The Voluntary State Curriculum

1. The Voluntary State Curriculum Roadmap for Student Success

2. Influences for the Development of the VSC Visionary Panel No Child Left Behind Bridge to Excellence

3. What is the curriculum? Voluntary State Curriculum What does the VSC contain? Defines what students need to know and be able to do Assessment information is embedded. Grade level specific for Pre-K through 8, HSA courses Geometry/End of Course What is not part of the VSC at this time? Scope and sequence Lessons Formative assessments Public release items

4. Voluntary State CurriculumOrganization � Grade 8, page 1 Knowledge of Algebra, Patterns, and Functions Topic A. Patterns and Functions 1. Identify, describe, extend, and create patterns, functions and sequences Objectives a. Determine the recursive relationship of arithmetic sequences represented in words, in a table or in a graph Assessment limit: Provide the nth term no more than 10 terms beyond the last given term using common differences no more than 10 with integers (-100 to 5000)

7. Government � Unit Titles 1. Purposes, Forms, and Types of Political and Economic Structures 2. Foundations and Principles of Government and the Constitution 3. Legislative Branches (national, state, and local) 4. Executive Branches (national, state, and local) 5. Judicial Branches (national and state) 6. Domestic and Foreign Policy 7. Participation in Government

8. Government 1.0 CONTENT STANDARD: POLITICAL SCIENCE- STUDENTS WILL UNDERSTAND THE HISTORICAL DEVELOPMENT AND CURRENT STATUS OF THE FUNDAMENTAL CONCEPTS AND PROCESSES OF AUTHORITY, POWER, AND INFLUENCE, WITH PARTICULAR EMPHASIS ON THE DEMOCRATIC SKILLS AND ATTITUDES NECESSARY TO BECOME RESPONSIBLE CITIZENS. CLG Expectation 1.1: The student will demonstrate understanding of the structure and functions of government and politics in the United States

9. A. The Foundations and Function of Government

10. Objectives

11. Biology

12. Assessment Limits:  water (inorganic molecule, polarity, density, and solvent properties) carbohydrates (organic molecule, monosaccharides are building blocks; supplier of energy and dietary fiber; structural component of cells; cell wall; cellulose) lipids (organic molecule, component of cell membranes, stored energy supply) proteins (organic molecule, amino acids are building blocks; structural and functional role, including enzymes) nucleic acids (organic molecule; nucleotides are building blocks- sugar, phosphate and nitrogen bases; DNA is a double helix; RNA is a single strand; DNA replication; DNA role in storage of genetic information) minerals (inorganic molecule, essential for cellular processes) vitamins (organic molecule; role in human body: C- wound healing; K- blood clotting; D- bone growth)

13. Objectives a. Recognize and explain that organisms use matter and chemical energy to synthesize a variety of organic molecules for obtaining, transforming, transporting, releasing, and eliminating matter and energy used to sustain the organism. b. Recognize and describe that most cell functions involve chemical reactions in the breakdown, rearrangement, and synthesis of molecules from food. c. Recognize and explain that all cells are made mostly from six common elements - C, H, O, N, P, S. d. Recognize and explain that the configuration of atoms in a molecule determines the molecule�s properties.

14. Levels of Cognitive Demand Knowledge/Comprehension Recall Application/Analysis Applying Synthesis/Evaluation Reasoning

19. Primary Focus of Reading: Teaching students to Think about and interact with text as they read Develop an awareness of their thinking Use research-based strategies to help them comprehend

20. Strategic Reading Behaviors (VSC) Each of the strategic reading behaviors identified in the VSC as strategies that proficient readers use before, during, and after reading comes under the heading of 1 or more of the research-based strategies we just talked about. Remember that while the strategies should be taught, practiced, and applied one-by-one until the students are able to select and use them independently, they are really interrelated and proficient readers use them in an interrelated way. For example, if we look at asking questions as a strategy that proficient readers use before reading, the questions can lead to a purpose for reading and could result from the previewing of the text. I would also like to add that while questioning only occurs as a before reading strategy in the VSC, proficient readers question during and after reading as well, just as proficient readers look for connections before, during, and after reading. Inferences can occur before and during reading, too, not just after reading. Inferences can result from previewing the illustrations and caption in a text, and can lead to predicting, one of the before strategies. So teachers and students need to be able to see the interrelated nature of each of these strategies. Each of the strategic reading behaviors identified in the VSC as strategies that proficient readers use before, during, and after reading comes under the heading of 1 or more of the research-based strategies we just talked about. Remember that while the strategies should be taught, practiced, and applied one-by-one until the students are able to select and use them independently, they are really interrelated and proficient readers use them in an interrelated way. For example, if we look at asking questions as a strategy that proficient readers use before reading, the questions can lead to a purpose for reading and could result from the previewing of the text. I would also like to add that while questioning only occurs as a before reading strategy in the VSC, proficient readers question during and after reading as well, just as proficient readers look for connections before, during, and after reading. Inferences can occur before and during reading, too, not just after reading. Inferences can result from previewing the illustrations and caption in a text, and can lead to predicting, one of the before strategies. So teachers and students need to be able to see the interrelated nature of each of these strategies.

