Question

How do creativity, curiosity and critical thinking influence the development of now

Answer 1

Answer:

The researchers found that kindergarteners’ general knowledge about the world was the strongest predictor of their knowledge in first grade, and in turn their science achievement in third grade. Of the kids who had low levels of general knowledge in kindergarten, 62 percent were struggling in science by the time they reached third grade. By eighth grade, 54 percent were still struggling.

While the standards set grade-specific goals, they do not define how the standards should be taught or which materials should be used to support students. States and districts recognize that there will need to be a range of supports in place to ensure that all students, including those with special needs and English language learners, can master the standards. It is up to the states to define the full range of supports appropriate for these students.

Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.

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Answer 2

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The researchers found that kindergarteners’ general knowledge about the world was the strongest predictor of their knowledge in first grade, and in turn their science achievement in third grade. Of the kids who had low levels of general knowledge in kindergarten, 62 percent were struggling in science by the time they reached third grade. By eighth grade, 54 percent were still struggling.

The researchers found that kindergarteners’ general knowledge about the world was the strongest predictor of their knowledge in first grade, and in turn their science achievement in third grade. Of the kids who had low levels of general knowledge in kindergarten, 62 percent were struggling in science by the time they reached third grade. By eighth grade, 54 percent were still struggling.While the standards set grade-specific goals, they do not define how the standards should be taught or which materials should be used to support students. States and districts recognize that there will need to be a range of supports in place to ensure that all students, including those with special needs and English language learners, can master the standards. It is up to the states to define the full range of supports appropriate for these students.

The researchers found that kindergarteners’ general knowledge about the world was the strongest predictor of their knowledge in first grade, and in turn their science achievement in third grade. Of the kids who had low levels of general knowledge in kindergarten, 62 percent were struggling in science by the time they reached third grade. By eighth grade, 54 percent were still struggling.While the standards set grade-specific goals, they do not define how the standards should be taught or which materials should be used to support students. States and districts recognize that there will need to be a range of supports in place to ensure that all students, including those with special needs and English language learners, can master the standards. It is up to the states to define the full range of supports appropriate for these students.Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.