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(i.e., man v. man, man v. nature, man v. himself). i. Explore subplots in literary selections and films. j. Compare and contrast between or among stories/events the elements of the plot. k. Determine the narrator's/author's point of view (i.e. first p...
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(i.e., man v. man, man v. nature, man v. himself). i. Explore subplots in literary selections and films. j. Compare and contrast between or among stories/events the elements of the plot. k. Determine the narrator's/author's point of view (i.e. first person, third person, limited or omniscient). l. Explore and explain how a story changes or an event is perceived if the point of view is changed. m. Summarize, paraphrase, and evaluate selected passages for discussion and/or written assignments or
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6
www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6
(i.e., <span class="highlight">man</span> v. <span class="highlight">man</span>, <span class="highlight">man</span> v. nature, <span class="highlight">man</span> v. himself). i. Explore subplots <span class="highlight">in</span> literary selections <span class="highlight">and</span> films. j. Compare <span class="highlight">and</span> contrast between or among stories/events the elements of the plot. k. Determine the narrator's/author's point of view (i.e. first person, third person, limited or omniscient). l. Explore <span class="highlight">and</span> explain how <span class="highlight">a</span> story changes or an event is perceived if the point of view is changed. m. Summarize, paraphrase, <span class="highlight">and</span> evaluate selected passages <span class="highlight">for</span> discussion <span class="highlight">and</span>/or written assignments or
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Accomplishments 1.2.01 Describe the potential costs and benefits of personal economic choices in a market economy. a. Recognize that workers who provide services earn money to meet needs and wants. b. Recognize that people advertise goods and servi...
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Accomplishments 1.2.01 Describe the potential costs and benefits of personal economic choices in a market economy. a. Recognize that workers who provide services earn money to meet needs and wants. b. Recognize that people advertise goods and services through different forms of communication. c. Identify how people exchange goods and services. d. Describe the requirements of various jobs and the characteristics of a job well performed. e. Describe how specialized jobs contribute to the production of goods and
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_1.pdf#page=2
www.state.tn.us/education/ci/ss/doc/SS_Grade_1.pdf#page=2
Accomplishments 1.2.01 Describe the potential costs <span class="highlight">and</span> benefits of personal economic choices <span class="highlight">in</span> <span class="highlight">a</span> market economy. <span class="highlight">a</span>. Recognize that workers who provide <span class="highlight">services</span> earn money to meet needs <span class="highlight">and</span> wants. b. Recognize that people advertise goods <span class="highlight">and</span> <span class="highlight">services</span> <span class="highlight">through</span> different forms of communication. c. Identify how people exchange goods <span class="highlight">and</span> <span class="highlight">services</span>. d. Describe the requirements of various jobs <span class="highlight">and</span> the characteristics of <span class="highlight">a</span> job well performed. e. Describe how specialized jobs contribute to the production of goods <span class="highlight">and</span>
DRAFT
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of...
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73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, and video, teachers
76
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background <span class="highlight">knowledge</span>. Without this <span class="highlight">knowledge</span>, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered <span class="highlight">in</span> content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. <span class="highlight">Through</span> the use of visuals, especially photography, art, <span class="highlight">and</span> video, teachers
Microsoft Word - Content Area Reading Middle School.doc
100 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abs...
1
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100 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically, the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, graphics, and
100
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
100 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background <span class="highlight">knowledge</span>. Without this <span class="highlight">knowledge</span>, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered <span class="highlight">in</span> content texts. Typically, the more difficult the text, the more abstract the concepts encountered to challenge readers. <span class="highlight">Through</span> the use of visuals, especially photography, art, graphics, <span class="highlight">and</span>
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