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 Microsoft Word - Content Area Reading Middle School.doc
88 MAGIC SQUARES A. Land made of silt left behind as a river drains into a larger body of water. B. a mound, hill or ridge of sand heaped up by the wind C. a narrow strip of land that connects two larger bodies of water D. a smaller river that flows into a larger river E. a place where ship...
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88 MAGIC SQUARES A. Land made of silt left behind as a river drains into a larger body of water. B. a mound, hill or ridge of sand heaped up by the wind C. a narrow strip of land that connects two larger bodies of water D. a smaller river that flows into a larger river E. a place where ships load and unload their ships F. a sheltered place where ships load and load their ships G. a narrow waterway that connects two larger bodies of water H. A natural or artificial lake used to store water I
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=88
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
88 MAGIC SQUARES A. Land made of silt left behind as a river drains into a larger body of water. B. a mound, hill or ridge of <span class="highlight">sand</span> heaped up by the wind C. a narrow strip of land that connects two larger bodies of water D. a smaller river that flows into a larger river E. a place where ships load and unload their ships F. a sheltered place where ships load and load their ships G. a narrow waterway that connects two larger bodies of water H. A natural or artificial lake used to store water I
Microsoft Word - iaf_writing_PSAEFINAL.doc
(e.g., The book should have—not “of”—been returned by now.) 3.11.08 Recognize the proper form of possessive pronouns, and distinguish them from adverbs and contractions (e.g., They need their—not “there”—buckets to play in the sand. The movie ha...
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(e.g., The book should have—not “of”—been returned by now.) 3.11.08 Recognize the proper form of possessive pronouns, and distinguish them from adverbs and contractions (e.g., They need their—not “there”—buckets to play in the sand. The movie has a charm all its—not “it’s”—own.) 3.11.09 Recognize the proper case of a pronoun in a given context (e.g., She—not “Her”—and I went to the math contest.) 3.11.10 Recognize the correct form of words used to create a comparison (e.g., They are the fastest—not “most
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http://www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=7
www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=7
(e.g., The book should have—not “of”—been returned by now.) 3.11.08 Recognize the proper form of possessive pronouns, and distinguish them from adverbs and contractions (e.g., They need their—not “there”—buckets to play in the <span class="highlight">sand</span>. The movie has a charm all its—not “it’s”—own.) 3.11.09 Recognize the proper case of a pronoun in a given context (e.g., She—not “Her”—and I went to the math contest.) 3.11.10 Recognize the correct form of words used to create a comparison (e.g., They are the fastest—not “most
CONTENts.PDF
happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such...
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happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such as color, texture, layering, particle size and reactions with weak acids (e.g., vinegar); (continued) Educational experiences in Grades 5-8 will assure that students: • describe how sediments of sand and smaller
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such as color, texture, layering, particle size and reactions with weak acids (e.g., vinegar); (continued) Educational experiences in Grades 5-8 will assure that students: • describe how sediments of <span class="highlight">sand</span> and smaller
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2004 142 English Language Arts • Teach students to print their own names and expect them to label their work regularly. • Play games that teach the children to pair upper- and lower-case forms of each letter. • Assist students in learning to print the letters with tactile, kinesthetic...
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2004 142 English Language Arts • Teach students to print their own names and expect them to label their work regularly. • Play games that teach the children to pair upper- and lower-case forms of each letter. • Assist students in learning to print the letters with tactile, kinesthetic mediums such as mag- netic and sandpaper letters. • Give students ample and regular opportunity to print the letters of the alphabet using the large motor skills (writing in sand, fingerpaint, salt, or rice, or writing on the
165
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=165
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 142 English Language Arts • Teach students to print their own names and expect them to label their work regularly. • Play games that teach the children to pair upper- and lower-case forms of each letter. • Assist students in learning to print the letters with tactile, kinesthetic mediums such as mag- netic and sandpaper letters. • Give students ample and regular opportunity to print the letters of the alphabet using the large motor skills (writing in <span class="highlight">sand</span>, fingerpaint, salt, or rice, or writing on the
STANDARDS.05
the water cycle to explain changes in the Earth’s surface The student demonstrates an understanding of the forces that shape Earth by [6] SD2.1 describing the formation and composition (i.e., sand, silt, clay, organics) of soils [6] SD2.2 identifying and describing its layers (i.e., cru...
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the water cycle to explain changes in the Earth’s surface The student demonstrates an understanding of the forces that shape Earth by [6] SD2.1 describing the formation and composition (i.e., sand, silt, clay, organics) of soils [6] SD2.2 identifying and describing its layers (i.e., crust, mantle, core) [6] SD2.3 describing how the surface can change rapidly as a result of geological activities (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, avalanches) The student demonstrates an
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=95
www.eed.state.ak.us/standards/pdf/standards.pdf#page=95
diameter to the circumference (π) (L) (M5.2.4 & M5.3.4) [6] G-9 [estimating or determining the volume of a right rectangular prism using manipulatives and formulas (e.g., cereal box, <span class="highlight">sand</span> box, planter) L] (M5.3.4) The student demonstrates conceptual understanding of similarity, congruence, symmetry, or transformations of shapes by [3] G-3 identifying, creating, or drawing lines of symmetry for real-world objects (e.g., block letters, flags, insects) (M5.1.3) [3] G-4 comparing or describing shapes
123
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=123
www.eed.state.ak.us/standards/pdf/standards.pdf#page=123
the water cycle to explain changes in the Earth’s surface The student demonstrates an understanding of the forces that shape Earth by [6] SD2.1 describing the formation and composition (i.e., <span class="highlight">sand</span>, silt, clay, organics) of soils [6] SD2.2 identifying and describing its layers (i.e., crust, mantle, core) [6] SD2.3 describing how the surface can change rapidly as a result of geological activities (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, avalanches) The student demonstrates an
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