsincluding explains Lonna=numerical and formal.,fatal and tab!esof reposers...toachant. solos and graphs. equations.on ually with and and approp simple diagrams: in A singledrawnfrom investigation the from following at least or kinds projenthree and, of may the over drawkinds. the oncourse more of than middle one school, kind. investigations or projects whatextracts formulatesadditional peninent andinformation information sollety is needed;from situations and figura out variety of Inconingfrd problems; referstempenturemeasurescatima to to geonactric numericallylength, accurately: area, shapes and volume, spatially,and weight,trams correcdp time, and tousesmeaningsyncing, understands mathematiol labelscleat to drawings, the language audience; and to uses make other complex techniques situations to make easier Data gathersnukesselects aan datahypothesis issue to investigate; on no opened finding;study based on civic, economic, or social issues, in which the student TheProblem student: implementationtheyformulates must be conjectures or seem true. and argues, short of formal proof, why organ..ppropriatdpus. equations, data on formulas, than, and and graphs. simple includingolgebraic scamsnotation plots, showsandexhibits understanding defending developing work: of reasoning =mop. by abilities oplaining by justifyingideas not statements usesshowsandanalpn theper howthe frequency datathe study's using and concepts nand.distribution compare from of Standard the wid, dual the 4,hypothesis; eg., considering moon and median, statistics to summarize saveinvokeaevaluatomt. making problem those sketch.. of solving others; to clarify situations or organizingand Imo. a variety of approach. and understands and egies, such as illustrating with anddevices,usesbar, adviceline, recall. mathematicsand frommental circle peers, ornputations,graphs, tots, as appropriate, ettaniptiladou,and Venn pencil diagrams; toand achieveealculatort. paper, solutions. measuring °imports, othercomprehendsyounger onlysauna's. children; to teachers mathematics and assessors from reading but to assignmenu fellow students and or from Mathematicalwhich model of phricaldescdptionprepares phenomena, of how the Oen project used oar in tarried science out, studies,andthe an explanation in of the findings. presentation or Ivan that ineludo the question investIpted, a detailed simplerdetermines,information parts; inwhere a table; helpful, how to break a problem into Ersmolo of mathematical Aril1rcus andusinginterpreting took the Orsini.... formula graphs AvY,bh and charts fortonary areas published and of rriangln metric in the newspaper:rulers:messured with Esaamplet of nonhonotiral ranononieroionandrelationshipusing area, diagrams. of the includetables. length graphs, of the woods.sides of and a situate formulas to itsto perimetershow the theusescuries structure;function understanding governing from behavior Standard in the 3. partindailymodel; with respect to theout determination of student study of physical spleen wing a mathematical representation of mathematics;Integra.graphing,solvea for concepts soundunknown seasoning, and or undecided techniques and oth.quantities from strategies; different using areasalgebra, of usingmakingwhichonolping measurements offers a adverttwo-dimensional. ben isements also of forlengths money,kt mrdboard different and widths music a paper of dubsbody replica andparts ofdeciding that ones are self comparinggatheringhowusing oo symbols get and thehorn analysinganddata your a ...id, Cartesian home datapublished to from school. map thenannies to neighborhoodexplain for tothe anodic, airy. and state, student preparesbyphenomenongeneralises the situation; 2 presentation about and thegoo structure beyond or rep011 statisticalwith that a rule, includes analysis Le., the of question investigated, function, that derly.appli. to the pattern of numbers generated detailed make,makesallottedworks effectivelyjustified,sensible, time make logical reasonabk in thisteams statements. an whenestimates;appropriate the nature suategp of the task or the figuringbyhalf multiplying chose outow of howhow ones an tolung amount ow.compute it body would by (we a0.15. take15%, UCSME 0.1,to 10%, say or Tyrolean. your0.2or 20% an name paper, tip, Afashernatird; aocher million than thecomportusingor nation: kinds box.and.whiskers characteristics of information plots,of provided the nomad bop byand -leafthe glob dill plots, in ens the and displays; duo bat comparing graphs to Design of a physical generatesdescriptionWU mathematics a dhowplan to the build project from mnsething Standard MU canind of 2 value, to out,make not and the necesnuily an design explanation realistic monetary ofor the appropvalue; findings. r i rrr e.g., ItrUCture, in which the student The student:Problem conclusion verifies and interprets results with mom to the original times, how long it would take to count to a million. do.whensquaremaking explain you when the triple why. following you isWhat double perimeter? conjectures:does its perimeter?doubling Investigate Whet the What circumferencehappens to happenssee if tothis theto ofit the afrotruea circle area trioand if descriptionprowsummarizesareas prtsentationand volumes dhow the important the inor general projectreport foam= andthatwas of includescarried ofspecific the structureout, geometricthe and question an shapes, explanation investigated, of Me a findings.detailed Erampfra of problem ralyinganalysinggeneraliauproblem and advernsetnent, masoningsolutions situation; 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ExamplesOther kirsch of inonngo,ias of projects or putting projern mathematics to work chosen 17 student or teacher. tins.:figuring how not long how it long would ,t would take totake count to aoy to ayout million. name a mullion fertiliser.comparingpublishedgathering duration andstatistics the analyzing growth and for exposure duors dam city, so fromof seam to plant sunlight. the or underneighborhood nation: a variety and of conditions, comparing e.g..the dam amount with, of watch C 1995 National Center on &newton: and the Economy. All seem rrrrr ord. 72 BEST COPY AVAILABLE readingdiscoveringanalyzingdesigning to and andfind relationships concocting equippingmorn relationships agam=among tecreational of and chance and properties aro',months. tot Groom a school of theacre carnival; numbers with a limited in Pool's budget: triangle and 73 M D34 LE SCHOOL Work Sample & Commentary: Dart Board Waling 3 4 Comma:nu, L141114.4 Ovemby 3 Fvution WW1= 4 5 resent Nalwrutical annta 2 cab 0 mm.s 5 Scientific 7 Conaantrte s103 or,* 5 rams &gild, La Triage Art Realm Oram4m asap Mathematier01..en vanursom Con,la C.v./UsI 41p.4 hoest4reyCamera Manor..Mawr/4gWring r lawssue CarasunkadenIherrtalcal awns rig Science Con. 5.1444 11.1.1014 Sclattlac 1=474c4n414410, CSden4atratun00ket. tit Applied Learning R 64eSINN TerlInNIM od,. het lo010iKtragas Tsmrpn544.Fattuna, Tools & iosItniqueY. tn, 00a, The quotations horn the Mathematics StudentsTheDesign task were a dart asked board to respondthat has tofour the regions following with task: the This understandingMathematicsstudent response of evidentparts provides of Geometry in evidence this student and for Measurementa strong work orecompletecommentaryPerformance shown performance on areDescriptions pages excerpted. 32.33. descriptions in Thethis scorefollowing100 value points features: probability 96 10% Concepts,appropriateparticularly particularly includingarca. uses Also of panscircles percents,demonstrated of and Number decimals, annuli are and (rings). accurate squares, Operation and and 50 points1025 points 40%30%20% andinvolvedsoundsquare Mathematical interpretationroots. are evidence The student'sReasoning. of for the parts constraintssystematic Mathematical of Problem approach and Solving quantities Skills and dimensionsandThe to3,000mustdart the board have areasq. and cm. anmayof explain theareaAssume be region. anybetween your shapethe Makesolution probability 1,000 (circle, a scale insq. words.square, cmis drawing proportional and etc.) with ThisMathematicalstructureand Tools work of from the sample Communication Standardsolution provides provides 6 are used with evidence effectively.the reader. for for clear The the ThisCircumstancesmiddle "Problem school of the ofstudent's Week"performance portfolio.is an excerpt from a Standardfollowingquality of 2,1, MathematicsworkGeometryNumber expected and and Operation standards:Measurement for parts Concepts; of the ProblemMathematical Solving andReasoning The mustthatMathematicstask satisfies callspartition for giventhe this required student areaconstraints. correctly to byset Then theup into a task thetotal regions student area of StandardReasoning;Concepts; 6,5, MathematicalProblem Solving Skills and and Mathematical Tools; TheProblem student: implementationundecidedsolves for unknownquantities or using drawingsizesfirmmeasurement proportional grasprequires of areaunderstanding to and the measurement proportional given percentages. of appropriate reasoning. is needed The forA scale a wellTheStandard executeddart board 7, Mathematical diagram sketch iswould not Communication.a have scale provided drawing. strong A reasoning,algebra, graphing, and other sound strategies. calledProbability,successful for by solution. while the task. mentioned, The assumption is not actually equating the boardStill,standardevidence concentric design forof proportionalGeometry and circles the board andare reasoning, appropriateMeasurement fits the constraints part for of Concepts. the the dartposed betheregionprobability ineffective. board presumes and of hitting that that players' adarts region wouldaim with at always the the target area land ofwould on the by the task. andofNevertheless, solutions. complex. 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BEST COPY AVAILABLE 85 IDDLEco SCHOOL Work Sample & Commentary: Candle Life 3 2 7 5 1 3 English Language AreRe.* UsisohpSumsVie*, Qom:[Irons loft OUP thane Mathematic,CaxtonOpmliceNurtee larstoorantGem., GViepa Cone*Frahm AlpOry Mils.1.00611yC000pm Mauna...arrrmMlSoN4mss tmr %oh CasranicOmMaw.. laseanasics teIbOrp Wed SCUM, ConaphSomas Us WartaCamp MOWN, Scirdnt Teds hanolegbs Salift Sardine Applied Learning NW.Why Carrarts.TM:04*m leals Inkammo= Tools TKInlosa StudentsThe task were given worksheets from Algebra arecompletecommentaryperformance shownThe quotations performance on aredescriptions pages excerpted. from 3233. descriptions the in Thethis Mathematics TheandExperiments, decimalsquestions,worksheets Bookand while directed to 1: use leading,Exploring astudents linear are Linear relationship. informative to write Functions. fractions and 4.0nou Circumstancesinstructional. of performance sinpme... 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Concepts; originto(near expect zero) (0,0) the but no line it volume, would to pass be nothrough reasonable time! the 86 BEST COPY AVAILABLE 4)1995 National Center on Education and Me Economy All nest reserved. 87 0 0 D Because the air is at room temperature and standard measuringpressure. measuring in cm). the air in ml is equivalent to The TheMathematicalcask's students use of the phraseSkills "bestandestimates Toolsfit" is undefined numerically. valueextinguishcontainer,After collectingfrom theeachlthe) student her candleset data of determinesthree by over choosing trials. three Shethe trials the "time does intermediatefor toeachnor r Shelinearhere. nakeddid Presumably,regression nor eye," use twowhichidea this data for phraseis middleappropriatepoints, means school as instructed, "bestenough students. fit toderail but the of this andextinguish Insteadcomputeoften closethe she an candle exactIv,opts two tobyaverage, ofapproximate choosing the three as encouragedan trial the integer values. time between, neededby the task. to rli±kLia,se-Poad strongTheher approach determination evidence was that sensible. of the slope student and y-interceptcan manipulate provides valuesexception.She does for this This specificfur method each task container, of ischoosing as appropriate with intermediate one curious as the Y cor ° out crifiat3 providesalgebraic evidenceexpressions as welland equationsof the following: of lines. It Statisticsones offered and in the Probability instructions. Concepts ,t,.,adhl-Saan91111C21'211" unealibb eij_JACO.71 se jj:c; ;igg top nite:/1ed, mirOen. cold TheMathematical students Skills and Tools The student: withcollects appropriate and organizes tables. data and displays data cruD,, a oncomputesnotation rationaluses appropriately;equations, accurately numbers. formulas, with arithmetic and simple operations algebraic ys rr,+t)25°Y -2500 D, ,o0 L., TheFunction student: and Algebra Conceptsrepresents relationships with...verbal or 0 o ao Y';1-504-4 2111 v4,0- 04,4+11_14-p assignedindependentIn the names data collection andand unitsdependent table,of measurement thevariables.symbolic student Hereto rules.correctly her she incur- -5-452fle_ 0.432._roalitrIL ...1.0.1.3 =entryreedy 0.032 woulduses only read units something of measurement. like this: "rime A corrected (in sec.) size (M 2." GrimmNW Corm& (C., MUD, wan..,. (.1.1.Kag **now. by Alury Camp, Pepe.. by prentwon bn..10 classTheScience task in which consistedrequired students of by an triedthe experiment taskto find a inmathematical Mathematics TheScience student evident follows in the this instructions student for work gathering, data, where measurements are not treated exactly but necessarytherelationship length forofcomponent between timestudents a candle the toof understandamountcombustion, will stay of airlit.the yet inOxygen process ait jaris nut and isof a Inschoolexpectationsgraphing, two places,level. and for analyzingthe Mathematics student the deviates data, standards consistent from at the the withinstruc- middle andtheofinstead measurement, middleTechnologies. considered school arc levelIt to evidenceshould be for "plus parrs also of or goodbeof minus" Scientificnoted technique by that an Tools the error at Technologies.skillsanalysiscombustion in Science and to applications complete Standard she required6, Scientifictask. inThe the Tools mathematical task and draw on arithmeticacommontions sensible and inuses averagemidpoint Science data and analysis inthan the taking in data Mathematics,techniques points rather from than that i.e.,the anare "bestexacttaking more fit notcontextpositive surprising. ofintercept an algebra has exercise,no physical failure meaning; to note given this theis 0 1995 National Center on Education and the Economy AU rightt "nerved 88 line" instead of actual data points. Such treatments of BEST COPY AVAILABLE 89 MIDDLE SCHOOL Work Sample & Commentary: Candle Life continued 42 5 2 3 8 2 3 7 a 3 1141111, Nun. (Immity 5 Prob. 1101/1...1 Pl/skal 33 ,.31.01 Coms/11003,1 Inkortion Enghtb Language Arn Mathematic, CannIAS03.380on liessavnurt1 Cue*. Raw 000. swanPrte/13033COMM 111310920calMoat.sohlrg Tuals Cans3r1c0. Asseenalles ea YonNU* Science Ce0311303losat COMM C Appl.ansawma kes 3.3,103 bob Tchealcs0.3 Stlerele trwesliptionSelsrek Applied Learning WA, 3.0.31,3 ioab Tea red.Teldnipass TheMathematical student: Skills and Toolscomputes accurately with arithmetic operations -**.anctle Life ----____ on rationalusesforknows arithmetic equations, andnumbers; uses computations; formulas,the correct and ordcr simple of operations algebraic Function and Algebra Conceptsnotation appropriately. .322"' j 0 .032 (40)4- 2 tss ; oreen,l,m, Uni comer, PAIL The student: linearfinds solutionsequations. for unknown quantities in 1. 15013.23/,5.0.,...0.1/./1.133/....W./ 01..3. 0.051a 42 use /nu.. e.g.,ofThe time this 960,002"a into littlequestion. units over seconds that l Thel days." give arestudent the not answer appropriate should more convert unitsmeaning, this for length on..1,3W113,/ond. csou. ifeb7.21., 0.032x ti uou,./ .1 b.*/ volumesThe trouble will with not resultthis claim in longer is that times. smaller The Ses..rn°.3 U2 "12'2. au, N,picos,"". gbO°02 set '"*"33 dataandtimes already large for suggestcandles volumes. specificin covered extinguishment spaces of small yyry umdrel,miaA_SiohnikE-112112r2ILthTSLI6---0,o32.(3094 Coh040) La cco0 LMOz-uz,>.. ho/ C4/,03, 0311 Ndw'Wdr/n'..a CNM you. ,enol*

90 BEST COPY AVAILABLE C 1995 National Center on Education and the Economy. 91 All right, 'nerved. TheStatistics student: and Probabilitycollects Concepts and organizes data and displays data Japanese students in middle schools are TheMathematical student: Skills and Toolswith appropriate...graphs. knowledge:theirofexpected functional ability to to that "deepenrelationships make some full their phenomena use andunderstanding of suchdevelop scatterorganizes plots,...line data graphs.on charts and graphs, including twothefunctions;are functionaldescribedvariablesvariables.' that is relationship througha considered linear theequation between use to express of with linear the thatrelationshipsFunctionThisGoing thepiece beyondstudent and of wids...verbalwork Algebra has shows met Concepts"represents the goodor symbolicstandard execution rules."for Functionof To say SchoolsCourse of in Study Japan, for p. Lower 39. Secondary datacomplementedtoand to provide select Algebra theevidence by Concepts, appropriatework infor which thehowever, functional related the student it aspect would relationship uses ofneed the the to be Similarly,functionalstandard"analyzes to relationships." say the tables,student graphs...ro has met the determine standard basedqualitywouldfor Statistics onneed showing evidence. to and be that Probabilityaccompanied thr student Concepts, bymakes work conclusionstheof comparable work

© 1995 National Center on Edna:don and the Economy Al! right, ',nerved 92 BEST COPY AVAILABLE 93 'It SCHOOL Work Sample & Commentary: A New Look on a Budget 44 3 5 7 8 3 in".., PManit um.,spa.,Vsina ComenttordGran., Ilaa9P Umlur Cowera mamas.Gomm, aCsatapis ithplalloPlabailalyCarman lasisepallaala D0100 le *ea Warn.Physical tin Saimaa Umtata seas apst CancanSaimaa Corcactlans4000,0tons Splemalamotnq aSclasP0c lachndaglas loala antesen Scaaera samak PrselsoWain Tachniques iada AKAHenna. icon Than Englith Language Art, Mathematic, . Science mean Applied Learning StudentsThe task were given the following task: ofThe fractions many computationsand decimals and,include to a manipulation lesser eaten[, completecommentaryperformanceThe quotations performance aredescriptions from excerpted. the descriptions Mathematics in Thethis includingsomemustDetermine carpet,way. windows Draw paint the to two costandscale, coats, doors.of onredecorating graphand use paper, wallpaper your each room. wall, in You theandappropriatepercents. standards calculations, Repeatedly, quantities for providingNumber andthe student accurateand evidence Operation computes measurements for parts Concepts with of are shown on pages 32-33. completedThisCircumstances was a primarilylong -term, of at performance home.individual Measuring project, instrumentsto be standardwellThisand Mathematicalenoughproject for description toMathematical provide Skills evidence isand organized Communication. Tools. for partsand explained of the Thisand Mathematics calculatorsplanning project were required allowed.requires students by the taskto be skilled offorThis the the work following quality sample of Mathematics work provides expected evidence standards: for parts A New Look studentsSomecomputewith one. formulation decide quantitiesand two-dimensional what of appropriately the information problem measurement is andis necessary needed accurately. when becauseand to Concepts;Standard 2,1, GeometryNumber and and Operation Measurement Concepts; Determine the On a Budget redecoratedproportionaltobuying bedroom paint space.measurements. reasoning and when to connecting make Students scale that mustdrawings information also useof the StandardReasoning; 6,7,5, MathematicalProblem Solving SkillsCommunication; and and Mathematical Tools; wall, 2incluchng coats, and use windows and doors.wallpaper in some cost of redecorating way. Draw to scale, your room. You on graph paper, each must carpet. Paint operations.two.dimcnsionalThis project It calls can measurement foralso skill lend with itself asand wellto understanding consideration as numbers and ofof TheStandard student 8, plans Putting to redecorateMathematics her toroom Work. and creates redecorate.lamb, After being in the I had been annoying same old, boring room for four years, it was time to Mathematicsvolume or use of evident optimization, in this e.g., student minimizing work cost. addeda realisticinremainder, ways"mist" scenario that of which being the with $700impacts able constraints upper to shekeep limitdecisions of 50% $700could of andto thenot. be the made and calling.circumstances.finally relented. She She She gave me a 5700agreed budget. to /et me redecorate my mom about it for but I had to do my morn only under almost a year when certain she satisfiesThisMathematicallints student partsof Putting work of the providesReasoning Mathematics standard strong forby Problem formulatingro evidence Work. Solving The for the work problemand also ManagementPutting Mathematics and planning, to inWork which the student: thisif there challenge. was any' AlterWso added a few thatdays 1 couldof keep careful 50% thoUght, of the remaining I decided to take all of the figuring money, on of redecoration,orderthe task, so proceed.and imposing determining The constraintswork the then information shows not required the needed student by in determinesnotes any constraints a plan. that will affect the plan; labeled the walls I began my project 2, 3, and 4, so I by measuring each wall's dimensions carefully. measurementsfact,implementing by determining theand redecoration, calculations. and making inclic spirit appropriate if not in ProblemMathematical formulation Solving Reasoning and its lengthdoors timesthe would woodwork, height. be doors, a different color. and windows separately I found the area of could keep track of because the woodwork them. I measured and Mathematical Skills widthsbeyondCommand of simple rectangles. of the multiplication concept The workof area of also lengths is showsevident, times elements . The student formulates and solves...meaningful problems. dameI numbers.kept all of this figuring I did inthe a samenotebook for because the woodwork, doors my mind will not hold each wan by multiplying and windows. all of / and Tools The student: measures length, usestheGeometryof understanding student of units and converts of Measurementappropriate of otherbetween parts size, Concepts.units ofand theof drawsmeasurement, standard For example, for TheProblem student: implementationinvokesas...organizing problem solving information. strategies, such achievemeasuringuses...pencilarea, accurately; solutions. devices, and paper, to 94 accurately to scale. BEST COPY AVAILABLE 1995 Notional Grow on Education and thr Economy. All right, reserved. 95 AVAILABLE COPY BEST sword. riern /111 Economy. the and Education on Centre National 790 0 97 and pan a 11.98, S 54.90. for paintbrushes 2 and 13.49, for 96 I 2 paint. purchase of coat to sewedhad for and paintthe quart for woodwork I with surfaces white square of the quarts cover 2 not bought kitcould roller I I quarts.found paint expensive stores 70.41 hardwaremorewere muchpainted other were be2 to items surfaces same allowing doorThese andfeet paper. work samewood 140.90 the The isor feet square et nt: stude theto eventwhich the in needs...ofplanning, andthe be...planned. determinesManagement The paper. the in advertised storethan cheaperthis fount was I tools paintwas stop for nemmice Theadvertisedadvertised more a of possibility solution. else considersefficient of type eheatter a use to decided ceiling. the For Aqua. be to Work to needed. Mathematics is information Putting the I sincefor 114.99 fine a waswhich 331,98 cost required, paint cost wall watpape4 The rota. The double quart. in I soldfor 11.99 only wasand papergallon planning,it student: and Management the which to paint 100 wall cover of mdloo would I quart (01 114.99 l and I offeet mice square the 400quoted cover also wouldClassic They walls leer. regularMoantinted additional what out student...figures The paint. wallpaper of coats of two roll for Opt sufficient feet. square be would 17/24 gallon rolls 113 I warTwo papered leek square be to 36wall covers The reasoning. Mathematics quantities Work: Putting for wpaint plo of the gallon with MeI that help said to They purchase. to paper and topaint went of Iartunmt Reasoning and ProblentfarrnutationSolving Mathematical Problem ceiling The 1 fen. square 500 mover should will and feet square 168.6 was undecided using...sound or unknown for solves gallonaveragethat obvious anpurchased on was It I so feet. much. square too 100 was covers gallons paint quart 2of and amount oaa enough and This not oven. was gallon I sad implementation students Problem The and fret 52 square wall to 11124 parallel 81 44'sis it becauseWall wallpapered. windows /11 wall of as or instead doors, square paintedwoodwork, amountbe would extra same wellno hasthe of arim numbers with rational accurately on operationscomputes natant W. which painted coats, be covers to two space gallonrecommended wall One amount paint. salesperson to feet square The fen.483.72 squarefeet had square 241.86actually 400 asoning and Rea Solving Mathematical Problem bad be 44to willWall of palmed.Inn square be to /400 woodwork 801 had of 43 fen Wallfen square painted. 1/400 of be tO to andwoodwork painted Tools and Skills Mathematical student: The wouldinsisted company mom My paint buy. the to circumstances.much howof no advise total andThe measurement,figuring. that diedo I Mat and conceived one well is paint to explained. of Tian wellone SO OS had of 52 feet Wall square painted. 1/24 3 be and to doorsvialtpapered mid woodwotk be to wall of of foot fen squatc square 531144 Irina numbers,accuratcly.. ..rational and consistentlymultipliesstudent: how sine be to bad I wallpaper, and paint the normal purchase Under could purchase. I Before to much Ian and togallon purchase solutions. calculators,.,. decision achieve The andmy withpetard up became to wall1 figuruig. of feet of square hours 16191144like seemed had what el Walldoing figures.After final Concepts and Operation Number The Seam Ocean of toll a selected also 1 18.99. cost 02. will for wallpaper numbers; paper,.... rational and on uses...pencil operations to process same the used I angle. degree 90 a at met ceiling. Mat wallsthe of two area the recognition sizes. equal the by have spared walls is calculationopposite the Some that Instructions, et Programmes Colleges: p.90. only that paint white arithmetic Tools with accurately studentscomputes The from the multipliedsubtracted I wascup., window needed the I ofwhere arca area the window,die find To a had well. 3 9 the well of ofBecausetheater, loath vAtbin between system. miles, easeandmetric inches or convertscustomary e.g units, a accompany reasoning.train to to calculatorsought deductive computer activities.use in themselvesto aable of these Use be as numbers...written fractions. and as..mixed convertsrationalSkills ofdecitnals,.orMathematical forms and inches the Yards. find in heighttostlome 144 andbythe area findlength theto 9 thedivided by calculatorthat ! divided wall. my each I onoccemary, multipliedof indite Whey square I Next feet. the 36. findsquare Imes to measure likesquare ofunits, units of appropriateusesmeasure; with corresponding .of chooses units.. and Mee to andinabilities, in drawingand, apethose writing; andbasic with measurementin thecodsundionand perform heads with, kinds computes different accurately the and consistentlyand student: applies, The gonad yards measured andof mambainches I yardstick tothe rude multiplied s Usingconvene-13111e I inches. used, I I to methodThee yards inches. rocasuingconvert and To theyes& inches. is in Here welts total the the and area,.. length, understands student: The for coetioawretioesksetdudeol,glivoe tools use to ability musssolid leowoctrtkergoMt a acquire however Concepts work. of Operation kind this for and praise Number too are Concepts 122 and Measurement Geometry licil areas ntimhers her the rewriting ThrMat scentsfractions. when it made, calculatormixed is of mention instead a employs nodecimals Thoughstudent us feet, Many squate converting.12 significant. of inches, divisors when squareand use correct32 incorrectlybetweenand ate yardsconversionsofwould instead square students 3 Theand 00' a A MIDDLE SCHOOL Work Sample & Commentary: A New Look on a Budget continued 46 1 rating Lernha Nro) Canna°MIURA Wm, 5 1.11wWw CenaikaOperasWoke °marry IComer Com&Iv.Wer& p oanxeaInksallatCancwp 5 aka.larlexaticalRuse.,SeMea a 5 asilwakkai a Ake Cals.:Wan7 listenstral katemaks wrenNAN emoteSaranTOM 2 Concave Seinees Commack&wackier & 5Wiratia 3 Weal& Stlekfle3 Twe Taeteeeepe Canner:Wm7 Wealth inkstiptlimlatmalla Prob.Stlrag . Cernwkstke akerwat Teets 3 TackIrdonnam Teals tnnionwi English lantguage Are Number and Mathematics Science This diagram is very accurately drawn to scale and Applied Learning Mathematical Communication TheOperation student: Concepts consistently and accurately about the closet that I ordered 19 square for 516.99 a square yards of Ivory Brilliant yard. The salesperson Saxony Carpet at reminded me eacharewell notlabeled unit shown, of thefor itclarity.graph is quite paper Though apparent represents the thatcomputations evenone half-foot, though The student, uses mathematical language and rationalthecomputes different numbers...written with...and kinds and converts forms as of information.bad to 5. bode h was 1.46 measure the .1000; and then needed to be carpeted in square yards. Because the call hissthe withsame the color additiottal as the room. I -- couldwereconversions, bemade marked so e.g., that off 4 with thein.. accuracy,inchesfractionsif foot - ti accordingof one ofhalf-foot, tofeet scale. to...labelsincluding...diagrams;representations the audience. drawings...to with appropriate make meaning accuracy, clear decimals, as percents; mot fractions. the fine/ store sells n whole yard!, quantitiesandinterprets as a means percentof...changing of as comparing part sizes. of 100, 5356.79. This pore included The toad slag the order was for 21 square installation and padding yards of carpel. vesting TheMeasurementGeometry student: and Concepts: Thiswouldarray summary is have clearer of been. costs than Such in additional an a organized display prose would .06. WhenSix percent 1 added of the$444.11 tax, theis 526.47.grand total To calculatewas purchases was 5444.51. In 5467.58.tax, As1 multiplied stated 5444.11 Keurucley, tax is 6%. times reasonsuniu...within...converts proportionally with a customaryease between with or measurements...to metric like system; andexplainspointsalso thehave in subsequent thethis been total report. appropriate cost diagrams The of the summary at renovation, showother the class belowmomnip. gave budget. me o !received 1700 budget 1 was very pleased 50% of that, or 5116.21. ro find that 1 was 5232.421 used that to go earlier, my on a TheNumber student: and Operation Conceptsmake...scale drawings. Mathematicalconfiguration of the Communication redecorated room. 2 nt ofISupplies quart whiteI gallon of Claask of Classic Aqua PaintAqua Paint 14.99 5.99Cost involvingreasons proportionally equivalent fractions to solve or problems equal ratios. The student: writing...toorganizes work...orallymake meaning or inclear 2Pan Paintbrushes QI doublepaint roller roll ofhis Oceangallon of regular white woodwork paint Scene wallpaperpal, 31.9811.985.498.99 Puffing Mathematics to the audience. TOTAL21 yd. of Ivory Brilliant Saxony Carpet 1444.11356.79 4.90 whichManagementto Work the student: and planning, intheprepares...an plan. explanation of GRANDTAX TOTAL 5467.58 526.47 WorkGoing with beyond three.dimensional measurement could considerationsoneexample,easily bed, be aincludedbecause dresser, would inbedrooms and orarise. appendedother normally items, so volume this include project. and at leastspace For namedphysicalThis project in structure, Standard provides one 8, evidence Putting of the kindsMathematics for Design of investigation of toa Work. 98 BEST COPY AVAILABLE 0 1995 National Center on education and the Economy. All nen, 'nerved. A New Look on a Budget continued MIDDLE SCHOOL 47 forThisEnglish the work quality Language sample of workArtsprovides expected evidence for the figuring...";began...";giveprovides the writinglogical "After "Before a transitionsdoing narrative I could what quality,forpurchase seemed the procedurefor thelike example: hours that of"I In Australia, students at this level StandardArtsfollowing standards: 4, partsConventions, of the EnglishGrammar, Language and Usage 2, Writingproduces a narrative procedure; example:"Itprovidespaint..."; was "Here obvious clear"The is theexamples nextthat measuring Istep..."; gallon and wasexplanations,method not enoughI used"; for and arguments;suchstructures"control as stories, and evident most features procedures, distinguishing when of basicstudents, reports text linguistic fortypes and conventions.of the English Languageuses appropriate sameaboutand2 gallons I quart";colorthe wascloset as "The thetoo that room";much,salesperson needed so I topurchased remindedbe carpeted I megallon in the eventstextformatconventionsexample, (write forand adoptawriting ostorywhen resolution organizational with agiven particular o setting,a structuredploy type withproblem, of a AThe narrative Writingstudent procedure,produces: in whichengages the writer: the reader by establishing a context, Conventions, Grammar,excludes and Usage extraneous of the information. understatementreportsetting, relevantwith characters, and a general informationheadings; and introductory dialogue; on grouped explanation a complicatedprovidesreadercreating interest; a a persona, guide procedure to andaction inotherwise orderfor a relativelyto developing anticipate a conventionsTheEnglish student Language independendyof the English useslanguage,spelling; appropriate including: AustralianEnglishaserieswith a ofgeneral logical curriculumschools, statement, steps)." p. profile83. followed for by a makesprovidespredictablereader's use needs, smooth structures,of appropriate creates transitions e.g.,expectations writing headings,between strategies through steps; and grammar;punctuation;paragraphsentence construction; structure; excludesincludeswhitesuch asspace creating relevantextraneous and graphicsa information; visual information; hierarchy as appropriate; and using theThis student: work sample provides evidenceusage. that This work provides evidence thatstandingsanticipates the student: that problems, might arise mistakes, for the and reader. misunder- includesreading.Englishmanages soconsistencyIn the thatthis conventions, case,they aid inmanagement the rather grammar,use thanof numbers. of interfereand conventions usage with of throughoutcreatesredecoratingengages an the engaging the readera roompiece, by personaon forestablishing a example:budget; and maintains a"I context: had been it anticipatesthoseaannoying notebook numbers"; mythe because mom...";reader's my needs "1 mind kept and willall uses thisnot predictable holdfiguring all ofin toa("Problem",structures scale,be redecorated; and to "Solution"), afulfill series those of scale aneeds, list drawingsof suchsupplies as of headings theneeded, room 101 . 1995 National Center on Education and thr Economy. All righn reserved. 100 BEST COPY AVAILABLE 48MID. LE SCHOOL Performance Descriptions Science forexplain theseSamples "how standards ofgood student iscan good workbe foundenough" that help 1 Physical Science Concepts 2. Life Sciences Concepts 3. ConceptsEarth and Space Sciences 4. andScientific Applications Connections immediately following these pages. The student understands:motionsdensity;characteristic andconservation forces, properties and of thematter;of matter, relationships in particular, among The student understands:andreproductionstructure learning; and and function heredity, of cells, including tissues, genes, and organs;traits, The student understands:Earth'sforms;Earth's history, rock systems, especiallycycle, including water change cycle; crustal over weather plates time, and and oceans; land The student understands:andorderbig ideas equilibrium, and andorganization, unifying form andconcepts; models, function, systems, for causemample, evolution and To seedescriptions how these compare performance with expectations Examples of performancesformstransferthem, that andfor andmay sample, conversion. transformationsdemonstrate effects of unbalanced of energy, including forces; resources,populationsensesregulation and and andhormones; energy; behavior,ecosystems, especially including the food roles webs, of sun,erosion,naturalEarth planet; movement in resource gravity,the Solar of energy; management. plates, System, fossil including evidence.; day, year; thefeedback,technology,effect, designed constancy risk; including world, and including change;tradeoffs, agriculture constraints, turnfor elementary to pages 90. school 97. and high school, understanding include:explainingthingsusing thefloat concept the and role others ofand density sinkuse ofin to frontwater; explain and rearwhy brakessome undemandingExamples of performances include:adaptation,evolution, that may in variation, particular,demomtrate extinction. species, diversity and Examplesunderstanding of pe9Grmances include:spreadingexplaining that may havewhy demonstrate earthquakes,a common cause; volcanoes, and sea-floor environment;toxichealth,and industry; substances; especially nutrition,safety; relationships exercise, and with disease; the The Science standards are founded upon St.4 Applieddevelopingconductingon a bicycle; Learning proceduresan energy Standard audit for reducing 1); of die classroom waste (see and alto learnedwritingyouexplaining laugh; a to story sneezes,overcome about tears, anhow inherited oryou what or ahappensphysical person whenlimitation;you know scalepredictingmoleculewriting while ariding storyas what it in travelsabout anhappens elevator thethe experiencesglobe;to andthe readingexplaining of ona water ayour bathroom understandingExamples of performances include:modifying.thehistorical that may and demonstrateschool's contemporary fire warning impact system of science. for theBenchmarksAdvancementboth National the American Research for of ScientificScience's Association Council's literacyProject for and2061the sunglassesevaluatingworksbuilding (e aaka grandfather thethat Applied claims arc advertised Learningand clock potential andas Standard scicening explaining benefits 1): our ofhow it introducingandusingidentifying test an aunderstanding waya poisons; pest to eliminatein the ofimmediate a the food pest web environment;without to propose observations;canpeopleusing on the Earth;can concept jump higher of gravity on theto explain Moon thanwhy they thehowanalyzingstudents properties its design with an automatic disabilities; oftakes water into in ice accountliquid maker and theand solid differences explaining states; in Nationaltakedraft. into The Scienceaccount Science TeachersEducationthe standards work ofAssociation Standards willthe also explainingreusingultraviolet in termsathelight; Cartesian difference of MISS diver; andbetween energy recycling conservation; and soilpredictingandexplaining incats a closedare thehow related lines glasslong ofby a jarevidence commonplant located will showingancestors; bylive a plantedwindow; that dogsin telling moist America)completingwaxingdeveloping or orearning waning; thean algorithmGeology the Astronomy Projectso tell whetherMerit (Girl ScoutsBadge the Moon (Boyof is introducingandusingidentifying test an aunderstanding away poisons;pest to in eliminate the immediate of a thefood pest CW/4011111011; web without to propose developandas they Coordination reviseassessment their Content Scope, tasks. Sequence,Core and itProjectofearning helped America) (Girlthe you Auto orScouts to completingunderstand Mechanics of America) thea Merit physical Auto and Badge Maintenanceexplaining sciences (Boy Scouts how earningmakewhatCouncil additionala better the Birddeafi); prediction information Study (seeMerit wouldthe Badge National be (Boy needed Research Scouts to of toScouts understand of America) an Earth and sciences explaining concept. how it helped you creatingtheirexplainingNorth hands a guidewhyAmerica. when people for preparing a to track whohelp teamhave themfood; thatcolds adjust travels should to altitudes around wash usedthatseveralThese amplifies here. documents, hundred the pages,meaning each containof ofwhich the detail termsruns to concept (see alto Applied Learning Standard 1). America)helped(Girl Scoursor you completing to of understand America) the Plant anda life Cultureexplaining sciences Project concept.how it differentLearningwatermaking from quality recommendations Standardthe onplace and 1). where near the tothey schoolcampus usually officials (tee train; also about Applied

