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 Microsoft Word - 3969.doc
set a tone • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 16. Develop complex compositions using writing processes such as the following: • selecting topic and form (e.g., determining a pu...
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set a tone • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 16. Develop complex compositions using writing processes such as the following: • selecting topic and form (e.g., determining a purpose and audience) • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing with peers and teachers • revising for content and structure based on feedback • proofreading
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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 - 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
Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf
Kansas Curricular Standards for Mathematics January 2004 6 E ellipse – a closed plane curve generated by a point moving in such a way that the sums of its distances from two fixed points is a constant empirical results – results based on exper...
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Kansas Curricular Standards for Mathematics January 2004 6 E ellipse – a closed plane curve generated by a point moving in such a way that the sums of its distances from two fixed points is a constant empirical results – results based on experiments equation – a mathematical sentence that states that two expressions are equal; 2 + 3 = 1 + 4 equilateral – all sides congruent equivalent – numbers or variable expressions that have the same value (5 is equivalent to 2 + 3) estimation
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http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 6 E ellipse – <span class="highlight">a</span> closed plane curve generated by <span class="highlight">a</span> point moving in such <span class="highlight">a</span> way that the sums of its distances from two fixed points is <span class="highlight">a</span> constant empirical results – results <span class="highlight">based</span> on experiments equation – <span class="highlight">a</span> mathematical sentence that states that two expressions are equal; 2 + 3 = 1 + 4 equilateral – all sides congruent equivalent – numbers or variable expressions that have the same value (5 is equivalent to 2 + 3) estimation
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
Kansas Curricular Standards for Mathematics January 2004 333 E ellipse – a closed plane curve generated by a point moving in such a way that the sums of its distances from two fixed points is a constant empirical results – results based on exp...
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Kansas Curricular Standards for Mathematics January 2004 333 E ellipse – a closed plane curve generated by a point moving in such a way that the sums of its distances from two fixed points is a constant empirical results – results based on experiments equation – a mathematical sentence that states that two expressions are equal; 2 + 3 = 1 + 4 equilateral – all sides congruent equivalent – numbers or variable expressions that have the same value (5 is equivalent to 2 + 3) estimation
1
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=334
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 333 E ellipse – <span class="highlight">a</span> closed plane curve generated by <span class="highlight">a</span> point moving in such <span class="highlight">a</span> way that the sums of its distances from two fixed points is <span class="highlight">a</span> constant empirical results – results <span class="highlight">based</span> on experiments equation – <span class="highlight">a</span> mathematical sentence that states that two expressions are equal; 2 + 3 = 1 + 4 equilateral – all sides congruent equivalent – numbers or variable expressions that have the same value (5 is equivalent to 2 + 3) estimation
Microsoft Word - English SOL Cur Frame Grades K-12.doc
prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas • participate in teacher-directed charting activities to organize information • write a sentence that focuses on one topic • write simple, complete sentences • begin to elabo...
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prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas • participate in teacher-directed charting activities to organize information • write a sentence that focuses on one topic • write simple, complete sentences • begin to elaborate ideas by using 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=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
Microsoft Word - science.doc
environments (e.g., depletion of food resources, habitat availability, increased loss due to disease, parasites and predators Students provide an insightful explanation of how overpopulation affects organisms, resources, and environments. Students provide a reasonable explanati...
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environments (e.g., depletion of food resources, habitat availability, increased loss due to disease, parasites and predators Students provide an insightful explanation of how overpopulation affects organisms, resources, and environments. Students provide a reasonable explanation of how overpopulation affects organisms, resources, and environments. Students provide a superficial explanation of how overpopulation affects organisms, resources, and environments. Students provide an unreasonable
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http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=68
www.dpi.state.nd.us/standard/content/science/science.pdf#page=68
<span class="highlight">environments</span> (e.g., depletion of food resources, habitat availability, increased loss due to disease, parasites and predators Students provide an insightful explanation of how overpopulation affects organisms, resources, and <span class="highlight">environments</span>. Students provide <span class="highlight">a</span> reasonable explanation of how overpopulation affects organisms, resources, and <span class="highlight">environments</span>. Students provide <span class="highlight">a</span> superficial explanation of how overpopulation affects organisms, resources, and <span class="highlight">environments</span>. Students provide an unreasonable
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