New Mexico Common Core - New Mexico Public Education Department
New MexicoCommon CoreExtended Grade Band ExpectationsEnglish Language Arts
AcknowledgementsDevelopment of the New Mexico Common Core Extended Grade Band Expectations was a collaborative effort between theNew Mexico Public Education Department and the American Institutes for Research. Committee panels, comprised ofspeech/language pathologists and special and general educators throughout the state of New Mexico, worked together tocreate the expectations.English Language Arts Committee Panel consists of the following members:Barbara Ayres, Albuquerque Public SchoolsSujata Bohara, Albuquerque Public SchoolsLinda K. Cabrera, Albuquerque Public SchoolsSandra Cruz-Esquibal, Mora Independent SchoolsBJ Hartford, Rio Rancho Public SchoolsDiana Jaramillo, PED Retired Assessment, Literacy, and Standards SpecialistFaith Rivera, Mora Independent SchoolsMeredith Romero, Rio Rancho Public SchoolsNedra Sanders, Lovington Municipal SchoolsSpecial thanks to the many family and community members, school administrators, and faculty who provided valuable inputand guidance through advisory panels. The New Mexico Common Core Extended Grade Band Expectations would not bepossible without the support of all contributors who worked tirelessly to create a guiding tool to support access to the generaleducation curriculum for all students.Date of Implementation 12/14/2012New Mexico Public Education Department1
Table of ContentsAcknowledgementsIntroductionNavigating the Grade Band Expectations35Grade Band 3–5Reading Standards for LiteratureReading Standards for Informational TextReading Standards for Foundational SkillsWriting StandardsSpeaking and Listening StandardsLanguage Standards71218202930Grade Band 6–8Reading Standards for LiteratureReading Standards for Informational TextWriting StandardsSpeaking and Listening StandardsLanguage Standards3439444951Grade Band High SchoolReading Standards for LiteratureReading Standards for Informational TextWriting StandardsSpeaking and Listening StandardsLanguage Standards5561667175Date of Implementation 12/14/2012New Mexico Public Education Department2
IntroductionIn 2010, the state of New Mexico adopted the Common Core State Standards (CCSS) for English Language Arts andMathematics. The CCSS are now part of the New Mexico Content Standards. Recognizing the need to make the contentstandards accessible for all students, the New Mexico Public Education Department in collaboration with the AmericanInstitutes for Research developed the New Mexico Common Core Extended Grade Band Expectations.Grade Band ExpectationsThe expectations are designed to assist teachers in providing access to the general education curriculum for students withsignificant cognitive disabilities. Students receiving instruction based on the grade band expectations total approximately 1%of New Mexico’s student population and are assessed through the New Mexico Alternate Performance Assessment (NMAPA).Standards (academic skills) from the CCSS were identified within the following grade bands: 3–5, 6–8, and high school. Foreach standard, three levels of expectations were created from highest to lowest complexity. Expectations are meant toprovide a continuum of entry points related to the English Language Arts and Mathematics standards. Following the full textof the standard, the expectations are organized as follows: Extension 1—Most complex application of the standard Extension 2—Less complex application of the standard Extension 3—Least complex application of the standardWithin each grade band, standards were selected from the highest grade. If a concept was not represented within the highestgrade, a standard that reflects the concept was included from a lower grade. Some standards within specific grade bands werenot extended due to the complexity of the skills and are not included in this document. Please note students should not becategorized according to a particular extension level. Instead, instruction should target expectations appropriate to individualstrengths which may vary across standards.Date of Implementation 12/14/2012New Mexico Public Education Department3
