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  • Show What They Know - Main Page
    Subtests Spring 2001 Testing A document that lists the subtest and the recommended testing times from the year 2000 and the year 2001 Scoring Rubric for Grade 4 and 7 California Writing Standards Tests The Standards and Assessment division of the California Department of Education provides information and the scoring rubrics for the writing sample STAR Standardized Testing and Reporting Program Harcourt Educational Measurement provides an official web site for the STAR Program STAR Test Blueprints for Standards Based Items California s Blueprint for test items for Language Arts and Math in grades 2 11 A note on the page predicts the page will be up Jan 15 2001 STAR 2000 Reports This site links to the SAT 9 test results for all schools in California Updated Information Summary for STAR 2001 Information is provided to assist with the preparation for the Spring 2001 Standardized Testing and Reporting STAR Program Parent Resources A Guide to Making Sense of the SAT 9 School Wise Press provides parents with information about SAT 9 interpreting the scores a guide to reading the student report and much more Help Improve Your Child s Standardized Test Scores A Letter to Parents Creative Classroom prepares a letter for teachers to send to parents Parent University This excellent site acknowledges the difference parents can make in their children s achievement in school Suggestions for appropriate activities to support development of skills are provided in the areas of reading and mathematics Also included is information about the statewide assessments California Standards and Technology in School and Home Some Things Parents Should Know About Testing A series of questions and answers about the SAT9 from the publishers Harcourt Educational Measurement Survival Guide for Standards and Testing The California Teachers Association acknowledges the important role parents have in helping their

    Original URL path: http://teams.lacoe.edu/documentation/showknow/resources.html (2016-02-17)
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  • Hang Time Contest
    student or group folded an airplane using the design rules below The classroom teacher held a fly off preferably indoors to determine the 1st place plane in the class We suggested names be written on the plane for identification Once the class s 1st place plane was determined their entry was submitted Links to Other Paper Airplane Web Sites and More Design Rules Students use only regular 8 1 2

    Original URL path: http://teams.lacoe.edu/documentation/projects/math/airplane.html (2016-02-17)
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  • Hang Time Contest
    Rules Students use only regular 8 1 2 x 11 paper recycled is preferable No tape clips or stables can be used No cuts are allowed in the design of the airplane paper must remain intact Running the Fly Off Celebrate the event by holding it outside so students can watch all airplanes are flown and the Hang Time or time that the plane stays in the air should be

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/geometry/projects/airplane/airplane.html (2016-02-17)
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  • Alphabet Assessment
    V G R E D S H N Z C I H Q W L A X Y J K M F O Lower Case Letters Letter Name Letter Sound Letter Name Letter Sound b p t v g r e d s h n z c i h q w l a x y j k m f o Alphabet Letters and Sounds Recognition Student Response Sheet B P

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/alphabet.html (2016-02-17)
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  • Concepts About Print
    of the book Say Point to where I start reading Check the box if student points to print somewhere on the first page 4 Does the student know that print is read from left to right Say Which way do I go Check the box if student moves finger from left to right 5 Does the student know at the end of the line to return to the next line Say Where do I go after that Check the box if student return sweeps to the left 6 Does the student have one to one match with voice to print Say Point to the words as I read Check the box if student matches your voice to the print as you read 7 Does the student understand the concept of first and last Turn to a new page Say Show me the first part of this story Say Show me the last part of this story Check the box if student points to any of the following combinations the first and last words on a line the first and last words in a sentence the first and last words on a page the first and last words in the book 8 Does the student know that the left page is read before the right page Turn the page so that there is a left and right page to read Say Where do I start reading Check the box if student points to the left page 9 Does the student know the meaning of a question mark Point to a question mark in the text Say What is this for Check the box if student says question mark or when you ask something 10 Does the student know the meaning of a period Point to a period in the text Say

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/print/conceptsqt.html (2016-02-17)
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  • Concepts About Print
    top left of pg 3 Does the student know which way to read Turn to the second page of the book Say Point to where I start reading Check the box if student points to print somewhere on the first page 4 Does the student know that print is read from left to right Say Which way do I go Check the box if student moves finger from left to right 5 Does the student know at the end of the line to return to the next line Say Where do I go after that Check the box if student return sweeps to the left 6 Does the student have one to one match with voice to print Say Point to the words as I read Check the box if student matches your voice to the print as you read 7 Does the student understand the concept of first and last Turn to a new page Say Show me the first part of this story Say Show me the last part of this story Check the box if student points to any of the following combinations the first and last words on a line the first and last words in a sentence the first and last words on a page the first and last words in the book 8 Does the student know that the left page is read before the right page Turn the page so that there is a left and right page to read Say Where do I start reading Check the box if student points to the left page 9 Does the student know the meaning of a question mark Point to a question mark in the text Say What is this for Check the box if student says question mark or when you ask something

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/print/concepts.html (2016-02-17)
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  • Patti's Teacher's Corner
    independently using a few early strategies for spelling e g use of initial letters some known words using letter strings as place holders so that writing can be read back more consistently Return to top 3 Developing Writer Using a small range of writing e g letters lists brief narratives independently but still needing help with extending and developing texts May be drawing on models from reading in structuring own texts Reading back own texts consistently experimenting with punctuation and developing strategies for spelling e g known words phonetically based invented spellings which enable texts to be read by others Return to top 4 Moderately Fluent Writer Writing more confidently and developing ideas at greater length in a few familiar forms Growing ability to structure these texts willing to experiment with a wider range of writing Beginning to use punctuation to support meaning e g periods exclamation marks Drawing on a wider range of strategies in spelling e g common letter strings awareness of visual patterns as well as phonetically based spellings Return to top 5 Fluent Writer Growing independence in using writing for a wide range of purposes e g expressive informational imaginative Aware of different audiences and beginning to shape texts for a reader Often chooses to write over longer periods Punctuating texts for meaning more consistently Writing shows increasing attention to the visual patterns in spelling Return to top 6 Exceptionally Fluent Writer A confident and independent writer who enjoys writing in different genres and is developing a personal voice Writing may show marked influences of texts that have been read Drawing on a range of effective strategies for spelling an using standard form more consistently Using written language in more deliberate ways and making meanings explicit Still needs support in sustaining long pieces of writing or

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/wscale.html (2016-02-17)
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  • Jeannie's Teacher's Corner
    of Contents Introduction Staff Development Stages of Learning Geometry Learning Styles Manipulatives Cooperative Learning Communication Writing in Mathematics Technology in the Mathematics Programs Equity in Diverse Populations Assessment Parents Roles Home Contact Us Amy s Electronic Classroom TEAMS Electronic Hallway

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/3-4/teacher/guide/guide.html (2016-02-17)
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