10 BEST COPY AVAILABLE CD 1995 National Center on Education and the Economy All rights reserved 103 Performance Descriptions 5. Scientific Thinking 6. Scientific Tools and Technologies' 7. Scientific Communication 8. Scientific Investigation aformulatescientificThe student knowledge, questions uses scientific about,wideand common rangereasoning understand, of sensephenomena; strategics, and to explain that is, the student: andThe studentanalyze uses data; tools thatuses andis, thestudenta technologies variety of traditional to collect and electronic tools The -aboutstudent represents the communicates natural data andworld; results clearly that is,in and multiplethe effectively student: ways; onefollowingThe fullstudent investigation kinds completes of investigation, each projects year and, drawnincluding over from the at theleastcourse situationdistinguished;frames questions and can identifies so be that controlled; causesvariables and that effects influence can be a includingrecordsmeasureto directly, and objects,databases, indirectly, stores organisms, data audiotapcs,and in remotely a varietyand phenomena;and observeof videotapes;formats, and . arguestables;diagrams,for example, models; from and evidence,numbers pictures; and includingsentences; statistics; his charts ordrawings, her and own fourof middle kinds. school, investigationsFieldwork;Controlled experiment;representing all explanations,usesvariety evidenceconcepts of observations and tofrom develop models; Standards and descriptions, phenomena; 1 to 4 to explain a acquiresStandardbiases,analyzes using datainformation4, Statistics concepts while alert fromand and to Probability print,observerskills fromelectronic, and Concepts;Mathematics sample and otherexplainscritiquesdata students; apublishedand scientific the data materials; concept of others; or procedure to ofA singleinvestigation. project may drawSecondaryDesign;. on more research;than one kindthat is, use of others' data betweenidentifiescritiquesproposes, fact alternative andproblems;recognizes, opinion; proposesexplanations; analyzes, and considers, distinguishesimplements and include:Examples rinsing scienntsccomparingvisual tools sources, and the technologiesdistribution including computer of birds near databases. the school Examples of scientific withandcommunicatescommunication the data audience, include:in a responds form suited to critical to the commentspurpose A full investigation includes:available;questions that can be studied using the resources Examples of scientific shareworkssolutions;thinking informationindividually include: evaluates and and products ideas. in teams or designs; to collect and varietytheusingwith rates a a fieldof microcomputer atcontainers guidewhich.different for 1005C the based region; carbonatedtheir laboratory fizz; beverages to compare in a critiquingwatermaking quality recommendations a USA on and Today near article theto school campus; which officials reports about that alsodatarespectprocedures Sciencethat privacy have that Standard been andare safe,collectedproperty 6) inhumane, ways andrights; thatrecorded and others ethical; (ere can makewhatsoilpredicting in additional aa betterclosed how prediction glass longinformation aas plant located(ire thewouldwill Nationalbylive abe plantedwindow; needed Research in telling tomoist a comparing the accuracyexchangingweather and informationtimeliness data on of acidfrom local raina variety with studentsof sources; from analyzingexplainswritingeating hotan how aadvertisementdogs ballot it works; in initiativechildhood for on acauses toxichair care chemicals; adult product leukemia; that datagradeScienceverify, and level results and (see Standard analyzed alsothat haveMathematics 7) usingin been ways skills represented that Standard expected fit the 4);context;(see at thisam aboutindeterminingCouncil Consume! the draft), "Best if Reports evidence Buy" forsubstantiates in something the summary recommendationsyou wantdata chart completingonusingothet the stairselectronic health andthe effects Animalcountries;databases of longObservation toterm get space current Project travel; information (Girl a earning the Drafting Meritwritingweathercomparing Badge a informationreview(Boy the Scoutsaccuracy of Beakman's from and a variety timeliness World; of sources; of local ofacknowledgmentbased others;recommendations, on evidence; of references decisions, and and contributions conclusions a investigating the effectevaluatinge.g.,to purchase; of soil, a variable water, the claims light,on plant sizeand growth, ofpotential container; benefits of howScours to conductof America) field and observations. teaching another student of America). mendationsreflectionaudiences;results that and arefrom defense communicated other ofsources conclusions appropriatelyand peer and review. recom- to ultravioletsunglasses light.that are advertised as screening out Examples of scientific researchingenvironmentalanalyzinginvestigations de-icers local include:harm; climate for relative changes effectiveness, over the last cost, century; and watermakingrelationstudying quality torecommendations different health on and and methods near aesthetics; the to for schoolcampus; cooking officials chicken about in conductingmonumentwateradopting and a fielda habitat streamdegradation study quality and at a using averlocal over rime. that cemeterytime; location of to study 1995 National Center on Education and the Economy 104 righu reserved. BEST COPY AVAILABLE 1.05 MIDDLE SCHOOL Work Sample & Commentary: Buoyancy 501 Jinn, WM lag Ilesning Viartm C011R11.4,Gnatraxe 114454 5 tiaras.. OM.=Camp%wen./ emu "Stalirda -tot,, 4.11.ttutIcal ram Taala CcamniettalItslumsal Mats habp alai CaronaStlenew14,101 Cane.12 Selosa CarretionsamensSOW& ukase Toots isonalepirs (maw..7 Sarsnt InossWlonSelamelk NtimSelvIng cam_2 lottepar 41100..3 Tan.Norms. Teas English Language Arts Mathematics depicting buoyancy appears to be acting outside the Science Applied Learning commentaryperformanceThe quotationsee-ylrir.` descriptionsare from excerpted. the Science in thisThe tennisvesselsStudentsScience ball were whorequired dropped asked had been tofrom by show studyingthe a heightwhat task wouldbuoyant of 100 happen feet forces into to witha however,forunusualwater conceptual in forframe is aconfirmed middle understandingnumber school in 4, the this student. finalof misconception bhlanced frame The by evidence forces, the is not orecomplete shown performance on pages 48-49. descriptions Sciencepartunderstanding30 feet of Standard of water.evident unbalanced I,The Physical in task this asks andSciences student balancedfor evidence Concepts. work forces, of a Goingstatement:Work beyond of "Gravity similar quality demonstrating understanding buoyant force > floats." thatconceptbalancedThe diework use at forces,demonstrates the of amiddle diagramachallenging school a can clear belevel.physical understanding an Iteffective also sciences shows way of of propertiesSciencesroundtransformations out ofConcepts. the matter evidence of energyand of transferunderstandingwould be and needed Physical to ThePhysicalof demonstrating storyboard Sciences provides conceptual Concepts evidence understanding. for an understanding of: unbalancedamongmotions them, and forces. forces, for example, and the the relationships effects of showsball,The studentseemingly that the analyzes forcesa single actingthe action. movement upon Thus, this ofthe moving the student falling object eitherforcesare constantlyIn beneaththeacting first upon changing, fourthe water theframes, ball a or physical as abovethe unbalanced. arrow thesciences lengthswater. Theconcept. In depict theball is the depictedand forcefinalbuoyancy frameas of floating,gravity are (frame of is demonstratingequal equal number length. to the 5), forcetheThe that arrows ball ofwhen buoyancy, is forthe gravity an herweenacrossdepictingobject willall gravitytheframes, float. force Noteand so of therevelocity. gravitythat maythe should While lengthbe a confusionthebe of constant arrowthe arrows

BEST COPY AVAILABLE 1 0 7 ! 106 0 1995 National Center on Education and the Economy All righn reserved. Work Sample & Commentary: Light Reflection MIDDLE SCHOOL 3 4 5 3 5 1 51 &gild, Language Art, Mann ll.Mrsa VIe Mg Grammy 6 Dune Ulerahn Mathematic,07,010OPUS.Pliailla/ Dem.&ponenin tam.Imaken FrotadalleyCrgepla Sea Toms ConemeNceam,Ildhesod.1 lastNenarles *M. Science Come.Samna uh Selenms Come. Cala 6 Woe CeregeSciences Mangking. gram TochnolcE. Cennntlodam fame Intreallsnlonammsl Applied L arning SoMnoProblem Coneramkallen Tam 6 3 I Teen..rah tools TheScience National required Science byResearch the task Center encourages Physical Sciences Concepts Theschoolsthe establishment Center in the facilitates United of studerit Statesthe exchange researchand around of centers information the world. in by offconcept.This smoothunderstanding work This issurfaces; limited work ofprovides tothat the a theresinglefact evidence that is but regularity light important foris reflected to Thedescriptions completequotations in performance thisfrom commentary the Science descriptions are performance excerpted. ore results.standardusepublishing of the The format Internet a formal journal that (nsrcmmsrequires ofstudents student that @aol.com). use investigations students to report Itstate provides their anda by a thequantitativethat "in-going"process; nature and and that "out-going" of thethere relationship is aangles. way to between state the TITLE: The Reels,, of LIM shown on pages 4849. purpose and hypothesis; report their methods, data 1 STATEMENT OF PURPOSE ANON YPOTNESIS: 4,4r analysis, and conclusions; and suggest applications ThisGoing work beyond is a clear illustration of the quality of work 1 swami like to do whichThis piece students of work shore comes their fromwork aon project the Internet. in of thethereforefor following their results. required standards: Students to produce who workuse thisrelated format to partsare bystandard,expected work of forhowever, comparable Physical it wouldSciences quality treed Concepts.with to bemotions accompanied To meetand the aiheyhypothesis METHODOLOGY:off smooth states surfaces Met Lg. et Mewares same do reflect hit them. scientific resesrch angle they hit them. pain off 1the want concept to see that lista ...es reflect surfaces at if this Inc same angle ie true My lackedthatThe moreGeneral modems than Accounting hall and of phone 10,000 Office lines, schools recently and surveyedthat reported only Standard 6,5, ScientificScientific Tools Thinking; and Technologies. additionalforces and evidence with different of comparable forms of energy. quality Similarly,of Ft, I wrore my intealein of porno. Then I I wrote my review of literature. Nem I have35% ofaccess schools to theand Internet. 3% of classrooms We know thiscurrently is an of Scientific Thinking and Scientific Tools metmy naettrish.develop. Then my hypfmses. M. I an. developed my observation urn one collection ray methodonvgy. Ncat, 1 wrote my list of equity issue that for more than 3% of the Science evident in this student work standards.and Technologies would be required 10 meet these ofcovering piper dm lens of e at the paper sonacrimentetion. Mat only one oh ***** tion, and dace conc... I fnallight wiM a bleat plate at paper. my of light could escape. Then did my experirsentetion by 1 Men cut form. Nem. put whilehale at piece I Mg. the Internethomes in and the that United schools States must hove make access sure to that the aThis smooth student surface. chose This to studyinvestigation the reflection therefore of lightadds on to nape,was made. covering Om lens neat to Inc floor. the floorlaid theand put me mitre. edgy flashlight dowa Mc white paper1 with the hen on the p.m to Met tight eagle Mock notstudents' depend access on what to information they get of and home. ideas We does have the components required by the format evidence for minor.whiteminor pope, on Me following floor. T.nohs 1 1 Men drew line ray hining shinedMs mirror she flashlight and Pm ray reflecting set Mt flashlight et the minor. I Mew [venal angles to the fromline Incoa . pointintentionally that Standard used 6, Scientificthis example Tools to makeand the conceptual understanding of the following part of: crsa..the angle which the 1nm, made and uses! 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For the 29 deg,. angle I able the light delineated here. studentsto confirm arefind expected it fornecessary themselves to accept to experiment things at face that value. directly arc alreadyMany and IT.goatee.third to off et SUMMAR 1' AND CONCLUSIONS I inn degreeshined angle the und the light 'elev.s 19 degree engke. flashlight at the mirror et off at 19 degree engic and Mc lig. shined the flashlight at Meten Mgr. angle. For Om questioningThinking:"known." This"distinguishes "known experimentation facts" fact is anfront isimportant partopinion"; of Scientific part V.moo,My research r.rtrxr onolocues. ri Mai ligm reflects Thercrore, I acce in.pt my same hypothesis an& tear which nil. SIM" that aft smooth eurfces light wave, at ruirn vrr the se. angle it fart schoolIn Norway students,is "Observationsone of because the main "collectionand areas Experiment" of ofstudy doto for middle of Scientific Thinking at the middle school level. 1 n1 APPLICATION: instrumentsthrough observations is on important and use port of of measuring the natural TheScientific somewhat Tools complex and Technologiesmethod for gathering data is hri use my ts insid e. . knowledge to ma:range the micron in my room so 1.1 it will . holdincludeeverydaysciences. equipment. weighing Suchlife and skills Inand at the work: aremeasuring natural also II is importantsciences, natural using house- to init is thewell components designed to ofyield Scientific accurate Tools measurements. and Technologies. one of lateroften ments,systematicallyconclusions. necessary and uselo.collect This by this means method information information of shouldtests asand be a experi-basisused for ofproblemspupilsin allsimple parts should experiments.which of themselvesNatural they conScience They beinvestigate allowedshould teaching. also toby formulate means Thebe able © 1995 National Cam, an Education and the &enemy All right, reward 108 BEST COPY AVAILABLE Curriculumconclusionsobservations,to assess the Guidelines are accuracyand sensible must offor consider theand Compulsory measurements valid." whether their and Education in Norway, p. 266. J.1 DLE SCHOOL Work Sample & Commentary: Cruise Boats 3 4 5 tOnotor Onmery 5 a 2 Englab Language Arn numm WM, 466.3 onamo6 Sup MarhematinCom..0001.6 1,166.6m. Conorps to Mo. Science C.c.s Wren Sc.ille ibehnolegles 6.1.1k Applied L arning S..Prob Ing Carmar.t.Wok.. h...o. TO. WorlalpImt.ors to 011. commentaryperlormanceThe quotations aredescriptions from excerpted. the Science in The this , , I TheScience move.task asked required It w 25students part by of theto a explainunit task in which how cruise she students boats oppositeback.it is andirection The error actual so(pushing attribute force theis thenor boat pusha forward).bounce to water but However, simplybouncing a expectedTheGoing work beyond for illustrates Physical theSciences quality Concepts. of work To .... arecomplete shown performance on pages 4849.descriptions Thestudied task motions further askedand forces. students to explain the concepts understanding(thusforce resultingmoving the fromof theboat the correct forward). movement mechanism The of germwater for ofin the anreverse push withbemeet accompanied properties the standard, of by matter however, work andof comparableit with would different need quality ro "' ' rrraa.r. 006.0 oneyear-oldat a ispagelevel not children, thatfrontclear could andwhether and back. be itunderstood they limitedStudents were the givenworked byexplanation five- opportunities alone. to ten- ro It theexplanation,ofby thethe movement waterwater being onwhen ofthe waterpushed thepropeller student (linked away. is therestates roLater the in that therefanthe the"resistance"analogy), is afaster correct Scientificofforms comparable of energy. ConnectionsThinking, quality Similarly, and of and Scientificother additional Applications, aspects Tools evidence of and The beenfortask's revision. confusing context of to a theliquid student. medium For may a middle have school aboutItthe is fasterimportant the theforces forward to makingnote movementthat the the boat task ofmove thewas boat. theseTechnologies standards. would be required to meet ;ID environmentsstrident,resistance),the same it is somewhat laws(with when of forces motionthe advanced student modified apply hasto in understandby probablyboth friction gas learnedand that liquid Boatsmotorturnand notshe dois about propeller.likeuse "a chemical the big energy Thebattery" energyexplanation necessary is incorrect.(fuel) thatto a tellabout what forces makes only the in boatair. The move. student That isconstraint asked only to theandrelease boat. not heal,electrical However, and itenergy issince this thattheheat taskpowers energy did I ItSciencemakes is not the clear evidenttask whether manageable in the this student studentat the did middle any work experimentsschool level. taskdidtransformations,not asknot as ittakefor was an away posed. analysis this from misconception of completing energy the 111.0 lwv rt. tee ''''' Standardpartsstudent'swith water of: work I,to Physical construct does provide Sciences the explanation, evidence Conceptsmotions for butthe thefollowing TheApplicationsScientific use of theConnections fan to explain and how ApplicationscauseStandardand forces; 4, Scientific and Connections effect. and oftheforships a understandingshape similar might of designmove the fan faster thein and a link differentis the evidencebetween behavior providepurposesCareful useevidence of ofcommunicating words for andthe followingclear with diagrams younger parts Forof: students the waterthat,effectsetting as isis (water). the pushed,illustrated fans The movecausing in idea the faster, ofgreater explanation cause more and inconceptdataStandard a form and or suitedresults 7,procedure Scientific to in themultiple to purpose Communicationrepresentsother ways; students; and explains audience. communicates a scientific The Scientificforwardtask asked motion. forCommunication an explanation toThePhysical illustrate relationship Sciences in a familiarbetween Concepts environment. force and motion To explain is easier drawingsinyear-olds).to amultiple specific is Concepts ways; anaudience effective the are use(five- represented way of to to ten- conceptualsuccessful,tothe apply forces the in understanding.the concepta liquidstudent's mediumin anwork This unfamiliar requiresprovides sample setting. theevidenceprovides student If anof completelevelthisillustrate system. of detail the explanation There forces necessary is operatingan to appropriate fora a in 110 watershowsaccurate backward) that explanation a force always in ofone motionsresults direction in and a (propulsionforce forces in thewhen of it younger student. BEST COPY AVAILABLE 1995 National Center an Education and the Economy. All right, reserved. 111 Work Sample & Commentary: Seeds MIDDLE SCFLOOL 3 SNOWSwath% Cement lank 5 3 Prelass 7 4 S. 7 3 53 Writing Grammar Swa, Gwent, 4,41434. Matta Sordra Ualwarkal tuswau4441 New letwaltal tWAl Spaa 5 Sensairk Selentele awarnadm 5 Englirle L.nguage ArtsRorie Viewing thaw Lenore Mathematic, Ono.Cowen W wn.. tenses Coseeptssabsbn Calmaratudatry harems.Renal* Ito*fan Dennemicsko Llethannio to Wen Science CommisSeams Lis rebore weepedemas Cow thenetAketesaedam snrnk Sneak took tecludooks reerninitatho terestbalke Applied Learning Pronto 7LN:we, coal Tack took%Ordeals TechniqueWorld, tor Vrar Teelanew project.encouraged-toStudentsScience As inrequired part is community become of the by project involved the summer taskthey with wereprogram a garden given were some dry.adaptation. monocots,WhenOr maybe the For studentthehe example, providesmonocots discusses "The evidence are dirt strongerthe here forhigh understandingwas proportionand pretty will of siudiesofaspectsThisScientific work of seeds:also Scientific Investigation provides The Investigation. identification evidence related There study to wereincludes several two evidencedemonstratedGoingEach beyond of similarthe in standards this quality piece demonstratingmentioned of work. Additional is only partially pedormanceThe quotations descriptions horn the Science in this Theytutidentifycasual near collected instruction weedsthe garden the onseedsstudents wearing plants from socksandwalked their seeds. over socksthrough theirTo and help ashoes. analyzedvacant them maybeuppush the out grassdicots the therediem, lust gois from lotsstraight oftheir roots down space...When that in spreadthe root." outI and pull basedclearfromcollecting them.report on theand Theof data. reportingthe oil procedures Becausestain data exploration the and and work drawing a summaryhas does a conclusions notsimilarly offerthat isa qualityConceptswouldunderstanding be in requiredanalysisstandard; of reproduction toand additional meet critique the evidenceLife wouldand Sciences behavior be of required orecompletecommentary shown performance on are pages excerpted. 48-49. descriptions The foerelatedsortthe seeds. anthe understandingto seeds. a They functional A were classification allowedcharacteristic of the followingto based decide of on the howpart a seedsvariable theyof: wouldasks relatedTheScientific work to inseveral Thinkingthe second components activityidentifies ofprovides Scientific variables evidence Thinking: that influence a situation questionInqualityclear other story of words, was work line, under theexpected it does student investigation not for Failsprovide Scientific toor establish howevidence Investigation. the secondwhat for the Scientificcoherentfor the Scientific presentationInvestigation Thinking wouldstandard. standard; be required and afor more the includedBest practice extensive in Science inquiry has and always e' andStandard function. 2, Life Sciences Conceptsstructure anda variety usesphenomena;can be conceptsolobservations controlled; from Standards I to 4 to explain study follows from the first. providewherelessinvestigation, emphasis teachers the resources butat are the it is challengedmiddle andfrequent supervision school givenIs to ool level demonstrating(monocotyledons)TheScience student evident classifies classification and in the thisdicots seeds basedstudent (dicotyledons), into on monocots artwork understanding anddescriptions,use evidencemodels; explanations,to develop ProcedureProject1. Seedswent I, to Mg park wren, from tor. House. Procedure II: includinginvestigationsmanyupwards opportunities ofScouts, 180 outside students. Boys to ofconduct and school; There Girls areClubs, Sciencesplants.of the characteristics He Concepts, goes further with of hisindifferent his analysis understanding groups of possible of flowering of reasons Life critiquesanalyzes,proposes, alternative considers,recognizes, and 2. Put7.G.5.a.3. old CameTriedTookWalkedPut socka seeds offtoback around andoverall In andthe envelopes.plantsshoes. wedstookthe thatpark on from socks.seeds for socks. 10 cameminutes. from. 3.2. PutGetI. one aGet hammer seed 3 luredo at and of name dims brown bodnuts. paper peanuts. loWela Ihnobean. bean und sOyeetus) Um, In paper towel trt the middle pinto evidenceandThe shouldwork4.H and ofdone bemeeting Future usedin these Formerstothe provide venuesstandards. of Americo.can explanationswhichfat the the distribution project the studentis of based, the givesdata. together forThe his wishfieldwork findings the onand In the second activity, the workbetweenexplanations; fact anddistinguishes opinion. 9.8. WentTape101.1. Putbackaced, Put bbel to labelthat Lydia on wereon seeds House.monocots the that same andwe on knewMoats. the game what partplant they came of paper. from. 7.8.5. CMPutHold4. athe Hodiecan paper the paperof popseed towels towelswhile MN out youthe up where hammerwanto the because light real and light look because MI It themhard yousit for 10 minutes Mar the paper towel can we them and let you have time if you Standardhis further 5,work8, Scientific provide Thinking;Investigationfieldwork.evidence related to parts of schoolscientificoffers level: two the thinkingexamples measurement at ofthe good middle of themportMonocoLsDom that they Is have arefor foodlike two grasses stomp.parts and andMoots one mm weport and like a stufffor peanuts food like storagethat. that when you look at They have only one and the other part 9.u. CompareMeasure10. The the largest 011oil spots spots oll spur at and the Is ace widestthe whieh one part with a largeat. top the and sidespot, to side. most all to bottom el the on ThisLife Scienceswork provides Concepts evidence for the quality of work possibilitythe oilcritical spots that comment by water comparison causedabout andthe part is too.better.badsmall So athey andmicroscope have too malltwo Iparts tomeld see for and clot (cod out they storage. what were they Some with were the because niagnillng lens. But reof I the weds were really 1 could see them roundII wasDora: orhard square. to measure So the waY n thought bemuse the so snots were tam expected for two additional components of enoughof a dryingstain because time. The there student was not AMonomer: 6 11 BA.[hoots: 2 1 AEtDon't Know 8 1113 thenshowedto another the upwalnut one best and then when Men Ma !put 1soybean found It up inthe then largest the pinto and held up two end picked the largest and Men window. The peanut had the bluetit ell the nem largest. The oft held it up energy;andStandard andecosystems, evolution, 2, Life including Sciences in particular, food Conceptspopulation webs, adaptation. resources, and seeds,did notrelative socontrol the amounts conclusions For the of size oil about mayof the not be rt pE.,toc 202235125 C 11C 8 IConclusions:the should same. have in the paper towel, dry bean and Ulna bean were easilyWhen classifiedthe student were predicts moss likelythat seeds monocots that becausewere not Theseallvalid, were nor are fresh did important orhe some indicate variables were whether dried. that ThereConcluskow:and were 5 &cots. lots of The more ones monocots 1 couldn't then deckle Meas. which There they were were probabwere 117 monocols ly Nbeanbean and andthe soybean Ne plate may beans. be yMI.water. Ion would I wasbut But ltaurpetwellike did.the to The and byMI bowts like the tat soybean and so wasIt would 1 be more because I think some of the lima peanut and the walnutother had Meeta and try themdidn't think It would have beat If you ate the lima lot evidencemonocots for were understanding doniinant in populations. this plot, he provides highandone controlledwouldschool expect level. by a to student be identified as the becausegrosses.too.income/lamonocota There Sograsses and Matswas Utht only Iotabecause was are 4% of probablymower.. werepass. out Meets. Outof ttthe themust ill reason Sotheones bethe park thatI othersthereNew and the wit were dht a better 96% of themweeds that looked like lots more =mom. monocotaprobably are monocots for strongernsonocots.toMacgetweeds the crowdedand is Theroot.endkith will dirtgrasserset pullsand room here nothingout that wasthat the spreadprettygems elseMesta canIndry out from the grow. andOr garden their maybe maybethere. space. and Whenthe 01C0to once There they just start pug UP the gem go straight down me some growing they 0 1 995 National Center on Education and die Economy. All rights ratrzed. 1.12 BEST COPY AVAILABLE 113 MIDDLE54 SCHOOL Work Sample & Commentary: Passive Solar Homes 2 51105 3 Spann. 4 Conmateas,Grammar 3 lanturo 1 Opera CAM, I 3 Re.= Commicellon7 Hansne. Wei ralics Pabg 1 SclancasPnysiAl tat. sane UT Sp. Scisnars [ameateru 50 71r Tod, Cartssuicatte7 wane Carom..2 leols 3 UM. Taus taus 4 l=1.1. English Language Arts find, Sup Mathematics cornet. 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T.noloplas Imestlgat. 5" 1.1nIques UctInhyass = The quotationseziAS:): from the Science whichTheScience task would asked required illustrate students by a form theto design taskof renewable and build energy a model andresourceexpected how management.it For captures understanding energy Ass explanationprovides the concept the of framework ofsolar natural heating thetechnology,The titles analysis "pros" is of evident tradeoffs,and "cons." in the part presentationAttention of an understanding to tradeoffsnotes under is of additionalThisGoing work beyond issueswould oftenbe strengthened seen as drawbacks by addressing to solar orecompletecommentaryperformance shown performance on aredescriptions pages excerpted. 48-49. descriptions in Thethis sourcesbewithand completed. toan make accurate and thea The presentation. requirementdesign, task's backgroundfocus Inthat onorder studentsrenewable researchto come design energy uphad to themodelfrom windows which constructed, a andknowledgeable heats i.e., "Thethi air". energydesign passesis made through and negativelessimpactsalso costlypresent (suchimpacts for in governmentas the (such"solar written ashomes "redesigningreport.and homeowners")do Bothnot pollute, ofthe houses positive andand and arethe Similarly,cloudy,thatenergy; it is as foravailable the wellexample, work as at thedoes hownight need not to or forharnessaddress at an times appropriate thethe when energyissue the climate.of sosky is resourceStandardrelatedand build to management. thea3, model Earthfollowing meant and parrs Space they of hadthe Sciencesnatural Science to produce standards: work andunifyingThisScientific technology,work concepts, also Connections provides including specifically evidence tradeoffs, and form bigApplications andconstraints, ideas function; and productivedrawn:ofsubdivisions solar that energy") resource. solar would arcenergy have noted, isto a takeand cost aplace efficientconclusion to fit and the is needs level.Thehousemoving work The or the throughout understandingis heat of sufficient from the the necessaryhomequality roof to with for the totheventilation inside make middle ofdifferent the fans.school technology.ApplicationsbigStandard 4, Scientific ideas Connectionsand unifying andconcepts; Thefeedback, thestudent's components and explanationrisk. of a passive of the solarpurpose home for is each evidence of sunlighttoRecognition heat energy is stored of isthe asapparent transformation heat and in thelater statement, released." of light energy "The The samepowerfulappropriateclimates student partfor to this oftwo the design portfolio years high decisions later,school entry thee level.to would morebe Itrevised wouldbeexperience more byhe the IncludedThisScience student hereevident chose are the the written topic of report. passive a designsolar homes. drawing, in this student work tofor collect, understandingreport,particularly store from theand 'ii the issecond distribute equipped concept paragraph heat..." ofwith form a to ofblackand "Tothe function, preventasphaltwritten roof Conceptstransferunderstandingstudent'sunderlined work. forms parts This of and energyofemphasis Standard transformation are providesemphasized 1, Physical ofevidence energy, Sciencesin the for aspectsThewith workscience. of represents Earth and Spacethe quality Sciences expected and Scientificfor some defineddemonstratesbutand isnotes not by included forStandards thesome presentation. here. of 3 the and This conceptual 4. collection The model understanding of wasevidence built overhangs,overhearing shades the house and islandscaping." equipped with ventilation, applicationsScientificincluding formsConnections of concepts and conversions, and presented Applications illustratingby other involves standards. that ofhowever,level.Connections comparable To say it would thatand quality these Applicationsneed demonstrating standards to be complemented at thehave middleother been aspects Mel,school by work of workresources,TheEarth discussion provides and and Space evidencetheof hear benefits Sciences and for lightof the solar qualityenergy,Concepts energy of renewable work in this former;these standards: and other Earth's big ideas systems and healthand history for the for latter. the