PurposeThe expectations will be used by school personnel to plan and implement lessons based on academic standards. Expectationswill assist special educators in planning academic activities aligned to the state standards. In planning academic activities,teachers must consider incorporation of non-academic skills necessary for student success such as communication, selfdetermination, gross/fine motor, and social skills. Additionally, the expectations will be the basis of the NMAPA.Students will participate in NMAPA testing in the spring of each school year. Test items will be aligned to the expectations.Therefore, it is imperative that students receive instruction aligned to the expectations throughout the school year.Considerations for UseThe New Mexico Common Core Extended Grade Band Expectations do not specify individual accommodations or supportsthat may be necessary for students to access the curriculum. When designing lessons based on the expectations, teachersshould consider the unique learning needs of each student and employ the necessary accommodations. According to the CCSSApplication to Students with Disabilities document Council of Chief State School Officers (CCSSO) 2010, “These supports andaccommodations should ensure that students receive access to multiple means of learning and opportunities to demonstrateknowledge, but retain the rigor and high expectations of the Common Core State Standards.” In addition to consideringaccommodations, teachers should reference the complete CCSS document for grade-specific standards, text and writingexemplars, and suggested texts.Date of Implementation 12/14/2012New Mexico Public Education Department4
Navigating the New Mexico Common Core Extended Grade Band ExpectationsThe document is divided by grade bands, and each section is identified by informational text at the top of each page. Common Core (CC) Clusters describe how multiple Common Core (CC) standards and New Mexico Benchmarks arerelated. Common Core (CC) Standards define what students should understand and be able to do. Corresponding New Mexico (NM) Benchmarks define what students should understand and be able to do, according toNew Mexico academic content standards. Common Core (CC) Essence is the main idea of the Common Core standard. Common Core (CC) Expectations are entry points to the Common Core standard.Date of Implementation 12/14/2012New Mexico Public Education Department5
New MexicoCommon CoreExtended Grade Band ExpectationsEnglish Language ArtsGrade Band 3–5Date of Implementation 12/14/2012New Mexico Public Education Department6
Grade Band: 3–5CC Domain: I. Reading Standards for Literature (RL)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Given an inferential question, locate details fromtext to support answerContent Standard I:Students will applystrategies and skills tocomprehend informationthat is read,heard and viewedKey Ideas andDetails (KID)5.1 Quote accuratelyfrom a text whenexplaining what the textsays explicitly and whendrawing inferences fromthe textK–4 Benchmark 3:Demonstrate criticalthinking skills tocomprehend written,spoken, and visualinformationUse text tosupport factualand inferentialresponsesExtension 2: Given a factual question, locate details from text tosupport answer5–8 Benchmark 3:Apply criticalthinking skills toanalyze informationExtension 3: Answer literal questions about textDate of Implementation 12/14/2012New Mexico Public Education Department7
Grade Band: 3–5CC Domain: I. Reading Standards for Literature (RL)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Describe the main idea of the textKey Ideas andDetails (KID)5.2 Determine a themeof a story, drama, orpoem from details in thetext, including howcharacters in a story ordrama respond tochallenges or how thespeaker in a poemreflects upon a topic;summarize the textContent Standard I:Students will applystrategies and skills tocomprehend informationthat is read,heard and viewedK–4 Benchmark 1:Listen to, read, react to,and retell informationDetermine thetheme andsummarize textExtension 2: Summarize stories including fables and folk tales5–8 Benchmark 1:Listen to, read, react to,and interpretinformationExtension 3: Identify events and details from a familiar storyDate of Implementation 12/14/2012New Mexico Public Education Department8
Grade Band: 3–5CC Domain: I. Reading Standards for Literature (RL)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Compare characters, settings, or eventsKey Ideas andDetails (KID)5.3 Compare andcontrast two or morecharacters, settings, orevents in a story ordrama, drawing onspecific details in the text(e.g., how charactersinteract)Content Standard I:Students will applystrategies and skills tocomprehend informationthat is read,heard and viewed.K–4 Benchmark 3:Demonstrate criticalthinking skills tocomprehend written,spoken, and visualinformationCompare andcontrast storyelementsExtension 2: Describe characters, settings, or events5–8 Benchmark 3:Apply criticalthinking skills toanalyze informationExtension 3: Identify characters, settings, or eventsDate of Implementation 12/14/2012New Mexico Public Education Department9
