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El recreo en la escuela primaria: Que indica la investigacion? (Recess in Elementary Schoo...
El recreo en la escuela primaria: Que indica la investigacion? ERIC Digest. ericdigests.org Tweet Home Search for Eric Digests Libraries Espanol About
 Lessons in Courage
El Alma de la Raza Series. © 2001 Denver Public Schools 13 Lessons in Courage: Martin Luther King, Rosa Parks, and Ruby Bridges IMPLEMENTATION GUIDELINES This lesson must start with a review. Each lesson reinforces and builds additional information and concepts. In this lesson st...
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El Alma de la Raza Series. © 2001 Denver Public Schools 13 Lessons in Courage: Martin Luther King, Rosa Parks, and Ruby Bridges IMPLEMENTATION GUIDELINES This lesson must start with a review. Each lesson reinforces and builds additional information and concepts. In this lesson students will compare and contrast the childhood experiences of Martin Luther King and those of today’s children. An opportunity is given for children to write answers to questions about Martin’s childhood. This also provides time
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http://www.dpsk12.org/programs/almaproject/pdf/LessonsInCourage.pdf#page=22
www.dpsk12.org/programs/almaproject/pdf/LessonsInCourage.pdf#page=22
<span class="highlight">El</span> Alma de la Raza Series. © 2001 Denver Public Schools 13 Lessons in Courage: Martin Luther King, Rosa Parks, and Ruby Bridges IMPLEMENTATION GUIDELINES This lesson must start with a <span class="highlight">review</span>. Each lesson reinforces and builds additional information and concepts. In this lesson students will compare and contrast the childhood experiences of Martin Luther King and those of today’s children. An opportunity is given for children to write answers to questions about Martin’s childhood. This also provides time
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http://www.dpsk12.org/programs/almaproject/pdf/LessonsInCourage.pdf#page=30
www.dpsk12.org/programs/almaproject/pdf/LessonsInCourage.pdf#page=30
<span class="highlight">El</span> Alma de la Raza Series. © 2001 Denver Public Schools 21 Lessons in Courage: Martin Luther King, Rosa Parks, and Ruby Bridges RESOURCES/MATERIALS A Picture Book of Rosa Parks by David A. Adler Construction paper (11" x 18") Rosa Parks “books” (copy pages 24–28 in this lesson and assemble into a book for each student) Markers Red ribbon Props, such as a purse, shopping bag, etc. Copy of “We Shall Overcome” for the students ASSESSMENT Make copies of pages 24 through 28 in this lesson and assemble into a
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http://www.dpsk12.org/programs/almaproject/pdf/LessonsInCourage.pdf#page=31
www.dpsk12.org/programs/almaproject/pdf/LessonsInCourage.pdf#page=31
<span class="highlight">El</span> Alma de la Raza Series. © 2001 Denver Public Schools 22 Lessons in Courage: Martin Luther King, Rosa Parks, and Ruby Bridges EXTENSIONS Several extensions are listed. Some extensions can be turned into a lesson if the teacher has the time. 1. Another area crucial to the study of Black history is the role of the cotton crop as an economic and social influence on southern politics. Rosa Parks picked cotton as a child and Ruby Bridges’ father picked cotton. Some great-grandparents and grandparents of
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http://www.dpsk12.org/programs/almaproject/pdf/LessonsInCourage.pdf#page=56
www.dpsk12.org/programs/almaproject/pdf/LessonsInCourage.pdf#page=56
<span class="highlight">El</span> Alma de la Raza Series. © 2001 Denver Public Schools 47 Lessons in Courage: Martin Luther King, Rosa Parks, and Ruby Bridges Unit Assessment <span class="highlight">REVIEW</span> As a <span class="highlight">review</span> for the assessment, students will be given time reading and experiencing the resources for the unit. Put three sheets of chart paper on the board and title the sheets: 1) Martin Luther King; 2) Rosa Parks; and 3) Ruby Bridges. The children will dictate factual information to the teacher about all three. The teacher will model writing these facts
EDSITEment: La Familia
Review each activity in the lesson. Select any materials from the web you'd like to use in class, and bookmark them. Download and print out these materials, if desired, and duplicate copies as necessary for student viewing. These activities are designed to be developmentally appropriate to...
