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 EIGHTH GRADE
2006 Mississippi Language Arts Framework-Revised Competencies and Objectives Each competency and objective assumes the student has mastered the competencies and objectives in seventh grade. New skills and objectives are bold-faced throughout the K-8 portion of the document; however,...
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2006 Mississippi Language Arts Framework-Revised Competencies and Objectives Each competency and objective assumes the student has mastered the competencies and objectives in seventh grade. New skills and objectives are bold-faced throughout the K-8 portion of the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. The Mississippi Curriculum Test, 2 nd Edition (MCT2) for eighth grade is based on the objectives found in the
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8th_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...
grade is based on the objectives found <span class="highlight">in</span> the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “<span class="highlight">a</span> segment of spoken or written language available <span class="highlight">for</span> description or analysis.” <span class="highlight">For</span> the purposes of this <span class="highlight">document</span>, text may include written materials, teacher read or taped passages, visual <span class="highlight">images</span>, or film. Eighth graders should
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...
2006 Mississippi Language Arts Framework-Revised Competencies and Objectives Each competency and objective assumes the student has mastered the competencies and objectives <span class="highlight">in</span> seventh grade. New skills and objectives are bold-faced throughout the K-8 portion of the <span class="highlight">document</span>; however, teachers should review previously taught skills and objectives with <span class="highlight">a</span> focus on increasing complexity. The Mississippi Curriculum Test, 2 nd Edition (MCT2) <span class="highlight">for</span> eighth grade is based on the objectives found <span class="highlight">in</span> the
INTRODUCTION TO BIOLOGY
system g. Research and evaluate the use of renewable and nonrenewable resources and critique efforts in the United States including (but not limited) to Mississippi to conserve natural resources and reduce global warming. (DOK 3) • How materials are reused in a continuou...
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system g. Research and evaluate the use of renewable and nonrenewable resources and critique efforts in the United States including (but not limited) to Mississippi to conserve natural resources and reduce global warming. (DOK 3) • How materials are reused in a continuous cycle in ecosystems, (e.g., Mississippi Ethanol Gasification Project to develop and demonstrate technologies for the conversion of biomass to ethanol) • Benefits of solid waste management (reduce, reuse, recycle
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=50
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
system g. Research and evaluate the use of renewable and nonrenewable resources and critique efforts <span class="highlight">in</span> the United States including (but not limited) to Mississippi to conserve natural resources and reduce global warming. (DOK 3) • How materials are reused <span class="highlight">in</span> <span class="highlight">a</span> continuous cycle <span class="highlight">in</span> ecosystems, (e.g., Mississippi Ethanol Gasification Project to develop and demonstrate technologies <span class="highlight">for</span> the conversion of biomass to ethanol) • Benefits of solid waste management (reduce, reuse, recycle
THIRD GRADE
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or ana...
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teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2nd_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2n...
teachers should review previously taught skills and objectives with <span class="highlight">a</span> focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “<span class="highlight">a</span> segment of spoken or written language available <span class="highlight">for</span> description or analysis.” <span class="highlight">For</span> the purposes of this <span class="highlight">document</span>, text may include written materials, teacher read or taped passages, visual <span class="highlight">images</span>, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension of knowledge and broader
FIRST GRADE
Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies...
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Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1st_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1s...
Framework, is defined as “<span class="highlight">a</span> segment of spoken or written language available <span class="highlight">for</span> description or analysis.” <span class="highlight">For</span> the purposes of this <span class="highlight">document</span>, text may include written materials, teacher read or taped passages, visual <span class="highlight">images</span>, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. <span class="highlight">A</span> critical component at each grade level is text complexity. Text complexity is indicated <span class="highlight">by</span> such elements as sophistication of
SIXTH GRADE
is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a...
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is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. Sixth graders should read
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6th_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...
is based on the objectives found <span class="highlight">in</span> the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “<span class="highlight">a</span> segment of spoken or written language available <span class="highlight">for</span> description or analysis.” <span class="highlight">For</span> the purposes of this <span class="highlight">document</span>, text may include written materials, teacher read or taped passages, visual <span class="highlight">images</span>, or film. Sixth graders should read
FIFTH GRADE
grade is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “...
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grade is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. Fifth graders should
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_5th_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_5t...
grade is based on the objectives found <span class="highlight">in</span> the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “<span class="highlight">a</span> segment of spoken or written language available <span class="highlight">for</span> description or analysis.” <span class="highlight">For</span> the purposes of this <span class="highlight">document</span>, text may include written materials, teacher read or taped passages, visual <span class="highlight">images</span>, or film. Fifth graders should
FOURTH GRADE
fourth grade is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as &ld...
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fourth grade is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. Fourth graders
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_4th_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_4t...
fourth grade is based on the objectives found <span class="highlight">in</span> the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “<span class="highlight">a</span> segment of spoken or written language available <span class="highlight">for</span> description or analysis.” <span class="highlight">For</span> the purposes of this <span class="highlight">document</span>, text may include written materials, teacher read or taped passages, visual <span class="highlight">images</span>, or film. Fourth graders
THIRD GRADE
or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. Third graders should read accurately instructional level materials (texts in which no more than approximately 1 in 1...
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or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. Third graders should read accurately instructional level materials (texts in which no more than approximately 1 in 10 words are difficult for the reader) with an appropriate reading rate. (A third grader should read between 100 and 115 words per minute by the end of third grade.) While competencies for grades K-3 remain identical, objectives require an
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_3rd_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_3r...
or analysis.” <span class="highlight">For</span> the purposes of this <span class="highlight">document</span>, text may include written materials, teacher read or taped passages, visual <span class="highlight">images</span>, or film. Third graders should read accurately instructional level materials (texts <span class="highlight">in</span> which no more than approximately 1 <span class="highlight">in</span> 10 words are difficult <span class="highlight">for</span> the reader) with an appropriate reading rate. (<span class="highlight">A</span> third grader should read between 100 and 115 words per minute <span class="highlight">by</span> the end of third grade.) While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an
SEVENTH GRADE
seventh grade is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as &l...
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seventh grade is based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. Seventh graders
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7th_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7t...
seventh grade is based on the objectives found <span class="highlight">in</span> the framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. The term “text,” as it is used throughout the Language Arts Framework, is defined as “<span class="highlight">a</span> segment of spoken or written language available <span class="highlight">for</span> description or analysis.” <span class="highlight">For</span> the purposes of this <span class="highlight">document</span>, text may include written materials, teacher read or taped passages, visual <span class="highlight">images</span>, or film. Seventh graders
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