Grade Band: 3–5CC Domain: I. Reading Standards for Literature (RL)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Describe the meaning of words and phrases as theyare used in a textCraft andStructure (CS)5.4 Determine themeaning of words andphrases as they areused in a text, includingfigurative languagesuch as metaphorsand similesNo Benchmark was foundWord meaningincludingfigurativelanguageExtension 2: Identify words and phrases in stories or poems thatsuggest feelingsExtension 3: Match a word with a picture/object that indicatesits meaningDate of Implementation 12/14/2012New Mexico Public Education Department10
Grade Band: 3–5CC Domain: I. Reading Standards for Literature (RL)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Sequence three events in a story, drama, or poemCraft andStructure (CS)5.5 Explain how a seriesof chapters, scenes, orstanzas fits together toprovide the overallstructure of a particularstory, drama, or poemContent Standard I:Students will applystrategies and skills tocomprehend informationthat is read,heard and viewedK–4 Benchmark 1:Listen to, read, react to,and retell informationText StructureExtension 2: Describe the beginning and ending of a story,drama, or poem5–8 Benchmark 1:Listen to, read, react to,and interpretinformationExtension 3: Identify the beginning or end of story, drama, orpoemDate of Implementation 12/14/2012New Mexico Public Education Department11
Grade Band: 3–5CC Domain: I. Reading Standards for Literature (RL)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Identify the storyteller/narrator's purposeContent Standard I:Students will applystrategies and skills tocomprehend informationthat is read,heard and viewedCraft andStructure (CS)5.6 Describe how anarrator's or speaker'spoint of view influenceshow events aredescribedK–4 Benchmark 3:Demonstrate criticalthinking skills tocomprehend written,spoken, and visualinformationPoint of viewand purposeExtension 2: Identify who is telling the story to determine pointof view5–8 Benchmark 3:Apply criticalthinking skills toanalyze informationExtension 3: Identify one or more charactersDate of Implementation 12/14/2012New Mexico Public Education Department12
Grade Band: 3–5CC Domain: I. Reading Standards for Literature (RL)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Describe how the visual element relate to textIntegration ofKnowledge andIdeas (IKI)5.7 Analyze how visualand multimediaelements contribute tothe meaning, tone, orbeauty of a text (e.g.,graphic novel,multimedia presentationof fiction, folktale, myth,poem)Content Standard I:Students will applystrategies and skills tocomprehend informationthat is read,heard andviewedK–4 Benchmark 3:Demonstrate criticalthinking skills tocomprehend written,spoken, and visualinformationConnect visualelements to textExtension 2: Describe what is happening in the visual element5–8 Benchmark 3: Applycriticalthinking skills toanalyze informationExtension 3: Identify one visual element in a textDate of Implementation 12/14/2012New Mexico Public Education Department13
Grade Band: 3–5CC Domain: I. Reading Standards for Literature (RL)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Describe differences between two stories from thesame genreIntegration ofKnowledge andIdeas (IKI)5.9 Compare andcontrast stories in thesame genre (e.g.,mysteries and adventurestories) on theirapproaches to similarthemes and topicsContent Standard I:Students will applystrategies and skills tocomprehend informationthat is read,heard and viewedK–4 Benchmark 2:Locate and use avariety of resourcesto acquireinformation acrossthe curriculumCompare andcontrast storiesExtension 2: Describe similarities between two stories from thesame genreExtension 3: Identify similar storiesDate of Implementation 12/14/2012New Mexico Public Education Department14
Grade Band: 3–5CC Domain: I. Reading Standards for Literature (RL)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: No expectations available - grade-level readingmaterials should be adapted to the student’s reading levelRange ofReading andLevel of TextComplexity(RRLTC)5.10 By the end of theyear, read andcomprehend literature,including stories,dramas, and poetry, atthe high end of thegrades 4-5 textcomplexity bandindependently andproficientlyContent Standard I:Students will applystrategies and skills tocomprehend informationthat is read,heard and viewedK–4 Benchmark 1:Listen to, read, react to,and retell informationReadingcomprehensionExtension 2: N/A5–8 Benchmark 1:Listen to, read, react to,and interpretinformationExtension 3: N/ADate of Implementation 12/14/2012New Mexico Public Education Department15
