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bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text t...
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bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.06.02 retell through concise summarization grade-level narrative and informational text. R.CM.06.03 analyze global themes, universal truths and principles within and across texts to
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=44
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=44
<span class="highlight">text</span> features including appendices, headings, subheadings, marginal notes, keys and legends, figures, and bibliographies to enhance the understanding of key and supporting ideas. Comprehension Students will… R.CM.04.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.04.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.04.03 explain relationships among themes
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52
graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas. Comprehension Students will… R.CM.05.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.05.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.05.03 analyze global themes, universal truths, and principles
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60
bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.06.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.06.03 analyze global themes, universal truths and principles within and across texts to
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68
writer’s craft and <span class="highlight">text</span> features including metaphors, similes, captions, diagrams, and appendices to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.07.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.07.03 analyze global themes, universal truths, and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76
including graphics, author’s pages, prefaces, and marginal notes, to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.08.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.08.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.08.03 analyze global themes, universal truths, and principles within and across texts
DRAFT
55 of 75 GIST STATEMENTS GIST (Generating Interactions between Schemata and Text) Description: This strategy assists students with focussing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas...
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55 of 75 GIST STATEMENTS GIST (Generating Interactions between Schemata and Text) Description: This strategy assists students with focussing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and reasons. Through this process teachers are able to check students’ understanding of summarization and determine if students can pinpoint the main idea. Step-by-Step 1. Assign students a short passage to read. 2
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=16
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=16
13 of 78 K-W-L PLUS Description: KWL PLUS is designed to foster active reading of expository <span class="highlight">text</span>. The basic three- steps consist of: K – What do I already know?, W – What do I want to know?, and L – What did I learn? The “plus” is the extension or connection of the learning. KWL provides a structure for activating and building prior knowledge, for eliciting student input when establishing purposes for reading, and for personalizing the <span class="highlight">summarization</span> of what was learned. It is a method that students
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=58
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=58
55 of 75 GIST STATEMENTS GIST (Generating Interactions between Schemata and <span class="highlight">Text</span>) Description: This strategy assists students with focussing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and reasons. Through this process teachers are able to check students’ understanding of <span class="highlight">summarization</span> and determine if students can pinpoint the main idea. Step-by-Step 1. Assign students a short passage to read. 2
Microsoft Word - Content Area Reading Middle School.doc
54 GIST STATEMENTS GIST (Generating Interactions between Schemata and Text) Description: This strategy assists students with focusing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and...
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54 GIST STATEMENTS GIST (Generating Interactions between Schemata and Text) Description: This strategy assists students with focusing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and reasons. Through this process teachers are able to check students’ understanding of summarization and determine if students can pinpoint the main idea. Step-by-Step 1. Assign students a short passage to read
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=30
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
30 K-W-L PLUS Description: KWL PLUS is designed to foster active reading of expository <span class="highlight">text</span>. The basic three- steps consist of: K – What do I already know?, W – What do I want to know?, and L – What did I learn? The “plus” is the extension or connection of the learning. KWL provides a structure for activating and building prior knowledge, for eliciting student input when establishing purposes for reading, and for personalizing the <span class="highlight">summarization</span> of what was learned. It is a method that students
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=54
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
54 GIST STATEMENTS GIST (Generating Interactions between Schemata and <span class="highlight">Text</span>) Description: This strategy assists students with focusing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and reasons. Through this process teachers are able to check students’ understanding of <span class="highlight">summarization</span> and determine if students can pinpoint the main idea. Step-by-Step 1. Assign students a short passage to read
Microsoft Word - 2nd Grade GLEs _2_
tales, and prose (fiction and nonfiction) • Distinguish between fantasy and realistic text • Distinguish between poetry and prose 4.2c Interpret the impact of author’s decisions such as word choice, style, content, and literary elements; understand the author’s inten...
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tales, and prose (fiction and nonfiction) • Distinguish between fantasy and realistic text • Distinguish between poetry and prose 4.2c Interpret the impact of author’s decisions such as word choice, style, content, and literary elements; understand the author’s intent in choosing a particular genre 4.2f Identify the effect of point of view 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Listen to and read simple stories from
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
tales, and prose (fiction and nonfiction) • Distinguish between fantasy and realistic <span class="highlight">text</span> • Distinguish between poetry and prose 4.2c Interpret the impact of author’s decisions such as word choice, style, content, and literary elements; understand the author’s intent in choosing a particular genre 4.2f Identify the effect of point of view 4.3a Respond to literary texts and media representing the <span class="highlight">diversity</span> of American cultural heritage • Listen to and read simple stories from
7th Grade„Grade Level Expectations
genders, nationalities, races, cultures, religions, and disabilities 4.1e Connect own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience 4.2a Respond to literary text by making inferences about content, events, charact...
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genders, nationalities, races, cultures, religions, and disabilities 4.1e Connect own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience 4.2a Respond to literary text by making inferences about content, events, characters, setting, and author’s decisions • Draw conclusions (strongly implied in text) about people and events in text • Make reasonable predictions as they read • Draw conclusions from a text 4.2b Understand
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade%20GLEs.pdf#page=14
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade...
genders, nationalities, races, cultures, religions, and disabilities 4.1e Connect own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience 4.2a Respond to literary <span class="highlight">text</span> by making inferences about content, events, characters, setting, and author’s decisions • Draw conclusions (strongly implied in <span class="highlight">text</span>) about people and events in <span class="highlight">text</span> • Make reasonable predictions as they read • Draw conclusions from a <span class="highlight">text</span> 4.2b Understand
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2004 English Language Arts ENGLISH II Students in English II read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural...
