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 Little Miss
Fill-In An excellent way to promote total comprehension is to present students with a fill-in exercise after each book has been completed. In this activity, a portion of the text is reproduced with specific words deleted. The teacher may delete every eighth word, or delete speci...
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Fill-In An excellent way to promote total comprehension is to present students with a fill-in exercise after each book has been completed. In this activity, a portion of the text is reproduced with specific words deleted. The teacher may delete every eighth word, or delete special nouns or verbs. Students are required to fill in the deletions with the exact word or an appropriate synonym. Sample from Mr. Noisy (delete eighth word): Mr. Noisy was a very, very noisy ___ indeed. For example: If
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http://us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=3
us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=3
necessary <span class="highlight">for</span> everything to be put exactly where it belongs. Especially silverware and teapots. Who am I? 3. I have so many questions about every little thing. How, when, why, and where are my favorite words. Who am I? 4. Whenever I'm around, people hold their ears. My walk makes houses tremble; my <span class="highlight">voice</span> causes people to run <span class="highlight">for</span> cover. Who am I? ANSWERS: 1. Mr. Greedy; 2. Little Miss Neat; 3. Little Miss Curious; 4. Mr. <span class="highlight">Noisy</span>
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http://us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=4
us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=4
Fill-In An excellent way to promote total comprehension is to present students with <span class="highlight">a</span> fill-in exercise after each book has been completed. In this <span class="highlight">activity</span>, <span class="highlight">a</span> portion of the text is reproduced with specific words deleted. The teacher may delete every eighth word, or delete special nouns or verbs. Students are required to fill in the deletions with the exact word or an appropriate synonym. Sample from Mr. <span class="highlight">Noisy</span> (delete eighth word): Mr. <span class="highlight">Noisy</span> was <span class="highlight">a</span> very, very <span class="highlight">noisy</span> ___ indeed. <span class="highlight">For</span> example: If
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http://us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=6
us.penguingroup.com/static/images/yr/pdf/tl-guide-littlemiss.pdf#page=6
Antonyms Students' vocabulary can be expanded by discovering words with opposite relationships within each of the books. <span class="highlight">For</span> example, Little Miss Neat meets her match when Mr. Muddle and Mr. Messy come to visit. Students may search <span class="highlight">for</span> antonyms independently, or teachers may prepare an antonym match <span class="highlight">based</span> on the collection. Antonym Match 1. neat 2. happy 3. brave 4. <span class="highlight">noisy</span> 5. busy 6. small <span class="highlight">A</span>. scared B. messy C. tall D. sad E. quiet F. lazy ANSWERS: 1-B; 2-D; 3-<span class="highlight">A</span>; 4-E; 5-F; 6-C
 Six Traits Power Point Activity (Weber School)
tell) Six Traits / Writing Process Conventions Sentence Fluency Word Choice Voice Organization Ideas Main Page Practice with Ideas – Leveling (cont.) Level 3 – And now. . . put yourself mentally at the scene, in the event, with the person. See, hear, feel, taste, smell. BE THE...
Assistive Technology for Students with Mild Disabilities: Update 2002. ERIC Digest.
class (for students who are unable to attend class). * Sending class notes or presentations to students via e-mail. * Translating print-based notes to voice by using optical character recognition (OCR) software with a voice synthesizer. * Using not...
Connexions: Talking Drums
falls might mean something you put on your feet. Saying it while your voice rises and then falls might mean "come here", and saying it evenly might mean an animal with long ears that hops. Some words in some African dialects are so precisely tonal that you could write out the notes...
Microsoft Word - 3969.doc
English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 19. Develop complex compositions using writing processes, including: • selecting topic and form &b...