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Given an inferential question, locate details fromtext to support answerContent Standard I:Students will applystrategies and skills tocomprehend informationthat is read, heard andviewedKey Ideas andDetails (KID)5.1 Quote accuratelyfrom a text whenexplaining what the textsays explicitly and whendrawing inferences fromthe textK–4 Benchmark 3:Demonstrate criticalthinking skills tocomprehend written,spoken, and visualinformationUse text tosupport factualand inferentialresponsesExtension 2: Given a factual question, locate details from text tosupport answer5–8 Benchmark 3:Apply criticalthinking skills toanalyze informationExtension 3: Answer literal questions about textDate of Implementation 12/14/2012New Mexico Public Education Department16
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Identify details that support the main ideaKey Ideas andDetails (KID)5.2 Determine two ormore main ideas of atext and explain howthey are supported bykey details; summarizethe textContent Standard I:Students will applystrategies and skillsto comprehendinformation that is read,heard and viewedK–4 Benchmark 1:Listen to, read, react to,and retell informationDetermine mainidea andsummarizeExtension 2: Given a topic, identify the main idea5–8 Benchmark 1:Listen to, read, react to,and interpretinformationExtension 3: Identify the topicDate of Implementation 12/14/2012New Mexico Public Education Department17
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Identify connections between two steps in aprocessKey Ideas andDetails (KID)5.3 Explain therelationships orinteractions betweentwo or more individuals,events, ideas, orconcepts in a historical,scientific, or technicaltext based on specificinformation in the textContent Standard I:Students will applystrategies and skills tocomprehend informationthat is read, heard andviewed.K–4 Benchmark 3:Demonstrate criticalthinking skills tocomprehend written,spoken, and visualinformation5–8 Benchmark 3:Apply criticalthinking skills toanalyze informationDate of Implementation uals,events, orconceptsExtension 2: Sequence two steps in a processExtension 3: Identify a single step in a processNew Mexico Public Education Department18
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Make connections with other key words in a text todetermine their meaningsCraft andStructure (CS)5.4 Determine themeaning of generalacademic and domainspecific words andphrases in a text relevantto a grade 5 topic orsubject area.No Benchmark was found.Word meaningExtension 2: Ask and answer questions about unknown words ina textExtension 3: Match a word with a picture/object that indicatesits meaningDate of Implementation 12/14/2012New Mexico Public Education Department19
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Compare text structures of two different textsCraft andStructure (CS)5.5 Compare andcontrast the overallstructure (e.g.,chronology, comparison,cause/effect,problem/solution) ofevents, ideas, concepts,or information in two ormore texts.Content Standard I:Students will applystrategies and skills tocomprehend informationthat is read,heard and viewed.K–4 Benchmark 3:Demonstrate criticalthinking skills tocomprehend written,spoken, and visualinformationCompare textstructuresExtension 2: Use text features to locate information5–8 Benchmark 3:Apply criticalthinking skills toanalyze informationExtension 3: Identify a characteristic/element in one textstructureDate of Implementation 12/14/2012New Mexico Public Education Department20
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Identify differences between two texts that share acommon topicCraft andStructure (CS)5.6 Analyze multipleaccounts of the sameevent or topic, notingimportant similaritiesand differences in thepoint of view theyrepresent.Content Standard I:Students will applystrategies and skills tocomprehend informationthat is read, heard andviewed.K–4 Benchmark 2:Locate and use avariety of resourcesto acquireinformation acrossthe curriculumComparingmultipleaccounts of thesame eventExtension 2: Identify similarities between two texts that share acommon topicExtension 3: Identify a common topic of two different textsDate of Implementation 12/14/2012New Mexico Public Education Department21
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Locate the answers to questions aboutprint/graphic sourcesIntegration ofKnowledge andIdeas (IKI)5.7 Draw on informationfrom multiple print ordigital sources,demonstrating the abilityto locate an answer to aquestion quickly or tosolve a problemefficiently.Content Standard I:Students will applystrategies and skills tocomprehend informationthat is read, heard andviewed.K–4 Benchmark 2: Locateand use avariety ofresources to acquireinformation across thecurriculumLocate theanswer toquestions aboutthe textExtension 2: Answer literal questions about print sourcesExtension 3: Answer literal questions about graphic sources (e.g.simple maps, graphs, charts)Date of Implementation 12/14/2012New Mexico Public Education Department22
