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 ENGLISH LANGUAGE ARTS
salutation, body, closing, signature and, when appropriate, an inside address. b. Write multi-step directions for completing a task. Students write simple business letters and documents related to career development. a. Write information purposefully and succinctly to meet the needs o...
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salutation, body, closing, signature and, when appropriate, an inside address. b. Write multi-step directions for completing a task. Students write simple business letters and documents related to career development. a. Write information purposefully and succinctly to meet the needs of the audience. b. Write to convey specific requests for detailed information. c. Follow a conventional format for writing resumes, memoranda, and/or proposals. d. Write multi-step directions, with annotation where
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http://www.maine.gov/education/lres/pei/ela102207.pdf#page=18
www.maine.gov/education/lres/pei/ela102207.pdf#page=18
salutation, body, closing, <span class="highlight">signature</span> and, when appropriate, an inside address. b. Write <span class="highlight">multi</span>-step directions for completing a task. Students write simple business letters and documents related to career development. a. Write information purposefully and succinctly to meet the needs of the audience. b. Write to convey specific requests for detailed information. c. Follow a conventional format for writing resumes, memoranda, and/or proposals. d. Write <span class="highlight">multi</span>-step directions, with annotation where
INTRODUCTION TO BIOLOGY
2010 Mississippi Science Framework Approved July 25, 2008 147 A SUGGESTED PATTERN FOR CHEMICAL STORAGE The alphabetical method for storing chemicals presents hazards because chemicals, which can react violently with each other, may be stored in close proximity. Schools may wish to devise a simpl...
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2010 Mississippi Science Framework Approved July 25, 2008 147 A SUGGESTED PATTERN FOR CHEMICAL STORAGE The alphabetical method for storing chemicals presents hazards because chemicals, which can react violently with each other, may be stored in close proximity. Schools may wish to devise a simple color-coding scheme to address this problem. The code shown below, reproduced with permission from School Science Laboratories-A Guide to Some Hazardous Substances by
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=52
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 52 Eighth Grade CONTENT STRANDS: Inquiry Life Science Physical Science Earth and Space Science COMPETENCIES AND OBJECTIVES: INQUIRY 1. Draw conclusions <span class="highlight">from</span> scientific investigations including controlled experiments. a. Design, conduct, and analyze conclusions <span class="highlight">from</span> an investigation that includes using experimental controls. (DOK 3) b. Distinguish between qualitative and
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=97
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
overlapping scales, simple leaves, compound leaves, evergreen trees, and deciduous trees). (DOK 2) d. Apply the modern classification <span class="highlight">scheme</span> utilized in naming plants to identify plant specimens. (DOK 2) • Classification <span class="highlight">scheme</span> used in botany • Classification of native Mississippi plants e. Use inquiry to investigate and discuss the physical and chemical processes of plants. (DOK 3) • Relationships among photosynthesis, cellular respiration, and translocation • Importance of soil type and soil
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=147
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 147 A SUGGESTED PATTERN FOR CHEMICAL STORAGE The alphabetical method for storing chemicals presents hazards because chemicals, which can react violently with each other, may be stored in close proximity. Schools may wish to devise a simple color-coding <span class="highlight">scheme</span> to address this problem. The code shown below, reproduced with permission <span class="highlight">from</span> School Science Laboratories-A Guide to Some Hazardous Substances by
Science Booklet
that support or contradict the hypothesis. QUESTIONING • Ask questions to understand the multiple perspectives and interpretations of a problem, situation, or solution. SELF-DIRECTED • Locate, identify, and use a wide variety of appropriate information to draw conclusions in a resea...
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that support or contradict the hypothesis. QUESTIONING • Ask questions to understand the multiple perspectives and interpretations of a problem, situation, or solution. SELF-DIRECTED • Locate, identify, and use a wide variety of appropriate information to draw conclusions in a research project. VALUE SCIENCE • Ask questions and explain findings and answers scientifically. HONESTY • Report findings accurately without alterations and draw conclusions from unaltered findings. • Acknowledge references
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=12
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
consider and evaluate ideas presented by other points of view. HONESTY • Report observations accurately. CRITICAL–MINDEDNESS • Ask many questions starting with What, Where, Why, Whom, and How, to gather information about their “wonderings”. OBJECTIVITY • Examine many perspectives of a question, situation or problem. OPEN-MINDEDNESS • Examine ideas presented by others. QUESTIONING • Ask “wondering” questions. SELF-<span class="highlight">DIRECTED</span> • Share new experiences and knowledge learned <span class="highlight">from</span> individual investigations. VALUE
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=13
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
that support or contradict the hypothesis. QUESTIONING • Ask questions to understand the multiple perspectives and interpretations of a problem, situation, or solution. SELF-<span class="highlight">DIRECTED</span> • Locate, identify, and use a wide variety of appropriate information to draw conclusions in a research project. VALUE SCIENCE • Ask questions and explain findings and answers scientifically. HONESTY • Report findings accurately without alterations and draw conclusions <span class="highlight">from</span> unaltered findings. • Acknowledge references
Proposed New 19 TAC
from several sources; and (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; (B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context; (C) write responses to literary or exposi...
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from several sources; and (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; (B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context; (C) write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate; and (D) produce a multimedia presentation involving text and
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=11
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=11
<span class="highlight">from</span> several sources; and (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; (B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context; (C) write responses to literary or expository texts that demonstrate the writing skills for <span class="highlight">multi</span>-paragraph essays and provide sustained evidence <span class="highlight">from</span> the text using quotations when appropriate; and (D) produce a multimedia presentation involving text and
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=17
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=17
texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write a <span class="highlight">multi</span>-paragraph essay to convey information about a topic that: (i) presents effective introductions and concluding paragraphs; (ii) contains a clearly stated purpose or controlling idea; (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies; (iv) accurately synthesizes ideas <span class="highlight">from</span> several sources; and (v) uses a
Strand 1: Reading Process (Kindergarten)
author’s word choice. PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language) in a given selection. PO 8. Identify various genres of fiction (e....
