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 Operational Poverty Targeting In Peru � Proxy Means Testing With Non-Income Indicat...
(e.g., Ahmed & Bouis, 2002; G rosh & Baker, 1995; Wodon, 1997). The approach pursued here departs from existing traditions in tw o w ays. The former refers to the prediction of household expenditures as such and the subsequent poverty classification of households in the sample, and th...
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(e.g., Ahmed & Bouis, 2002; G rosh & Baker, 1995; Wodon, 1997). The approach pursued here departs from existing traditions in tw o w ays. The former refers to the prediction of household expenditures as such and the subsequent poverty classification of households in the sample, and the latter to the validation and robustness tests of the proposed tools w ith regard to the transferability of the accuracy performance to further applications in the country. Firstly, although based on theoretical and
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http://www.undp-povertycentre.org/pub/IPCWorkingPaper30.pdf#page=5
www.undp-povertycentre.org/pub/IPCWorkingPaper30.pdf#page=5
(e.g., Ahmed & Bouis, 2002; G rosh & Baker, 1995; Wodon, 1997). The approach pursued here departs <span class="highlight">from</span> existing traditions in tw o w ays. The former refers to the prediction of household expenditures as such and the subsequent poverty classification of households in the sample, and the latter to the validation and robustness tests of the proposed tools w ith regard to the transferability of the accuracy performance to further applications in the country. Firstly, although <span class="highlight">based</span> on theoretical and
EDSITEment: Preparing for Poetry: A Reader's First Steps
lower-case letters. Ask students what the rhyme scheme of Shakespeare's Sonnet 130 is. They should be able to quickly show that the poem follows this rhyme scheme: a b a b c d c d e f e f g g After writing this pattern down, ask students to speculate on the arrangement of the po...
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
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
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
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skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3002.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to...
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skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3002.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to the list below. Behavior of Individuals within the Group • Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement. • Contribute
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=5
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=5
skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3002.2.16 Participate productively in self-<span class="highlight">directed</span> work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to the list below. Behavior of Individuals within the Group • Paraphrase all points of essential information <span class="highlight">from</span> the input of others, emphasizing points of agreement and points of disagreement. • Contribute
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=7
comparisons to support the main points in the text. • Follow customary formats (e.g., use salutation, closing, and <span class="highlight">signature</span> for business letters, and format for memos). • Use a variety of techniques to format the text. • Employ formatting and other visual elements effectively (e.g., headings, bulleted lists, effective use of white space on the page). • Use graphics and illustrative material effectively to support ideas in the text. #0;3 3002.3.3 Develop topics that address unfamiliar concepts removed
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good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3001.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below. Behavi...
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good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3001.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below. Behavior of Individuals within the Group • Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement. • Contribute relevant and appropriate
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http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=5
www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=5
good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3001.2.16 Participate productively in self-<span class="highlight">directed</span> work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below. Behavior of Individuals within the Group • Paraphrase all points of essential information <span class="highlight">from</span> the input of others, emphasizing points of agreement and points of disagreement. • Contribute relevant and appropriate
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http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=7
examples, and comparisons to support the main points in the text. • Follow customary formats (e.g., use salutation, closing, and <span class="highlight">signature</span> for business letters, and format for memos). • Use a variety of techniques to format the text. • Effectively employ formatting and other visual elements (e.g., headings, bulleted lists, effective use of white space on the page). • Use graphics and illustrative material effectively to support ideas in the text. #0;3 3001.3.3 Develop topics that address unfamiliar
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different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipa...
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different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipate and answer potential questions from audience. • Use accurate and accessible vocabulary to convey meaning. • Provide accurate and relevant support for the main points in the text. • Follow customary formats (e.g
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=8
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=8
different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipate and answer potential questions <span class="highlight">from</span> audience. • Use accurate and accessible vocabulary to convey meaning. • Provide accurate and relevant support for the main points in the text. • Follow customary formats (e.g
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=19
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=19
stories) affect meaning. #0;3 0801.8.13 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun). #0;3 0801.8.14 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme <span class="highlight">scheme</span>, assonance, internal rhyme, slant rhyme, repetition) and figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku) and explain how these contribute to the poem’s meaning and to the poem’s effect
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extended examples, and appropriate comparisons to support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format...
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extended examples, and appropriate comparisons to support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format for memos). • Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information). • Employ
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=7
extended examples, and appropriate comparisons to support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and <span class="highlight">signature</span> for business letters, and appropriate format for memos). • Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information). • Employ
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20
English III Page 20 #0;3 3003.8.8 Consider the characteristics of genre and the limitations of form when interpreting complex texts. #0;3 3003.8.9 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme <span class="highlight">scheme</span> (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). #0;3 3003.8.10 Recognize and identify the
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support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format for memos). • Format text purposefully and e...
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support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format for memos). • Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information). • Employ formatting and varied visual elements to guide the
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=6
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=6
support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and <span class="highlight">signature</span> for business letters, and appropriate format for memos). • Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information). • Employ formatting and varied visual elements to guide the
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16
English IV Page 16 #0;3 3005.8.9 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme <span class="highlight">scheme</span> (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). #0;3 3005.8.10 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epics, sonnets, dramatic poetry, and ballads. #0;3 3005.8.11
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