BEST COPY AVAILABLE 1995 National Center on Education and the Economy All rights reserved 115 Passive Solar Homes MIDDLE SCHOOL 55 Solar energy can be used in many ways. It van be used to Ozia lame In Japan, middle school teochers should verywater, reliable rook food, KOMI and even heat and provide energy Passive solar hones run on passive solar mer117. The home is for homes. It if It amongofnaturalbetweenxi)`make the natural world matters asworld welland on osphenomena the the existence harmony in the of studentsthem, consider and the relationships realize the influence equippedhaswith fullwith a black length especial asphalt windows devices roof on to theruncollect, wauthon Doles Mee. side energy. and for 'distributethe It sunlightis WIMPPed the to pars heat It also also Coursenaturalstudents'human environment."beings, interest thereby in preservation heightening of the of Study for Lower Secondary 113S.,VE 301-0111 JaMM ,A,1,40,3. orwindowsthrone, adobehouse and floors on iscollect a equipped slanted and inwalls theroof with forinsuletion for heatventilation, amps storage. insidesunlight overttanp, the The walls. house shades. There are To prevent overheating the and 1.de:ening.has flagstone Schools in Japan, p. 52. 4an,111, 5WyifJ lkt" ?WAIL 1.014, 4,1%." ono' wtokid at.t leerthe walls released and whenkora absorb the temperature and store excessfall.. When hest. the energyThe energy paeses through the windows and heats the air. The stored hest is peseta Then The only Ming needed for a voter home The oast efficiency for having a solar home is very inexpensive. SanKeeton,Book Diego: Barbara. Lucent Ens Books, er Atternntiver 1990. Bihlioereohv Nat LL kalaucl thethrough energy the conversion windows and from is collectedthis is light in theto heat. walls, The then sunlliffiy is stored later reteneed extrathe energy walls to and nn floors, it, therefore, and adobe there or flagstone. are no extra costa.is large Solar windows, energy insulation in Solar energy does not need Christensen,Textbook Jahn. global Science. Theas beil sunalways and can't later burning, run released. not therefor.,of energy wider until itenergy stops isburning. renewable.Solar energy is a renewable sooner, it comes only from Solar Theenergy sun will is the sun. with isradiant not wasteful beat Solar and energy is a bonnet la A passive solar home provides day lighting system. a renewable heating system that is and improves comfort pweivePamphletDebug.: Solar lierrest.Kendall Hunt, 1980. always be renewable until the win atop. burning. otherimpactlongerquiet polluting and thanon reliable, energythe other environment. heatingsources.has low systems. maintenance,It It uses The m gas, coal. petroleum, or my War home ales nohas moving a minimum pars., and lasta Austin: Texas Energy Extension Service, 1994. sodetypollute arethe that environment solar homes or harmdo not it pollute, in Solar energy has very Uccle Impact uses onlY the eon which does notmy way. co eaciety. Najd ve hoPecte on housessocietygovernment and subdivisions do not and amWe homeowners. would with the have solar Negative [replete energy idea: Also, rodeolgaingto take place of to St the needs of and ere len costly for the are that parts of tirt,Pz,Q.tricot etWe., to\ Fun& rttrvis. idealenvironmentally solarrenewable energy. energyelite and meow does not mu much Solar mew is 0very eery and productive at all. Solar energy is the resource. It is 0 1995 National Center on Education and the &01101 1.1.6 All rights rezerrod. BEST COPY AVAILABLE 1.17 MIDDLE SCHOOL Work Sample & Commentary: Paper Towels 56 3 5 1 2 2 3 5 vpmass Tools .ng `=.1` Grammyamncssns.Usaps Moses ConnoteaaeraOsnNurIblr !soma.Comets Crectaft km.Caperessous mps sew asestial a S iAs a. 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All right, reurrord Paper Towels MIDDLE SCHOOL 57 Teacil Grap& Students in Australia can meet the purposes."thebystandard identifying choice for Thisof Materials materials"factors is "evident thatand for when Theirdetermineparticular students, Uses Problem,: a:, Test #2 Etna teat. p trod. or environmentalvarietyfar aexample, certain of technical, purposeargue factors." for economicby using evaluating o material ar. a awl A.oll ea beim, fewortOyouncaroh Sosap10 ca. u. .jor pan of this r aim thooloa To to moody. as to ado:ft .q.n ib.ad arw or ono. ate.. end aisle me Ica 42 schools,Sciencea p. curriculum 61. for Australian wawaII.ode. YAW 11. or magilonsword ia tuysooltho erthen. budelly come dos asohl thede ed.. To lud oncoth own a awe.11.11.4 oby giroded so0d ea wily behrea. to be. dm* (bad. lady. oat well y era.. Unawee, ur1 6010 beconda palm Cear a reu druldtheea. dpapr. ode. 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C 01 BRIMC11=11111111111111111 1/11111famillinimi10111111111111111ThKIIMIWN2111011=1 5 11 11111111 KEE. 11111111111111EMIIIINN NOMERMAN.001111 ' ' siMinflimilrnmum11:l111111111:111111181Ell1111111111111111111ThItIMMIIIMMIIIIMIN S BE : . . ANNE. 1111111111IIIIMIX1111111 so.Act " .11111111111111IMIIMI .m... ' ' .;" : !:: -; , 1111111111.111111111111/110IIINKKIIMMaillo N. : NEU.17.In KM1111111111111111 -n e Nor g!::i.ta 7 O ,. 0000.:'ii.: IN . s.` ISM e. 111IM1 IN P!'2, MIol Irom III G. 1995 National Center on Education and the Economy All nem rtnerved. 120 BEST COPY AVAILABLE 121 M I D DLE SCHOOL Work Sample & Commentary: Emergency Response 58 2 2 5 2 3 5 Usten1noales p, OpTtlaban Siano 5 Rob. 11.140.411.1 1 Ltalfal. Sike Solvdffic Corunicatkn Intonzallo hob fa Eng/id, Language Art &tsar, Wary Mathematic,WlrConeepts 11usurmttlCorral. COVOll VallarSohlovReaming eWcal SW. Wsmeld Cosomics. 11=cs te &km-. ConvOtt Garestb Want. 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Tactrilpues rasa loanwockto Ito Wt. nom performonceThe quotations descriptions from the Science in this tocontainedInScience protectan ondemand themselvesclassroomrequired task, bywereduring students the asked rwo task inemergency what a sixth they grade wouldsituations: self- do sufficientTheGoing importantwork beyond connectionsshows health a good concept to understandingthe underlying (safety), and ofscience an it makes arecompletecommentary shown performance on are pages excerpted. 48-49. descriptions The relatedtasktheyif they requiredwere were co indoorsthe outside students following during during to part ademonstrate strong a oh lightning earthquake. understanding storm and The if healthApplications.expectedconcepts and tofor technology provide thisIncluding part evidence ofincluded consideration Scientific for in the theConnections qualityofstandard other of parts wouldworkand of The standards for elementary school I,' StandardApplicationssafety. 4, Scientific Connections and SciencesforScientificprovide understanding more ConnectionsConcepts, complete parts while andofevidence thecorrect, Applications. standard for is understandinginsufficient For The Physical evidence in thefourthapproximatelyare endset grade at of a eighth level and equivalent ofgrade.for performance middle It to is theschoolexpected end of of The thewithScienceresponses requirements natural evidentgive emergencies. correct of thein proceduresthis task, The student by student giving fur workdealing goesscientific beyond and of itself to meet the standard. ou eon to m... pmkintst.I.Iss 41. mass mo! OM Om. no*. rathergrades.levelsthat some earlierthon It studentsis the theand age expected others might or grade later achieve quality thanof the these ofthese work andStandardexplanations forces t,(the Physical for concept the procedure,, Sciences of pressure); Conceptsmotionsincluding transfer parts and of: . wanisouct1 wOutat Bong you caugm do to Moors prOtCyID0ll aunnra a vary Ourtkialoes the to00Ang aanquax smortrolcittl2 ofstudent studentillustrate. !hot work we We doneore have attempting when used the live studentsto samples conductivity).transformations of energy (the concept of 43.1.Y.. >he., objeer 1. . .4. arr., thesampleincludedwere middle in andthe in schoolthe sixththe elementary one grade. standard. that Three follows volume; were illustrate this response,conceptsTheseScientific responses toseveral anConnections understanding stepsillustrate are therecommended and ofapplication safety. Applications In and ofeach science some r r). -., re t protectingstepsare explained. are recommended: your With neck; respect avoiding seeking to theflying cover, earthquake, glass, especially especially three 01 64n5 mans wow. avrtn hymning storm callsFrenchSafety for ismiddle the tk'an studentinterdisciplinary schools. to identifyThe curriculum standard risks and in low,pressureyourin your theeardrums. eyes; technique from and an While explosionopening is simple the likelihoodyour toenough harm mouth theto of follow,to sufficienteardrums protect and isis 414, boo/ or 4. 5..01, 6.01-la ic, .4,4" GAVOT",nx Or. lc,' 172 L.E...37, / '4 andearthquakes,cyclones,prepare othersmud to slides,tidal protectfrom avalanches, waves, major taking and volcanic naturalrespect account floods, disasters: eruptions,himself of fires, similarlyTheis properly response complete. explained. to the Lying lightning down storm flat and prompt avoiding is Tf ;..,*";^-1 1- c, dth,-, -r" a d',-;ed) ao -kj f p.Colleges:regional 333. features.' Programmes et Instructions, alsorouteexplanation,trees correct. andand waterthus that conductors are the the lightning appropriate should will beseek procedures. avoided, the shortest is The . 122 BEST COPY AVAILABLE © 1995 National Center on Education and the Eronomp123 All right, revived. Work Sample & Commentary: Spot Remover MIDDLE SCHOOL 2 3 1 Z 4 3 7 ' B 3 6 59 Peaerp Wonno Sw an Canont lano 160.61 Coven, Samna 6 1160.0.031 106011 E.A5 6 Sr... A. 0.11116 Nlormstlon English Language Arn Oslo. 110.09 (.0. 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The in this StandardScienceprovideassistance standards:evidence 5,or Scientificrevision. related The Thinking; to task parts required of the following students to evidencestudentsevaluatingThese responses may,of open-ended understanding. by illustratesimply tasks, writing one where of more, the more challenges provide verbal more of standardthanevidenceInvestigation, one forstaining Scientificmultiple the workliquid. trials Communication,would Similarly, and need trials toto on meetinclude morethis the Sample 2 ScienceStandard 7,evident Scientific in thisCommunication. student work BothScientific responses Communication provide evidence of comparableForwork communicating would quality need thatto inbe providesa accompanied variety evidenceof forms by andwork 1.10016.A parson 1. 00.0 warn 0In anmor.16.1.60.1. down'. onicti al wawa macaw. b ma. M.O.. Onaolba In and an 00 .0 Imo. 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All rights reserved 124 12 M I D LE SCHOOL Work Sample & Commentary: Moon Study 60 5 Macrae/ OWN., I. 3 3 emeta Peeing Earth, U. 5 3 Laming 5 Taakt Englith La iguage Aro Weep Cr= leatature Mathematics emcees MuStims011 Conalift CmtlPipn ta.tnaucaimowskW, Viesnalot Wax.. Wat6 Science CcoceptsScancesPep. as Setter. Cana. CanoesSelences Con..areace.Sc.& T.e.oeta SalvIngRublen 561.1%. Och. Teals Tarhalptea cente. Taranieue,Satantant laos a T.nlaus6Ivorldr66 tar tees Co, Science required by the task Considering the additional phenomena of lunar and Going beyond commentaryperformanceThe ei0C):quotations descriptionsare hoe excerpted. the Science in thisThe I 1 demonstrateTOwereStudents the asked solar who to system.understanding had pursue been The an studying projectindividual of: asked the project solar students system relating to thenphenomena:issolar an weextensioneclipses, would "If thehave ofthe whatstudent sunan eclipseiswas understoodmakes exactly of thean behind inferencemoon of those becausethe which earth regularlythemiddleThe cycle use school ofcomprises(if fists arbitrarily) level. is an 360Any appropriate divided degreesmeasure is andappropriate.measure that that can can atshow the beSince that arecomplete shown performance on pages 48.49. descriptions Standard 3, Earth and Space Sciences moonof the isearth in the shadow. new phase On the it could other be side a solar when eclipse the . tothe about cycle 20,goes the from full cyde20 furs is toimplied. one and The then use back of a up ThisScienceConceptsEarth student evident chose in tothe in learn thisSolar more student System. about work the phases workThebecause two does cyclesthe nor sun show charted is blocked a complete in this by workthe connection, moon." are related. since The the level.couldmoreprotractor accurateAtbe theused or highclinometer effectivelyand school appropriate. tolevel, even measure moreat These the degreessophisticated, middle instruments schoolwould be includedhedidof the engagednot Moots, understand. in: in a fieldwork,concept By reading he a typehad andrecentlyof investigation gathering studied data, but shapedrawingsheHowever, of doesMoon's the Moon notthe position indicatestudent and the and doesthe date the relationship make ofshape his a observations. connectionof betweenits phase, between the when Investigation.portfoliosuchmeasuring as this. to techniques illustrate This To say piece thatfieldwork are of the expectedwork student forcould Scientific in hadbeinvestigations used met shein a emergingTheStandard student's understanding8, Scientific work provides Investigation. of parts evidence of Earth for an in the wouldwhenfromhe says: the thebe sun "Whensupermoon than closetheis when between moon to itthe was was thesun crescent...Because full earthand it wasa and new farther the moon." sun away it Earth'sadditionalthisstandard work systems forwould work Earth andofneed andcomparable history. toSpace be accompanied Sciences quality Concepts,related by to conceptsgivingcomesSolar System.students from that student they It opportunities also themselves initiatedshows the roquestions recognize makekind of sense workand they fromofthat do The recordedtheScientificstudent Moon. used over Daily Investigation data a observations30-day to construct period. were theThe collectedposition interpretation ofand of TheEarthnot understand student's and Space analysis well enough.Sciences of the pattern Concepts shows an drawnof theinvestigation.the phasesdirectly data is of fromaccurate the theMoon evidence and in wellthe conclusionsarticulated.gained in the Explanationsare ofMakingtheunderstanding the Moon Moon inferences with fromvisible ofrespect the "full"about from relationship toto the theEarth"crescent," changingEarth and between and the the visible the position studentthe Sun. shape shape of The regardingimportancestudent provides the of datacontrolling evidence collection variables for method:an awareness in his"I had comment of to the make earthwasdraws fullcrescent...Because and conclusions, it wasthe sunfarther it suchwould away when as: be from 'When thesuper themoon theclose sun ismoon than betweento the waswhen sun the it timebecausesome of of day myof clouds." wouldmeasures nor However, alterat different the in data. the times present of the case, day statementsand moonpositiona new is noun."such facingof the as: Some theSun "The son and knowledge full so the moon the Moon earth is of when isthe is implied son relative the of betweenby distancesEarthunderstandingthe moon and from andthe theMoon,ofone the sun." another. relative though The illustration scalenor of of their the shows Sun,relative thean 126 BEST COPY AVAILABLE 1995 National Center on Education and the Economy All rights nnerved. 127. Moon Study MIDDLE SCHOOL 61 celestialJapaneseof"make the bodies, students earth conjectures throughunderstand are supposed about observations the the structure tomotion of of theSchoolsCourseuniverse solar system, of thatin StudyJapan, encompasses and for p. comprehendlower 53. stars Secondary and the earth." Mmy Menmoo.11o9n Sluty nsomo.00dan strewn Ind 50.1 oonl 110nm en lound umm Om. of re mos EAn rooty clan traniatol ovon mon111).1countodPon9r9 t I inaltennonens Po num* 3 04399 lots WNW nom n Pm Tils19.1.01000 Oay0n0 Yen be M =monmoon Ihe eel for no sm=on Ince genI my orto oul ma In in 1 cono took PP poro no errs Sou eon nno 1,9 oath Inn union919 my numb naneonkm kb 10 Ps en a. 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Mx We en 11 0 1995 National Center on Education and the Economy All nihn reserved 128 TEST COPY AVAILABLE 129 MIDDLE62 SCHOOL Performance Descriptions Applied Learning explainSamples "how ofgood student is good work enough" that help 1. Problem Solving 2. Communication Tools for theseimmediately standards following can be these found pages. areinApply situations clearly problem evident when solving theand problem strategiesin and in purpolefielthe desired ways, solutions both situations when they are not. theThePLANNING student: student plans AND andORGANIZING organizes an event or activity; that b, improvingExamples of the troubleshooting effemsmen of earningproblems a mum the in Autoopesadon Mechanics include, Mont Badge (Boy Scoots of Almeria) in the operation ifs a mom or appropriateCommunicate to theit purpose and audience through spoken. and Techniques and ideas in ways that are courseThe studentfollowing of middle completes kind, school, of problemprojects projects solvinginvolving invoking each at alllean year three two and, kinds of theover of do - includesmfleasdevelops research all dm factors inns Menu,t andconsidaeth variables precedents shat andneed regulations; en be plan that Amnia);andimprovingor completing firelend, oho Omenthe systemthe Auto for Maintenance reserving time Project on computers (Gird Scouts during of mass Applied Learning Standard cis Science Standard IA orThe findings studentwritten, ro makesan and audience graphic no notorganizes beyond lamentation maw theof the ex-Ft...ion.school; presentation of project that is,plan indie a studentlogical way appropriate to descriptionsTo seeturnfor howelementary to pages thesecompare performance911-l02. school to the and expectations high school, problem solving. meetingproducts.Designing them services, identifying or needssystems, that and could crating he me solutions by new for - makes sense sere inin tamsterms ofof availablebethe done; peopleorder to in time, put which dee and planthine resources into need action; to developingStandanhW2131tnaiting recommendationsquality 1. proposals3, and in do 5, vicinityScience fat reducing to tithelocalStandard school officials both 4): the about quantity ways and to improvesot (ue oho Applied Learning speakseditorsits clearlythepurpose; style and apt...nation presents confidently; to suit its purpose sod audience; money,completion,ofPlanning planning and and andmakingmaterials Cleganizing organizing good and usetakingfee:Ides an of event theresponsibility resources or activity forof from people,all aspectsconcept time, to - respondmflenimplements effectively the to plan unforeseen in waysis described thancircumstances, dearly enough for someone else to use in established priorities; organisationproposingStandardof wore that disposal 7, has Sonar become on Standars11), the schooldefunct. campus ways of reestablishing 3 neighborhood crime prevention (see also Mathematics Examples of oral presentationspreservingevaluates include,responds theto eke effectiveness appropriudy board of a local oldieen questions organimion presentation. from the theproposal audience, for a beenThe standards revised substantially for Applied since learning the losthavekair strategiatroubleshootingwayImproving systems for a System:improving of people, problem developing their machines, in effectiveness.their an operation; and undemanding processes and devising ofwork; dm proposinghavepansevaluates beenof the thehow improved plan somas the that improvements byworked of betterthe event best planning couldand or activity, the andhave aspects organization, beenidentifying thatadieved. could the and designedpresentingAppliedspecial event Learning to to inform theto be loud Standard theorganized council councils 1 andresults on decisions 5):Wolin( of a theconununity abour organization fume survey sue of a ( also informationStandards.published draft Contactabout of thesethe New content Performance Standards homework for DESIGNINGproblemA single projectsolving. may involve more dim one kind of Examples of planning and organizingplanningmakes recomomdations and an none organizing or activity toa similarwhen ;whale whonuns mien or szivity. consider a presenting to a load businessrequestcommunity plansLearning for forassistance owned a Standen&school building carnival 1.3. and and 51, in running the event bee also Applied Learning 01 resource 2132 her oho Applied Appliedthat has learningprovided standards. the foundation for the identifiedThe student need; designs that ais, product, thedevelops student service, a range or system of design to meet options, an stagingSeim,orpnizing Standard a thematic3 science 8), production fair (us also Applied Learning Standard 4, (tee also Applied Learning Standard maintenancepresentingStandard I): to representativesdepartment of the school district's buildings and designs fur a wheelchair access ramp (con c identifies,economic,example,micas one withwhere ordesign environmentalreference relevant, option so to the functional, pussconsiderations; principles and aesthetic,joosMes on which thesocial, the choice, decision for organizingStandardplanning1. 4. and 5,a2), OddEnglith nip Languageto study an Am ecosystem Standard 5), program for providing voluntary maims in household ( alto Science communityThe student osgmization conducts fiamaloralio busbies.% Applied written Learningdrat nem:vandals is, the Standards student with I and a 5). betweencontainThese performance extensive Applied learningcross-referencing, descriptions and English both plansestablishesumwas appropriate based, and carries criteriasuch conventions outas for aesthetic, the judging steps to dm ofmethernaded.mpresent thesuccess production the of the design;samtifis process.design; Mathentatinnegate:togAppliedhelp and 3 Standan14),whool Learning maintenance carnival Standen( to elderly 5), people in the local am (ter aho Applied Learning Standard Z. her nira diemitaandexpresses correspondence.audiences in the information or request clearly for the purpose style appropriate to the purpose and audience of LearningScience,language standards.and Arts, among Mathematics, the Applied and forevaluatesstandardsadjusts success the theof productionand quality quality by comparison and of proms the safety; design as with required by similar considering m Fondues, achieve the services,specified criteria awardsStandand nightorganizing or 2end and of 5).a season special celebration event fru a local organization. such her also Applied learning 011 Examples sr Imam and enema,artworkwriting include: a inlens a history to a museum paiodial seeking for students permission to reproduce her rho Applied Learning SciencelanguageThe iscross-referencing intended Arts, toMathematics, illustrate ro English some and of Examples of deigning include:designingOf and producing I historysystem. periodical for students bee also effectivenessinTheIMPROVING need student of repair troubleshoots Aof SYSTEMora systemdevises in problemsand operation; Less inways the dm ofoperation is, improving die student of desa system sdmalwritingStandard carnivala letter 1. 3, to4. aand local 51, business seeking financial support for a ( also Applied Learning Standard 1), disciplines.maybethe integrated ways provide in These which awith vehicle references theApplied subject for learning learning are areas shown in andmay the LearningdesigningStandardApplied Learning 1), Standardand building Standard i and a wheelchair5, Mathernatin1, 3, 4, andaccess 5,Standard; Entail, ramp (orLanguage 2 anddm 31: Am Applied mathematical,identifiesofdescribes in login. thedm sequences, operatingmanagement scimdfie and principles organimtionah control;and solemn underlying of dee the system system, in omen Le, organitationapplicableplanswriting for andIsms a to specialseeking theto the event event policedirection to and be regarding fireconducted departmeno salty on regdationsbehalf to advise of a lad diem of (see also Applied Learning Standards I and 5). AppliedTheonly cross-referencingfor StandardLearning standards1, Problem among is theSolving. intended designingmaterialsto the school. and includingimplementingconducting 3 hmdbook a ancommunity induction and surveyother program informational to foeinfant, students tool new bee also Applied Learning Standard a evaluatesenvironmentalreferenceanalyse the theto design inoperation requirements, functional, and ofmanagement the esthetic, itssystem; appropriatel social, of the systemcommertial with and charmtransparencies,publicationThe student that usingis, otganino the handouts, sexed student and methods and communicates computer and formats, generated information such graphs as foroverhead and ofdemonstratingsingleto Appliedillustrate project Learning some canachievement of provide standards.the ways a of vehicle ina It numberwhich is for a designingandbuildingcouncil 5, Ma decisions or thrmatio oboist Standard the future 1 and use 4)' of a community owned and building a grandhcherresource clock ism Gn also Applied Learning Standard Z 3. bee also Smart testsimprovingdevises the strategicseffectiveness its performance; for piningof the strategieathe system employed. back in operacion or possibilitiesinorganisescollects the publication, information the of informationthe caking chosen to include account fonneninto inan ofpublished appropriate the eseptimments materials; fonn for and use withtechniquesintended problem that be solvingApplied developed projects, Learning in conjunction rather tools and LearningdesigningStandard Standard, I).and staging 1. 9. a anddramatic 5, English producrian Language her A113alio Applied Standen( 5). formatschedes thethe informationpublished material for accuracy; so dm it achieves in purpose. than as isolated skills. 130 BEST COPY AVAILABLE CI 1995 National Center on Education and the Economy All rights reserved. (Cammunaetuth Toot gad Trd174.414. Itufinnaarr131 Drthipthe gunaurat en net me) Performance Descriptions Applied Learning MIDDLE SCHOOL 3. Information Technology Tools and Techniques 4. Learning and Self-management 5. Tools andand Techniques Techniques for Working With Others 63 publicationframpbs(wnrinueeD include of turning and fitmartingpublishing information a program forfor a dramatic production (ee alto Applied TheandUse student.presentinformation information. technology to collect, analyze, organize, TheManage sentient and lama direct from one's rolecontain models;own with learning. than or observes is. the student older students and adults at wade athe-job clientWork learning, with others and tofa respondachieve aeffectively shared goal to the to promote need, of on- producing(arepublishingLearning alga AppliedStandard; overhead a brochure Looming f,transparencies 4, advertising and Standard 5): 1):andthe schoolhandouts for to new support nude. a softwarerasaacquiresloads, documentation runs, programs.information and use databaseandfor specific on-saten and purposes spreadsheethelp to fiverlearn on-lineprograms; from to sourcem use theyand identiftaproducego about the theix main work, features and the of whatqualities they of do. the the products way project.The srodent takes responsibilitynacho agmernentfor a component with morn of a teammembers on what work needsthat to it the student Learningofsurveypresentation a community &signed Standard, to ownedtheto inform localI. 