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Locate a reason/detail that supports points from atextIntegration ofKnowledge andIdeas (IKI)5.8 Explain how anauthor uses reasons andevidence to supportparticular pointsin a text, identifyingwhichreasons and evidencesupport which point(s).Content Standard I:Students will applystrategies and skills tocomprehend informationthat is read, heard andviewed.K–4 Benchmark 3:Demonstrate criticalthinking skills tocomprehend written,spoken, and visualinformationConnect theauthor’ssupportingdetails to theideaExtension 2: Recall evidence from a text5–8 Benchmark 3:Apply criticalthinking skills toanalyze informationExtension 3: Identify the topic of a textDate of Implementation 12/14/2012New Mexico Public Education Department23
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Gather information about a selected topic frommultiple sources and report key detailsIntegration ofKnowledge andIdeas (IKI)5.9 Integrate informationfrom several texts onthe same topic inorder to write orspeak about thesubject knowledgeably.Content Standard I:Students will applystrategies and skills tocomprehend informationthat isread, heard, and viewed.5–8 Benchmark 2:Gather and useinformation for researchand other purposesGathersources/information about thesame topic andwrite/speakabout itExtension 2: Gather information about a selected topic frommultiple sourcesExtension 3: Identify two pieces of information about the sametopicDate of Implementation 12/14/2012New Mexico Public Education Department24
Grade Band: 3–5CC Domain: II. Reading Standards for Informational Text (RI)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: No expectations available - grade-level readingmaterials should be adapted to the student’s reading levelRange ofReading andLevel of TextComplexity(RRLTC)5.10 By the end of theyear, read andcomprehendinformational texts,including history/socialstudies, science, andtechnical texts,at the high end ofthe grades 4-5 textcomplexity bandindependently andproficiently.Content Standard I:Students will applystrategies and skills tocomprehend informationthat is read, heard andviewed.K–4 Benchmark 1: Listento, read, react to, andretell informationReadingcomprehensionExtension 2: N/A5–8 Benchmark 1: Listento, read, react to,andinterpret informationExtension 3: N/ADate of Implementation 12/14/2012New Mexico Public Education Department25
Grade Band: 3–5CC Domain: III. Reading Standards: Foundational Skills (RF)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Decode regularly spelled one syllable wordsContent Standard I:Students will applystrategies and skills tocomprehend informationthat is read, heard andviewed.Phonics andWorkRecognition(PWR)5.3 Know and applygrade-levelphonics andword analysisskills indecoding words.K–4 Benchmark 4:Acquire reading strategieswhich include phonemicawareness, phonics,fluency, vocabulary andcomprehension.Use phonics todecode wordsExtension 2: Recognize sight words5–8 Benchmark 4:Demonstrate competencein the skills and strategiesof the reading processExtension 3: Imitate letter soundsDate of Implementation 12/14/2012New Mexico Public Education Department26
Grade Band: 3–5CC Domain: III. Reading Standards: Foundational Skills (RF)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Read orally with accuracy at an appropriate rateContent Standard I:Students will applystrategies and skillsto comprehendinformation thatis read,heard and viewed.Fluency (FL)5.4 Read with sufficientaccuracy and fluencyto supportcomprehension.K–4 Benchmark 4:Acquire reading strategieswhich include phonemicawareness, phonics,fluency, vocabulary andcomprehension.Reading fluencyExtension 2: Read orally with accuracy5–8 Benchmark 4:Demonstrate competencein the skills and strategiesof the reading processExtension 3: Recognize familiar wordsDate of Implementation 12/14/2012New Mexico Public Education Department27
Grade Band: 3–5CC Domain: IV. Writing Standards (W)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Introduce a topic and state an opinionText Types andPurposes (TTP)5.1 Write opinion piecesontopics or texts,supporting apoint of view withreasonsand information.Content Standard II:Students willcommunicate effectivelythrough speaking andwriting.K–4 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processWriting opinionpiecesExtension 2: State or select an opinion5–8 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processExtension 3: Introduce a topicDate of Implementation 12/14/2012New Mexico Public Education Department28
