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Teacher's Technology Glossary
www.4teachers.org | Technology Glossary Technology Glossary This is a dynamic glossary, whose core entries are based on words in our feature stories. To help us meet your needs, send us your suggestions or ask us to define technical words you just don't know. We...
 United Kingdom: Butler Report
emphasised the unique nature of the threat from Usama bin Laden: 5 The JIC was a year later to comment that the word ‘groups’ can be misleading in the context of Islamist extremist terrorists. “There are established groups in different countries,...
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emphasised the unique nature of the threat from Usama bin Laden: 5 The JIC was a year later to comment that the word ‘groups’ can be misleading in the context of Islamist extremist terrorists. “There are established groups in different countries, usually working to a national agenda, but the networks associated with UBL are changeable ad hoc groupings of individuals who share his agenda, and who may come together only for a particular operation. Nevertheless, ‘groups’ is used as a short form for want of another
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http://www.archive2.official-documents.co.uk/document/deps/hc/hc898/898.pdf#page=47
www.archive2.official-documents.co.uk/document/deps/hc/hc898/898.pdf#page...
emphasised the unique nature <span class="highlight">of</span> the threat from Usama bin Laden: 5 The JIC was a year later <span class="highlight">to</span> comment that the word ‘groups’ can be misleading <span class="highlight">in</span> the context <span class="highlight">of</span> Islamist extremist terrorists. “There are established groups <span class="highlight">in</span> different countries, usually working <span class="highlight">to</span> a national agenda, but the <span class="highlight">networks</span> associated with UBL are changeable <span class="highlight">ad</span> <span class="highlight">hoc</span> groupings <span class="highlight">of</span> individuals who share his agenda, and who may come together only for a particular operation. Nevertheless, ‘groups’ is used as a short form for want <span class="highlight">of</span> another
Phonological Awareness: foot, lamp, lime, meat, mop, nose, nine, run, ring, sun, van, zoo
gate, ant, and lock. Okay, your turn. This is gate, ant, lock. What’s the sound, Mico? Find the word that starts with /a/. What’s that? /a/ like apple. Which word begins with /a/? Students: ant. Right! Ant begins with /a/: aaant. Continue with other sets ...
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English IV Page 2 #0;3 3005.1.7 Use the origins, history, and evolution of words and concepts to enhance understanding. #0;3 3005.1.8 Demonstrate understanding of foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude...
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English IV Page 2 #0;3 3005.1.7 Use the origins, history, and evolution of words and concepts to enhance understanding. #0;3 3005.1.8 Demonstrate understanding of foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2
English IV Page 2 #0;3 3005.1.7 Use the origins, history, and evolution <span class="highlight">of</span> words and concepts <span class="highlight">to</span> enhance understanding. #0;3 3005.1.8 Demonstrate understanding <span class="highlight">of</span> foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loa...
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
English III Page 2 #0;3 3003.1.9 Demonstrate understanding <span class="highlight">of</span> common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
English III Page 3 SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>, cause célèbre
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
<span class="highlight">in</span> text. SPI 3003.5.2 Choose a logical word <span class="highlight">to</span> complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships <span class="highlight">in</span> text. SPI 3003.5.5 Select the persuasive device used <span class="highlight">in</span> an <span class="highlight">ad</span> or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse <span class="highlight">of</span> statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal <span class="highlight">to</span> fear, personal attack {<span class="highlight">ad</span> hominem}, false dilemma, false analogy
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
DRAFT
62 of 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the quality of -able, ible—worthy of or inclined to, able to -ance, ation, ion, ism, dom, ery, mony, ment, tion—quality, state, or condition -aceous, ative,...
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62 of 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the quality of -able, ible—worthy of or inclined to, able to -ance, ation, ion, ism, dom, ery, mony, ment, tion—quality, state, or condition -aceous, ative, ish, ive, itious—pertaining -ant, ac---one who -al—relating to -archy---government -cle—small -ard, art---one who does something to excess -escent—becoming -aster—inferiority or fraudulence -est—most -ate—state or quality of -ferous—bearing, producing -ation—action or
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=65
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=65
62 <span class="highlight">of</span> 75 WORD BENCH SUFFIXES Noun Suffixes Adjective Suffixes -acy, acity---having the <span class="highlight">quality</span> <span class="highlight">of</span> -able, ible—worthy <span class="highlight">of</span> or inclined <span class="highlight">to</span>, able <span class="highlight">to</span> -ance, ation, ion, ism, dom, ery, mony, ment, tion—<span class="highlight">quality</span>, state, or condition -aceous, ative, ish, ive, itious—pertaining -<span class="highlight">ant</span>, ac---one who -al—relating <span class="highlight">to</span> -archy---government -cle—small -ard, art---one who does something <span class="highlight">to</span> excess -escent—becoming -aster—inferiority or fraudulence -est—most -ate—state or <span class="highlight">quality</span> <span class="highlight">of</span> -ferous—bearing, producing -ation—action or
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>
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
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English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use...
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English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3
English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge <span class="highlight">of</span> roots, affixes, and cognates <span class="highlight">to</span> determine the meaning <span class="highlight">of</span> unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors <span class="highlight">in</span> punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sample reference <span class="highlight">source</span> <span class="highlight">to</span> determine aspects <span class="highlight">of</span> a given word (e.g., spelling, part <span class="highlight">of</span> speech, definition, cognates, etymology, synonyms). SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu
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