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 Microsoft Word - Content Area Reading Middle School.doc
awareness that spoken language can be analyzed into strings of separable words, and words, in turn, into sequences of syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child&rs...
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awareness that spoken language can be analyzed into strings of separable words, and words, in turn, into sequences of syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. (Preventing Reading Difficulties in Young Children, p.15) 23. Reading process is a
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=5
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
awareness that spoken language can be analyzed into strings <span class="highlight">of</span> separable words, and words, <span class="highlight">in</span> turn, into sequences <span class="highlight">of</span> <span class="highlight">syllables</span> and phonemes within <span class="highlight">syllables</span>. Beyond knowledge about how the English writing system works, though, there is a point <span class="highlight">in</span> a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. (Preventing Reading Difficulties <span class="highlight">in</span> Young Children, p.15) 23. Reading process is a
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At Level 1, the student is able to measure a line segment using appropriate metric or customary units; choose an appropriate unit of measure in a real-world situation (e.g., length of a car, length of a pencil, or weight of a person). At Level 2, the student...
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At Level 1, the student is able to measure a line segment using appropriate metric or customary units; choose an appropriate unit of measure in a real-world situation (e.g., length of a car, length of a pencil, or weight of a person). At Level 2, the student is able to apply the concept of rate such as mph, cost per unit, and rpm. At Level 3, the student is able to model and compare the area and dimensions of similar polygons (i.e., triangles, squares, and rectangles
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http://www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=6
At Level 1, the student is able to measure a line segment <span class="highlight">using</span> appropriate metric or customary units; choose an appropriate unit <span class="highlight">of</span> measure <span class="highlight">in</span> a real-world situation (e.g., length <span class="highlight">of</span> a car, length <span class="highlight">of</span> a pencil, or weight <span class="highlight">of</span> a person). At Level 2, the student is able to apply the concept <span class="highlight">of</span> rate such as mph, cost per unit, and rpm. At Level 3, the student is able to model and compare the area and dimensions <span class="highlight">of</span> similar polygons (i.e., triangles, squares, and rectangles
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Statistics 3136 Course description: Statistics is an advanced mathematics course that uses meaningful problems and appropriate technologies to use statistical concepts developed in previous courses to develop more advanced means of statistical analyses, interpretations, a...
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Statistics 3136 Course description: Statistics is an advanced mathematics course that uses meaningful problems and appropriate technologies to use statistical concepts developed in previous courses to develop more advanced means of statistical analyses, interpretations, and predictions. Standard 1.0 Experimental Design Students will design and conduct statistical experiments. Learning Expectations: The student will: 1.1 design studies that can be addressed with data; 1.2
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http://www.state.tn.us/education/ci/math/doc/MA_3136.pdf#page=1
www.state.tn.us/education/ci/math/doc/MA_3136.pdf#page=1
Statistics 3136 Course description: Statistics is an advanced mathematics course that uses meaningful problems and appropriate technologies to use <span class="highlight">statistical</span> concepts developed <span class="highlight">in</span> previous courses to develop more advanced means <span class="highlight">of</span> <span class="highlight">statistical</span> analyses, interpretations, and predictions. Standard 1.0 Experimental Design Students will design and conduct <span class="highlight">statistical</span> experiments. Learning Expectations: The student will: 1.1 design studies that can be addressed with data; 1.2
DRAFT
syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relyi...
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syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. (Preventing Reading Difficulties in Young Children, p.15) 19. Reading process is a process in which we construct meaning from print. Any of the sub- processes, such as word identification or comprehension, that
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=10
<span class="highlight">syllables</span> and phonemes within <span class="highlight">syllables</span>. Beyond knowledge about how the English writing system works, though, there is a point <span class="highlight">in</span> a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. (Preventing Reading Difficulties <span class="highlight">in</span> Young Children, p.15) 19. Reading process is a process <span class="highlight">in</span> which we construct meaning from print. Any <span class="highlight">of</span> the sub- processes, such as word identification or comprehension, that
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Solve multi-step problems of various types using whole numbers, fractions, and decimals. #0;9 0406.2.14 Understand the role of the remainder in division. State Performance Indicators: SPI 0406.2.1 Read and write numbers from hundredths to hundred-thousands in nume...
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Solve multi-step problems of various types using whole numbers, fractions, and decimals. #0;9 0406.2.14 Understand the role of the remainder in division. State Performance Indicators: SPI 0406.2.1 Read and write numbers from hundredths to hundred-thousands in numerals and in words. SPI 0406.2.2 Locate and place mixed numbers on the number line. SPI 0406.2.3 Identify the place value of a specified digit in a number and the quantity it represents. SPI 0406.2.4 Find factors, common factors, multiples, and
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
Solve multi-step problems <span class="highlight">of</span> various types <span class="highlight">using</span> whole numbers, fractions, and decimals. #0;9 0406.2.14 Understand the role <span class="highlight">of</span> the remainder <span class="highlight">in</span> division. State Performance Indicators: SPI 0406.2.1 Read and write numbers from hundredths to hundred-thousands <span class="highlight">in</span> numerals and <span class="highlight">in</span> words. SPI 0406.2.2 Locate and place mixed numbers on the number line. SPI 0406.2.3 Identify the place value <span class="highlight">of</span> a specified <span class="highlight">digit</span> <span class="highlight">in</span> a number and the quantity it represents. SPI 0406.2.4 Find factors, common factors, multiples, and
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Kindergarten Page 2 • Segment one-syllable words into individual sounds and blend the sounds into whole words. • Recognize and produce rhyming words. • Recognize words that have the same beginning and ending sounds. • Understand words are made up of one or more syllable...
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Kindergarten Page 2 • Segment one-syllable words into individual sounds and blend the sounds into whole words. • Recognize and produce rhyming words. • Recognize words that have the same beginning and ending sounds. • Understand words are made up of one or more syllables. Phonics #0;3 0001.1.11 Apply phonics generalizations in order to decode words. • Recognize and name all uppercase/lowercase letters of the alphabet. • Understand that the sequence of letters in a written word
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_K.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_Grade_K.pdf#page=2
Kindergarten Page 2 • Segment one-syllable words into individual sounds and blend the sounds into whole words. • Recognize and produce rhyming words. • Recognize words that have the same beginning and ending sounds. • Understand words are made up <span class="highlight">of</span> one or more <span class="highlight">syllables</span>. Phonics #0;3 0001.1.11 Apply phonics generalizations <span class="highlight">in</span> order to decode words. • Recognize and name all uppercase/lowercase letters <span class="highlight">of</span> the alphabet. • Understand that the sequence <span class="highlight">of</span> letters <span class="highlight">in</span> a written word
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