3. buiWing andcriunzil the 57council's or un resource the decisions results area of Ore abouta corninunary oleo future Applied use Example, eating Inftemationcollectedloading, rechnolov running, through malt and a andcommunity using rerbniqoo a database survey include: herprogram also Appliedto manage Learning data conductingtakesFactorssusalres account affecting work his ofperformances orsuccess; analyses her own ofproject roleand models wadiactivities. prtultuta in planning to identify and the[almscakesbe donespecific allspecific stepsto completecomponent responsibilitynecessary the of totask the forensure project anda component howappropriate within the work theof dencompletion agreed will projects be upon added; of thatThe is,student the student muulates information from one format to mothen (ternearbyrangStandard] oho on arms-lineApplied I. 2. sourcesto and informLeanung 51: to nm-arch collect Standout information Mu, 1. water 2. and aboutquality 5); warm in the quality not area in &ler of learning from role2,aaamining his 3.modeb and 51: professionallysuclude published journals to inform the design of jot.rnal for students (ter dm Applied Laming Statubmb 1. projortExample; include: of taking rerpandloilityft.time frame. a component fa team cheduinformationchooses that a different theto boner information format suit the that has purpose is ban appropriate translated for communicating for accuratdy presenting it, into studentsdesktopusing documentation publishing ( alto Applied program and Learning on-screen for producing Standanit help to a 1,learnhistory 2, 4, how anc15).periodical to use afor avisiting science a professi.allyfair (ter alto Applied organised Learning exhibition Standard to inform I): planning for 2.3.historytaking and magazineresponsibiliry fk for students for preparing (ter alto an Applied article Learning for publ.tion Standandi in a 1. . decidinggivesthe reasons newto love format, for some any ch.gra information made inout the information, such as lightinginvolvedinformmaking design director.a in field the ofrrippreelection, publicityrho to studystudent, manager sucha dramatic own as production,Orethe productiondirector. alto Applied Imervicwmgstage in Learningrehearsal manager, people to intakingproduction a community respumiliihryresponsibility (me surveyalto forAppliedfor (tee coonlioatingthe altolighting Learning Applied aspects the Standard Loominganalysis of a I. dramaticStandard,of 2. data and collected4), I. anus!&ler include; of trandating infomurriene.g.,translating using from afrom land one a survey mapformes TO map ro a sketch to produce map adrawn skeoch ro mapa reduced drawn sale.to StandarddiagnosesvisitingStandard, an I). autoI, Imam 2. andrepair in 51, motor shop andvehicles studying ( ciao hove elpplini a mechanic Laming The 2. and 3). student coadun or tutors. that U, the student oftranslatingqualitysmaller graphs (remale to fromalto display that Applied statistics highlights data Learning tocollected graphics, issms Standard; relatedfrom e.g.. a usingcommunityro I, improving 3, several and 5):survey waterkinds thatThe is,student the studenn develops and maintains a schedule of work anivideso midsnalyacssports, lootassists and effective coaching communityone or orroom tutoring groupn odaers experience en learn on to else identify job, e.g.,mom in school, way. of providing assistance to support presentation,translating(we also Applied a drooled e.g., Learning developing plan Standard,into a a series series 1. 2,of of andpoints poi. 5)t en for guide an oral an Oral deadlines.seeks andestablishesadvice deadlines. on the a advedule nvoumgement of work of activitiesconflicwing that priorities sefleas prioritiesand tutoringoneson-the-job the activities.analysis kimono& to inform subsequent coaching or herapresentation special afro Applied event ro to theLearning be board organized Standard,of a bedon behalf orgoniration I and of 5). the organirsotion on a proposal for schedule'ample; of work anionic, include:updates the schedule regularly. alma!, and earhniqu e t for developing and maintaining a &unpin ef toadying or tutoringcoachingApplind include: Gamins aanother group Standen ofstudent younger ini the students use of undertakinga software program a project, her alto atseeking appropriate,usingdeveloping advice timelines on doily, resolving ro wieldy. ident4 conflicts orconflicting longer from term prioritiesteachers. work plans. and dknts, deadline, as or appropriate, peen. and The student negotiates withtutoring a dinner(see other oho that studentsApplied is, the Learning instudent mdmiques Standard; for analysing1. 2. and 3). water quality The otherreviewing period and of revising rime. asstudent work appropriate plans sets or goals the end for oflearning ooh day, and week, review, or his or her progress; rrsoustaapl.interpretsconsults for completing with the dimesa client the segue. totask, dmify andtaking the eranslatel account it of into available an initial dern.do of a wk. that is, the student: weltsreviewssem goals his foror herlooming progress and responds to advice from others in sorting goals and towards meeting the goals; Examples of negotiatingnegotiates toitbnegotiating with a dicta the clientinclude: with to disabled arrive at tncniben an agreed of the upon school plan. comminiry goo& ExtrInpletinclude: of mob and techniquesreviewing for setting progress. and n-vieting learning a negoriating with rho boardorganimOmto of design aalto local Apptud aa specialwheelchairorganization Ltiming event access toSiondankon its row behalf appropriate I and ( alto 2), Applied ro their needs establishedshowingusingestablishing the activities goals godu learning to informthat gods provide choices in consultation opportunities about project with to anivitia,thework tcodur towards e.g., and LaminganegotiatingLearning program Standard Standard; for with presiding 1). 1 and voluntary 2): services Orr oho Applioi a commitoec of dderly citimns to organize (0 ;995 National Center on Education and the Economy All nem reserved 132 BEST COPY AVAILABLE andsoakinglearningreviewing review feedbackgoals: work prognen on from a towardscompleted teachers, meeting project diem., thorn. in,tad light peen of establishedto help rot goals 133 MIDDLE SCHOOL Work Sample & Commentary: McLean's Got It Going On 64 3 5 Problere 7 7 1 2 3 5 'MA tlatenlng spa.,V.Ang NytertDamanOpen. WalmmolamistreCannata [tees:lanelo St..CompsProbability ilaporaYalanse.p Mamma a tom. 61.316 Omuta.,11a,Awstlyi W.* Naha swit Comp las Memo Camp. UM a sea. CancepilSelma eametlortsapparallwa kl4r6114 71.IdnaSelarnia kienles rwa teclualoyes &WM SaharaSahara ComemMan TacMaas tomes a lakalp.t6c3. To. ut connate imesa I.*. 5e505tar em Gem'Ws Evict, Language Arta WV Marbetnatin identifies, where relevant, the principles on Science organizes the information into an appropriate Applied L arning donenotThe0,1700. a work ascomprehensive part presented of the project. from record this This of project all is work partly is PI,4 studentsbrochureStudentsApplied andwerethat Learning theircould asked parents be torequired used develop and for for orientation anby visitors informational the taskto of the new whichusesmathematical, the appropriate decision wasscientific; conventions based, such to asrepresent aesthetic, chosenofform the for requirements format; use in the publication,and possibilities taking of accountthe ofTheWithTools a teamstudent Others and project; Techniquestakes that responsibility is, the for student: Working for a component bestandardsobecause view neither to theproviding andreasonable project portly evidencewas because nor not appropriate done of it wouldthese with informationalknowledgeopportunityschool. The of totask andmaterials. use provided skills. and furtheras students researching develop with and theiran writing plansriseestablishesthe design;design; and carries criteria out for the judging steps the of thesuccess of The brochure compiles researchachievesformatschecks from variousthe the its information purpose.published sources, materialfor accuracy; so that it takesandworkreaches how needs specific agreement the to work responsibilitybe done will with beto team completetackled; for members a component the taskon what of toAppliedThisrecords asklearn would students offromLearning, every defeat projects to aspect keepwhichport that ofdetailed ofis the haveeveryfor purpose students writtenstrong project. of research,ACircumstances group of draft, six students field of test, performance was revise, given and four publish weeks the to andtoadjustsproduction achieve safety; the specified process;production standards process ofas quality required informationtexttosuch form with as a histories,graphics concise is organized presentation.asinterviews, an aid in toa andformthe It supplements reader.prior appropriate publications, The the for projectcompletiontakesthe project; all within steps of thethenecessary agreedspecific to time component ensure frame. appropriate of the otherassessmentstandardslinks toless the betterformol world through lend methodsof work. observationthemselves Somethan through oftoand these andteachertwobrochure. studentsformatting. gave The feedbackperforming writing Additional was to thethe advicea collaborative studentsfinal cameediting. about from effortThe content the with orcomparisonconsidering systems.evaluates thewith the criteria similar quality for products, of success the design services, and by by achieveapprovedthatpublication the itsinformation.is itspurpose. in publication. a brochure accurate, format.The material because It can isbe theformatted assumed principal to ForworkingThe editingbrochure collaboratively. the was text produced prior Two to publication.students by a group took Thisof responsibility students is an Accordingly,evidencewritten work. the on rangewhich andto base depth commentary of resultlanguageprincipal, of desktop whowith thenegotiated publishing,students. content The with final andthe product exceptionappropriate was of a arriveneedsThe brochure atand the responds design, is a designed students to the requestproduct reviewed ofthat thepublished meets principal. the To ofThe work brochure expected provides for this evidence part of the for standardthe quality for componentappropriate ofofisexample athereadily team project project. ofidentifiable taking and It the responsibilityis a invalue reasonably the finaladded forproduct. discrete by a this thisrelated work to sample.the standards varies throughout text,assistedbrochurethe graphics but thestudents prior studentswhich to publication.with were made columns cur final and Again, and decisionspasted placement the intoreacher about the of towasonebrochures sort isrequired anthrough attempt as tomodels. earlier formulate to emulate school The text. credit publicationsa Studentsprecedent. on the werebottomand Research archives. required of side additionaltheaCommunication student brochure hasmaterials would met Tools this needof andpartcomparable ro Techniques.of be the accompanied standard, quality To sayhowever, by that componentadoptedThere is no in evidencetakingof the projectresponsibility for the nor processes evidence for the the forediting students the drafts toMassplacement a local production print of text shop. of and the formattingfinal product the Wan information.' contracted brochureandcommunityThis maderesearch has revisions members. beenwas supplementedwidely in Studentslight circulated of the field response.by restedamonginterviews early parentsThe with drafts information.anddemonstrating formats for facility organizing with aand variety communicating of methods theprovidesHowever,from middle which evidence the school they published worked level for the for brochureto quality thisproduce part of is ofwork aedited theproduct expected standard copy. that at StandardpartstoThis provide projectof the I, evidenceProblem Applied gave students Solvingdesigning; relatedLearning theto standards: theopportunity following inmodeland developing students for other of similar the middle school. documents. schools It has inalso the beets district used to useas a TheandInformation student:Techniques Technology Toolsloads, runs, and uses database and spreadsheet theThefor Toolsstudent: student and negotiatesTechniques with for Workinga client; Withthat is,Others. StandardinformationTechniquesorganizes 3,2, for InformationCommunication publication; and Technology communicates Tools and Tools and expectedproductdesigningThis project provides ofat productsillustratesshe middleevidence arising an school appropriate For from thelevel, comparable quality and task theof for work finished kinds howprograms;uses to use documentation software programs. and on-screen help to learn ofconsultsinterprets with athe client client's to clarify request the and demands translatestask it componentWithStandardTechniques; Otherstakes 5, of Tools a team andresponsibility project; Techniques negotiates for for a specific Workingwith a client. allowof projects.in For relation detailed However, to this commentary thestandard. available on evidence the students' does worknot asbeenprocessed.The a brochurenovice achieved Aattempt more is with a desktop sophisticated thisadditional example publication formatting. layoutis reasonably thatmay However, was have word upontakinginto negotiatesan plan. account initial plan ofwith available forthe completing client resources; to arrive the attask, an agreed toTheProblem meet student an SolvingDesigningidentified designs a need; product, that service, is, the student:or system andTheCommunication informationformats,student organizessuch for asTools publication overhead and and communicates transparencies,Techniquesusing several methods withThecomparablepublishingcompetent. documentgutters software Forwith for usesthe folding.database maypurposes right Placementbe justificationand regarded of spreadsheet this ofstandard, as andtext generally columnsprograms.allowed desktop for functional,theselectsdevelops choice, one a aesthetic,range fordesign example, of option design social, with to options; pursueeconomic,reference and toor justifies charts;handouts, that is, andthe student:computer generatedmaterials;collects graphs information and to include in published a laterthanresult inclusion computer of cutting of graphics.generated and pasting The drawing. graphicsprior to printing were a rather 134 environmental considerations; BEST COPY AVAILABLE 1995 National Center on Education and the Economy All right; 'nerved. 135 The tobrochure write an is informative a result of abrochure. request by There the principalis no Won,want2.10th to In 0OT go the 10 It 71n yOuMcLean. ana are sra urver:.°I'y ATHLETICS youa boy ca ens We PTA Oiutprincipal,evidence shown ofalthough here) the students' suggest earlier revisronsnegotiations drafts of werethe with final made the product after Inapray sprit .44100.tressThere Gam a an grime). Pasketbailto basks:bee. Prom or irack. taus (floeon pun oralms be canOn Iteacka,aroundout school: to special help out termites. wan .FrgPLT:siv.ti ekes, Wee.alw"u'aya' and MCLEAN'S expectedStudents into Ontario'be able Canada to design are and besatisfactionconsulting inferred with fromwith the the principal. factplan that for the theThe brochurebrochure principal's maywas loose,mow.,team..rOoGa), too at McLean.spans. baskatbal, you end ca you are bang e weeypeeplay leachers,M.Y.4.GMErarnea.n's*In'"N'T.shins".''syla're°1111"slanturts'N ^2. Woe. forme at SOT a effects,consideringforcreate specific products, cost, purposessuch durability, processes,aspects and and as evaluate visual environmentaland systems appeal." them responsetheinformationalpublished needs to andof the thematerials. isCOMIlliSJIMI. usedintended as The part audience text of the that school'sis addresses in direct 1G. tooMitilin/FPPUNing wort PT 111 X, andMasan flouts is a thankhI grass McLean nes el kind, 01 AC AOEUIC CLUBS (MG ON I p.The 79. Common Curriculum, Grades 1.9, The attask the illustrates middle school an appropriate level for negotiating level of expectation with a client. Mat mawsMindMOM. Ow ebb, nuThere kalscountscamwas Mal As aheloaaMe Oayaseytwb. McLean .4n other may be Warmed mean* at the provideThe relatebrochure evidence to spacing. contains for English The a few narrative Language errors, test all Arts ofwould which Standard not Mmr:wavo.thit.esen..SciencecarlOalliars Then antaiby.u.tt.,.ersrs. 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Unmans. tern Onmunicalen Stloalc monism Applied Learning soaasstaam Cann.* to. ten remtschrina. lacisonunSc., on Otian The work presented from this project is aStudentsApplied series of on Learningmagazines an English/History organizedrequired (earn around by design the historical task and publish Thisto project provide gave evidence students related the opportunity the following justifiesducedthe design magazines a number of a number beforeof choices of settling professionally in relation on their to pro-own the and Item A obecausedonenot view a ascomprehensive to theport providing of the evidenceproject. record This of theseall is partlywork . project was not done with ofschool thisthemes. kind.students The who magazines cannot affordare distributed to buy magazines to middle TechniquesorganizesStandardStandardparts 1,of Problem the2, Communication Applied andSolvingdesigning; communicates Learning Tools standards: and launchingindicatesdesign and that into content students final ofproduction specific tested thearticles. and product made it also before twentiethfocusDear on the Ms.century We Our Applied subject of modem and Ms. Learning group is feel that this an in the late nineteenth planning on doing a magazine. It will tobestandards ask neither students andreasonable partlyto keep because nor detailed appropriate it writtenwould CircumstancesUtilizing funding of fromperformance a local newspaper grant, Standardinformation 4,3, for LearningInformation publication; and Tools Self-management and Technology; Tools evaluateddevelopingaspectsadjustments of thethe our to resultsmagazine: improveproject, by wethehaving "Once restquality twoweran of finishedgroupsit severaland of becauseourmany groupourthey reasons. main will as well First.learn rhisgm/ throughout isaa to the inform readers. the We magazine will provide magazine willis a learns reader.a lot The reader a source of educationworthwhile projectmore for from our century to the earlywill benefit research for toAppliedThisrecords learn would fromoflearning, every defeat projects aspect which pan that of ofis havethe everyfor purposestudents strong project. of groupsinformativeofstudents historical of on middle summer magazinesan English/History school reading that students providematerials team who interesting publish for live designated in a low setand Standardgoalsand for Techniquesmaintainslearning 5, Tools and and reviews Techniques progress; a work for schedule; Working sets aboutTherepeople andis look also followed at evidence it and some make that of thecomments."the students regulations learned you forwill your considermagazine rime. the will entertain This whole project ideas that we have the reader. will be a worthwhile this intcractiVesetinnh throughout experience. We hope magazine. Second. the this proposal. Thank that you writtenotherassessmentstandardslinks toless work.the betterformal world through lend methodsof work. observationthemselves Somethan through oftoand these collects,questionnaireofincome reading areas the materials. students andthat alsothe Based develop classhave ondesigns,limited their data magazinesaccess gathered distributes, to afrom withvariety and a ProblemcomponentWith Others ofSolvingDesigning takes a team responsibility project. for a specific Itemletterthat apply0, giving the tocover permissionmagazine of one publication.issue to reproduce of the magazine,Item artwork. C is a relatedevidenceAccordingly, to onthe which thestandards range to base andvaries commentary depth through- of themes.audience.mannerthe goal thatThe of The providing matchesthemes magazines have thehistorical arc interestICS organized be information broad of their around enough adolescent in historical toa The tostudent meet andesigns identified a product, need; service,thatdevelops is, the or a system student:range of design options; photographsrecordsincorporates the need (seethe reproduced soentry obtain dated permission work.3/30). Item for K Melissa `71C4.121.4x.c.,Natalie out this work sample. film-making,transportation,themescover several selected fond, timecolleges, include fashions,periods environment, presidents, in sports. 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Pea. never tame on going Me Mae . processed.The magazines For theare purposesdesktop publications of this standard, that were desktop word Maleynynr, jolt.% Leas in you,Ow milt,.ono crowd Only 50 stlIon..2010nre aseV is arrow going to ma 'do anyomme. it you oe your you two to. T. 1000013 ot Ono day Me worth Degaussano3 WO.wet Is wanting one of tho Inaget mom promoted thwi toota. me 0...... 80 non *goys 5M Mt 111s. publishingItemscomparable G, softwaresoftware. with database may be and regarded spreadsheet as generally programs. H, I, and J were produced on desktop alms' amnew..ape. Iteme Maas Pops Psi keep doOtmopail mess. positive awooM wan otrilooson II 5re.can Pollyon mei you triguso II is noose what pa Dine havee.g..,withSeveral use theMicrosoft itemsof log information entry provide Publisher, in Item evidencetechnology K so dated I willfor tools4/4 thejust includes"! students'andtype techniques, the articledofacility not sorecordsintoon myMicrosoft Publisher, crane dated articleWorks, 45 tomorrow include (though bring "Todayat it formatschool" to school, 1 washad and disknorand the changed), problems,mergelog entry it Theweekend,was embed.nature to ofI haveget the layouts evidence Ur type turned runty does papers in,not in provide sufficientover during appro- time." this 142 priate information so illustrate this standard clearly. BEST COPY AVAILABLE 05 1995 National Center on Ee'luration and the Economy All rights merited. 143 Student Historical Magazines continued MIDDLE SCHOOL 69 Interview With the Vet sup. 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CopromotCorm alike:wan po Nds ma maze scialce: ofr dmahOa Opp mos Viodobsoosasomoomo.to amebaT1661016 Caner afie ram Hnblewth you piaci,a mg enemy "Ms ow/Cla co'many Tao 3, fax 1943, ado! 6. of 64 Opp a ID 1995 Nationnl Cent, on Mum:ion anti dm Eronenny All "Ighn nnment 144 BEST COPY AVAILABLE 145 MID o LE SCHOOL Work Sample & Commentary: Student Historical Magazines continued 70 donna 5 4 5 Name, Oeroraem a MOM Minna WY sans natnameal Poloo 3 Fa= Speca srirsest Scam= Mannenkation enaramlaa 4 Menem &slab =amp Language An einsam Vhtomg Sloop* Lamm Ma the apemanCana= Pm 1. Como. MemniaCom= Moamar.=maw san Toads mamma. =mom. to WM Science Caa==emsMeu! We Mann tamps Com=tames and= ....ealone C016.111.. Ineaseignoo Applied Learning/Mb.SoMa MM.= ions Mo. Toolstoduelpene MennaurMob{ ofTheand work Learning studentTechniques activities; develops and that Self-management and is, themaintains students a schedule Tools ofTheWithTools a teamstudent Others and project; Techniquestakes thatresponsibility is, the for student: Working for a component Prioritiesseeksreflectsestablishes advice priorities and a ondeadlines;schedule theand management deadlines; of work activities of conflicting that takesandworkreaches how needs specific agreement the to work responsibilitybe done will with beto team completetackled; for members a component the taskon what of The orstudent her progress; sets goals that for is learning the student:setsupdates and goals reviewsthe for schedule learning; his regularly. projectcompletiontakesthe project; all within steps of the thenecessary agreedspecific toupon component ensure time appropriate frame. of the Item J seeksthereviews goals; and his responds or her progress to advice towards from othersmeeting in studentsbeagreementItem done 1. provides andtaking athung how responsibilityevidence itlearn will bemembers for tackled, studentsfor specific un and she reaching for work to VG= Getting Around inItem the K form is an of example a lug produced of a worksetting un schedule, a daily goals basis in and this in reviewing case progress. ofnotcomponents the allow processes for commentaryof the the project. students on The adopted.the evidence effectiveness does Zee venPeadnearle From Then To Now WASp011adW00one1100 of fon swedes OW1 of IT Cill1HGED withnextday'swhich day.two workeach concurrentThe and day's log closes recordrecords projects. with grows work tasks Itumactivities wouldestablished of the provide associated previous for athe levelproductionTaking of responsibilitydemand of a magazine for taking for components illustrates responsibility an of appropriate thefor a nomeni Mickmade good ming Me=oft =Mr, owe nn wadaroused used...Mindlame tue and is few ore dekko, progressvaluable memorytowards achievingaid to assist learning the process goals. of reviewing identifiableaddedofcomponent the project by each ofin are athe component team reasonably final project. product. would discrete The be components readilyand the value. 160.Saw,=cane 7t,, mud dowasladolmoks samean on ox ma poll in more nun, EINEENEsal daemonoetMama neon fast cmant ladmacesrot to hat a any sandy. no kd of roomy to ladmmaybun rims =podtom laand Mom= many towns andel area base 1100,rule 190a;trio, ammoataas n7 Manive amnion=mod regime man a =emu IPoamIsles nEaira= mvel In suo Mrs am ammo rem mi== inanefpme Nen =ma ray 146 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy All rights mewed. 147 Student Historical Magazines continued MIDDLE SCHOOL 71 Item K ccic 1 3 nzry Dcwripcion / noun Plan: Item L 1;42 --.44#11.4ELyawitugai2AV______ItcflePic p l Ilcoveleppace cI s L.: &c."1,6,,, 41t 0 .. .11, VII In, 1. ,,41.1porch pawd tre.... , 1.,,,,,,. mc,,,,4 :,V isquonensine,,nsZfe,o'reenvj Wet -31) ,4'.'3T, .,gvfatt,,,,,,,,s,.,.tp..en..1,(1 ruT7/1?nl'a'e ZIA g4fr,i4j1P,' nvil I n int Om, Ayr 1.,aloiCtlArtfF ,Me -m CP Mr It, n.. ppd OA tr 47- .12'''''.;,..7-7,,-,,-.47'1"vr&-d4.24-64r,' "A" Should 14 b. '-' Cr''6 .74,/ A,,,, S'. , vsr.:,_.:t '-''''ron, 1 !.nrcltj:+unz, nvi:JA we MO, .1-5 5 bntry,c.z..' 'i Z 1:nr, C.,7 F. "'a I° 4e, ',-1,-4---- 361 Zaa5a ..r.7,r,v:z,vi.=.4-, ew t ,,,....., br, ,, to setant,anit 'logic 512; '' ""r.' '" ""' i ; 41+ EfriliZZ172( X Iivr.t,, 4,5 hj 251114P lainetipe outs iti I.,,,,,....M4.5:'1.. ,;nr ,,, CV .,Jt. I SOD - Von ;.,,okapecea on torn sinTha to kR ,,,,,a rictA ilro IT r, -on,9,551 :I ie""r 4-4, M5S' Alai !w f4v0,0Arrup 404. 1 % WIPP - tad .thaib,,,,,w,Sctr.,r I- O. IP' 1 i-----Wif--:._ r4P;1...P"'"'T ' 44.4. .14 ... .4.0I ,7 V. V/ 7 Th - -; - -., ea- &roilp.6 c t, 11.54 r .,,,$,-,... , 1.1r. kfil...ett.-1,M,CL^1 844.,,,,t Oth. 0 /995 Nano.' Center on Education and the &anon', All righes reerroed 148 BEST COPY AVAILABLE 149 MIDDLE SCHOOL Work Sample & Commentary: Fall Carnival Project 72 2 3 5 3 5 3 5 7 2 3 5 7 Reading VOr Soubo g, & Caucasus, boner & Wobbly & Ststrsbu & Ibinsobbal SUR. Pubbo fbsicb UN Suarez in f Span somas Solontlile Problem ue...nesem bbongabn English Language An Ustenbg Comma WaP Utmbn MashrtnatinCom.Oyentbo WavnInba Caen apronCb,00pbNb. ProbstaltyCcectots leanemokbhasorttptart*P.m Twits CaorrenlottoIbreasbyt histlynalcs b bob Science Cora*Sebrxes Cempb Canape&boon Caomtionf IWM.& Seen.17.Up &SttMUttm Tatooloolls Commune:nu bast*.Stuart Applied L arning Sabine TwInibin %oh & & TectniglesLM. Tab notThe a work comprehensive presented horn record this of project ail work is wereStudentsApplied used planned Learningro buy fooda school requiredfor a carnival. homeless by The the shelter. proceeds task implementsrespondreflect the established planeffectively in ways topriorities; unforeseenthat tru.so IA rso)s -ca" the c3ooNe c.ifce1,,es standardsviewbecausedone toas providing partthe and projectof portly the evidence project. was because not ofThis done these it wouldis withportly a ItemRespondingCircumstances A), the studentsto a proposal decided from ro a sponsor classmate a carnival. (see The of performance bestidentifyingevaluates andcircumstances; the the the aspects success parts thatof of the thecould plan event have that or been activity,worked ours_cA.,esoC popcorn. rr.6ke co.....C\ ancl 0-Ake4,3 sc..09.-y-f cupcakes,....jc,Airs,et 4-t)e,-Q Cy Tv-0 I iteir C j

