iSEEK - Education

Glossary Stylistic Devices: An author’s use of language: its effects and its appropriateness to the author’s intent or theme Subject/Verb Agreement: Using a singular verb with a singular subject or a plural verb with a plural subject Subplot: The underlying sequence of events in a novel Suffix: An affix attached to the end of a base, root, or stems that changes meaning or grammatical function of the word (e.g., -ed, -ly, -ness) Summary: A brief statement that contains the

91 0 http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=91 www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=91

Glossary Stylistic Devices: An author’s use of language: its effects and its appropriateness to the author’s intent or theme Subject/Verb Agreement: Using a singular verb with a singular subject or a plural verb with a plural subject Subplot: The underlying sequence of events in a novel Suffix: An affix attached to the end of a base, root, or stems that changes meaning or grammatical function of the word (e.g., -ed, -ly, -ness) Summary: A brief statement that contains the

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Academic Standards-English/Language Arts Grade 9

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’ problems, mistakes, and misunderstandings. Example: Write a code of student ethics that outlines the rules of behavior for people in your school. Organize the document clearly, using headers and a table of contents. Include specific examples so that all students w...

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9 Page 83 Grade 9 English/Language Arts READING: Comprehension and Analysis of Nonfiction and Informational Text (continued) Expository (Informational) Critique 9.2.6 Critique the logic of functional documents (such as an appeal to tradition or an appeal to force) by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. Example: Evaluate a document that gives a set of expectations and rules for behavior. This could be a school’s code of ethics, an

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speak out loud to themselves). Example: Read works, such as The Secret Diary of Adrian Mole, Aged 13 3 &frasl;4 by Sue Townsend or Spoon River Anthology by Edgar Lee Masters, and describe the characters, citing specific examples from the text to support this description. 9.3.5 Compare works that express a universal theme and provide evidence to support the views expressed in each work. Example: Analyze and compare selections from Russell Baker’s Growing Up, Ed McClanahan’s Natural Man, and Reynolds Price’s Long

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’ problems, mistakes, and misunderstandings. Example: Write a code of student ethics that outlines the rules of behavior for people in your school. Organize the document clearly, using headers and a table of contents. Include specific examples so that all students will understand what is expected of them.

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Layout 1

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situa- tional changes (e.g., a child might say “yup” at home, but would be expected to say “yes” at school). letter patterns: Common letter groupings that represent specific sounds (e.g., /ing/ in string and /ough/ in enough). literary devices: Techniques used to convey or enhance an author’s message or voice (e.g., idiom, figu- rative language, exaggeration, dia- logue, and imagery). literary/narrative genres: Categories used to classify literary works, usually by form, technique, or content (e.g., novel

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situa- tional changes (e.g., a child might say “yup” at home, but would be expected to say “yes” at school). letter patterns: Common letter groupings that represent specific sounds (e.g., /ing/ in string and /ough/ in enough). literary devices: Techniques used to convey or enhance an author’s message or voice (e.g., idiom, figu- rative language, exaggeration, dia- logue, and imagery). literary/narrative genres: Categories used to classify literary works, usually by form, technique, or content (e.g., novel

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Microsoft Word - readstdhs.docreadstdhs.pdf

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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a

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students complete the matrix as a chart of information to show how each group fulfilled the requirements of being deemed a civilization. Students should then draw conclusions about each civilization and the Middle Eastern civilization as a region. (d) encourages the students to make inferences or predictions about what could happen in the text after reading a chapter from a novel. As the students are reading about a character, the teacher has the students make inferences about the character using the

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group is responsible for writing a detailed map or description on how to get to this hidden item. Once each group has had an opportunity to complete this task, the group gives the directions to another group in the class to use and find the hidden item. The group that has to locate the item grades the other group on their ability to be descriptive and on their technical writing technique. 14. (a) provides students with several pieces on the same issue but written from a different point of view

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and analyzes the development of characters. The teacher… 1. (a) creates and adds to a list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use as a ready reference. (b) prior to reading a novel, provides students with a format for a critical review that will be completed at the end of the unit. While reading the novel, the class discusses the major components of

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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a

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WYOMING LANGUAGE ARTS

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checking for clarity, organization, and descriptive details. LA3.2A.6 Students use strategies to edit and publish written work such as editing for conventions, sharing final copy with others, and using available technologies to publish. LA3.2A.7 Students use various tools to improve writing and vocabulary such as thesaurus, dictionary, and technology. LA3.2B Students write a variety of expressive and expository pieces. LA3.2B.1 Students write and share personal and formal letters including date

