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Scholastic: Signature History
PRINT EMAIL OBJECTIVE Language Arts Goal: To read and analyze historical documents Social Studies Goal: To identify and effectively use primary and secondary sources MATERIALS Pen and paper; Signature History Student Reproducible 3 (PDF) REPRODUCIBLES Signature History Student...
Show, Don't Tell
ProcedureFirst, give students sentence pairings containing one “telling” sentence and one “showing” sentence. Direct them to draw in pictures what they see in words. Guide a conversation about how easy/difficult it is to see and draw based upon what words and im...
Theory and Applications of Categories (TAC) - Robert Rosebrugh, Ed.; Mount Allison Univers...
volume of articles from the CT2011 Conference Introduction The guest editors, 1 dvi | ps | pdf 1. Remarks on exactness notions pertaining to pushouts Richard Garner, 2-9 abstract | dvi | ps | pdf 2. Exponentiability via double categories Susan Niefield, 10-26 abstract | dvi | ps |...
Stanford Encyclopedia of Philosophy: schema
Open access to the SEP is made possible by a world-wide funding initiative. Please Read How You Can Help Keep the Encyclopedia Free Author & Citation Info | Friends PDF Preview | InPho Search | PhilPapers Bibliography Schema First published Fri May 28, 2004; substantive revision Thu May 10, 2...
Look, say, cover, type & check
a simple to use word ordering exercise. Words are simply dragged from the left hand side of the screen to their correct place in the word order list on the right hand side. Alphabetical order lesson outline Our sister site, everyschool.co.uk, provides a one stop shop for busy teachers search...
 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=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
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...
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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
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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
Microsoft Word - readstd7g.docreadstd7g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 155 4. generates and responds logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading the text. 5. ▲ uses information from the text to...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 155 4. generates and responds logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading the text. 5. ▲ uses information from the text to make inferences and draw conclusions. 6. ▲ analyzes how text structure (e.g., sequence, problem-solution, students to read a few sentences of the
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http://www.ksde.org/LinkClick.aspx?fileticket=pNd7e0PDN3w%3d&tabid=142&mid=8050&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=pNd7e0PDN3w%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 155 4. generates and responds logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading the text. 5. ▲ uses information <span class="highlight">from</span> the text to make inferences and draw conclusions. 6. ▲ analyzes how text structure (e.g., sequence, problem-solution, students to read a few sentences of the
Microsoft Word - sci_std_Aug07_intro.docsci_std_Aug07_intro.pdf
the original Kansas standards reflect early work on the national standards. At the August, 1997 meeting of the Kansas State Board of Education, the Board directed that academic standards committees composed of stakeholders from throughout Kansas should be convened in each curriculum a...
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the original Kansas standards reflect early work on the national standards. At the August, 1997 meeting of the Kansas State Board of Education, the Board directed that academic standards committees composed of stakeholders from throughout Kansas should be convened in each curriculum area defined by Kansas law (reading, writing, mathematics, science, and social studies). The 1998-2001 science standards committee was able to build upon and benefited from a great deal of prior work done on a national
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&...
the original Kansas standards reflect early work on the national standards. At the August, 1997 meeting of the Kansas State Board of Education, the Board <span class="highlight">directed</span> that academic standards committees composed of stakeholders <span class="highlight">from</span> throughout Kansas should be convened in each curriculum area defined by Kansas law (reading, writing, mathematics, science, and social studies). The 1998-2001 science standards committee was able to build upon and benefited <span class="highlight">from</span> a great deal of prior work done on a national
2
0
http://www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=yBCIHNkZFsU%3d&tabid=144&mid=8019&...
questions are simply beyond the parameters of science. Among the conditions that help define the boundaries of scientific explanations are the following: • Scientific explanations are <span class="highlight">based</span> on empirical observations or experiments. The appeal to authority as a valid explanation does not meet the requirements of science. Observations are <span class="highlight">based</span> on sense experiences or on an extension of the senses through technology. • Scientific explanations assume cause-effect relationships. Much of science is <span class="highlight">directed</span>
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
the original Kansas standards reflect early work on the national standards. At the August, 1997 meeting of the Kansas State Board of Education, the Board directed that academic standards committees composed of stakeholders from throughout Kansas should be convened in each curriculum a...
1
0
the original Kansas standards reflect early work on the national standards. At the August, 1997 meeting of the Kansas State Board of Education, the Board directed that academic standards committees composed of stakeholders from throughout Kansas should be convened in each curriculum area defined by Kansas law (reading, writing, mathematics, science, and social studies). The 1998-2001 science standards committee was able to build upon and benefited from a great deal of prior work done on a national
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
the original Kansas standards reflect early work on the national standards. At the August, 1997 meeting of the Kansas State Board of Education, the Board <span class="highlight">directed</span> that academic standards committees composed of stakeholders <span class="highlight">from</span> throughout Kansas should be convened in each curriculum area defined by Kansas law (reading, writing, mathematics, science, and social studies). The 1998-2001 science standards committee was able to build upon and benefited <span class="highlight">from</span> a great deal of prior work done on a national
2
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
questions are simply beyond the parameters of science. Among the conditions that help define the boundaries of scientific explanations are the following: • Scientific explanations are <span class="highlight">based</span> on empirical observations or experiments. The appeal to authority as a valid explanation does not meet the requirements of science. Observations are <span class="highlight">based</span> on sense experiences or on an extension of the senses through technology. • Scientific explanations assume cause-effect relationships. Much of science is <span class="highlight">directed</span>
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