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the form of writing that best suits the intended purpose—personal letter, letter to the editor, review, poem, report, or narrative. • EL.04.WR.05 use the writing process—prewriting, drafting, revising, editing, and publishing successive versions . • EL.04.W...
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the form of writing that best suits the intended purpose—personal letter, letter to the editor, review, poem, report, or narrative. • EL.04.WR.05 use the writing process—prewriting, drafting, revising, editing, and publishing successive versions . • EL.04.WR.06 Focus on a central idea, excluding loosely related, extraneous, and repetitious information. • EL.04.WR.07 use a scoring guide to review, evaluate, and revise writing for meaning and clarity. • EL.04.WR.08 revise drafts by combining and moving
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http://www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=1
January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 14B Grade 4 Grade 4 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition <span class="highlight">EL</span>.04.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with
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http://www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=2
the form of writing that best suits the intended purpose—personal letter, letter to the editor, <span class="highlight">review</span>, poem, report, or narrative. • <span class="highlight">EL</span>.04.WR.05 use the writing process—prewriting, drafting, revising, editing, and publishing successive versions . • <span class="highlight">EL</span>.04.WR.06 Focus on a central idea, excluding loosely related, extraneous, and repetitious information. • <span class="highlight">EL</span>.04.WR.07 use a scoring guide to <span class="highlight">review</span>, evaluate, and revise writing for meaning and clarity. • <span class="highlight">EL</span>.04.WR.08 revise drafts by combining and moving
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http://www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=3
www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=3
standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 16B expository writing: reseArCh reports/ muLtimeDiA presentAtions <span class="highlight">EL</span>.04.WR.25 Write informational reports: • Ask and then address a central question about an issue or event . • Include facts and details for focus . • Develop the topic with simple facts, details, examples
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list or notebook of ideas. • EL.03.WR.03 With some guidance, use all aspects of the writing process (e.g., prewriting, drafting, conferencing, revising, editing) in producing compositions and reports. • EL.03.WR.04 Use a scoring guide to review, evaluate, and revise wr...
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list or notebook of ideas. • EL.03.WR.03 With some guidance, use all aspects of the writing process (e.g., prewriting, drafting, conferencing, revising, editing) in producing compositions and reports. • EL.03.WR.04 Use a scoring guide to review, evaluate, and revise writing for meaning and clarity. • EL.03.WR.05 With assistance, revise writing for others to read improving the focus and progression of ideas. • EL.03.WR.06 With guidance, proofread one’s own writing, as well as that of others, using, for
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http://www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1
accountability for grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition <span class="highlight">EL</span>.03.RE.01 read regular words with several syllables. <span class="highlight">EL</span>.03.RE.02 use letter-sound correspondence knowledge and structural analysis to decode words. <span class="highlight">EL</span>.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words. <span class="highlight">EL</span>.03.RE.04 read aloud grade-level
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http://www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=2
list or notebook of ideas. • <span class="highlight">EL</span>.03.WR.03 With some guidance, use all aspects of the writing process (e.g., prewriting, drafting, conferencing, revising, editing) in producing compositions and reports. • <span class="highlight">EL</span>.03.WR.04 Use a scoring guide to <span class="highlight">review</span>, evaluate, and revise writing for meaning and clarity. • <span class="highlight">EL</span>.03.WR.05 With assistance, revise writing for others to read improving the focus and progression of ideas. • <span class="highlight">EL</span>.03.WR.06 With guidance, proofread one’s own writing, as well as that of others, using, for
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http://www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=3
www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=3
ENGLISH LANGUAGE ARTS STANDARDS NUMBERING KEY RE = Reading LI = Literature WR = Writing SL = Speaking & Listening For example, under WRITING, the 31st standard listed for 7th grade (Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.) would be <span class="highlight">EL</span> .07 .WR .31. Italicized text identifies those grade-level standards which will be assessed in 2009-10 by Oregon Assessment of Knowledge and Skills (OAKS), regular classroom assessment and work
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals Student accountability for grades 3 to 8 and HS standards began 2005-06 . OregOn grade-level FOundatiOns EngliSH languagE artS Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Ed...