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focus; using elements of a specific genre; checking for clarity, content, organization, and relevant, and descriptive details. LA2.2A.6 Students use strategies to edit and publish written work such as editing for grammar, punctuation, capitalization, spelling, and sentence structure; sharing final copy with others; and using available technology to publish work. LA2.2B Students write a variety of expressive and expository pieces. LA2.2B.1 Students create lists and maintain writing journals. LA2.2B.2

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checking for clarity, organization, and descriptive details. LA3.2A.6 Students use strategies to edit and publish written work such as editing for conventions, sharing final copy with others, and using available technologies to publish. LA3.2A.7 Students use various tools to improve writing and vocabulary such as thesaurus, dictionary, and technology. LA3.2B Students write a variety of expressive and expository pieces. LA3.2B.1 Students write and share personal and formal letters including date

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Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 59 CONTENT STANDARD 2. Writing Students use the writing process and use appropriate strategies to write a variety of expressive and expository pieces. CODE GRADE 11 BENCHMARKS LA11.2A Students apply writing skills to plan, draft, revise, and publish writing for intended audiences. LA11.2A.1 Students write a variety of level-appropriate modes/genres by: a. Explaining ideas in their reading. b. Elaborating on concepts in

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Science

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transforms it into a different substance Chromatography The separation of a mixture using a technique based upon a mobile phase and a stationary phase Chemical reaction A reaction in which one or more substances are converted into different substances Chrystalline solid A solid in which the particles are arranged in a regular repeating pattern Combustion reaction A reaction in which a substance combines with oxygen, releasing a large amount of energy in the form of light and heat Compound A substance that is

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transforms it into a different substance Chromatography The separation of a mixture using a technique based upon a mobile phase and a stationary phase Chemical reaction A reaction in which one or more substances are converted into different substances Chrystalline solid A solid in which the particles are arranged in a regular repeating pattern Combustion reaction A reaction in which a substance combines with oxygen, releasing a large amount of energy in the form of light and heat Compound A substance that is

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Glossaryreadingglossary.pdf

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examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify a concept. fable - a short tale in prose or verse that teaches a moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements of information that can be

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examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify a concept. fable - a short tale in prose or verse that teaches a moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements of information that can be

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genre - n. 1. a category used to classify literary works, usually by form, technique, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the novel, essay, short story, television play, and motion picture scenario are also considered genres" (Holman and Harmon, 1992). √ goals - see character's goal grapheme - n. a written or printed representation of a phoneme, as b for /b/ and oy for /oi/ in boy. Note: In English, a grapheme may be a single

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Question-Answer Relationship QAR Organizer - (N, E, T, P) a technique used to identify the relationship between a question and the answer to the question (e.g., literal or inferred). null Rising Action Story Map – (N) showing the events leading to the climax of the story. null Semantic Web - (N, E, T, P) web that illustrates the meaning of a word or idea. null Spider Graphic Organizer – see Web Graphic Organizer null Story Frames (graphic organizer) - (N, E) used to help students identify how the

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Minnesota

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of some materials, and makes them useful in some medical procedures. 9.2.1.2.1 Describe the role of valence electrons in the formation of chemical bonds. 9.2.1.2.2 Explain how the rearrangement of atoms in a chemical reaction illustrates the law of conservation of mass. 9.2.1.2.3 Describe a chemical reaction using words and symbolic equations. For example: The reaction of hydrogen gas with oxygen gas can be written: 2H2 + O2 → 2H2O. 1. Matter 2. Chemical reactions involve the rearrangement

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DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 5 of 42 DRAFT for rulemaking process 7.15.09 1. Structure and Function in Living Systems 1. Living things are diverse with many different observable characteristics. 1.4.1.1.1 Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors. 1.4.2.1.1 Recognize that animals need space, water, food, shelter and air. 2. Interdepen

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of some materials, and makes them useful in some medical procedures. 9.2.1.2.1 Describe the role of valence electrons in the formation of chemical bonds. 9.2.1.2.2 Explain how the rearrangement of atoms in a chemical reaction illustrates the law of conservation of mass. 9.2.1.2.3 Describe a chemical reaction using words and symbolic equations. For example: The reaction of hydrogen gas with oxygen gas can be written: 2H2 + O2 → 2H2O. 1. Matter 2. Chemical reactions involve the rearrangement

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Microsoft Word - GLEsciALL.doc

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many different reasons (SI-H-B2) 13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2) 14. Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3) 15. Analyze the conclusion from an investigation by using data to determine its validity (SI-H-B4) 16. Use the following rules of evidence to examine experimental results: (a) Can an expert's technique or theory be tested, has it

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many different reasons (SI-H-B2) 13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2) 14. Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3) 15. Analyze the conclusion from an investigation by using data to determine its validity (SI-H-B4) 16. Use the following rules of evidence to examine experimental results: (a) Can an expert's technique or theory be tested, has it

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null

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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in

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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in

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