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 Microsoft Word - 06.029.0004.doc
(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts,...
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(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , computer networks), evaluating the usefulness and quality of information and ideas based on purpose, experiences, texts and graphics. (iii
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9
(ii) Research <span class="highlight">multiple</span> sources <span class="highlight">to</span> deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety <span class="highlight">of</span> sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , computer <span class="highlight">networks</span>), evaluating the usefulness and <span class="highlight">quality</span> <span class="highlight">of</span> information and ideas <span class="highlight">based</span> on purpose, experiences, texts and graphics. (iii
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=23
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=23
proposals. (3) Benchmark 6-C: Evaluate the range and <span class="highlight">quality</span> <span class="highlight">of</span> evidence used <span class="highlight">to</span> <span class="highlight">support</span> or oppose an argument (including the use <span class="highlight">of</span> logos, ethos, pathos). (a) Grade 9 performance indicator: Use standard criteria <span class="highlight">to</span> evaluate the <span class="highlight">quality</span> and effectiveness <span class="highlight">of</span> evidence used <span class="highlight">in</span> oral or written communication. (b) Grade 10 performance indicators: (i) Identify, analyze and
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
personal attack - “argumentum <span class="highlight">ad</span> hominem,” the appeal <span class="highlight">to</span> general opinion - “argumentum <span class="highlight">ad</span> populum,” and the false dilemma - assuming only two options when there are more available). (ii) Create and utilize criteria for critiquing one’s own work and the work <span class="highlight">of</span> others for unintended fallacies. (5) Benchmark 6-E: Understand the distinction between a deductive argument and an inductive argument <span class="highlight">in</span> order <span class="highlight">to</span> evaluate an argument’s effectiveness
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idea or concept. a. Select an appropriate format to demonstrate understanding. b. Gather information from more than one source. c. Report information by paraphrasing, summarizing, and/or quoting from sources. d. Use informal citation to support inquiry. 14 Objective 3 (O...
Proposed New 19 TAC
traditional, and classical literature to 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting. (3) Reading/Comprehension of Literary Text/...
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traditional, and classical literature to 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=15
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=15
traditional, and classical literature <span class="highlight">to</span> 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found <span class="highlight">in</span> a literary work <span class="highlight">to</span> primary <span class="highlight">source</span> documents from its historical and cultural setting. (3) Reading/Comprehension <span class="highlight">of</span> Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements <span class="highlight">of</span> poetry and provide evidence from text <span class="highlight">to</span> <span class="highlight">support</span> their understanding. Students are expected <span class="highlight">to</span> analyze the effects <span class="highlight">of</span> <span class="highlight">metrics</span>, rhyme schemes (e.g
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
include a ten- <span class="highlight">to</span> fifteen-minute investigative documentary, <span class="highlight">ad</span> campaigns, political campaigns, or parodies <span class="highlight">to</span> engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. <span class="highlight">Source</span>: The provisions <span class="highlight">of</span> this §110.45 adopted <span class="highlight">to</span> be effective September 1, 1998, 22 TexReg 7549. §110.46. Independent Study <span class="highlight">in</span> English (One-Half <span class="highlight">to</span> One Credit). (a) Introduction. (1) Students enrolled <span class="highlight">in</span>
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=76
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=76
(4) The student demonstrates an understanding <span class="highlight">of</span> the economics <span class="highlight">of</span> publishing. The student is expected <span class="highlight">to</span>: (A) differentiate between advertising appeals and propaganda; (B) demonstrate understanding <span class="highlight">of</span> the type <span class="highlight">of</span> advertising such as classified, display, or public <span class="highlight">service</span>; and (C) understand general salesmanship <span class="highlight">in</span> selling student-produced publications. <span class="highlight">Source</span>: The provisions <span class="highlight">of</span> this §110.62 adopted <span class="highlight">to</span> be effective September 1, 1998, 22 TexReg 7549. Page 76 September 2008 Update
Microsoft Word - Content Area Reading Middle School.doc
78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude&mdash...
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78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality of -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality of -ation—quality, state, or condition Adjective Suffixes -ation—action or process of
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=78
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
78 WORD BENCH SUFFIXES Noun Suffixes -scope—instrument for observing -acy, acity—having the <span class="highlight">quality</span> <span class="highlight">of</span> -tion—<span class="highlight">quality</span>, state, or condition -ance—<span class="highlight">quality</span>, state, or condition -trix—one who, doer, agent -<span class="highlight">ant</span>, ac—one who -tude—state or <span class="highlight">quality</span> <span class="highlight">of</span> -archy—government -ure—action or process -ard, art—one who does something <span class="highlight">to</span> excess -aster—inferiority or fraudulence -ate—state or <span class="highlight">quality</span> <span class="highlight">of</span> -ation—<span class="highlight">quality</span>, state, or condition Adjective Suffixes -ation—action or process <span class="highlight">of</span>
English Voluntary State Curriculum
metrics, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect of stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect of multiple speak...