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author’s word choice. PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language) in a given selection. PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=...
author’s word choice. PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme <span class="highlight">scheme</span>, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language) in a given selection. PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) <span class="highlight">based</span> upon their characteristics. Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the
Microsoft Word - readstd4g[1]_081709.docreadstd4g[1]_081709.pdf
responses and strategies used to confirm predictions. 4. (a) uses reciprocal teaching such as by using KWL graphic organizer. (b) uses directed reading activity; uses "Think Trix". (c) has the student use the QAR Framework and poses questions to assist students in their unders...
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responses and strategies used to confirm predictions. 4. (a) uses reciprocal teaching such as by using KWL graphic organizer. (b) uses directed reading activity; uses "Think Trix". (c) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions based on illustrations, and to recall important events and details presented in the text. 5. (a) uses the QAR Strategy
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
responses and strategies used to confirm predictions. 4. (a) uses reciprocal teaching such as by using KWL graphic organizer. (b) uses <span class="highlight">directed</span> reading activity; uses "Think Trix". (c) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions <span class="highlight">based</span> on illustrations, and to recall important events and details presented in the text. 5. (a) uses the QAR Strategy
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
<span class="highlight">Directed</span> Reading Activity (DRA). Discusses the subject with the students to gather prior knowledge, to introduce new vocabulary, and to discuss the purpose for reading. (c) uses DRTA (<span class="highlight">Directed</span> Reading and Thinking Activity). 13. (a) models taking notes <span class="highlight">from</span> the text, including marginal notation uses pause and reflect activity. (b) does think-aloud activity modeling recall of directions. 14. (a) models use of sticky notes to mark pieces of evidence. To identify opinion, students locate cue
Strand 1: Reading Process (Kindergarten)
and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language). PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, my...
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and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language). PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...
and structural elements of poetry (e.g., stanza, verse, rhyme <span class="highlight">scheme</span>, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language). PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) <span class="highlight">based</span> upon their characteristics. Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature
Microsoft Word - 2912516B.doc
New York State Learning Standard for Mathematics Page 25 Revised by NYS Board of Regents March 15, 2005 Students will make predictions that are based upon data analysis. Predictions from 1.S.8 Discuss conclusions and make predictions in terms of the words Data likely and unlikely...
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New York State Learning Standard for Mathematics Page 25 Revised by NYS Board of Regents March 15, 2005 Students will make predictions that are based upon data analysis. Predictions from 1.S.8 Discuss conclusions and make predictions in terms of the words Data likely and unlikely 1.S.9 Construct a question that can be answered by using information from a graph Problem Solving Strand Students will build new
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=11
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=11
Students will solve problems that arise in mathematics and in other contexts. PK.PS.3 Act out or model with manipulatives activities involving mathematical content <span class="highlight">from</span> literature and/or story telling PK.PS.4 Formulate problems and solutions <span class="highlight">from</span> everyday situations (e.g., as counting the number of children in the class or using the calendar to teach counting) Students will apply and adapt a variety of appropriate strategies to solve problems. PK.PS.5 Use informal
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=15
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=15
model with manipulatives activities involving mathematical content <span class="highlight">from</span> literature and/or story telling K.PS.4 Formulate problems and solutions <span class="highlight">from</span> everyday situations (e.g., counting the number of children in the class, using the calendar to teach counting). Students will apply and adapt a variety of appropriate strategies to solve problems. K.PS.5 Use informal counting strategies to find solutions K.PS.6 Experience teacher-<span class="highlight">directed</span> questioning process to understand
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=28
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=28
New York State Learning Standard for Mathematics Page 25 Revised by NYS Board of Regents March 15, 2005 Students will make predictions that are <span class="highlight">based</span> upon data analysis. Predictions <span class="highlight">from</span> 1.S.8 Discuss conclusions and make predictions in terms of the words Data likely and unlikely 1.S.9 Construct a question that can be answered by using information <span class="highlight">from</span> a graph Problem Solving Strand Students will build new
Strand 1: Reading Process (Kindergarten)
the text’s purposes. PO 2. Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical, anecdotal). PO 3. Make relevant inferences by synthesizing concepts and ideas from a single reading selection. PO 4. Compare (and contrast) readings on t...
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the text’s purposes. PO 2. Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical, anecdotal). PO 3. Make relevant inferences by synthesizing concepts and ideas from a single reading selection. PO 4. Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions based upon differences in evidence, reasoning, assumptions, purposes, beliefs, or biases. Italics denotes a repetition of a
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...
the text’s purposes. PO 2. Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical, anecdotal). PO 3. Make relevant inferences by synthesizing concepts and ideas <span class="highlight">from</span> a single reading selection. PO 4. Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions <span class="highlight">based</span> upon differences in evidence, reasoning, assumptions, purposes, beliefs, or biases. Italics denotes a repetition of a
Microsoft Word - readstd8g.docreadstd8g.pdf
a different type of question based on the text just read. (b) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions based on illustrations, and to rec...
1
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a different type of question based on the text just read. (b) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions based on illustrations, and to recall important events and details presented in the text. 5. (a) encourages students to make inferences or predictions about what could happen in the text after reading a chapter from a novel. (b) asks students
1
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
a different type of question <span class="highlight">based</span> on the text just read. (b) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions <span class="highlight">based</span> on illustrations, and to recall important events and details presented in the text. 5. (a) encourages students to make inferences or predictions about what could happen in the text after reading a chapter <span class="highlight">from</span> a novel. (b) asks students
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