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals Student accountability for grades 3 to 8 and HS standards began 2005-06 . OregOn grade-level FOundatiOns EngliSH languagE artS Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 5B Skills to Support Standards - common across grade levels. Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . ConCepts of print EL
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http://www.ode.state.or.us/teachlearn/real/documents/el00.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el00.pdf#page=1
OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals Student accountability for grades 3 to 8 and HS standards began 2005-06 . OregOn grade-level FOundatiOns EngliSH languagE artS Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 5B Skills to Support Standards - common across grade levels. Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . ConCepts of print <span class="highlight">EL</span>
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http://www.ode.state.or.us/teachlearn/real/documents/el00.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/el00.pdf#page=2
EngliSH languagE artS OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals OregOn grade-level FOundatiOns Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Kindergarten Kindergarten Writing Pre-write, draft, revise, edit, and publish across the subject areas . pLAnning, evALuAtion, AnD revision SKillS tO SuPPOrt StanDarDS • <span class="highlight">EL</span>.00.WR.01 Discuss ideas to include in a story. writing <span class="highlight">EL</span>.00.WR.02 Write by moving from left to right and from top to
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 1 Grade 1 Reading analyze words, recognize words, and learn to read grade-level text...
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 1 Grade 1 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . ConCepts of print EL.01.RE.01 identify letters, words, and sentences. EL.01.RE.02 Match oral words to printed words. EL.01.RE.03 recognize that sentences start with
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http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 1 Grade 1 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . ConCepts of print <span class="highlight">EL</span>.01.RE.01 identify letters, words, and sentences. <span class="highlight">EL</span>.01.RE.02 Match oral words to printed words. <span class="highlight">EL</span>.01.RE.03 recognize that sentences start with
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http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=2
OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals OregOn grade-level FOundatiOns EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 8B Grade 1 Grade 1 LiterAry text: DeveLop An interpretAtion <span class="highlight">EL</span>.01.LI.07 relate prior knowledge to the story. <span class="highlight">EL</span>.01.LI.08 Predict and justify what will happen next in stories . LiterAry text: exAmine
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 2 Grade 2 Reading analyze words, recognize words, and learn to read grade-level text...
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 2 Grade 2 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.02.RE.01 read regular multi-syllabic words. EL.02.RE.02 use letter-sound correspondence knowledge to sound out unknown words. EL
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http://www.ode.state.or.us/teachlearn/real/documents/el02.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el02.pdf#page=1
OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 2 Grade 2 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition <span class="highlight">EL</span>.02.RE.01 read regular multi-syllabic words. <span class="highlight">EL</span>.02.RE.02 use letter-sound correspondence knowledge to sound out unknown words. <span class="highlight">EL</span>
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http://www.ode.state.or.us/teachlearn/real/documents/el02.pdf#page=2
www.ode.state.or.us/teachlearn/real/documents/el02.pdf#page=2
subject areas . writing <span class="highlight">EL</span>.02.WR.05 With guidance, make reasonable judgments about what to include in written compositions. <span class="highlight">EL</span>.02.WR.06 Group related ideas to maintain a consistent focus . <span class="highlight">EL</span>.02.WR.07 Develop an idea with an introductory sentence, supporting sentence(s), and a concluding sentence. <span class="highlight">EL</span>.02.WR.08 Sequence three or more events . <span class="highlight">EL</span>.02.WR.09 Select and use descriptive words when writing. <span class="highlight">EL</span>.02.WR.10 Distinguish between complete (When tom hit the ball, he was proud.) and incomplete sentences (When
7th Grade„Grade Level Expectations
10 Other—“Carryover” or Review Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade • Reflect on the ideas and opinions of others and respond thoughtfully • Ask for clarification and explanation of unfamiliar words and ideas • Summarize...