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metrics, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect of stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect of multiple speakers or a shifting point of view #0;z Analyze the extent to which a systematic use of dialect creates character and advances theme #0;z Analyze the extent to which an author’s use of irony contributes to character, plot, or theme
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http://mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=7
mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=7
<span class="highlight">metrics</span>, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect <span class="highlight">of</span> stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect <span class="highlight">of</span> <span class="highlight">multiple</span> speakers or a shifting point <span class="highlight">of</span> view #0;z Analyze the extent <span class="highlight">to</span> which a systematic use <span class="highlight">of</span> dialect creates character and advances theme #0;z Analyze the extent <span class="highlight">to</span> which an author’s use <span class="highlight">of</span> irony contributes <span class="highlight">to</span> character, plot, or theme
STANDARDS.05
18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human networks, i...
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18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes in technology, transportation
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=19
www.eed.state.ak.us/standards/pdf/standards.pdf#page=19
18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people <span class="highlight">to</span> exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human <span class="highlight">networks</span>, including <span class="highlight">networks</span> for communications and for transportation <span class="highlight">of</span> people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes <span class="highlight">in</span> technology, transportation
Microsoft Word - readstd2g.docreadstd2g.pdf
answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies...
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answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The mobile begins at the top with the main idea, adds pieces to support the details of the story. (e) has the student use the QAR
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions <span class="highlight">in</span> order <span class="highlight">to</span> provide opportunities for the students <span class="highlight">to</span> respond <span class="highlight">to</span> the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The <span class="highlight">mobile</span> begins at the top with the main idea, adds pieces <span class="highlight">to</span> <span class="highlight">support</span> the details <span class="highlight">of</span> the story. (e) has the student use the QAR
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office...
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English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
English-Language Arts <span class="highlight">ad</span>-<span class="highlight">hoc</span> committee deserve special recognition. Ordering Information Copies <span class="highlight">of</span> this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent <span class="highlight">to</span> CDE Press, Sales Office, California Department <span class="highlight">of</span> Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
standard bibliography. antecedent A word, phrase, or clause <span class="highlight">to</span> which a following pronoun refers. Example: Iris tried, but she couldn’t find the book. Iris is the antecedent <span class="highlight">of</span> she. appeal <span class="highlight">to</span> reason A call upon the reader’s faculty <span class="highlight">to</span> think <span class="highlight">in</span> a rational way <span class="highlight">to</span> persuade his or her thoughts. appeal <span class="highlight">to</span> authority A call upon an individual or other <span class="highlight">source</span> as an expert <span class="highlight">to</span> strengthen an argument made by the author <span class="highlight">of</span> a work. appeal <span class="highlight">to</span> emotion The <span class="highlight">ad</span> populum approach is a common fallacy <span class="highlight">in</span> arguments. Instead <span class="highlight">of</span>
Microsoft Word - 0519LAStandards.doc
plays, essays, journals, letters, directions, editorials, business communications and reports. By the end of grade 8, the student will have written in all of the forms listed. B. Elements of Composition Standard: The student will engage in a writing process, w...
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plays, essays, journals, letters, directions, editorials, business communications and reports. By the end of grade 8, the student will have written in all of the forms listed. B. Elements of Composition Standard: The student will engage in a writing process, with attention to organization, focus, quality of ideas and a purpose. The student will: 1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. 2. Create narratives
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=36
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
plays, essays, journals, letters, directions, editorials, business communications and reports. By the end <span class="highlight">of</span> grade 8, the student will have written <span class="highlight">in</span> all <span class="highlight">of</span> the forms listed. B. Elements <span class="highlight">of</span> Composition Standard: The student will engage <span class="highlight">in</span> a writing process, with attention <span class="highlight">to</span> organization, focus, <span class="highlight">quality</span> <span class="highlight">of</span> ideas and a purpose. The student will: 1. Create <span class="highlight">multiple</span> paragraph compositions that state, maintain and use details <span class="highlight">in</span> a logical order <span class="highlight">to</span> <span class="highlight">support</span> a main idea. 2. Create narratives
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=49
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 8 4 1. Create <span class="highlight">multiple</span> paragraph compositions that state, maintain and use details <span class="highlight">in</span> a logical order <span class="highlight">to</span> <span class="highlight">support</span> a main idea. 2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language <span class="highlight">to</span> engage audiences. 3. Create informative reports, including gathering material, formulating ideas <span class="highlight">based</span> on gathered material, organizing information and editing for logical progression. 4. Create reports that employ word
Kansas Curricular Standard forReadingStd[1]_081709.doc
Big Books, and transparencies. (a) helps students understand why they are learning the relationships between letters and sounds. (b) uses a wheel to reinforce the letter patterns. The teacher makes sure that have worked in whole and small groups to sort the words from the v...
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