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2004 English Language Arts ENGLISH II Students in English II read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=58
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
contexts of others’ experiences. • appreciation of the richness and complexity of human nature. • experience with different <span class="highlight">text</span> structures and the defining features of various genres. Strands Oral language, written language, and media and technology permeate all communication. Oral language is the foundation on which all communication is <span class="highlight">based</span>. It is now—and is even more likely to be—a primary means of acquiring and transmitting information in the future. Oral language proficiency continues to develop in grades
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=122
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts ENGLISH II Students in English II read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the <span class="highlight">diversity</span> and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical
7th Grade„Grade Level Expectations
Other—“Carryover” or Review Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade 4.2f Identify the effect of point of view • Identify how point of view affects a literary text (e.g., how a story would be different if told from a different point of...
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Other—“Carryover” or Review Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade 4.2f Identify the effect of point of view • Identify how point of view affects a literary text (e.g., how a story would be different if told from a different point of view) • Identify how point of view impacts the reader 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Read and explain simple stories from different cultures and eras to broaden
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
summarize while reading After Reading 2.4a Demonstrate overall understanding of printed texts by making predictions as necessary • Predict likely outcomes <span class="highlight">based</span> on clues in <span class="highlight">text</span>, knowledge of <span class="highlight">text</span> structure, and knowledge of a variety of genres • Adjust previous predictions <span class="highlight">based</span> on new information in a <span class="highlight">text</span> • Identify logical, additional and/or complementary information (e.g., “next” chapter or selection) for a <span class="highlight">text</span> 2.4b Demonstrate overall understanding of technical and informative texts by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=27
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
Other—“Carryover” or Review Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade 4.2f Identify the effect of point of view • Identify how point of view affects a literary <span class="highlight">text</span> (e.g., how a story would be different if told from a different point of view) • Identify how point of view impacts the reader 4.3a Respond to literary texts and media representing the <span class="highlight">diversity</span> of American cultural heritage • Read and explain simple stories from different cultures and eras to broaden
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test" means a test where the scores are based on comparisons with a nationally representative group of students in the same grade. The meaning of the scores is tied specifically to student performance relative to the performance of the students in the norm group under very specific testi...
Standard Seven: Diversity and Continuity of living Things 5/9/05
Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide diversity of organi...
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Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide diversity of organisms on Earth. These organisms may be classified in a number of ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) based on similarities in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=1
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Science Standard 7 <span class="highlight">Diversity</span> and Continuity of Living Things Grade Level Expectations
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=4
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
4 Science Standard 7 <span class="highlight">Diversity</span> and Continuity of Living Things The natural world consists of a <span class="highlight">diversity</span> of organisms that transmit their characteristics to future generations. Living things reproduce, develop, and transmit traits, and theories of evolution explain the unity and <span class="highlight">diversity</span> of species found on Earth. Knowledge of genetics, reproduction, and development is applied to improve agriculture and human health. Strand Grades K-3 Grades 4-5 Grades 6-8 Grades 9-12 Reproduction
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Evolution continued from previous page 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. 5. There is a wide <span class="highlight">diversity</span> of organisms on Earth. These organisms may be classified in a number of ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) <span class="highlight">based</span> on similarities in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=18
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
18 Standard 7: <span class="highlight">Diversity</span> and Continuity of Living Things, Grade Level Expectations Grades 9-12 Essential Questions: Why do offspring resemble their parents? What are the advantages and disadvantages of different reproductive strategies? How do organisms change as they go through their life cycles? Essential Questions: How are organisms of the same kind different from each other? How does this help them reproduce and survive? How does natural selection encourage inter and intra-specific <span class="highlight">diversity</span>
7th Grade„Grade Level Expectations
view affects a literary text (e.g., how a story would be different if told from a different point of view) • Analyze how point of view impacts reader 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Empathize with experienc...
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view affects a literary text (e.g., how a story would be different if told from a different point of view) • Analyze how point of view impacts reader 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Empathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities • Read and evaluate complex stories from different cultures and eras to broaden cultural awareness • Compare
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=14
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
• Predict likely outcomes <span class="highlight">based</span> on clues in <span class="highlight">text</span>, knowledge of <span class="highlight">text</span> structure, and knowledge of a variety of genres • Adjust previous predictions <span class="highlight">based</span> on new information in a <span class="highlight">text</span> • Identify logical, additional, and/or complementary information (e.g., “next” chapter or section) for a <span class="highlight">text</span> 2.4bl/T Demonstrate overall understanding of technical and informative texts by identifying <span class="highlight">text</span> features and <span class="highlight">text</span> structures • Apply essential information from <span class="highlight">text</span> features (e.g., title, author, cover, pictures
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=31
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
view affects a literary <span class="highlight">text</span> (e.g., how a story would be different if told from a different point of view) • Analyze how point of view impacts reader 4.3a Respond to literary texts and media representing the <span class="highlight">diversity</span> of American cultural heritage • Empathize with experiences and feelings of fictional characters <span class="highlight">based</span> on age, gender, nationalities, races, cultures, and/or disabilities • Read and evaluate complex stories from different cultures and eras to broaden cultural awareness • Compare
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