..0 sip/&WI; cako 5 bsf psi tr\9 ofcli,ide+hriireee nerd activity;The student that plansis, the and student: organizesdevelops an event a orplanreflects than research into relevant precedents and instraightforward,level.for advance planning While theshe and arrangements conceptenvisaging organizing of the the at and event theevent procedures middle is and relatively settingschool needed up ,crowd 5.0-)eand hooe for ekh 1%rovp Qrptofl the ccvni\al,CorrNe gym. sip/-Cooi-o,ctAoell fiwpield Mink 0-f o \filth includesmakestoregulations; be allconsidered; sensethe factors in terms and of variables the order that in whichneed classeswerestudentsfor it toincreased runand planning smoothly.places groups by and the in organizingthe students school considerable decision skills.:to set These up to demands booths. allow demands other on s.)tio'cvg icdes C'enckpesPr?JeeS V)ciP0\ scIrNe Ork sencic.)I mono.' 0,Nrelver reCd-iy (.14 Kco,(1°'4tctel' one) 'Ther isresourcesmakesthings described needsense available toclearly in be terms done; enough to of put the the for people, plansomeone into time, action;else and to 151 150 use it; BEST COPY AVAILABLE © /995 National Center on Education and the Economy All reghn 'nerved. Fall Carnival Project Item 0 401Loaves *444401 and Flaw. Aomasa N. 1994 DATE.FRIDA Y OCTOBER 23 RULES AND GUIDELINES FOR CARNIVAL To781040. Loaves .74 Rao.. and . We an from REASON-ALLPICK TICKETTIME.UP TIME-7,00-7,30P.M. a; PRICES- 5.7:00P.M.PROFITS 3.25 GO TO BUYING plorNognobmow/440014 Ma to carnivalScrod.to wawaNva 81Our on Ida*food °motorbm1 pro...etc sorba 28. 1994 madny Ono. oo due to your ow...on.Our nem. an Onn punnues Do you in Me Ono rem0441444 waaY44! flokl pomp lo nave oemmil to mooWe aroOW Maroono son.. We aro I CANNEDEVER FOODS YTKINC FOR MUST BE HOMELESS SHELTER ( LOin, and Fishes) NovemboI. enchom On bona of oar 0404 444411mM Ow benalroo 0l 4144119 you lo our ea.treval al 4RIVERSIDE5 2. EACH BOOTH KISTBOOTHS MUST BE SET UP ERSE STUDENTS AND CLEAN UP CLEANED UP BY 730P.M.BY 4A S FAMIL OWN P.M. INVITEDMESS. VTTED ONLY Sncena,V. men. Item C 3,F6 ALL EF OPOSSIBLE. FOOD MUST WE BE EVERYMUST BGOTH HAVE PROFIT&SHOULD A WORKER (Id help buy WOULD LIKE A DONATION MOM food COMEAT UP BOOTHS wITH THEIR AT ALL OWN TIMES. for the haulm shchei) OF AT LEAST 10. .1,041Ramon*. may Mo mapondcarnival lato October our moo. 20. by berm with, 4.0010 ot calm: 7:00. WI Iwo to 440 Ku blinc49 SOMA CARNIVAL.ID.9. EVERYTHINGTICKETS MUST BE PAID WILL BET TURNED INTORSTORE CASH BOUGHT.AT FOR WITH TICKETS. END OF PRIZES. Fl VOW.. 70 I TRICYCLE2.I.OUR GOLF BOOTHS. RACES CAKE WALK FallIf5. me,yow CensivaL e.AF-9FOVIDPIT =up. please fill BOOTH _DUNKING BOOTH argaimiao era anackd is unmated in partiMpatiog in this wonderful GROUP/ORGANIZATION APPROVED11,1110preparationsFriday. September 10 make. 9. end(We we know are sure there voifi this is link rally. be mud Oomio. ha theme Maare alaay bY Item SPONSOR WHAT WILL YOUR BOOTH BE9 © 1995 National Center on Ed..on and the &moon, All righn 152 nonved BEST COPY AVAILABLE 153 74MIDDLE SCHOOL Work Sample & Commentary: Fall Carnival Project continued 3 2 3 1 Enghtli Language Am Readkag *Wu UstanktpSmaktop. Ing Ainthrma rrCmC.Opera.Moir I Yeattureel.Qom. I Ccm.Fyne. 54.5. ItstnemetalS.0ReasoningProt. 5 PM.am Itahtaticat Seim, Cenapt nyakal We It mesas EeO 11 Span C.R.&Moms Corned.ApplIalleed I statist 5 Ss Motic se6,6m6 tea iechnolopis Applied Learning scrim Caralnunkaltarl2 raeledtpts T. intorrnelenT. bolaToMelmoit leclaimesWeeMp let CnemU.! TheCommunication informationstudent organizes for Toolspublication and and communicates usingTechniques several methods theaItem community charity B is an the example organization class selected of formal or business; to correspondencebe the recipientin this case, of with correspondingvariousdifferent boothstasks, with forreferred example, the charity to in taking Items chosen charge D, by E, the andof theclass F and as charts;handouts,and formats, that and is, such thecomputer asstudent: overheadcollects generated transparencies, information graphs and to include in published letterconsistentThethe food letter formats bought communicateswith when its with purpose a theletter fundsinformation formatbut mixesraised would inmemoat a havethe way carnival.and beenclearly forThisshown raking task in illustratesItemresponsibility B. an appropriate for a component level of of expectation a team of theformorganizesmaterials; requirements for use the in information the and publication, possibilities into antaking of appropriate the account TheandInformationmore student: Techniquesappropriate. Technology Tools Techniquesrelatedallowproject. for toHowever, detailed this for part Working thecommentary of availablethe Withstandard Others.evidence on thefor Toolsstudents does and not work chosenachievesformatschecks format; thethe its informationpurpose.published material for accuracy; so that it howusesprograms;loads, to documentation runs, use softwareand uses programs.anddatabase on-screen and spreadsheet help to learn time...coats,whichisSome a first shouldof draft the extrawrittenand be writtenhas food, materials several etc." "too whicherrors,long" contain isand including a errors. fragment."At the "to Item same long" A Theorganizedofinformation a availablehandout.rules andinto for evidenceIn aguidelines publication eachform appropriatecase includes for thepresented the informationseveral carnivalfor use inexamples in the(Item hasa handout.format beenD) of are createItemproduceThe studentsC documentsa documentscomputer used foragraphics related range collecting ofto program toolsthe information project, and is techniquesused e.g., and to in to gavebriefthanto andattention each chronological.tv theof theto point. the rules priority Item asThe theyD thatprocedures suggests are should listed that be setin attachedanstudents out order in Item other (ItemFollowed;informationsorting C) according were the to producedletterreinforce to (Item types; theby B) word Itemprocedures and E processing.financial provides to reporthe organizers,orderinformationE, as on would the the other beaudiencebut appropriate hand,are organized forcover this to much handout.the in aneeds ofmore the ofchronologicalsame booth ToolsdoThese not and materialsprovide Techniques evidence are appropriate at forthe Information middle for thisschool projectTechnology level. but ToolsexpectedThe handouts and for Techniques. this provide part oldie evidenceTo standardsay that for aforthe student Communication quality has of metwork TheWithTools student Others and Techniquestakes responsibility for Working for a component communicatingcomparablevarietyneedthis part to of be qualityof methods accompaniedthe information. standard,demonstrating and formats byhowever, additional facility for organizingthe with materialswork a would and of of a team project; thathowworkreaches is, theneeds the agreementwork student to willbe donebe with tackled; to team complete members the taskon what and withThe is, studenta communitythe student: conducts organization formal written or business;correspondence that projectcompletiontakesthe project; allspecific within steps of theresponsibilitythenecessary agreedspecific to upon component ensurefor atime component appropriate frame. of the of audiencewritestheexpresses purpose in aof thestyle theand information correspondence. appropriateaudience; or torequest the purposeand clearly for activity.attendandThe classdivided to Different all acted theinto detailson groups"groups the necessarystrategy were of two responsible proposed or to three implement infor Itemorder the A to .154 BEST COPY AVAILABLE 0 1995 Miami,' Centre on Education and the &manly All nigher served. 155 Item E Item G Carnival Results It of tickets Money IdeThe curare a okllrma len to So met almost here and there are a lea Student Council 321 150 80,2537.50 the3 We mosehave2 now mammy to to do a dmorare Tales will be b booths most be have cer op al your spa«,(Scar)adults ...each beolh set up by 4 15 rdlyou MdellfsCheerleadersNJHS 476152 38.00119.00 6prevent5 All ro-ustngmayYoa mused maybe purchasedticket, accept at theNo money u to be TICKETS ONLY/ are to he torn or marked nat. booth at te the booths Ttekete at . to Item F EaglesStore 6/02648 )50.50162.00 PlebsDail/be2cod ADWed of bombe the caramel. must Tiro be given to the sponsor , u I all uckets t o Mc to by emumung dm table, be cleaned op by 730t The Money for Um moneyea bomb Monday et the heltab Applied(Goes Learning Into Eagles Account) 16091564 402.25391.00 Ifoew you gymlo8eafetens have Attachedcase &by of and ram u Peeking a wo will beaup moms oldie samint OP ell nosh onals the grounds tO Sae Washington.These totals D.C. will be deposited In your nual school accounts. 1380.50 a weakenSaggesan.is resat 226etymabreak Rave booth eak lo am the gasman; phasecanaval.a namable set up u wal albw workers see kw ....--- foe the Incurred.Mm.account.necessasy. - needs so that Any an she expensesaccount can do willany of anybe deductedreimbursements from your expenses CaVeteitQ Valfohe © 1995 National Center on Education and the Economy All right, relented 156 BEST COPY AVAILABLE 157 76 ELEMENTARY1. Reading SCHOOL MIDDLE SCHOOL The Grade Levels Compared: HIGH SCHOOL English Language Arts children'sshouldinThe the student sample include magazines, reads reading traditional and newspapers,list comprehends equivalentand contemporary textbooks, to material twenty-five children'sand of the media,books quality literature eachfrom and atyear. leastorcomplexity theThe three equivalent materials different illustrated in newspapers,shouldinThe the student sample include reads textbooks, reading traditional and listcomprehends and equivalentand media,:frorn contemporary to11121CO31 twenty-five at ICAO literature of threebooks the or qualitydifferent eachthe equivalent andyear. literary colnpluiry The genres inmaterials magazines, illustrated and from asnewspapers,shouldinThe theleast student sample include five differentreads textbooks. trading traditional and writers.list comprehends andequivalent and media,The contemporary student tofrom nssterial twenty-five atproduces least literature of the threebooks evidence quality ordifferent each the and of equivalentyear. literary readingcomplexity The genres that:materialsin magazines, ifiusuated and from TheAPPENDIX elementary school standards are1 set readingliterary formsthat: and hornidentifiesdemonstrates at least complexities five a thoroughdifferent presented writers.understanding inThe the student text, of she i.e., produces rest ideas. as ainformation, evidencewhole: of levels of meaning; at least five differentextractsidentifiesdemonstrates writers. salient complexities aThe thoroughinforniation student presented understanding produces from thein the evidencetext; Mt.of the i.e., textof a., reading asOlfOrrr1314)11, a whole: that: !Ord] Of meaning; extractsidentifiesdemonstrates salient complexities a thoroughinformation juesented understanding from in the the tut; ca of t the text as a whole; i.e.. ideas. information, levels of meaning: aTheequivalentat level a middlelevel of performanceof to school performance the end standards of approximately fourth approximately are grade. set at The student reads inusesextracts depth paraphrasing at salient least fourinformation judiciously. hooks (or from book the equivalents) text; about one issue or subject,The student or four readsuses books in paraphrasing depth by a singleat least judiciously.writer, four booksor four (or books book in equivalents) one genre. andabout produces one issue or evidencesubject,The student or of Four reading reads books in chat:uses depth by paraphrasing a atsingle least writer, four judiciously. books or four (or books book inequivalents) one genre, aboutand produces one issue or equivalentlevelThe high of performance school to the standards end approximatelyof tentheighth are grade. setgrade. at a evidencesubject, or of four reading bookssupportsmakes than by a andsingle assertions supports writer, withwarrantedor four elaborated books and in responsible and one convincing genre, assertions and evidence; produces about the texts; evidence of reading makessupportsthat: perceptiveand assertions supports and with warranted well elaborated developed and responsibleand connections; convincing assertions evidence; about the texts; evaluatesmakessspports perceptiveand assertions writing supports strategies and withwarranted well elaborated devdopedand andelements responsible and connections; convincing of the assertionsauthor's evidence; craft. about the texts; laterachieveIt is expected than these these thatlevels grades. some earlier students and others might The student reads informationalevaluatesmakes perceptive writing materials strategiesand wellto develop developed and elements understanding connections; of the author'sand expertise craft. and producesThe student written readsevaluates or informational oral workwriting that: strategiesmaterials toand develop elements understanding of the author's and cat. expertise and The studentproduces reads written inforinarionalrelatesrestate. or oral new or worksummarizes informationmaterials that to information:to develop prior knowledge understanding and experience; and expertise and anyAn array single.440r of standard. work is required The work to becomesachieve produces writtenextendsrelatesMUMS or oral newOfideas; worksummarizes information that: nformation;to prior knowledge and experience: makesextendsrelatesrestates connectionsnewideas; or summarizes information to related information;to prior topics knowledge or information. and experience; 6. Public Documentsextendsmakes ideas; connections to related topics or information. increases.tasksstudentsincreasing used get Thisrefinedto older generate notion andThe of sophisticatedthecomplexity requiring work also of asthe qualityThe student and complexity readsmakes aloud. connections illustrated accurately in to the(in related thesample range topics reading of or85-90%). information. list. and tamillar in 3 waymaternal that makes of the writtenThe studem or oral demonstrates workidentifies Mat: familiarity the author's with purpose a variety and of stance:oddc documents and produces The student producesexhibitsutilizesimagery atan leastawateness and and/or onerecognizes anecdote;public of the document,the importance power of in logical ofwhich precise arguments,the wordwriter: choice arguments and the based power on of appealing assignmentsworkingtheirstudents performances withto hone cutsincreasingly theacross while sophistication allsimultaneously complex the English of rearing clearpronunciationusingself :acoirssting a listener, range whenofand by: cueing meanings; sulssequent systems. reading e.g.. phonies indicates and an context earlier clues. miscue; re determine identifiessupportanalyzes of commonthe them; arguments persuasive and NottOtO techniques. auta.ed and the evidence offssed usesunderstandingltSt,to a reader,:agtoncols a range emotions, of of1114strategies the arcintended and Appropome to arguments appeal audience; to readers. dependent upon the writer's persona; scans of the knowledge. values. and degiec of Language Arts standards. reading with a rhythm. flow, and meter that sounds like everyday speech. The studentproduces demonstrates writtenanalyzesidentifies or oral familiarity the work formattingsequence that: with aoftechniques variety activities of usedneededfunctional to maketo carrydocuments a documentour a procedure; and user-friendly; inThe public student discourse. critiques useeffectiveincluding: at ofleast the use onepower of public argument: of anecdote; document, with an eye to strategies common andasmeetThe students complexitynumber this standard getof books olderof whatdoes butrequired isnot the read increase length to does identifies any information that is either extraneous or missing. citinguseappealanticipasson of of emotionally to appropriate audiences of counter laden referencesboth claims: words friendly andor andauthorities. imagery; hostile to she position presented; Theincrease, readingincreasingly so, requirement this formidable.standard assumes becomes purpose.The7. Functional student in whichproducts Documents thereports, atwriter: least organizes, one functional and conveys document, information appropriate and ideasso audience accurately; and an adequatesupportlibraryreading resources thematerial. library amount of areIn appropriate someof too reading meager places, required to establishesforegroundingusesanticipatesincludes a variety ftkvant readers'a persona of narrative formattingmain problems, thatideas, derails, is techniques, consistent hierarchical mistakes, such aswith includingand structures,scenarios, themisunderstandings; document's headings, graphics,definitions, purpose; subordinate and examples; color; tams. tomode;useWherefor be every of assured out-ol-school fora studentshortage example, access to of achieve resourcesstudents books to local thisexists, maymustor standard. county have betterbe The studentcommon critiques so goodintendedemploys at functional least wordaudience. one documents, choicesfunctional that document. including:arc consistent with anwith eye the to persona stiategiss and appropt late for the oReadinglibraries. substantial twenty-live amount books of time. a yearStudents entails awarenesslogtcvisual of appeal. the of sequence possible e.g.. format. readerin which graphic, misunderstandings. the directions white space. arc given:headers; thiscourseswithmay requirement. theiruse other materials regular than class English,read work,in,conjunction to includingsatisfy 158 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy All rights moved. 159 ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL Cleary.Fiction:Brink, Ramona Caddie and Wood Her lawn,Father, )aneczko.Koch andString, Farrell, A Gathering eds.,of Family Poem, Armstrong,Amy,Fiction: Bias Sounder,Me, Ultima; Blinn,Drama: Brian's Song, Fiction:Briro, The Devil in Teem Corinth,Randall. ed.. The BlackVoice Poes,That Is Great Hamilton.DeCohen.COM Saint-Esupery. The Fat Zed.),Josefina Jack, TheStory Little Quilr. Prime; Mangul.Lobel. ed., ed.. The Season.Mother RandomTalking Goose, Howe go the Book Sun; of Collier,Cohen.Bonham, TellMy BrotherUs Durango Your Sam Secret Same, h Dead Osborn,LawrenceGibson,Davis, Europe TheOn and Borrowed Minsrle ro Lee, Freedom InheritWorker. Time, the Wind Golding.Clark,Cisneros,Carroll, The Alin; Lord The 0.,Boto in Homeof Wonderland. the Incident, onFikr, Mango Steer, KnudsonHughes. Selected and Swenson.Sports Poem,Within Poem,, eds., Ur. American APPENDIX 1 MendezLord,Hansen, In rice andThe Year Byard. Gifi-GivenJackie of theThe Robinron. Boar Black and Snowman Silverstein.Mathis. Where Red Dog.theFotaball Sidewalk Blue Fly:l'oemr. Endo. Gaines,Fast.Danziger,COMaer, April A I The GatheringMorning;Ant Catthe AreChem; of My Old Gymsuir, Men Stone.Shakespeare, Marmara, AofNighti Midsummer theor. Warnpanoagethe Dream Last Hcnroff,Hemingway,Hawthorne. The TheDayFor ScarletWhomTheythe CameBook. the Late, Bell to ArrestToll, Drama:Wilbur,Longfellow, Thing, of Evangeline, This World ofThese student siondards work allowwhenever for oral appropriate. performances Ringgold.O'Dell.Naidoo. Zia,Journey Or Beach. to Jahirg, GringoFolklore: y Marna>, Cue.",the Hispanie Tiler FromSouthwest Hinton,Hansen.Greene,Coldman, TheSummerWhich The °maniere, PrinreaWay of MyFreedom. Bride,German Soldier: Bruchac,Blair,Folldore/Mythology: Tall TheThle FiatAmerica; Strawberria: Knowlm,Kinsella,Hilton, Goodbye. Shoeless A Separate Joe, Mr. Penn,Chip,. McCullers,Hansberry,Christie, And The A Then Raisin Member There in theof Were the Sun Wedding, None: s Non-Fiction:Yep.Spare, Child The ofSign the of Owl rhe Bawer. LoutsHuckFrench, and Snow Young.Isobel, White Prima,YefiShen:Story in New Parboil.From York,A Cinderella China, Mathis.London,Holman, Laren TheSlakei Callfor Limbo she of thehg7See. Wild D'Aulair,Bryan, Bear None the A.StoryGads Cherokee -Dorm.and Giants,Story: PunsPurn. Paulsen,Orwell,McCollers,Lee, To 1984: KillCanyon, The a Mockingbird Heart It a lonely Hunter. Shakespeare.Rosrand.Rose.Pomerance, Twelve Cyrono The AngryRomeo deElephant Mem,Bergen::: and fiche,Mam Standards,belongingMucha" writing to however, thecon publicbe classifieddefines arena. public asNew Cherry,Aliki,Baylor. Con: The Gera,I:The Main- Way Kapokthe Thero Indian, StanTree, Cif a of Day, Steproe,Goble,Luenn. The&Pio Malawi Dragon Woman, Beautifid Kira Daughrerr, Reiss.O'Brien.Nenfeld,Motu. TheNilda. Z CO.:. Upstaterfor Zachariah, Belk Roam and Dark Pyle.Gallic,Lee. Merry The Toad AdventurerSnow h the Gan,A Unel. Vietnamese of Robin of Heaver, Howl Folk Ole, Steinbeck,Pork.Portia. TravellDavirai True GatWith ofHarp, Amerarn Charlry in .Search Wilson,Wilder,Van Demmer, The The Sinn liana/ pdiuRemembe, of OurLawn Teeth, Mama, Cram, confrontingthattextdocuments thataddress are to theconcernedcontroversial mean public, only orwith those issuesthat public arise pieces policy, in of Greenfield,Epstein, Claltitancr- Historyfor YoungA of ThamGenerarron Women People, in Science Lee.Kipling.Steptoe, Legend The The of Elephanti Slatythe Melly oflumping ChildWay. Mau, Walker.Vow.Stevenson.Schaefer, Dicryi ISShane. "Treruurr HellSong, With !Vaud. °prig Babbitt,Bradbury.Modern TuckFantasy Dandelion Everleuting and Win,Science Fiction: Non-Fiction:Weir),Wartski. The Golden A Boar Apples, to Nowhere. riaSala.Evalin.Folklore/Mythology: Adventurer Greek Mythology, of Ulymn andthepolicy.response Readingconstitute Public to controversial standard documents o separate at middleissues orestandard included schoolor publicat in McKissack,Hamilton;Godkin. Wolf Anthony Frederick bland. Burns,and Douglas, Trump, The Defeat fa Fugitive Slam Andersen,Dahl,Bond,Modern James TheA BearFantasy Ugly and Called Duckling. dm and Paddington;GUM Science Peach, Fiction: Non-Fiction:Zindcl.Walter. Brame The Firms Wr Are,, L'Eugle,Hamilton,Cooper, TheA The Wrinkle Grey Magical King, inPretty Time; Adventures Pearl of Ashe,Angelou.Angell, Dap Lae / Knowof Inning,Grace, WhyCaged rbe Bird Sing, Whit,Stewart.Borland, The The Once Crystal North and AmericanCave, FurrierIndian King. Mythology primarilythehigh issues school. from students At the the school middlewrite about or school local come level, Forz.Sutler.Politi, AndSong Dinoraurr, Then Slur. lVhar Swallow,ofThe North Heppenra. Black Ammar. Lion: VanNorton.Grahame. Lewis,Allsburg,fionasji: The The Thr Borrower, Wind Lion, in The theThe Witch Willows; Wardrobe, and Merck.Amory, NoThe Place Carfor Whoro Chrimmar, Br:Homeless Came Voice, of Children Magazines/Periodicals:Tolkicn,Pep, The Dragon Hobbit; of ale Lou Sea. Bloom,Bishop.Beal, 'I WillTheThe FightClosingDay Lincoln No Chieflorephof More the War Forever'', Shoe, and the Ne, Perre War, Asimov,Adams,Modern WatershipFoundation,Fantasy and Down Science Fiction: nationalshouldcommunily. address importance. Al high issues school, which students are of McGovern, The Samof Soldier:DeborahPaul Revere?, The Sampan Story Children'sWhite, Charloan magazines: Web. Harkins,Gilbreth,George.Frank, The TheOutward Cheaper Diary Talking ofsDream, by Earth; Young the D.,. Giel ScienceJuniorWorldScope Sr/violin trarrid (National(Scholutic): (Scholastic); (Scholastic); Geographic), Covey,Campbell, Seven The Habits AmericanPowerEffective of of Highly Mydr, Mind People, Frank,Clarke.Clarke,Bradbury, Ala2001:Childhood', The Babylon; A Martian Space End Odyury;Chronicler, eoiejrFunctional writing is writing that exists BlishcnMilberg,Poetry: andHeard Wildsmith, It in the PlaygroundOuford Book of SocialCreativeWorldWeekly Stadia Clauroom (NationalReader. fire the YoungGeographic): Gamer, Meyers,Lester,Herrimt,Hautzig, To Pearson, EndlessAll Be Creature, a Slava aSteppe: Harbor Great ASeal Girl end Pup, in Small Erik, FacerOrlymyCalliopeCobblestone (anthropology): (science). (world (American history): history): Kennedy,Houston,Hawking,Galarza, BarrioProfilerFarewell A Brief Boy in Hirt., Courage;to Montana, of Time: McCaffrey.Lewis,Herbert, Oct Dune, of Dragonflies, the Silent Planet; ofwriting thein typicalorderand,is ordinarily as toEnglish such,get thingsconsidered iscurriculum. often done. not technical Functional partNew Giovanni.De Regniers. Ego-TOping Moore.eds..Poetry White. and Sing for Other and Children;a Song Cart,Poem, of Popcorn LocalActionNews (Scholastic);newspapers (Scholastic): or their equivalenrs. Yates.White,Soto, Living AM,Ryan Fortune,Up White: the Sneer; MyFree Own Man. Story, includedcontracts.Other: Computer in See award also manuals;books the reading corresponding instructions: lists Mawr.Kingston.Kingsley ed., Going andWoman WhenLevitz. Warrior,Growing lin Count UrUp In: With Down Syndrome, Verne,Twain, A20,000 Conntericur (AntraArthuri UnderYankee Court, the in Sea.King tosuchprohcienc-yStandards the writing complex requires with is ofliteracy functional increasing students of ourwriting to importance demonstrateculture. because Heard,Greenfield, For theHoney furCord Young / Love Loveof the People. Poem, and Earth Other elementaryOther:Nintendo, Manuals school other appropriate children, compurer e.g., for manuals. Adams,Flint.Poetry: Poetry Old Pomoniof Earth Bookand Slry, of Pei:anal Carr. You Come Four, ofto AmericaAmerica.reading providedand the Boy by theScouts Girl Scours Rodriquez,Mornaday. TheHunger Way ofCorning to Memory, Rainy from Mountain: LiterarySpareMaguines Ill/,rated:Cavalcade and Newspapers: (Scholastic): constituteReadingFunctional a separate standard documents standard, at middle ore includedStandard school inand the and Sun Livingston,Greenfield, NightCat Poem. on Neigbborhood Streett, Wright.Sternberg, Black Ureri Be,. Guide to the Inrernet, Newsweek:Smithsonian:Time.Malone,' Geographic; 7, at high school. Dickinson,Cummings,Ely,Angclou,Pour), ed., Newt / CompleteShall Collected of theNot Universe; Poemr,be Poem, Moved contracts:Other: Computer technical manuals; materials. instructions; 0 1995 National Center on Education and the Economy All right, "nerved. 160 BEST COPY AVAILABLE 161 78 2.ELEMENTARY Writing SCHOOL MIDDLE SCHOOL The Grade Levels Compared: HIGH SCHOOL English Language Arts AThe report, student in whichproduces theengages tourwriter: types the reader of writing. by establishing a context, oaring a persona, and otherwise AThe report, student in which producesengages the writer: fivethe readertypo of by writing. establishing a context, crating a persona, and otherwise AThe report, student in whichproduces theengages Sigwriter: types the ofreader writing. by establishing a context. creating a persona, and otherwise TheAPPENDIX 'response to literature' in the 1 771` andcrearesdevelopsdeveloping context; an a organizingcontrollingreader interest; strucrureidea that conveysappropriate a perspective to a specific on purpose, she subject; audience. includesantesdevelopsdeveloping an appropriate organisinga readercontrolling interest; structurefacts ida andthat appropriate details;conveys a perspectiveto purpose, onaudience, the subject; and context; excludesincludescreatesdevelopsdeveloping an appmpriateaextraneous organizingcontrollingreader interest; fa andstructureidea is andinappropriate that details; appropetareconveys information;a perspective ro purpose, on audience. the subject; and context; conjunctionmanymoreWriting typicalstudents standard with literary routinely literature is meant analysis producestudy. to replacepaper This in does that the analyzingusesexcludesincludes a range appropriate extraneousthe ofsubject, appropriate facts and and inappropriateand narrating strategies, derails; a relevantsuch informarion; as providinganecdote. fans and derails, describing or naming,analyzingusaexcludes a range and arrancousthe of explainingsubject, appropriate and narrating benefitinappropriate strategies, a orrelevant limitations. such information; anecdote, as providing comparing fans and and details, contrasting, describing or A response to literature,providtngnaming,analyzinguses a in range whichexplaining athe scenario ofsubjecr, the appropriate writerbenefits to narrating illustrate. strategies,or limitations, a relerant such demonstratinganecdote. as providing comparing factsclaims and orand details, assertions, contrasting. describing and or responseopensnot preclude up aspossibilities well.literary analysis for reader but instead A response to literature,developingengages in whichthe reader reader the interest, writer by establishing 2 context, crearing a persona, and otherwise A response to developingengagesliterature, the in reader readerwhich interest: thethrough writer: establishing a context, creating a persona, and otherwise supportsadvancesdevelopingengages athe a judgmentreader judgment reader interest; through through that is establishing interpretive.references toaanalytic. cont...the text, creatingevaluative, reference a persona. orto reflective;other andworks, otherwise authors. fl is not intended that all student work o.h demonstratesorsupportsadvances non-print a a itdernent media,judgment understanding or through thatreferences is interpretive. referenceof the to personalliterary to analytic, the work. knowledge; tar, evaluative.references orto reflecrive;other works, authors, demonstratesorsupports non-printadvances a judgment media, an s judgment understanding or through references that references IS of interpretive.to the personal literary to the knowledge; analytic,text,work; references evaluative, to other or reflective; works, authors, recogniseanticipatesdemonssratesor nan -print possible and media, understandinganswers ambiguities, or references 2 reader's of nuances, the questions;to literarypersonal and work complexities. knowledge; through suggesting an interpretation; ensureArtsdeveloped hom046.standards That an to Mathematics,English meet should the class necessarilyEnglish Science,The Languagechallenge come and is to A narrative accountengages (fictional the reader or by autobiographical). estahlh,lung a 1.11111r in which the writ.: 1. ereming a point of view, and otherwise A narrarive accountanricipares (fictional 01 and aoruhiographical). answers3 reader's in questions. which the writer: ...al-dishesA narrative aaccount situ:Ilion,developingengages (fictional plot,the reader reader norm or autobiographical),interest; ofby view,establishing setting, a andincontext. which conflict creatingthe (and writer: afor point arttobiugraphy. of view. and otherwise LanguageincorporatedApplied learning Arts widely work work intosamples, samples the English thus are ..., creates an organizing structure; Establishesdevelopingthe significance readera situation, lomat; of events); plot, point of view, setting, and conflict (and for autobiography, engagestheestablishesdeveloping significancethe reader reader a situation, by of establishing interest:events pit., and.of point a contra., condusions of view. creating sating, that a can andpoint be conflict of drawn view, (and fromand forotherwise those autobiography, events): developsexcludescreatesthe significanceincludes an extraneouscomplex organizing sensory of characters; events derails structure;derails and and and of inconsistencies; conclusionsconcrete language that can to be develop drawn plot front and those character: events); Englishotherencouraging classes curriculum. students while not to weakening use work from the ' excludesusesdevelopsincludes extraneous a range sensorycomplex of appropriatedetails derails characters; and and strategies,inconsistencies; concrete languagesuch as dialogue to develop and plottension and orcharacter; suspense. developsexcludesincludescreates an sensoryextraneouscomplex organiring details characters; details structure; and andconcrete inconsistencies; language 10 develop plot and character; A caressive procedure,pacing,uses a rangeand in whichspec of appropriate is the narrative writer: strategies, action, e.g., such movement. as dialogue gesture, erasion expressions. or RISt.15, naming, . A narrative procedure, in which developingengagesthe writer the reader reader interest; by establishing a context, creating a persona, and otherwise A narrative procedure,anduses inspecific a which range narrative theof appropriate writer: action, strategies, e.g., movement, such as gestures, dialogue, expressions. tension or suspense, naming, smoothdaelopingmpg.needs;provida the transitions reader reader crates a guide by interest; betweenapecrations establishing to action steps; for through a a context, complicated predictable creating pmcedure structures, a persona, in ordere.g., and headings; tootherwise anticipate and a provides reada's usingmakesthroughprovides white use predictable a guide ofspace appropriate to and action structures, graphics chatwriting anticipatese.g., as strategies. appropriate; headings. a reader's such and as provides needs,creating creates transitions a visual expectations hierarchy between and steps; aprovidesdevelopingengages reader's thea needs, guidereader trader tocreases interest; byaction establishing expecrations for a relatively a context, through complicated creating predictable a procedure persona, structures, andin order e.g.,otherwise toheadings, anticipate and anticipatesexcludesincludesusingmakes white use relevantextraneous ofproblems,space appropriate information;and information; mistakes,graphics writing as andstrategics, appropriate; misunderstandings such as creating that amight visual arise hierarchy for the and reader. anticipatesexcludesincludes relevantextraneous problems, information; information;mistakes, and misunderstandings that might arise for the reader. includesusingmakesprovides white tax relevantsmooth of space appropriate transitions information;and graphics writing between as strategies, appropriate; steps; such as creating a visual hierarchy and A persuasive essay,developsdevelopingengages in which thea readercontrolling readerwriter: interest; by ideaestablishing that makes a context, a dear crating and knowledgeable a persona, and judgment:, otherwise A persuasive essay,anticipatesexcludes in which ammo. problems, the writer: information; mistakes, and misunderstandings that might aria for the reader. argumentsincludesandcreates persuasively; an appropriare organizingthatspecified are irrelevant; information structure audience, that and andis argumentsappropriate arranges anddetails, to the excludes needs, reasons, informarionvalues, examples. and andtorments and anadot. of effectively createsdevelopsdevelopingengages an thea readerorganizingcontrolling reader interest; by idea structureestablishing that makesthat a is context. aappropriate clear cratingand knowledgeableto athe persona, needs, andrakes, judgment; otherwise and inrcrests of illusrrations,usesassupportsanncipates appropriate; a range arguments and examples of address.strategies with from readerdetailed to evidence, elaborate concerns evidence, and and andanecdotes. persuade, citing counter sources sucharguments; asof informariondefinitions, descriptions, argumentsand2 specified persuasively;includes audience.that appropriate are irrelevant; and arranges information details, and reasons,arguments examples, and excludes and anecdotes information effectively and A reflective essay,analyzesdevelopingengages in which thea readercondirion thereader writer: interest; by or establishingsituation of significance;a contort, crating a persona, and otherwise supportsasanticipates appropriate. arguments and withaddresses detailed reader evidence. concerns citing andsources counter of argum; information usescreatespersonaldevelops a artorg-anizing observariona commonplace, or structure experience; concrete appropriate OCC22i011 ro aspoipose the basis and for audience: the vexreflection, fiery of e.g.. wiring strategies, such as concrete details, comparing and contrasting, 162 BEST COPY AVAILABLE naming, describing:crating a scenario. 0 1995 National Center an- Education and the Evonam, 163 right, reserved ELEMENTARY SCHOOL 3. Speaking, Listening, and Viewing MIDDLE SCHOOL HIGH SCHOOL The student accessesrespondsasks appropriate and to exchangesthe questions questions; information; of others; that is, rho student: The student accessesrespondsasks and approptiate exchanges to the questionsquestions; infoinution, anthers; that is. the modem: The student accessesasks respondsappropriate and exchanges to questions;the questions Information. of others; that is. the student: speaksuseslistensparaphrases language responsivelyaudibly: and which summarizes to is others' simple to points midincrease apploprIrre of view; understanding; for communicating, sp.ksuseslistensparaphrases language audibly: aspen and rely which summarizes to others'is simple pointsto and increase appropriateof view, understanding, lot communicating: speaksuseslistensparaphrases language responsivelyaudibly; and which summarises to is others' simple so points and increase appropriate of view; understanding; for communicating; APPENDIX 1 showsusesrespectsmakes language awarenessappropriate turn raking and of gatoreseye ofan other contact;audience expressively speakers; by adjusting and persuasively; to its reaction. showsusesrespectsmakes awareness language appropriate turn of and takingan audience gesturescyc ninth.contact: expressivelyby speak.. adjusting andto its persuasively; reaction. showssues !aspectsmakelanguage awareness appropriate turnand oftakinggestures an eyeaudience of expressivelyothercontact; speakers'.by adjusting and persuasively; to its reaction. The student respondsparaphrasesasks to appropriateoral presentations; and que.stions:summarizes that is,to increasethe student: understanding; The student respondsparaphrasesasks appropriate to oral and presentations; questions;summarises thatto increase is. the student: understanding; The student respondsasks appropriate to oral presentations; questions; that is, the student: The student makesspeaks usesinformed audibly; language judgments and gestures about expressively television, radio,and persuasively; and film productions; The student makesspeaks usesinformed audibly; language judgments and gestures about expressivelytelevision, radio, and persuasively. and film productions: The student makesusesspeaksparaphrases languageinformed audibly, and and judgments summarizes gestures about expressively to increase television. and understanding; persuasively.radio, and film productions; that is, the student:recountsandassimilates rejecting the reasoned others;story elements 'sidemen. of television,for selecting radio. particular and film television productions; and radio productions that is, the student:recountsandarticulates rejecting the reasoned storyothers; elements judgments of television. for selecting radio, particular and film television productions; and radio productions that is. the student,r.otintsandarticulates rejecting the reasoned story ocher'. elements judgments of television, for selecting radio, particular and film television productions; and radio programs newsidentifies programs. the intended messages of advertisements, entertainment programs, and describesidentifiesnews programs; commonthe ways intended rued persuasive to messages portray techniques and of commentadvertisements. used on in the advertising: generalentertainment culture. programs, and describesidentifiesnews programs; thethe ways intendedcommon used to messagespersuasive portray and of techniques advertisements. comment usedon the inentertainment general advertising: culture, programs, and includingunderstandssignificantdemonstrates the portrayals; usethe an effectsofunderstanding music, of mediacamera of production angles,media stcreoryping fade-ours. techniques red on other viewers' socially perceptions.