21. Asking Questions Spanning the Levels of Cognitive Demand Knowledge/Comprehension The lowest level only requires the ability to recall rote knowledge. Application/Analysis The middle level requires the ability to apply knowledge. Synthesis/Evaluation The highest level requires the ability to make judgments about information.

22. VSC Update State Board Acceptance Reading, English Language Arts Mathematics Expert Review Social Studies Science Draft Format Fine Arts Health and Physical Education

23. VSC Update Reading and Writing Integration Social Studies HSA Core Learning Goals Documents VSC for complete course

24. Tool Kit Links CE � Clarification/Example  PRS � Pre-requisite Skills LS � Lesson Activity/Seed  LP � Lesson Plan  HOTS � Higher Order Thinking Skills CE � Clarification/Example � This hot button is for readers who are unfamiliar with the concept(s) on which an objective is based. The button will provide more detail and explanation than a glossary, and will include examples of the concept(s). However, no student work will be attached. PRS � Pre-requisite Skills � This hot button will highlight the concepts a student should understand before being instructed in the corresponding objective. LS � Lesson Activity/Seed � This hot button will provide an idea/seed for an instructional activity, or an actual activity that a teacher could use to teach the corresponding objective. LP � Lesson Plan � This hot button is reserved for juried lesson plans. CE � Clarification/Example � This hot button is for readers who are unfamiliar with the concept(s) on which an objective is based. The button will provide more detail and explanation than a glossary, and will include examples of the concept(s). However, no student work will be attached. PRS � Pre-requisite Skills � This hot button will highlight the concepts a student should understand before being instructed in the corresponding objective. LS � Lesson Activity/Seed � This hot button will provide an idea/seed for an instructional activity, or an actual activity that a teacher could use to teach the corresponding objective. LP � Lesson Plan � This hot button is reserved for juried lesson plans.

25. Tool Kit Links  SA � Sample Assessment Questions TE � Technology  RL � Resource Link PRI � Public Release Item HOTS � Higher Order Thinking Skills � This hot button will provide examples of various ways in which questions can be worded to raise the level of cognitive demand from lower-to-mid-to-higher order thinking skills. SA � Sample Assessment Questions � This hot button will show how the corresponding objective might be assessed in an SR format and a BCR format, as well as in ECR and SPR formats, as applicable. The BCR/ECR examples will include annotated student responses. TE � Technology � This hot button will provide suggestions for the appropriate use of technology (graphing calculator, CABRI, spreadsheets, Geometer�s Sketchpad, etc.) with the corresponding objective. RL � Resource Link � This hot button will show resource links to websites (Illuminations, NASA, National Geographic Society, etc.) that offer instructional resources for the corresponding objective. FT � Formative Tools � This hot button will provide tools (formative assessments, etc.) to determine whether or not students have mastered the corresponding objective. The hot button also will include directions for �next steps� when a student does not demonstrate mastery. PRI � Public Release Item � This hot button will provide items that have appeared on an actual MSA form for grades 3 through 8. CR items will include annotated student responses. NOTE: When items are publicly released, they will automatically be represented by a hot button for the corresponding objectiveHOTS � Higher Order Thinking Skills � This hot button will provide examples of various ways in which questions can be worded to raise the level of cognitive demand from lower-to-mid-to-higher order thinking skills. SA � Sample Assessment Questions � This hot button will show how the corresponding objective might be assessed in an SR format and a BCR format, as well as in ECR and SPR formats, as applicable. The BCR/ECR examples will include annotated student responses. TE � Technology � This hot button will provide suggestions for the appropriate use of technology (graphing calculator, CABRI, spreadsheets, Geometer�s Sketchpad, etc.) with the corresponding objective. RL � Resource Link � This hot button will show resource links to websites (Illuminations, NASA, National Geographic Society, etc.) that offer instructional resources for the corresponding objective. FT � Formative Tools � This hot button will provide tools (formative assessments, etc.) to determine whether or not students have mastered the corresponding objective. The hot button also will include directions for �next steps� when a student does not demonstrate mastery. PRI � Public Release Item � This hot button will provide items that have appeared on an actual MSA form for grades 3 through 8. CR items will include annotated student responses. NOTE: When items are publicly released, they will automatically be represented by a hot button for the corresponding objective

26. Coming Attractions MDK12.org