Grade Band: 3–5CC Domain: IV. Writing Standards (W)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Provide facts/examples to introduce and develop atopicContent Standard II:Students willcommunicate effectivelythrough speaking andwriting.Text Types andPurposes (TTP)5.2 Writeinformative/explanatorytexts to examine a topicand convey ideas andinformation clearly.K–4 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processWritinginformativepiecesExtension 2: Introduce a topic and supply some facts5–8 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processExtension 3: Introduce a topicDate of Implementation 12/14/2012New Mexico Public Education Department29
Grade Band: 3–5CC Domain: IV. Writing Standards (W)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Write about events using temporal or transitionalwordsText Types andPurposes (TTP)5.3 Write narratives todevelop real or imaginedexperiences or eventsusing effectivetechnique, descriptivedetails, and clear eventsequences.Content Standard II:Students willcommunicate effectivelythrough speaking andwriting.K–4 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processWriting narrativepiecesExtension 2: Write about events providing details to describeactions, thoughts, or feelings5–8 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processExtension 3: Sequence eventsDate of Implementation 12/14/2012New Mexico Public Education Department30
Grade Band: 3–5CC Domain: IV. Writing Standards (W)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: No expectations available (see standards 1-3)Production andDistribution ofWriting (PDW)5.4 Produce clear andcoherent writing inwhich the developmentand organization areappropriate to task,purpose, and audience.Content Standard II:Students willcommunicate effectivelythrough speaking andwriting.K–4 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processProduce writingpiecesExtension 2: N/A5–8 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processExtension 3: N/ADate of Implementation 12/14/2012New Mexico Public Education Department31
Grade Band: 3–5CC Domain: IV. Writing Standards (W)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: With guidance and support, revise writing tomaintain focus on a topicProduction andDistribution ofWriting (PDW)5.5 With guidance andsupport from peers andadults,develop and strengthenwritingas needed by planning,revising,editing, rewriting, ortrying anew approach.Content Standard II:Students willcommunicate effectivelythrough speaking andwriting.K–4 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processRevise and editExtension 2: With guidance and support, add detail(s) tostrengthen writing5–8 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processExtension 3: With guidance and support, respond toquestions/suggestions about writingDate of Implementation 12/14/2012New Mexico Public Education Department32
Grade Band: 3–5CC Domain: IV. Writing Standards (W)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: With guidance and support, use technology toproduce a paragraphProduction andDistribution ofWriting (PDW)5.6 With some guidanceand support from adults,use technology, includingthe Internet, to produceand publish writing aswell asto interact andcollaborate with others;demonstrate sufficientcommand ofkeyboarding skillsto type a minimum oftwo pages in a singlesitting.Content Standard II:Students willcommunicate effectivelythrough speaking andwriting.K–4 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processUse technologyto produce andpublish writingExtension 2: With guidance and support, use technology toproduce two or more sentences5–8 Benchmark 3:Demonstrate competencein the skills and strategiesof the writing processExtension 3: With guidance and support, use technology toexpress a simple sentenceDate of Implementation 12/14/2012New Mexico Public Education Department33
Grade Band: 3–5CC Domain: IV. Writing Standards (W)CC ClustersCC StandardsCorrespondingNM BenchmarkCC EssenceCC ExtensionExtension 1: Recall details from research to support a topicResearch toBuild andPresentKnowledge(PBPK)5.7 Conduct shortresearch projects thatuse several sources tobuild knowledge throughinvestigation of differentaspects of a topic.No Benchmark was found.ConductresearchExtension 2: Identify a source related to a research project topicExtension 3: Select topic for researchDate of Implementation 12/14/2012New Mexico Public Education Department34
Grade Band:
In 2010, the state of New Mexico adopted the Common Core State Standards (CCSS) for English Language Arts and Mathematics. The CCSS are now part of the New Mexico Content Standards. Recognizing the need to make the content standards accessible for all students, the New Mexico Public Education Department in collaboration with the American .