0 1995 National Center an Education and the Economy. All rights reserved. 164 BEST COPY AVAILABLE 165 80 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 English language.senvencespelling; including:paragraph construction; structure; language, including:paragraphsentencespelling: construction: structure; English language,sentencespelling; including:paragraph construction; structure: grammar;punctuation; grammar,punctuation: usage.grammar;pun n, purposesThe student by: analyzesadding and revises or deleting written explanations;details; work. as appropriate, relative to audiences and purposesThe student by: analysesadding and revises or deleting written explanations;details; work, as appropriate, relative to audiences and purposesThe student by: analyzesadding and revises or deleting written explanations;derails; work, as appropriate, relative to audiences and tn.sharpeningrearrangingclarifying ttt difficult the words. focus; passages: sentences. and paragraphs to improve or clarify meaning: is mg the orpitia.altonal str ucturr reconsideringsharpeningrearrangingclarifying difficult the I focus:lie pasnsges; organwitional mrtn. tuft.. sentences, and paragraphs to improve or clarify meaning; reconsideringsharpeningrearrangingclarifying difficult thewords, the focus; passages; org:Inaatirmal sentences, and structure. paragraphs to improve or clarify meaning;

166 BEST COPY AVAILABLE © 1995 National Center on Education and the Economy AU righu reserved. 167 ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL incritical.The oral student and and written evaluative responds presentations: processes;to fiction. non-ficoon. that is, the poetry,student and does drama one or using more interpretive. of the following critical,The studentin oraland andevaluative responds written processes;to presentations: fiction. non that - fiction,is, the studentpoetry, doesand drama one or usingmore interpretive,of the following critical,inThe oraland srodeo andevaluative written I responds processes;presentations: to fiction, that nun-fiction,is, the student poetry, does and one drains or more using of the interpretive, following identifiesbasicexamines motivation recurring the reasons of themes the forcharacter; aacross character's works; actions, taking into account the situation and identifiesbasicanalyzes motivation recurringthe reasons of themes the for character; a acrosscharacter's works; actions, taking item account the situation and . interpretstheme,makes inferencesand rho style; effect and of drawsliterary conclusions devices, such about as content.figurative events, language, characters, allusion, setting. diction, APPENDIX 1 analyzesmakescritiquesidentifies inferences thethe degreeimpact stereotypical and ofto draws authorswhich characters conclusions a decisions plot is ascontrived about opposedregarding C011{C.o or to realistic;word fully events, choicedeveloped characters, and characters;content; and setting, identifiesandmakes theme; inferences thestereotypical effect and of literarydraws characters conclusions devices as opposed such about as figurativeto context, fully developed events,language. characters, chatutets; allusion. setting, diction, analyzesliteraryevaluatesdialogue, dements; the theductiption, characteristics impact of symbolism; authors of literary decisions forms regarding and genres: word choice, style, CUOMO, and evaluatesconsiders theliterarythe differences function merit. of among point ofgenres; view or persona: identifiesliteraryinterpretsdialogue, elements; the andthe charactertstics impactdescription; of authors' of literary decisions forms regarding and genres; word choice, content, and explainsevaluatesinterpretsmakes the literary thematiceffect ambiguities. merit: of connectionspoint ofsubtleties. view: among contradictions, literary rein, ironies. public anddiscourse, nuances; and media; literaryThe student features. miles works in specific genres that incorporate appropriate The student demonstratesidentifiesevaluates proficiency theliterary effect merit;in ofat pointleast oneof view. literary genre. The student demonstratesdemonstrates proficiency how literary in worksat leln reflectone literary the period genre. which shaped them.

1995 National Center on Education and the Economy. All right, reterved. 168 BEST COPY AVAILABLE 169 82 1. Arithmetic and NumberNumber Concepts/ and Operation The Grade Levels Compared: Mathematics TheEI EME 'rodent: N TARV SCHOOL Concepts TheMIDDLE student: SCHOOL The student,HIGH SCHOOL APPENDIX 2 thatadds, is,- subtracts,subtracts.adds. the student: i.e.. i.e..multiplies,joins takes things away. and together. divides compares, incteases; whole finds numbers, the difference; with and without calculators; andunderstandsrail.consistently divot°,rational andand numbersthe exponentiationaccurately inverse to relationshipswhole adds. and numb.subtracts. ram between powers; - .traction; multiplies, addition and and uses and divides subtraction.the inverserational numbers;operationntultipli.oun raisingunderstandsandolio theroot-extraction to properties a fixed and overpower, ofin unaryaddition,forming taking operations, and subtraction,a mot, working and such takingwith multiplication,as opposite,algebraic a logarithm, reciprocal, expressions; division. absoluteexponentiation, value, atThe a elementarylevel of performance school standards approximately ore setJen, - divides,multiplies, i.e., i.e.. puts uses things repeatedsimplecome into groups, in rates;addition, groups. shares makes counts equally; arrays, by multiples, calculates uses area combines simplemodels, rates; thingscomputes that simple scales, uses integers)andconsistentlyto determine forms and of and rationalunknownother accurately positive numbers, quantities andcomputes i.e.,negative in integers equations: with, rationals, applies, (both wholewritten and convertsnumbers as decimals, theand different asnegative percents, kinds or representsunderstandsunderstandinghas facility withnumbers and of the usestheir mechanics in numbertypical decimal meaning systems,of or binary fraction and thatand formuses is,unary natural, andin operationsapplications, in integer,scientific as rational, notation;well as and and real; graphs equivalentoThe level middle of performance to school the end standards of approximately eighthfourth are grade.grade. set at - analyzessolves arithmetic problem problemssituationsdivisionsubtract, andby to relatingmultiply, contextsone another; addition. or in divide;order subtraction,to figure our multiphotionwhen to add. and isespeciallywrittenas Eumiliar proper, as a sinceimproper,with ratio characteristics the of twostudent or mixedintegers, should fractions;of areoperations be not familiar irrational required and wish numbers, numbers,but the are irrational suitable e.g..i.e.. thosedivisibility, number For thatintroduction. s; cannotprime be usesproportions,comparesnumbers dimensionless on numbers shepercents, number numbers,of differentproportional line andsuch magnitude in as change,the proportions, coordinate using and order location percents, plane; relations, on and the differences,multiplicativenumber line; ratios, factors, equivalentlevelThe high of performance school to the standards end approximatelyof tenth ore grade. set at o demonstrates- computesuses simple understanding answers concepts mentally, ofof thenegative temperature,base e.g., ten 27numbers. place 'owing"; value e.g., system on 2 number and uses line, this in counting, in 45. 30 x 4; interpretsassociativity,factorization. percent shortand aswithof formalpan properties of statements;100 and of rationalas a means numbers, of comparing e.g.. commutativiry quantities of and different recognizesand numbers and wish represents specific basic units number of measure, patterns. including length, time, and rare units; laterachieveIt ,s expected than these these that levels grades. some earlier students and others might knowledge- counts to solveI, I0, 100 arithmetic or 1,000activitiesmore mdse; more than that andthan 380. is. problem theor 1,000 less student: than,moresolving; e.g.,than 23.000.one less 100 than less 100,000. than 9.000. 10 during arithmetic notationhasordersreasonssizes a or tense numbers changing proportionallyis not of therequired. withsizes; snagnitirths the to asolve and andcproblems relationships relative involving magnitudes and equivalentby location of numbers; fractionson a number note or thatequal line scientific ratios;and estitnates,arithmeticmultiplicationuses knowledge activitiesapproximates. and about division and ones, problemrounds tasks, tens, oft solving;hundreds e.g. or uses 38 x exactand 10, thousands 18numbers. it 100. IDas7 x figureappropriate. 1.000. out 4,000.4, answers duringto describes- recogartes anti compares simple qnu fractionsralC1112011, liS1111(12 instruct simply t ions parts to divide,of wholes; e.g., 4 of something is the rtes by using simple fractions; that is. the student: - recognizesuses beginningdrawings, the place diagrams.proportional ofmean.same fractions or reasoningasmodels including dividing on number se and whensomethingshow simplelines, addingwhat e.g., ratios.bythe like4; in numerator measurement; e.g..fractions, "about and e.g., half denominator e of . V, describes- recognisesadds, and subtracts. compares that decimals multiplies. quantitiesthe are people; and by another usingdivides decimals;way money of writing amounts; that is,fractions, the student: e.g., 0.3 thedescribes student,- recognizes sod compares relationships quantities among by usingsimple whole fractions. numbers decimals.is up she to some and1.000,000; percents, as 0.5, thatand e.g.. is.yz isthat the same as 5096: - finds.connects identifies. ideas ofand quantities sortstwobaseball numbers-digit ID stadium;thenumbers, byreal their world,how prime, properties, far eg., square.away how ise.g.. manyanda kilometer odd, composite. people even; in fit andyour in afor city;

170 BEST COPY AVAILABLE C 1911Lhal Center on Education and the Economy All rights reserved. ELEMENTARY SCHOOL 2. Geometry and Measurement Concepts MIDDLE SCHOOL HIGH SCHOOL 83 The student:acute).works with trianOes, many squares, types of rectangles,figures and rhombi, their properties. parallelograms, including quadrilaterals, angles (right, polygons, obtuse, The student: triangles,is familiar °tireswith assorted polygon.. two- circles. and cubes,three-dimensional temaogulas objects, prisms, includingi.e.. "bona," squares, pyramids. The student:cubesworks andwith pyramids,many types and of cylinders, figures and cones, their and properties, spheres; including polygons and circles. e.g.:identifies,prisIns, symmetry; pyramids, classifies, cubes, and namescircles, geometricand spheres; figures by specific shape properties. spheres,plane.identifies and i.e., cylinders; similar translations, and congruent rotations, shapes and reflections; and use transformations in the coordinate . characterizesuses relationships such between properties figures in terms involving of transformations; congruence and similarity: and APPENDIX 2 extendsandusingsolves rotations; congruence problems and creates by and showing geometric similarity, relationships patterns and using using between transformations concrete and andamong pictorial including figures, models; flips, e.g.. slides, of measure;measurements)understands length, and area, the corresponding and volume (as mu well of as units, the differencessquare units. between and cubic these units sheusesofknows, figures: theorem; the uses, Pythagorean and derives Theorem formulas in formany area, types surface of situations arca, and and volume knows of howmany to types prove lINCSanduses arca; 11106:11basic ways of measuring the size of figures. including length. width, perimeter. to reason about the relationship between the pernmeten and arca of ofanalyzesdimensional shapes;recognizes and figures; generalizes similarity geometric and rotational patterns, and such bilateral as tessellations symmetry andin rwo- sequences and them- studiesanalyzesusesworks of with geornoricthe figures similarthree in basic patters,triangles terms trigonometric ofincluding and the extendskinds sequences functions; of symmetriesshe ideas of growing to they include have; shapes definitions and characterizes and simple selectscarriesvolume,rectangles and usesout and insiniple appropriate simpletime unit situations; conversions, units for measuring such as quantities benveen suchan and as m, weight, and berween length. area. hours customaryinch.chooses 'mass..and appropriare miles, and metric within units area customary ofnot measure required; or andmetric converts system; with note ease that between conversions like units, between e.g.. angles. weights, capacities, times, and temperatures using appropriate units; usesnolegeometrieworksthe pattern quotient with geometricin measures,terms measures of 111e2.1125 properties such of weight, as speedof the length,monetary andti." stage;area. densiry. value, surface relating and arm, Mr, them volume, to slope and andangle; "per and measuresand minims; and creates a scale in maps or scale drawings using she idea of constant (260. modelslargerreasons scale situations proportionally drawings; geometrically within situations measurements to formulate with similar toand interpret figures: solve problems. maps and to make smaller and carriesincludingunderstandsunit" amounts; out derived proportional she and structure units, uses unitreuoning:producr of conversions,standard measures in cases measurement andsuch involving dimensional as person-days; systems, expansions analysis; both and SI and contractions, customary, that proportionaloftheis, manyin corresponding situations identical to thewhere parts. sinsnumber sixes inthat the ofin is. originalparts;the in expandedsituations figure; where orand contracted in the cases size figureinvolving of the are whole figuresproportional is composed to modelsanalyzesrepresentssolves problems siruations geomerric geometric involving geometrically figures curvcs scale and and andproves tographs formulate change things of functions of and aboutscale solve inthem standardmaps problems. using and coordinate deductivediagrams; methods:systems;

AVAILABLE 1995 National Cerro, an Education and the Economy 411 tights rrserued 172 BEST COPY 173 3.ELEMENTARY Function SCHOOL and Algebra Concepts The Grade Levels Compared: Mathematics The student: uses linear patterns to solve problems; that is, the student: TheMIDDLE student: SCHOOLdiscovers, describes, and generalizes patterns, including linear, exponential, and simple The student:HIGH SCHOOLmodels given SY11760113 with linear, exponential, or quadratic functions and interprets APPENDIX 2 showsextends,legs how andon oneone a recognizes given quantityquantity number determinesthedetermines linearof horses pattern another another can bybe in its quantitycalculated a rule,linear such in pattern. aby functionalas, counting the i.e. total describes, byrelationship number fours; of symbolicrepresentsincludingquadratic rules: A.nr',relationships, relationships and represents withi.e., tables,those them of graphs with she variablesform in the f(n)=n coordinate and or expressions; fin)=cna. plane, forand constant verbal or c, cubeexponential, discovers.givenroots: functions periodic, describes. inpower, terms generalizes, rational, of situations; squares and uses and basic square types roots, of functions; and cubes that and is, linear, patterns,builds iterations with concrete of simple materials nonlineareyes,"based and figureon patterns,recognizes a linear our how includingpattern, that many these e.g., multiplicativeeyes patterns for 100 the people are"number and not have squaringlinear; of allpeople together; and total number of andfindsanalyzes inequalities. solutions tables, for graphs, unknown and quantitiesrules to determine in linear functional equations relationships; and in simple equations tomworkslocal linear maxima wishwith (arithmetic) propertiesmany and kinds minima; andsequences of raremechanics relationships and exponentialof functions; in constant (geometric) that is, rate evaluation, situations; sequences; inverses, slope, objectareaatshows the letters, same inthat simple an changeboxes, equality situations or is othermaderelationship with symbols to concreteboth between quantities;to standmaterials, two for quantitiesany Le., number, demonstrates remains measured the understanding same quantity, as long or definesexponentialsolvesfunctions and equationsuses and equations;variables, equations; both symbolically parameters,and knows andthe consrants, quadraticgraphically, and formula especiallyunknowns and itslinear. in derivation;work quadratic, with both and and use of a beginning concept of a variable. isunderstandsamongrepresents familiar these; with functional the 2 bybasic 2 relationshipsmatrices. algebraic their MOMre in arithmetic,formulas, of number tables, and systems:some and graphs.of their uses,and translates such as solvingusesand systems hyperbolas: functionsequations of equations to to represent represent and pattern, curvesrepresenting such as symmetries lion, Girth, and ellipses. transformations: parabolas,

