CBCI Study Guide with 100% Complete Solutions
Level 1 verbs - ANSWER Affects, impacts, influence, is, are, have
Why shouldn't you use level 1 verbs? - ANSWER Level 1 verbs don't tell how or why
Common errors in generalizations - ANSWER Level 1 verbs
Past tense verbs
Proper nouns
Passive voice
Lack clarity (poor word choice or sentence)
Do not reflect most important understandings for the unit content
Not developmentally appropriate for the grade level
Use pronouns
Value laden statements
Passive voice example - ANSWER The boy was bitten by the dog
Active voice example - ANSWER The dog bit the boy.
Generalizations representative of SOK - ANSWER Students come to understand the idea
through the context, themes or main ideas of the text they are reading, viewing or
hearing.
Generalizations representative of SOP - ANSWER Students come to understand the idea
as readers, musicians, etc analyzing, engaging in and reflecting on a process or element
of the subject area within the text they are reading, viewing or hearing.
, Concepts - ANSWER Mental constructs
Drawn from topic in both SOK/SOP
Drawn from process, strategies and skills in SOP
Timeless
Universal
Abstract
One or two words
Ex: system, habitat, order
Ex: responding, critiquing, performing
Difference between knowledge and process concepts - ANSWER SOK concepts are
understood through content students hear or see
SOP concepts are understood through interacting with the concept as a creator,
performer or responder
Generalizations - ANSWER Two or more concepts stated in a sentence of relationship
Transfer through time, across cultures and situations
Universal
Timeless
Abstract
Supported by different examples
Other names include enduring or essential understanding or big ideas
Topics - ANSWER Frame a set of facts
Provide context for units
Level 1 verbs - ANSWER Affects, impacts, influence, is, are, have
Why shouldn't you use level 1 verbs? - ANSWER Level 1 verbs don't tell how or why
Common errors in generalizations - ANSWER Level 1 verbs
Past tense verbs
Proper nouns
Passive voice
Lack clarity (poor word choice or sentence)
Do not reflect most important understandings for the unit content
Not developmentally appropriate for the grade level
Use pronouns
Value laden statements
Passive voice example - ANSWER The boy was bitten by the dog
Active voice example - ANSWER The dog bit the boy.
Generalizations representative of SOK - ANSWER Students come to understand the idea
through the context, themes or main ideas of the text they are reading, viewing or
hearing.
Generalizations representative of SOP - ANSWER Students come to understand the idea
as readers, musicians, etc analyzing, engaging in and reflecting on a process or element
of the subject area within the text they are reading, viewing or hearing.
, Concepts - ANSWER Mental constructs
Drawn from topic in both SOK/SOP
Drawn from process, strategies and skills in SOP
Timeless
Universal
Abstract
One or two words
Ex: system, habitat, order
Ex: responding, critiquing, performing
Difference between knowledge and process concepts - ANSWER SOK concepts are
understood through content students hear or see
SOP concepts are understood through interacting with the concept as a creator,
performer or responder
Generalizations - ANSWER Two or more concepts stated in a sentence of relationship
Transfer through time, across cultures and situations
Universal
Timeless
Abstract
Supported by different examples
Other names include enduring or essential understanding or big ideas
Topics - ANSWER Frame a set of facts
Provide context for units