Yates Petroleum Additional Town Hall Sponsors Eastern New Mexico University New Mexico Economic Development Dept. New Mexico Tech New Mexico Bank and Trust Scholarship Sponsors AmBank Bueno Foods Ireland, Jud Los Alamos National Bank Los Alamos National Laboratory New Mexico Highlands University New Mexico Hospital Association Regional .
New Jersey Licensed Nursing Home Administrators NEW MEXICO New Mexico Board of Nursing CMA II New Mexico Credentialing Board for Behavioral Health Professionals New Mexico Medical Board (MD, PA) New Mexico Nurse Aide New Mexico Regulatory Licensing NEW YORK Credentialed Alcoholism and Substance Abuse Counsellor (CASAC) New York Nurse Aide
Six-Core Core i7 16-Core SPARC T3 10-Core Xeon Westmere-EX 8-Core POWER7 Quad-core z196 Quad-core Itanium Tukwila 8-Core Xeon Nehalem-EX Six-Core Xeon 7400 Dual-Core Itanium 2 Itanium 2 with 9MB cache POWER6 Cell Itanium 2 Barton curve shows
The Bottom Line New York has completed the fourth year of a 12-year Common Core phase-in. The Class of 2022: Had just completed kindergarten when the Common Core was adopted by the Board in summer 2010; Was enrolled in third grade when student progress on the Common Core was first measured in spring 2013; Will generally take the Common Core Algebra I Regents Exam in
common core Performance common core Coach Performance Coach Performance Coach 8 English Language Arts Mathematics English Language Arts 8 common core Performance Coach 8 Student Edition www.triumphlearning.com Phone: (800) 338-6519 Fax: (866) 805-5723 E-mail: customerservice@triumphlearning.com ISBN-13: 978-1-62362-846-8 9 781623 628468 .
common core Performance common core Coach Performance Coach Performance Coach 5 Mathematics 5 common core Performance Coach 5 Student Edition www.triumphlearning.com
Guide . NEW MEXICO DEPARTMENT OF TRANSPORTATION (NMDOT) NEW MEXICO DEPARTMENT OF . PUBLIC SAFETY (NMDPS) This booklet has been printed for use by the Trucking Industry and . WEIGHT DISTANCE PERMITS . Commercial Vehicle Bureau/ Motor Vehicle Division . P. O. Box 1028 . Santa Fe, New Mexico 87504-1028 (505) 827-0392 .
stock tank API gravity, separator pressure (psig), temperature ( F), and gas specific gravity, volume of produced hydrocarbons (bbls/day), molecular weight of the stock tank gas, VOC fraction of the tank emissions and atmospheric pressure (psia). The VBE estimates the dissolved GOR of a hydrocarbon solution as a function of the separator temperature, pressure, gas specific gravity, and liquid .