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English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 19. Develop complex compositions using writing processes, including: • selecting topic and form • determining purpose and audience • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., with peers and teachers) • revising for content and
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=36
www.doe.state.la.us/lde/uploads/3906.pdf#page=36
H2) 18. Develop complex compositions <span class="highlight">using</span> writing processes, including: • selecting topic and form (e.g., determining <span class="highlight">a</span> purpose and audience) • prewriting (e.g., brainstorming, <span class="highlight">clustering</span>, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., peer and teacher) • revising <span class="highlight">for</span> content and structure <span class="highlight">based</span> on feedback • proofreading/editing to improve conventions of language • publishing <span class="highlight">using</span> technology (ELA-2-H3) 19. Develop paragraphs and complex, multiparagraph
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=41
www.doe.state.la.us/lde/uploads/3906.pdf#page=41
English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear <span class="highlight">voice</span> (individual personality) (ELA-2-H2) 19. Develop complex compositions <span class="highlight">using</span> writing processes, including: • selecting topic and form • determining purpose and audience • prewriting (e.g., brainstorming, <span class="highlight">clustering</span>, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., with peers and teachers) • revising <span class="highlight">for</span> content and
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=46
www.doe.state.la.us/lde/uploads/3906.pdf#page=46
set <span class="highlight">a</span> tone • information/ideas selected to engage the interest of the reader • clear <span class="highlight">voice</span> (individual personality) (ELA-2-H2) 16. Develop complex compositions <span class="highlight">using</span> writing processes such as the following: • selecting topic and form (e.g., determining <span class="highlight">a</span> purpose and audience) • prewriting (e.g., brainstorming, <span class="highlight">clustering</span>, outlining, generating main idea/thesis statements) • drafting • conferencing with peers and teachers • revising <span class="highlight">for</span> content and structure <span class="highlight">based</span> on feedback • proofreading
Microsoft Word - VSC. Algegra II 6.07.doc
defined, simple rational or exponential model and apply that model to solve the problem. Assessment Limits #0;� The majority of the items should include a verbal description of a real-world situation. Skill Statement #0;� Given a scatter plot of approximately...
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defined, simple rational or exponential model and apply that model to solve the problem. Assessment Limits #0;� The majority of the items should include a verbal description of a real-world situation. Skill Statement #0;� Given a scatter plot of approximately linear data, the student will write an equation of best fit and/or use that equation to find values for x or f(x) using a graphing calculator. #0;� Given a verbal description and/or a table of values of a function, the students will recognize
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http://mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6
mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6
defined, simple rational or exponential model and apply that model to solve the problem. Assessment Limits #0;� The majority of the items should include <span class="highlight">a</span> verbal description of <span class="highlight">a</span> real-world situation. Skill Statement #0;� Given <span class="highlight">a</span> scatter plot of approximately linear data, the student will write an equation of best fit and/or use that equation to find values <span class="highlight">for</span> x or f(x) <span class="highlight">using</span> <span class="highlight">a</span> graphing calculator. #0;� Given <span class="highlight">a</span> verbal description and/or <span class="highlight">a</span> table of values of <span class="highlight">a</span> function, the students will recognize
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Seven, page 15 STANDARD 7.8 STRAND: WRITING GRADE LEVEL 7 7.8 The student will develop narrative, expository, and persuasive writing. a) Apply knowledge of prewriting strategies. b) Elaborate the central idea in an organized manner. c) Choose vocabulary...
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Virginia Board of Education, 2003 Grade Seven, page 15 STANDARD 7.8 STRAND: WRITING GRADE LEVEL 7 7.8 The student will develop narrative, expository, and persuasive writing. a) Apply knowledge of prewriting strategies. b) Elaborate the central idea in an organized manner. c) Choose vocabulary and information that will create voice and tone. d) Use clauses and phrases to vary sentences. e) Revise writing for clarity and effect. f) Use a word processor to plan, draft, revise, edit, and publish selected
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=38
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=38
prewriting strategies, such as webbing, <span class="highlight">clustering</span>, and semantic mapping, to organize ideas • participate in teacher-directed charting activities to organize information • write <span class="highlight">a</span> sentence that focuses on one topic • write simple, complete sentences • begin to elaborate ideas by <span class="highlight">using</span> descriptive words (adjectives) when writing about people, places, things, and events • spell high-frequency sight words and phonetically regular words correctly in final copies • sound out words in order to spell them phonetically
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=136
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=136
Virginia Board of Education, 2003 Grade Seven, page 15 STANDARD 7.8 STRAND: WRITING GRADE LEVEL 7 7.8 The student will develop narrative, expository, and persuasive writing. <span class="highlight">a</span>) Apply knowledge of prewriting strategies. b) Elaborate the central idea in an organized manner. c) Choose vocabulary and information that will create <span class="highlight">voice</span> and tone. d) Use clauses and phrases to vary sentences. e) Revise writing <span class="highlight">for</span> clarity and effect. f) Use <span class="highlight">a</span> word processor to plan, draft, revise, edit, and publish selected
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=146
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=146
conclusions <span class="highlight">based</span> on what an author has implied. • The initiating event is the incident that introduces the central conflict in <span class="highlight">a</span> story; it may have occurred before the story opens. • Tone is used to express <span class="highlight">a</span> writer�s attitude toward the subject. • <span class="highlight">Voice</span> shows an author�s personality, awareness of audience, and passion <span class="highlight">for</span> his or her subject. It adds liveliness and energy to writing. <span class="highlight">Voice</span> is the imprint of the writer � the capacity to elicit <span class="highlight">a</span> response from the reader. CONTINUED All students should • analyze an
Microsoft Word - 06.029.0010.doc
(c) grades 9-12 performance standards on biodiversity: (i) understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species) including: classification of an organism into a category, similarity inferred from molecular...