17'4 BEST COPY AVAILABLE 0 1995 National Center on Education and the Economy. All rights reword 175 ELEMENTARY SCHOOL MIDDLE SCHOOL The studentscollects 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:HIGH SCHOOLcollects, organizes, displays, and analyzes singlevariable data using frequency makesdisplaysof data; statements data in graphs, and draws tables, simple andreads charts; conclusions for information based ondata data; in tables, char is, charts, the student: and graphs; analyzesmodeand graphs; and appropriatelydata range; with respect central to characteristicstendencies of data of frequency with mean and and distribution, median; induding correlationestimatedcollects.distributions, organizes, regression coefficients: histograms, displays, lines, and and and summary computergenerated analyzes statistics; two-variable regression data using lines =RVand plots. APPENDIX 2 - comparesidentifies and data uses in order the peopleat modeto least make necessary chow5 truecm"; rod":statements, for ;raking e.g., true "seven statements. plants grew e.g.. 'moo incorrectconsiderscritiquesmakes conclusions the information:effects conclusions on and reliability recommendations and recommendationsof sampling procedureslased ofon others' data and analysis; statistics;of missing or exploresusescritiquesunderstands sampling conclusionsguano,s the techniques role of experimental ofand assumptions theor draw use of inferencesdesign. statistics and uncertainty use about in of public control large in documents; making populations: groups. inferences; and reliability: - nukesinterprets true data statements to determine basede.g..clearsample the'twice representations:on sin reasonablenessa simple andas ofteo." where concept "three the of ofsituation statements"average"times faster": is made or about TIC311, evident des fmdata. with a small concrete materials or nukesprobabilitiesrecognizesformulates predictions hypothesesequally of events; likelybased to outcomes. answer on experimental a questionconstructs orand sampletheorrtiol uses dataspaces. probabilities, to test and hypotheses; determines relativeInesusesformulates experimentaltheoretical flequencics hypotheses probability measures for chanceto answer models of events; likelihood a questionto arrive based andat probabilities useson gathering data to for test of chance data hypotheses; to events; arrive at gathers- cites data do,about including an entire groupbecausestamnsrm or bythe about sampling seven plants group that members were near to understandthe window thegrew at least 5 cm "; sitt.tion. e.g.. 'This kind of plant grows better near sunlight :Mout the data, to make a simple concluding predicts the result of a series of trials once rhr probabihry for non trid is known. worksmultiplicationsetsuses up simulations with and the works principles normal to with estimate distributionappropriate appropriately; probabilities; in sample some spacesof its basic and uses.applies the addition and afindspredictsconcept limited all possibleandofnumber "sample", finds ofcombinations out variables. e.g., why thatsome a and largeoutcomes arrangements sample are leads more within to likely, more certain less reliable likely. constraints information: or equally involving likely;

1995 National Center on Ecluratton and the &anon,' All righu rnrutrel. 176 BEST COPY AVAILABLE 177 ELEMENTARY5. Problem SCHOOL Solving andMathematical Reasoning MIDDLE SCHOOL The Grade Levels Compared: HIGH SCHOOL Mathematics aspectsThe studentproblem of the solves conclusion. solution problems process: that problem nuke significant formulation. demands problem in implementation,one or more of these and probkmaspectsThe student ofcondusion. the solves solution problems process: that problem make significant formulation, demands problem in implementation, one or more of theseand problemaspectsThe student ofcondusion. the solves solution problems process: that problem make significant formulation. demands problem in oneimplementation, or mom of these and APPENDIX 2 The studentstatementProbkm participates formulation of a makesproblem in decisions the situation, formulation about the thestudent: of problems;approach, materials,that is, given and the strategies basic to use; TheProblem student: formulationextractsformulates pertinent and solves information a variety from of meaningful situations problems: and figures out what additional statementTheProbkm student formulation of participatesa fillsproblem our the situation. in formulation the formulation the student, of a of definite problems, problem in particular, that is In given he said; the basic predetermineddoesuses strategies.previouslynot merely set learned suchfill of in steps. asa givenstrategies.using chart,manipulative, skills, 1122 knowledge, a pm-specifiedor drawing and sketches. conceptsmanipulative to to model make or go problems: decisions: through a orformulasinformation seem true. conjectures is needed: and argues, short of formal proof, why they must be withasksonarmors the minimaland problem; pertinent answers 'scaffolding" informationa series ofin appropriatethe from form the of situation questionsdetailed as guiding in a pursuit basis questions. forof aworking solution and does so thatTheProblem is,midunt the implementation student: mkt, the bask oboist, nonlvol III planning and carrying um a wIlition; TheProblem student: implementationof others;uses and invents a variety tai approachcs and undetuaoal, and evaluatos chum: 111Nrocallar,The saProblem orlon: altomakes implementation students she basic choices involved in planning and carrying out a 204010111 solvesmakeslearns approachesproblemsupconnections and uses in waysthat aamong variety other that concepts makeofpeople strategies sense use; in order and and explains toapproaches solve why problems; theseto solving ways problems make settee, and solvesclarifydetermines,invokes situationsfor unknown problem orwhere organisingor solving undecided helpful, strategies, information how quantities to breaksuch in using asa table;problem illustrating algebra, into withgraphing, simpler 22222 parts;sound making reasoning, sketches to andchooses multi-stepmathematicsselects and appropriate employs problems; and effective applies mathematical themproblem to concepts the solving solution andstrategies techniquesof the problem;in dealing from different with non-routine areas of TheProblem student conclusion movese.g.. defendsbeyond athe particular reasoning, problem explams by makingthe solution. connections, extensions, anand appropriate otherworksinn:gras strategies; effectively concepts strategy: in and teams techniques when the from nature different of the areas rask orof themathematics; allotted time makes this mathematicsapplies mathematical into themodel conceptsphysical teal world anset..., new situations the 211112110115 social involving sciences, within basic andmathematics applications business. and 11222of and/or generalisations;explains forhawhowa pattern example. the mathematicsproblem that the can student; is be sintilat usedused to inin mhet similarthe problem ptoblems situations; is helike or other she conceptshas solved: Probkm conclusionmaksmakes justified, sensible, logicalreasonable statements. estimates; generalThe studentProblem conclusions; provides conclusionconcludes inclosure particular, to a thesolution the solution student: process process with through a useful suumrtry'statentents summary of results: and makesworldexplainsin Situations; the how solution the problem into a 2121211011general rule canthat be applies appliedathematics; to toother other circumstances. school subjects and in real The student: generalisesverifies and solutionsinterprets and results strategies with respect to new to problem the original situations. problem situation; carriesformulatesinitialevaluates problem; out the extensionsgeneraliutions degree to of which the of giventhe the results results problem obtained;obtained to related represent problems. a good response an the TheMathematical studentwhy the not results Reasoningonlyemploys makeshold in observations general;forms of inmathetnatiol particular, and states thereasoning results student: but and also proof justifies appropriate or proves: to the solution of the proofdifferentiatesconjectures,problem of the at hand,conjecture. and clearly using including between counterexamples deductive giving examples and and inductive indirect that support reasoning, proof; a conjecture making and testinggiving a

178 BEST COPY AVAILABLE C 1995 National Centre on Education and the Ecommy All litho re.rved. 179. ElEmEtYlARY SCHOOL 6. Mathematical Skills and Tools MIDDLE SCHOOL 87 Thc student:adds, subtracts, multiplies, and divides whole numbers correcidr. that is. the student: The student: computes accurately with arithmetic operations on rational numbers; The evident:HIGH SCHOOLcomputes accurately using arithmetic and algebraic operations on whole and rational - addsmultipliesknows and single subtractsand digit divides addition, numbers threenumbers subtraction,digit with with numbersseveral one multiplication. ordigits; by two one digits; digit andnumbers; division facts; refersmeasuresestimatesknows to and geometric numericallylength, uses she area, shapes correct and Volume. spatially:and order terms weight, of operationscorrectly: time. and for temperature arithmetic computations; accurately; andevaluatesmakesnumbers, technology: reasonable usingand analyses both estimates pencil functions and in appropriatepaper of many and kinds,technology; units usingof quantities both pencil met inand applications; paper APPENDIX 2 computesaccuratelyInca..400(02113 length, timeinnumerically both area, and the money;perimeter, customaryand spatially; that citcuinference, is and the metricstudent: systems; diameter, height, weight, and volume graphs,organizesuses and recall,equations.data Venn on mental diagrams;charts formulas, computations. and graphs, and simple including pencil algebraic and scatter paper, notation plots. measuring bar,appropriately; line, devices, and circle mathematics enhanceteak.geometricuses basicand a uses figures solution;geometric rough in solving sketch.,terminology problems: schematic accurately diagrams. and deduces or precise information scale diagrams about basic to triangle.refers- calculatescomputesto square.geometric rectangle.moneylengths shapes amounts of andrhombus, time terms in in hours dollars parallelogram.correctly and and minutes:with cents; concretequadrilateral, objects, polygon, including achievetexts. solutions. manipulative,. calculators, computers, and advice from peers. as appropriate, to setscreams upscatterplots andand points solvesplots,interprets on regression equations the graphs number lines,symbolically of manyline, and in kinds,histograms; the (when plane, such possible) anand circle in andspace: graphs, graphically; function graphs. andperimeter,polyhedron. expre,siiiits: area, angle volume, (right. acute,circle, diameter,obtuse), side, circumference. edge. face, sphere. cube,. vertex, prism, point, and pyramid: line, x.. I. - . 3. 5. %, and . (decimal point) correctly in number sentences knowsofides a problem;technology how to write to create a simple graphs computer or sprodsheets program to that carry contribute out computations to the understanding to be ten, mainpulativ:mils,rs,ds, crimes. and ;sta. coordinate and ealculauirs, represents graphs: ton-pine, data nn charts,and advice ..all.tables, mentalfrom diagrams, peers, Lompoc...ins, asbar appropriate. graphs, 1001111 simple 10 and circle paper, measuring devices inathernalics carriesapproachingknowsrepeated standardout numerical more many methods complex times; calculations to solveproblems; basicand symbol problems manipulations and uses these effectively. methods using in mental achieve- uses solutions: measuong that devices,la, the itudent: gradedpaper(customary appropriately (customary to the Vp,tofor the giveninch; inch situations,metric or half-inch: ro the such millimeter), metric as rulers to the protractors, centimeter), compass., measuring graph computations, pencil and paper, or technological aids, as appropriate. - interprets long decimalsthecups that nearest pound(customary result orappropriate from ounce: to dividing the metric placeounce. on so (whole calculators, metricthe kilogram number, to the by OFmilliliter). tenthrounding gram); or hundredth).scales to (customary to the

1995 National Center on Education and the Economy. All rights relented. 180. BEST COPY AVAILABLE 181 88 ELEMENTARY7. Mathematical SCHOOL Communication The Grade Levels Compared: Mathematics The student: uses appropriate mathematical terms, vocabulary and language, based on prior TheMIDDLE student: SCHOOLuses mathematical language and representations with appropriate accuracy, including The student:HIGH SCHOOLis Familiar with basic mathematical vocabulary and terminology. standard notation and APPENDIX 2 explamsgraphs.showsconceptual ideas tables. clearly work; in diagrams,a and variety logically of and ways, solutionsmodels; including to pubic/11s, words, numbers, And supports symbols. solutions pictures, with charts, usesorganizesgraphs,numerical other and tables work.techniques diagrams; explainsand equations, to make facets meaning simpleof a solution algebraic clear orallyto the equations andaudience: in writing, and formulas. labels drawings, charts, and tables,nom,mathematicaluse of mathematical symbols.formulas, communication commonfunctions, representations conventions algebraic styles; withequations, for appropriate graphing, charts, and accuracy, graphs, general andincluding features diagrams: numericalof effective CUIllpICIICIICISconsidersevidence, purposein both 1113111.1.11,N oraland andaudience 1111111 written when form; communicating, reading assignments and trim odic, somas. butshowsexhibitsma mathematicalto fellowunderstanding developing students language reasoning of or concepts younger to nukeabilities bychildren; explainingcomplex by justifying situations ideas statements not easieronly to to teachersand understand; defending and assessors work; thecommunyicatescorrectl;presents reasoning mathematical is logical valid: procedures and results dearly. systematically. succinctly. and arguments clearly, showing why a rook nukes SIMS( and why comprehends mathematics hum reading assignments and from ocher sources. readsditheulryexplainsdescribes mathematical mathematical withand discussesthem: tears concepts mathematical and other of ideas writing ideas clearly about effectively to mathematics peers both or others orally with who andunderstanding. mayin writing, be having

182 BEST COPY AVAILABLE Cra t995 National Contr. on Education and rfir Eronoing All rtghn nnervid. 183 ELEMENTARY SCHOOL 8. Putting Mathematics to Work MIDDLE SCHOOL HIGH SCHOOL 89 leastThe student followingthree of conducts the kinds kinds. and, at least anti theone course large scale of elementary project each school. year drawnprojects from drawn the from at projectsfromThe student the drawnfollowing conducts from kinds Jr at lean leaseand. three aver one of thelarge the course salekinds. investigation of middle school, or project investigations each year ordrawn drawnfromThe student the front following at conducts least kinds three at leastand, of the overone kinds. largethe course scale investigationof high school. or projectinvestigations each year of projects drawn A singleData project study,develops may in whichdraw a question on the more student: and than a onehypothesis kind. in a situation where data could help make a DataA single study investigation bated on or civic, project economic, may draw or on social more thanintact, one in kind. which the student: DataA single study, investigation in which or eke project student. may draw 011 more than one kind. APPENDIX 2 specificdecidesdecision percents, onoridle,. recommendation:a group represents. fractions, or groups andor tonumbers; displaysbe sampled data and in order makes to predictions help make ofthe the demon: results, or with andanalyeesgathersmakesselects the aandata: frequency hypothesisthe issue data to investigate:using and on an conceptsdistribution expected from finding;of Standardthe dal, 4. e.g., considering mean and median. preparesusesorcarries social methods out issues; a areport study of statistical that of data explains inferencerelevant the purposeto to current generalize of civic, the fromproject, economic, the thedata; nrganizatienulscientific, health, graphs:writesrecommendation. a acknowledgesreport that sun:pares includes a01.111,1 recommendationsthe receivedresults with from the parents. supported predictions: peers. by diagrams,and teachers Marta, and descriptionrepairsusesthOWS pertinent ahow peaounintalion of the how statist. sitidy's the toproject ...ars orsummarize: report wimpare v. clotted that wishincludo out, the and thehypothesis. all question C11411411011 investigated. of the finding,. derailed Mathematicalpresentingplan. model and of conclusions, ainformation. physical andsystem uses or an phenomenon. appropnatc balance in which of different the student: ways of Science study,developsbedecides in used. which one.g., the3 specificmeasurement; student: science question to study and identifies the mathematics that will predi«ion (a hypothesis) and develops procedures to test the hypothesis; whichMathematical the maim:: carriesmodel outof physicala study of phenomena, a physical system often using used a inmathematical science studies, representation in usesofmathematicalcarries the structural system: out a study model analysis of based a physical(a direct on functions systemanalysis orto of phenomenonmake the structure generalizations by of constructingthe system) about the ratherrt structure than anddiagrams.writescollects teachers. a andreport chases. records that and compsres data; graphs; represents theacknowledges results and withdisplays assistance the hypothesis;data; receivedcompares supports from results parents, the to results predictions: peers. with generalizestheusesof the fimecion understanding structure: about governing the structure from behavior Standard with a inrule, the3, particularly i.e.,model; a function, with thatrespect clearly to theapplies determination to the of presentingplan,preparesnumerical and a conclusions,or information.report statistical that explainsanalysisand uses (anthe an analysispurpose appropriate ofof datathe balance project. about ofthe the different system); organizational ways of Design ofsaledecides at physicalofnukes design; on a structurefirst structure, draft toof design,thein which design, the the sizeand student revisesand budget and constraints.improves the and design the in response to descriptionpreparesthephenomenon situation:a presentationof how andthe projectgoes or report beyond was that carried statistical includes out, analysisshe and question an explanationof a patterninvestigated, of numbersthe afindings. derailed generated by Design ea physicalusescreates general structure,a design mathematical for in a physicalwhich ideas the structure; and student: techniques in discussing specifications for andcould teachers.makesinput MAC from the a final structure;peers draft and and acknowledges teachers; report of the assistance design, drawn received and from written parents. so that peers. another person Design fa physicale.g.,usesgenerates areasmathematics structure, aand plan volumes to fromin build which Standardin something general the 2student. and to of make ofvalue, specific the not design geometricnecessarily realistic shapes; monetary or appropriate, value; presentingplan,preparesbuilding and the aconclusions, information.report structure; that explainsand uses the an purpose appropriate of the balance project. of the different organizational ways of Managementplandecides and worked: planning, on what into managewhich the or planstudent: and what goal will he used 10 see if the descriptionpreparessummarises a presentationof the how important the project or reportfeatures was that carried of includes the structure;out, the and question an explanation investigated, of she a findings.derailed Managementcarries and planning out a study analysis, of a business in which or public the student policy situation involving issues such as writesidentifiescontingencies: down resourcesunexpected a detailed needed, eventsplan: e.g.,revises that materials, could and improvesdisrupt money, the the 11111, plan plan and space,in response funhcr and plansother to feedback people;for such Managementnotesordetermines and planned; planning,any constraints the needs, in which thate.g., will thecost, affect student: supply, the plan:scheduling, of the event to be managed differentandusesoptimization, brings decision conditions; in mathematical cost-benefitrules and strategies projections; ideas that both serve andto analyze risks;10 generalize options theand analysis balance acrosstrade-offs; acknowledgeswritescart.limo peers nut up athe and report planassistance teachers, on (optional); the plan,received that from include parents. 00010010, peers. andbudget, teachers. and schedule; preparesconsidersusesdetermines concepts a the prsscutata plan, possibility from any inn oforof Standardsreporta more that efficient Iincludes solution; the question investigated, a detailed to 4. depending on she nature of the project; presentingplan,prepat« and a cenicimions,report information. that explains and uses the an purpose appropriate of the balance project, of the different organizational ways of Purr mathematicsdescribesdecides investigation. on a she question arch of orin mathematics conceptwhich the that student:ro he investigate, or she will e.g.,seek numbers, to better understand,shapes. patterns; Pure mathematicsdescription investigation, of how in thewhich project the wasstudent: carried 001. and an explanation of the plan. Pure mathematicsusespurecarries mathematics;methods inventigasion, out a mathematical of mathematical in which investigation reasoningthe student: of and a phenomenon justification toor make concept generalizations in writescarriesordecide, physical ouron trprssentationsthe model, investigation, that will be used, e.g., numbers, symbols. diagrams, shapes, s report, including genssali.11011] if there were any. acknowledges assistance wouldusese.g.,extends propertiesconcepts have or "plays roots from and inwith, patternsanyStandard as of withStandards in I numbers:mathematicalbut could I tie in puzzles, concepts some from mathematical geometry, algebra, feature, and to 4, e.g., an investigation of Pascal's triangle presentingplan,[trepansabout and the a conclusions. phenomenon; reportinformation. that explains and uses the an purpose appropriate of the balance project, of the different organizational ways of studentOther or kindsteacher, ofreceived projecu in which From involving the parents, rodent: putting peers. and mathematics teachers. to work, chosen by the seemmakesdeterminesStandardprobability: true; conjectures and 2 expresses butinvestigations on could apparent requiregeneralizations of properties derivationsalgebra; from and of patterns:argues, geometric short formulas of formal would proof, be why rooted they in History of a mathematicalcarries our a historical idea, in study which craving the student: the development of a mathematical concept and carrieddevelopsheidentifies, accomplished. 001. a with question including the and teacher, and mathematicalhow a plan; theand project writeswriter analysis involvesadown derailed ofa clearpurringthe description results: purpose mathematics and of for howa thereport the 10project, work;projectthat includes what was will Other kinds ofdescriptionprepares projects a putting presentationof how mathematics the project or report was to that workcurried includes chosen out, the and byquestion anstudent explanation investigated. or teacher. oldie a findings.derailed presentingplan.preparesthe people and aconclusions, information.whoreport contributed that explainsand uses ro it;the an purpose appropriate of the balance project, of the different organizational ways of 0 1995 Nationalacknowledgment Cent, on Education of assistance and the teceived Economy front All patf0ta, rights removed. peers, and teachers. 1.84 BEST COPY AVAILABLE 185 1. Physical Sciences Concepts The Grade Levels Compared: Science 90 TheELEMENTARY student understands: SCHOOL The MIDDLEstudent understands: SCHOOL The HIGHstudent SCHOOL understands: APPENDIX 3 heat,motionsthe light, observable electricity, of objects, properties and in magnetism.particular, of objects push and and materials; pull, sound; of matter;effectsmotionscharacteristic of and unbalanced forces, properties and forces; ofthe matter, relationships in particular, among density; them, forconservation example, temperature,chemicalatoms,structure bonding, reactions,and catalysts; properties elements including of and matter, concentration, compounds; in particular, pressure, composition of Theequivalentat a middleelementarylevel of to school performance the school end standards of standards fourth approximately are grade. set are at set 0.1.. conversion.transfer and transformations of energy, including forms and conservationelectrical,forces and magnetic; motions, of energy, including in particular, net force, transfer, gravitational, heat; levelTheequivalenta level high of ofperformance schoolperformance to the standards end approximatelyof approximately eighth are setgrade. at a interactions of energy and matter, especially waves and wavelengths. laterachieveIllsequivalent expected than these these to thatthe levels grades. endsome earlier of students tenth and grade. others might 2061theuponThe Advancement Sciencee.t.a Benchmarksboth the standards American of for Science's Scientific are Association founded Project Literacy for and thetakedraft.Notional National into The Scienceaccount Science Research Educationthe standards work Council's of Standards thewill also as theydevelopandNational revise Coordination assessment Science their Scope, Teachers Content tasks. Sequence, CoreAssociation and usedthatseveralThese amplifies here. documents, hundred the pages,meaning each containof ofwhich the detail termsruns to

186 BEST COPY AVAILABLE 1995 National Center on Edutatian and the Economy All rights 'nerved. 187 ELEMENTARY SCHOOL 2. Life Sciences Concepts 91 The student characteristicsunderstands: of organisms; that is, needs, environments that meet TheMIDDLE student SCHOOL understands:structure and function of cells, tissues, and organs; TheHIGH student SCHOOL understands:cells, including structure and function, uses of energy and food; organismslifeandthem; cycles. learned; structures, andincluding environments. especially birds, development,senses; in particular, variation reproduction; food and chains,behaviors, populations, inherited and populationregulationreproductionenergy; and and and behavior, ecosystems, heredity, especially including including the genes, foodroles webs, of senses resources, and hormones; and learning; system,mutations;behaviormolecular evolution; of basis organisms, of heredity, especially including hormones, DNA, chromosomes,nervous APPENDIX 3 changeeffects un over she time, environment; including fossil evidence. extinction.evolution, in particular, species, diversity and adaptation, variation, includingbiologicaland interdependencecompetition, species,evolution, environmental variation, inof particular,organisms, extinction. constraints; natural especially selection; flow of andenergy, adaptation, cooperation

0 1995 Manned Coarr on &Amnion ,rod the Erunonly A// nee maned 188 BEST COPY AVAILABLE 189 92 3.ELEMENTARY Earth SCHOOL and Space Sciences Concepts MIDDLE SCHOOL The Grade Levels Compared: HIGH SCHOOL Science 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 climate;of the the Earth Sun, system, radioactive in particular, decay, gravitational estimating change over time, for example, erosion. gravity,naturalEarthplates, energy; in fossilresource the Solarevidence; management. System, including day, year; sun, planet; forcesgeologicnatural that time, shaperesource age the of management. Earth;life forms; that is, processes and observable results;

190 et 1995 National Center on Education and the Economy All rights reserved 191 . 4. Scientific Connections The ELEMENTARYstudent understands: SCHOOL and Applications TheMIDDLE student SCHOOL understands: The HIGH-SCHOOLstudent understands: 93 health,thechange,big ideasdesigned especially cause and world, unifyingand nutrition, effect; in concepts,particular, germs. for agriculture toxic example, substances, and order, technology; models,safety; form, technology,andmodels,big ideaseffect, systems, and constancy including. unifying evolution and tradeoffs,concepts; change; and constraints,equilibriutn, for example, feedback,form order and and Function,risk; organization, cause technology,andmodels,big ideas effect, systems, and constancy including unifying evolution costand concepts; change;/benefit, and equilibrium, For constraints, example, form Feedback,order and and Function, organization,risk; cause APPENDIX 3 science as a human endeavor. historicalsafely;health,the designed especiallyrelationships and world,contemporary nutrition, withincluding the exercise, impactenvironment; agriculture andof science. disease; and industry; toxic substances; historicalsafety;health,the designed especiallyrelationship-to and contemporaryworld, nutrition, including enviroliment; exercise, impacr agriculture ofand science. disease; and industry; toxic substances;

1995 Alarional 0117, on Educarron and the Ernnurny. AU right, rrrervrd. 192 1.93 5. Scientific Thinking The Grade Levels Compared: Science andTheELEMEN1ARY commonstudent uses sense scientificSCHOOL to formulate reasoning questions strategies, about, scientific understand, knowledge, and andThe MIDDLEcommonstudent uses sense SCHOOL scientific to formulate reasoning questions strategies, about, scientific understand, knowledge, and andThe HIGHcommonstudent SCHOOL uses sense scientifieseasoning to formulate questions strategies, about, scientific understand, knowledge, and APPENDIX 3 explain a wide rangeseeksasksknowledge, questionsof information phenomena; about observation, from thatobjects, reliable is, the andorganisms, sources,student: trying things andincluding events out; scientific in the world; explain a widc rangeusesidentifiesframes ofconcepts phenomena; questions variables from Standards thatso that that is, influence thecauses I student:to 4 and toa situationexplain effects acan and variety be can distinguished; of be controlled; explain a wide rangeformulatesidentifiesframes of phenomena; questions variables and revises thatso that that is, explanations influence thecauses student: and a situationand effects models can and basedbe can distinguished; be on controlled; evidence and identifiesexplanationsrecognizesuses evidence problems, others' against so construct points proposes experiences, of an view; andexplanation; checksobservations,implements his recognizes or solutions, herand own knowledge; a fairandevaluates test; others' explanations;proposes,usesobservations evidence recognizes, and distinguishes to developphenomena; analyzes, descriptions, between considers, fact explanations, and and opinion; critiques and alternativemodels; explanations;identifiesproposes,logical argument, problems distinguishesrecognizes, preserving or analyzes,dcsign between opportunities;significant considers, fact and information; opinion; and proposes critiques designs alternative and ideas.worksproducts individually or designs; and in teams to collect and share information and andworksproductsidentifies ideas. individually orproblems; designs; and proposes in reams 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

194 1995 National Center an Education and the Economy All rights reserved. 195 Scientific Tools TheELEMENTARY student uses SCHOOLtools and technologies to collect and analyze data; that and Technologies MIDDLE SCI-1001. HIGH SCHOOL is, the student:foruses example, simple technologyrulers, balances, and tools thermometers, to gather data watches, and extend magnifiers, the senses, is,The the student student: usesanduses tools remotely a andvariety technologies observe of traditional and to measure collect and electronic and objects, analyze tools organisms, data: to directly, that and indirectly, is,The the student student: usesuses tools a andvariety technologies of traditional to collectand electronic and analyze tools data; to directly, that indirectly, Standardcollectsand microscopes; 4, andStatistics analyzes and data, Probability using conceptsConcepts; and skills in Mathematics audiotapes,recordsphenomena; and andstores videotapes; data in a variety of formats, including databases, audiorapcs,recordsphenomena,and remotely and andstores beingobserve videotapes; dataalert and into ameasureaccuracy variety ofobjects, and formats, precision; organisms, including anddatabases, The reportedAPPENDIXGeneral Accountingthat more than Office half recently of 10,000 3 acquires information from print and non-print sources. Probabilityconceptsanalyzes data,and Concepts; skills while from. alert Mathematicsto observer and Standard sample A, biases, Statistics using and Probabilityconceptsanalyzes data,and Concepts; skills taking 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 know of modemsschools have this is and acquiresincluding information computer from databases. print, electronic, and visual sources, includingacquires informationthe Internet. from print, electronic, and visual sources, mustaccessofan the equity make homes to theissuethat sure Internetin thethat United forstudents and more that States accessthanschools hove 3% to acquireincludesScientificoninformation what and theyusingTools and share get telecommunicationsand ideas at Technologies,information. home. does Standard not dependNew to 6, skillsstudentscreateStandards' delineated the con learning partners develop here. environments have the knowledgepledged where to and