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10 Other—“Carryover” or Review Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade • Reflect on the ideas and opinions of others and respond thoughtfully • Ask for clarification and explanation of unfamiliar words and ideas • Summarize information conveyed through discussion
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=3
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or <span class="highlight">Review</span> reader the writer’s depth of understanding of the issue Organization • Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument) • Use transition phrases that show order or relationships • Develop an introduction, which is separate from the body, that presents a simple thesis and #0;� takes a clear position #0;� clarifies the issue • Organize writing
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=4
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
Other—“Carryover” or <span class="highlight">Review</span> Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade • Use a variety of accurate words that avoid repetition • Use a purposeful range of formal/informal language depending on audience Conventions • Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. • Use appropriate verb tense • Use conventional spellings of common 4 th grade words (including homophones
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
“New” to 4 th Grade from 3 rd Grade Other—“Carryover” or <span class="highlight">Review</span> Curriculum Coverage (UNIT) Word Choice See above See above Conventions See above See above 6
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
Oral Communications “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or <span class="highlight">Review</span> Curriculum Coverage (UNIT) 1.4 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. • Choose words and use voice …(see “carryover/ <span class="highlight">review</span>” column) • Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation) • Perform dramatic readings and presentations • Speaking from
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=10
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
10 Other—“Carryover” or <span class="highlight">Review</span> Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade • Reflect on the ideas and opinions of others and respond thoughtfully • Ask for clarification and explanation of unfamiliar words and ideas • Summarize information conveyed through discussion
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
19 “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or <span class="highlight">Review</span> Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=23
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
23 “New” to 4 th Grade from 3 rd Grade Curriculum Coverage (UNIT) Other—“Carryover” or <span class="highlight">Review</span> 3.3b2 Independently draw conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose • Draw conclusions (including implied main ideas) that require analysis and/or evaluation • Describe the author’s viewpoint toward a topic or idea when strongly implied • Describe the effect of an author’s
Microsoft Word - 2nd Grade GLEs _2_
3 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Conventions • Use periods, question marks, and exclamation marks most of the time • Use standard spellings of common 2 nd grade words and word wall words most...
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3 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Conventions • Use periods, question marks, and exclamation marks most of the time • Use standard spellings of common 2 nd grade words and word wall words most of the time • Use capital letters to indicate beginning of sentences, familiar proper nouns, and the pronoun “I”
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=3
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
3 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or <span class="highlight">Review</span> Curriculum Coverage (UNIT) Conventions • Use periods, question marks, and exclamation marks most of the time • Use standard spellings of common 2 nd grade words and word wall words most of the time • Use capital letters to indicate beginning of sentences, familiar proper nouns, and the pronoun “I”
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=4
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
4 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or <span class="highlight">Review</span> Curriculum Coverage (UNIT) Informative Audience (subject-centered) See above Form • Friendly letters and notes • Simple book reports Development • Provide relevant information to elaborate or clarify the subject (e.g., personal experiences, facts, examples) • Choose a title that reflects the subject, when appropriate • Select an interesting subject for writing • Choose a title, when appropriate
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=5
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
5 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or <span class="highlight">Review</span> Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Simple poems • Journal entries • “All about me” stories Development • Select an interesting idea for writing • Choose a title, when appropriate • Give relevant details about how things look, feel, sound, smell Organization See above • State the interesting idea Sentence Structure See above See above Word Choice See
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