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(c) grades 9-12 performance standards on biodiversity: (i) understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species) including: classification of an organism into a category, similarity inferred from molecular structure (DNA) closely matching classification based on anatomical similarities, and similarities of organisms reflecting evolutionary relationships
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=19
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=19
(c) grades 9-12 performance standards on biodiversity: (i) understand and explain the hierarchical classification scheme (i.e., <span class="highlight">domain</span>, kingdom, phylum, class, order, family, genus, species) including: classification of an organism into <span class="highlight">a</span> category, similarity inferred from molecular structure (DNA) closely matching classification <span class="highlight">based</span> on anatomical similarities, and similarities of organisms reflecting evolutionary relationships
Science Booklet
The first pair has milk glands, hair and give birth to live babies. INTERDEPENDENCE 5. Students describe, analyze, and give examples of how organisms are dependent on one another and their environments. In other words, there are direct and indirect relationships between organisms that allow t...
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The first pair has milk glands, hair and give birth to live babies. INTERDEPENDENCE 5. Students describe, analyze, and give examples of how organisms are dependent on one another and their environments. In other words, there are direct and indirect relationships between organisms that allow them to survive. For example, a macadamia nut tree provides food and shelter for bees. Bees help plants to reproduce through pollination. Decomposers break down waste products and help provide nutrients to the soil
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Science%20Content%20Stds.pdf#page=26
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
The first pair has milk glands, hair and give birth to live babies. INTERDEPENDENCE 5. Students describe, analyze, and give examples of how organisms are dependent on one another and their <span class="highlight">environments</span>. In other words, there are direct and indirect relationships between organisms that allow them to survive. <span class="highlight">For</span> example, <span class="highlight">a</span> macadamia nut tree provides food and shelter <span class="highlight">for</span> bees. Bees help plants to reproduce through pollination. Decomposers break down waste products and help provide nutrients to the soil
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 66 PRE-CALCULUS CONTENT STRANDS: Number and Operations Algebra Geometry Data Analysis & Probability Competencies and Objectives: NUMBER AND OPERATIONS 1. Explore and illustrate the characteristics and operations connecting sequences and ser...
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2007 Mississippi Mathematics Framework Revised 66 PRE-CALCULUS CONTENT STRANDS: Number and Operations Algebra Geometry Data Analysis & Probability Competencies and Objectives: NUMBER AND OPERATIONS 1. Explore and illustrate the characteristics and operations connecting sequences and series. a. Express sequences and series using recursive and explicit formulas. (DOK 2) b. Evaluate and apply formulas for arithmetic and geometric sequences and series. (DOK 2) c. Calculate
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=67
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 66 PRE-CALCULUS CONTENT STRANDS: Number and Operations Algebra Geometry Data Analysis & Probability Competencies and Objectives: NUMBER AND OPERATIONS 1. Explore and illustrate the characteristics and operations connecting sequences and series. <span class="highlight">a</span>. Express sequences and series <span class="highlight">using</span> recursive and explicit formulas. (DOK 2) b. Evaluate and apply formulas <span class="highlight">for</span> arithmetic and geometric sequences and series. (DOK 2) c. Calculate
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