0 1995 National Comm Educanon and dm Economy All 196 right, rnmurd 197 ELEMENTARY7. Scientific SCHOOL Communication MIDDLE SCHOOL The Grade Levels Compared: HIGH SCHOOL Science world;The student that is,the communicates student:represents clearly data and and effectivelyresults in more about than the onenatural way, for example. world;The student that is, communicates therepresents student: dataclearly and and results effectively in multiple about ways; the naturalfor example, numbers world;The student that is, communicates the student:represents clearly data and and effectively results in aboutmultiple the ways; natural for example, numbers APPENDIX 3 writescritiquesusesnumbers, facts instructions written drawings,to support and that words, oralconclusions; others explanations; tables; can 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 uses.diagrams, of theevidence, most and pictures;effective including waysentences; his to or make her chartsown the datapoint; and datacommunicates to resolve disagreements.in a form suited to the purpose and the audience; uses respondscommunicatesexplainscritiques apublished ro scientific critical in a materials;formcommentsconcept suited or withtoprocedure she data. purpose so other and students;the audience; .critiques publishedcommunicatesexplainsresponds materials, a scientific to in critical a including form concept comments suited popularor toprocedure the with and purpose data academic to andother and reasoning. students;the sources; audience;

198 1995 National Center on Education and thr199 Economy. All right, tamed. ELEMENTARY SCHOOL 8. Scientific Investigation MIDDLE SCHOOL HIGH SCHOOL 97 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, all of fouroverinvestigation,The kinds.studentthe course completes including of middle atprojects school,least one drawninvestigations full investigationfrom the representing following each yearkinds all and, of overinvestigation,The studentthe course completes including Controlledof high school, atprojects least experiment; investigationsone drawn full investigationfrom therepresenting following each allyearkinds four and, of kinds. APPENDIX 3 ResearchDesign;SystematicExperiment; using observation; that print is, conducting and electronic a fair (that test; is, video or computer) SecondaryDesign;Fieldwork;Controlled research.experiment; that is, use of others' data. SecondaryDesign;Fieldwork; research; dial is, use of others' data investigation,includedBest practice extensivebut itin is Science trequently inquiry has and given always A single project information.may draw on more than one type of investigation. A single project may draw on more than uric type of investigation. A fullA investigationsingle project includes: may draw on more than one type of investigation. school,opportunitiesmiddleless emphasis schoolincluding to levels.al learn theScouts, elementary ThemScience Boys ore outside andmany and Girls of A full investigation includes:questions that can be studied using the resources available; A full investigationproceduresquestions includes: that that can are be safe, studied humane, using and the ethical;resources respect available; privacy and propertyproceduresquestions rights; that that can are be safe, studied humane, using and the ethical;resources respect available; privacy and evidencecanAmerico.Clubs, and 441 should Theof and meeting work Futurebe doneused the Farmers standards.into theseprovide of venues property61dataprocedures in thatrights;ways have that that been others are safe,collected can humane, verify, and andrecorded and analyzed ethical; (see respectusing also Science skills privacy expected Standard and at this6)dataproperty in grade thatways rights;have levelthat been others(see collectedalso can Mathematics verify, and and recorded analyzed Standard (see using 4);also Scienceskills expected Standard at datathis6) in grade andthatways resultshave levelthat been others (seethat collectedhavealso can Mathematicsbeen verify, and represented andrecorded analyzed Standard (see (sec usingalso 4);also Science Scienceskills expected Standard Standard at recommendations,7)data inthis andways grade results that level titthat the decisions, (see have context; also been Mathematicsand represented conclusions Standard (sec based also 4);onScience evidence; Standard acknowledgmentrecommendations,7)data in andways results that fitthat ofthe decisions, havereferences context; been and represented and conclusions contributions (see based also of onothers;Science evidence; Standard resultsacknowledgmentrecommendations,7) in ways that thatarc communicatedfit ofthe decisions, references context; and appropriately and conclusions contributions to based audiences; of others; on evidence; otherreflectionresultsacknowledgment sources that and are anddefense communicated ofpeer references ofreview. conclusions appropriatelyand contributions and recommendations to audiences; of others; from otherreflectionresults sources that and are anddefense communicated peer ofreview. conclusions appropriately and recommendations to audiences; from otherreflection sources and anddefense peer ofreview. conclusions and recommendations from

© 1995 National Centre on Edueation and the &ono, All right, ',nerved 200 201 98 ELEMENTARY1. Problem SCHOOL Solving MIDDLE SCHOOL The Grade Levels Compared: HIGH SCHOOL Applied Learning The student completes projects involving at least two of the following kinds of problem r solvingThe student each completesyear and, over projects the course involving of middleat least school, non of projectsthe following involving kinds all of three problem solvingThe student each completesyear and, over projects she courseinvolving of athigh least school. two ofprojects the following involving kinds all three of problem kinds of APPENDIX 4 kindssolving of each problem year solving. and,andDesigning: over creating the identifying course solutions of needselementary for meeting that could school, them; be projectsmet by newinvolving products, all three services, or systems; kinds of problemandDesigning: solving. creating identifying solutions needs for meeting that could them; he met by new products, services, or systems; problem solving.PlanningcreatingDesigning: solutionsand identifying Organizing: for meetingneeds taking that them: responsibility could be Mel forallby new aspects products, of planning services, and or organeongsystems. and 211 The elementary school standards are set resourcesorganizingPlanning and of an people, Organizing:event ortime. activity money,raking from responsibilityand concept materials co completion.forand all facilities; npeas making of planning good anduse of the resourcesorganizingPlanning and of an people, Organizing:event ortime, acciviry takingmoney, from responsibility and concept materials to for completion.and all facilities;aspects making of planning good anduse of the andImprovingrime,event processes money, or activity a System: and work; from materials developingtroubleshooting concept and to facilities;an ompletion. understanding problems making in their of shegood operation; way use systems of and the devising resourcesof people, strategies machines,of per for aTheequivalentat level a middlelevel of performanceof to school performance the end standards of oppraximarely fourth approximately are grade. set of devisingmachines,Improving strategies aand System: processes for developing improving work: troubleshootingantheir understanding effectiveness problems of the way in their systems operation; of people, and A single projectoperation;machines,Improving may involve aand System: more devisingprocesses than developing strategies one work; kind troubleshootingan forof understanding problemimproving solving. theirproblems of effectiveness.the may in their systems of people, A single projectimproving may involve their more effectiveness. than one kind of problem solving. levelTheequivalent high of performance school to the stondords end approximatelyof eighth are setgrade. at a A singleTheDesigning projectstudent may designs involve a product, inure than service, one kindor system of problem to meet solving. an Identified need; Mai is. theTheDesigning student: student designs a product, service. or system to meet an identified need: that is. theTheDesigning student: student designsdevelops a product, a design service. proposal or Maesystem toshows meet how an identifiedthe ideas need;have been that developed;b, equivalentlaterachieveIt is expected than to these the these end that levels grades. ofsome tenth earlier students grade. and others might the student:identifiesdevelops ideasfactors fat affecting design ofchoice the product, of the best service, idea or for system: the design and makes a decision selectsdevelopsreference one a range design to offunctional, option design ro options; aesthetic,pursue and social. justifies economic. the choice, or environmental Fur example, withconsiderations; &lathes,economic,justifiesregulations:reflects awarenessthe where and choices environmentalrelevant, oF made, similar the for principleswork considerations;example. done on bywith which others refesetice decisions and of to relevant functional,were based. design aesthetic, such standards as. social, and establishesselectshosed on and those criteriauses factors: an for appropriate judging the form success for presenting of the design; the design plan; aesthetic,establishesusesidentifies, mathematical,appropriate where criteria relevant,conventions for scientific: judging the ro principlesMe represent success on the ofwhich thedesign; design;the decision was based, such as communicatesusesusestablishesaesthetic. mathematical, criteria clearly for soevaluating andthat scientific;a peer the orproduct, colleague service,appropriate could or use system; conventions to rernent designs: publishedbeenThe revised standards draft substantially of these for Applied Performance since Learning the last have comparisonevaluatesplans and thecarries with quality similar out ofthe theproducts, steps design of theservices, by productionconsidering or systems. process; the criteria for success and by evaluatesandadjustsplans safety; and the thecarries production quality out ofthe process the steps design asof the requiredby productionconsidering to achieve process; the criteriaspecified for standards success and of quality by evaluatesorganizes. the imple product, ments. service, and adjusts ormakeachieve system he efficient specifiedproduction in terms use standards of process thetime criteria and ofto. qualityresources; established and safety; in the design Appliedthat hasinformationStandards. Learningprovided Contactabout standards.the foundation the New content Stondards for fromework the for ThePlanning student and plansdevelops Organioing and organizes a plan chat: an event or activity:includes that iv.all the student:factors and variables that need to be considered; The studentPlanning plans and andcomparison organizes with an similarevent orproducts, activity: services,that is, the or student:systems. Organioing proposal, using: compropriate:tnformation gathered front impact studies or productparisons testing with orsimilar market work research, done by as others. isintomakes described action; sense clearly in terms enough ofof thethe for people,order someone in time, which else and things to resources use treed it: toavailable be done; to put the plan develops a plan that: makesincludesreflects sense resarch all she in factorsintoterms relevant ofand the variables orderprecedents in charwhich and need things regulations; to beneed considered; to be done; The student.developsPlanning plans a planning and organizes schedule an that:event or activity;is thatlogicalsensible is, andthe in achievable;stutter.:terms of she goals of the event or activity: and Organizing organization,evaluatesworkedimplements the best andSUCCCIS theandproposing plan; the of aspects the how MIt the thator improvementsactivity, could have identifying been could improvedthe have parts been byof thebetterachieved; plan planning that and implements the plan in ways that:isintomakes described action; sense clearly in terms enough of the for people, someone time, else and to resources use it; available to pun the plan implements and adjusts the planningcommunicatestakes reflects scheduleaccount strategicresnrch of clearlyin all ways relevant into thinking;so than thatrelevant factors; a peer precedents or colleague and could regulations; use it; Improving a Systemsimilarmakes recommendationsevent or activity. ro others who might consider planning and organizing a workedevaluates hat the and success the aspects of the thateventrmpundreflect could or established activity. effectively have been identifying priorities; to improved unfortncen the parrsby better[1.1111.11C.: of the planning plan that and evaluates the cyclic or activity risingachieves qu.alirativerespondreflectmake effestablished effectivelyicient and use quantitative priorities;soof time,unforeseen money. methods circumstances: people, En determine: resources, facilities: pe cified standards of quality: devisesThe studentthe andstudent: teststroubleshoots waysidentifies of improving problems the parts the in of effectivenessthe the operation system andof of a a thesystem system way inthe in operation; needparts ofconnect repair that is. withor each other; Improving a Systemnukesorganization. recommendations and proposing to othershow the who improvements might consider could planning have been and achieved; organizingevent aor activity. recommendatiomorgenisatiunaspectsthe success of the ofand eventthe the forevent ways orplanning activity or by activity which andthat in organizingcouldthe terms improvements have of irs subsequent been established improved could similar have by beeneventsbetter achieved; planning or activities. and passes: checksdevisesmadeidentifies to whether ways work parts ofbetter: or themaking connections strategics the system worked. in the work system again that or havemaking broken it work down better: or that could be thedevisesThe student: student and teststroubleshot,udescribes ways of theimproving problems management the in sheeffectiveness and operation structure of of a aof system system the system Or in operation; need in terms of repair that of ins is, er logic, sequences, sodThe tearsstudentimproving ways troubleshoots ofexplains a improving System the problems managementthe effectiveness in the andoperation ofstructure a system of a of system inthe operation: system in need in that termsof repairis, theof its: orstudent: devises organizational:and control;analyzesidentifies the designoperating and principles management underlying of the systemthe system, with referencei.e., mathematical, to its functional, scientific, analyzes the design and managementunderlyingoperatingimpact;logic. of the sequences, system, principles. the system; taking and that control; account is, the of mathematical. its functional, scientific and/or organizational principles aesthetic,performance;devisesevaluates social. strategies the commercial, operation for purring of and the environmental system;the system back requirements, in operation as or appropriate; improving its evaluatesaesthetic.adaptsmeasurementsrelevant social,the techniques kindoperation environmental, of of modeling performance; toof controlthe andsystem and and systems commercial manageusing analysis: qualitative the requirements, system methods in order as and/or appropriate,to improve quantitative its and performance using a by: 202 BEST COPY AVAILABLE tests the effectiveness of Jim strategics employed. developingidentifying, nesting,and testing and strategies adjusting tosub optimize systems; performance. 0 1995 National Carter en Education and dm Economy All nem reserved. 203 ELEMENTARY SCHOOL 2. Communication Toolsand Techniques MIDDLE SCHOOL HIGH SCHOOL 99 audience;The student that makes is, the an student: oral presentation of project plans or findings to an appropriate . beyondThe student the school; makes thatan oral is. thepresentation student; of project plans or findings to an audience expertiseThe student in the makes relevant an oral subject presentation matter; that of projectis. the student:plans or findings to an audience with evaluatesspeaksorganizestcsponds clearly thethe effectiveness present toand quest presents ation Wilt offromin confidently; thea logical thepresentation. audience; way appropriate to its purpose: speaksadjustsorganizesresponds clearlythe the style presentationandappropriately of presentspresentation inconfidently; to a questions logicalro suit itsway from purpose appropriate the audience;and audience; to in purpose: organizesrespondsspeaksadjusts she clearlythe presentationappropriately style and of presentspresentation in to a questions logical confidently; to way suit from appropriateits thepurpose audience; andto its audience; purpose; APPENDIX 4 providingThe student information: composesexpresses andthat the sendsis, information the correspondence. student: or request suchclearly; as thank-you letters and memos ,business:The that studentis, the student: conductseraluates formal the effectiveness written correspondence of the presentation. with a community organixation or orThe business; student thatpreparesevaluates is, she a student: formalshe effectiveness written proposal of the presentation.or report to a community organization posters:The student that writesis,writes the andstudent: in aformats style appropriate information to for the short purpose publications. of the correspondence. such as brochures or The student organizeswritesexpresses in anda stylethe communicates information appropriate or soinformation request the purpose clearly for and publicationfor theaudience purpose using of andthe several correspondence.audience; producedproducesorganizes documentsthethe proposalinformation fora orire reportsimilarin purpose; the inproposalpurpose a format andor similar report audience. toin athat logical used way in professionally appropriate formatschecksorganizescollects the theinformation the information publication information to forincludeto thataccuracy:intro itinan achieves the appropriate publication; its purpose. form fot use m the publication: generatedmethods and graphs formats,organizescollects and suchcharts; information the as informationthat overhead is, to the include transparencies,student: into inan published appropriate handouts, materials; form andfor use computer in the publication, taking thatThe is,student the student: developsselects ana multi-media appropriate presentation,medium for each combining element wok of the sound. presentation: and images; The student translatesthechooses purpose informationa different for communicating format from one that format isit appropriate to another; for thatpresenting is, the student:information to better suit formatschecksaccount the theof the informationpublished requirements material for accuracy: and so possibilitiesthat it achieves of the its purpose.chosen format; communicatesachievesmakesus. she smooth selected coherence transitionsthe media inforrnatidn in the skillfully. between presentation effectively, includingshe elementsas atesting whole;editing of audience the and presentation: monitoring response for and quality; revising the infortnationgiveschecks tenons that theout for information any changes has made been itt translated the information. accurately such into as decidingthe new format;to leave some The student translatescheeksthechooses purpose that informationa different the for informationcommunicating format from one that has formatis beenit; appropriate translatedto another: for accuratelypresenting that is, the into information student: the new toformat: better suit The student translateschoosespresentation information a different accordingly. limn oneformat format appropriate so another; for presenting11131 is, the information student: to better suit the informationgives reasons out. for any changes made in the information, such as deciding to leave some irrelevantjustifiescheckspurpose thatany for to thecommunicatingthechanges informationpurpose made of thehasit;in the communication.been information, translated including accurately she into omission the new of format;material nFST COPY AVAILABLE © 1995 National,Center on Education and the Economy All right" 'nerved. 204 205 3. Information Technology The Grade Levels Compared: loo The ELEMENTARYstudent: SCHOOL Tools and Techniques TheMIDDLE student: SCHOOL The HIGHstudent: SCHOOL Applied Learning 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 ro sources;use software usessoft-ware;troubleshootssets upon-line and operatessources problems tocomputer exchange in operating equipment information computer and for associared equipment specific purposes. peripherals; and

2(16 0 1995 National Center on Education and the Economy Al! riglas reword 207 ELEMENTARY SCHOOL 4. Learning and Self-managementTools and Techniques MIDDLE SCHOOL HIGH SCHOOL 101 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 fromidentifiesconsults role models;with the mainor observes that features is, the older of student: what students they anddo, theadults way at they work go and about The student learnsconsults fromthe elements adultwith androle of observesmodels; their work that adult roles is, role the and modelsstudent: the qualities at work ofand the identifies their work theirowntakes work, project account and theactivities. of qualities role models of the in products planning theyand conductingproduce; his or her affectingtakesanalyzestheir success;work, account work and ofperformances the analyses qualifies of ofroleand the modelswork products products in planning they to produce; identify and conducting factors skills,criticalanalyzesproducts; judgment demands the work andof performancethe decision role, such making; ofas adult demands, role models for knowledge to determine and the APPENDIX 4 The is,student the student: keepssets recordsmaintains up a system of work records for activities storing of work recordsin anactivities orderly of work in manner; a activities;way that altar makes it possible to is,The the strident student: developshis or andhet ownmaintains project a activities.schedule of work activities; that The student reviewshistakes or his accounther or own her ofprojectown analyses progress activities. of rolein completing models in work planning and conducting thatThe isstudent the student: Identifiesfind specific strengths materials and weaknesses quickly and in easily. 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 maintainsas needed work to meet schedules deadlines; that thatreflect is, considerationthe of assessesandprocessesunderstands products; his orand her establishes own work processes criteria for and judging products. the quality of work The is,student the student: sets goalssets for goals learning for learning; and reviews his or her progress; that asmonitorsmanages necessary. progresstime; towards meeting deadlines and adjusts priorities reviewingseeksreviews and his progress. responds or her progress to advice towards from othersmeeting in thesetting goals; goals and The student evaluatesseekscritiquesestablishes his orand herhis responds expectations performance;or her work to advice forin that light his and is,or of theher thecriticism student:own established achievement; from others. expectations;

0 1995 Notional Goa, on Education and the Economy All rights reword 208 209 102 ELEMENTARY5. Tools SCHOOL and Techniquesfor Working With Others MIDDLE SCHOOL The Grade Levels Compared: HIGH.SCHOOL Applied Learning The student worksdonereaches with to others completeagreement to complete the with task group anda task; membershow that the is, work on the what willstudent: bework tackled; needs to be is,The the student student: rakes responsibilityreaches agreement for a component with team of members a team project;on what that work needs to be self-directedThe student participateswork teams;identifies inthat the theis, establishment therange student: of knowledge and operation and skills of required for a given APPENDIX 4 required,progressconsultsrakes a share withinand completing grouptoof checkthe membersresponsibility thatthe task,all partsregularly to rot decide have the during work;been on any thecompleted changes task to at checkthat the are endon specificdonetakesrakes to componentcomplete allspecific steps theresponsibilitynecessary of task the projectand to ensure howfor within a the component appropriate workthe agreed will ofbe completion the upontackled; project; time of frame. the setsestablishesdefinesp objectives en j CU; roles andprocesses and time shares frames for responsibilities group for decisionthe work among making; to be completed;ream members; elseThe studentto be able shows to do orof it. explainsthe task. something clearly enough for someone The student .assistScoachesand onecommunity or tutors;or more that groups; others is, the to student:learn on the job, c.g., in school, sports, aThe work student.plans program; that andreviews is, carries the progressstudent: out a strategyand makes for adjustmentsintroducing othersas required. into The student identifiesasksinterprets the questions needs a written of toa client;clarify request thethat fordemands is, completionthe student: of a task. of a task; useseffectiveanalyzes the analysiswayscoaching of providingto or inform tutoring subsequentassistance experience tocoaching supportto identify or on-the-job tutoringmore and activities. learning; less evaluatesmonitorsplansestablishes thea sequence thesuccess learning learning of goals; sheactivities process strategy designedand and revises identifies to activitiesachieve aspects the accordingly; learning of the goals; The student negotiatesforinterpretsconsults completing with awith theclient; aclient's the client that task, requesttois, takingclarify the student: and accountthe translatesdemands of available ofit intoa task; anresources; initial plan The student completesimprovementsprocess a task that in responsecould could have have to beena been commission improved achieved. from and athe client; ways by which the negotiates with the client to 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 criteriaaachievable plan forfor meetingsuccessful within available the completion; client's evaluatesadjustmentsevaluationmonitors the accordingly; clientresult of the satisfaction in result. terms of thewith negotiated the work in plan progress and the and client's makes

210 1595 National Gator on Education and slur Economy All rishn rmtrocti 211 103 AnnSTANDARDS Borthwick, DEVELOPMENT LearningUniversity Research STAFF ofand Pittsburgh Development Center, BobPeterACKNOWLEDGMENTS Anderson, Afflerbach, Department University of MarylandEducation, CA ShirleyGary MacDonald, Malcom, American Juniorof High ScienceAssociation School, Greely,for the Advancement CO JanetShannonBill Coffey, Calder, C'de Edmund Fort Baca, Worth Burke Thomas IndependentCouncil School, Jefferson Bluffs, Washington, School HighIA School, District, DC TX JerryRobLaura Bell, Atterbury, Arndt, Education Eaglecrest San and Diego Hurnri AmericanHigh City Resources,School, Schools, Association Aurora, CA COfor the Advancement of Science JimRichMegan Meadows, Matthews, Martin, Moundake CaliforniaPittsburgh TerraceTerrace, Department PublidSchools, High WA School, of Education PA Mountlake PhilDuane Daro, A. Cooper,Academic Center Advancement,OfficeDepartment for Mathematics of the UniversityofPresident Mathematics, Education of California Universityand of Maryland RubenVictoriaNeal Berkin, Carriedo, Bill, InstituteWhite San Plains for Diego Learning, Schools, DevelopmentCity Schools, Learning White Center, Plains,CA Research NYUniversity and of Pittsburgh GaryLeeMontyMiles Odell, Oden, Multanen, Myers, Rensselaer Institute National Edmonds for Polytechnic Learning, Council School LearningofInstitute, District,Teachers ResearchTroy, WA of NYEnglish and GaryDiana Eggan, Edwards, Learning Learning ResearchUniversity Research and Development of and Pittsburgh Development Center, Center, LyndaMiriamLinda Carstens, Chittenden,Chaplin, SanNational Park Diego Elementary, Council City Schools, of Teachers Mill CAValley, of CAEnglish Kevin radian, Departmentof CaliforniaofDevelopment Integrative at Berkeley Biology,Center, University of Pittsburgh GeorgiaDrewSally Hampton,Kravin, Makris, Cornell AcademicFort WorthElementary Advancement, Independent School, SchoolAlbany, District, CA TX XandraMarshaFran Claggert WilliamsDeLain, DelawareEarlie, Aldine Department Independent of Public School Instruction District, MargeCharlesDavid Pearson,Petit, Peters, Vermont OaklandMichigan Instituteand Michigan State Technology for University Mathematics,Schools Science, KateMary Nolan, Marsh, Learning Fort Worth Research IndependentUniversity and Development of School PittsburghCalifornia District, Center, Office TX of the President JoanneAlanEd Esty, Eresh, Farstrup, Independent Pittsburgh International PublicConsultant,Houston, ReadingSchools, ChevyTX AssociationPA Chase, MD JohnRobertCindy Porter, Phillips, Probst, National UniversityTri CityAlliance Elementary, of for Georgia Restructuring Myrtle Creek, Education Oregon LonnyAndy Planner, Platzer, LearningNational ResearchUniversitytheCenter Economy on and ofEducation Pittsburgh Development and Center, StacyKarrieManKaren Goodman, Gandal, Gengo,Fujii, Bucher AmericanLewis Meadowdale MiddleCentral Federation School, Schools,High School, of Santa CouncilTeachers Lynnwood,Clara, Bluffs, CA LA WA GinnySusanFred Quinonez, Redish,Radley, RedishTeachers Overland & University, Associates,College Trail Middle Writing NY Inc. School, Project Brighton,at Columbia CO AnnJenniferMark Shannon, Quinn,Rasmussen, Graduate Fort Worth Cornell SchoolCalifornia Independent Elementary of Education, at Berkeley School,School University District,Albany, of CATX ShirleyMikeEunice Hale, BriceGreer, Council Heath, University Bluffs StanfordCouncil of Community Illinois University Bluffs, Schools, IA RobertDonEeva Rueda, Rubin, Reeder, University Mountlake ofofMountlake Terrace SouthernGeorgia High Terrace,California School, WA DickElizabeth1-27, Stanley,Spalding, Stage, Dana National Academic Center, Council Advancement,CaliforniaUniversity of Teachers Officeof California University ofof Englishthe Presidentat ofBerkeley NancyTomBethBill Honig, Jones,Hulbert, Kellogg, San National Ward Francisco CONNECT, 5, Alliance Barre, State Colorado forVT University Restructuring Department Education SandyMarge Sable,Short,Smith, HillviewNationalHarrison Crest AllianceHigh NewElementary School, for Haven Restructuring Aurora, UnifiedSchool, CO School Education District, CA JohnGinnyCathy Tanner, VanSterling, FortHorne, WorthAcademic Education IndependentCalifornia Advancement, and HumanOffice School of UniversityResources, theDistrict, President TXof LindaDon King, Lewis, Department Fort Worth ofUniversityof Independent Mathematics, Education School Northeastern District, TX JohnnyJohnCarolDave Swang, Tolliver, Steward,Tateishi, National Delaware JohnBay Science Area Evans State Writing ResearchJr. University High Project School, Center, Greely, Mandeville, CO LA 0 1995 Alannnal Center 017 EthocanonAmerican and the Association Economy. All nghn for servedthe Advancement of Science 21 2. Bob Livingston, Pennsylvania Department of Education Ann Tweed, Eaglecrest High School, Aurora, CO 21 3 10 JohnDennieDaleDarby Vibber, Vigil, Williams, Wolf, Mt. San HarvardAbraham Diego Sacramento CityPACE Union Schools, County High CASchool, Office of Briston, Education, VT CA AmericanREFERENCES Association for the Advancement of Science.Oxford (1993).Benchmarks University for Press. Science Literacy: Project 2061. New York: Ministry of Education and Training, Canada. (1993).Queen'sCommon PrinterCurriculum, for Ontario. Grades 1-9. Toronto, Ontario: The MATERIALSVictoria Young, USED Texas WITH Education PERMISSION Agency American Federation of Teachers. (1995). AcademicMatter: Standards. A Fifty-State Progress Report on Efforts to Raise Washington, DC: Author. Making Standards Ministry of Education, New Zealand. (1993). NewLearning Zealand Media Curriculum. Ltd. Wellington, New Zealand: Science in the "Miss Sadie," "Outsider...," "A Thirteen Year Old," Trek,"and "Star student work. Copyright 1992. From Student Essay, Commission on Standards for School Mathematics. (1989). National Council of Teachers of Mathemarics. (1994).Mathematics Teaching in the Middle School. Vol. I I. CA Education,UsedIllustrating95814. by permissi6n the 721 CAP Capital Rhetorical of theMall, California Effectiveness4th Floor, Department Sacramento. Scoring System. of ofMathematics.Curriculum Mathematics. and Evaluation: StandardsUSA: National for School Council of Teachers National Council of Teachers of Mathematics. (1994).MathematicsNo. Teaching in the Middle School. . USA: Author. pp. 53-54. Vol. I. "Candle Life," task. From CopyrightLinear 1993Functions by Addison-Wesley Publishing Company. by Mary Jean Winter and Ronald Carbon.Algebra Experiments, Book 1: Exploring Curriculum Corporation. (1994). for Australian schools. Carlton, Victoria: Author. 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