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Microsoft Word - readstdhs.docreadstdhs.pdf
students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making t...
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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a
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www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
<span class="highlight">and</span> analyzes the development of characters. The teacher… 1. (<span class="highlight">a</span>) creates <span class="highlight">and</span> adds to <span class="highlight">a</span> list of characteristics <span class="highlight">for</span> each of the different genres. This information is placed <span class="highlight">in</span> graphic organizer form by students to use as <span class="highlight">a</span> ready reference. (b) prior to reading <span class="highlight">a</span> <span class="highlight">novel</span>, provides students with <span class="highlight">a</span> format <span class="highlight">for</span> <span class="highlight">a</span> critical review that will be completed at the end of the unit. While reading the <span class="highlight">novel</span>, the class discusses the major components of
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=20
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
students discuss inferences <span class="highlight">and</span> draw conclusions about the story. (b) has the students read <span class="highlight">a</span> <span class="highlight">novel</span>. After reading the <span class="highlight">novel</span>, the students are to rewrite the <span class="highlight">novel</span> <span class="highlight">using</span> different historical, social, <span class="highlight">and</span> cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters <span class="highlight">and</span> other events of the story. Allow adequate time <span class="highlight">for</span> completion, as this project may require the students to research other cultures <span class="highlight">and</span> their beliefs <span class="highlight">and</span> customs. 3. (<span class="highlight">a</span>
Microsoft Word - ssstdg.docssstdg.pdf
James Shortridge, University Press of Kansas,1995, ISBN 0700606971 United States After the Fact: The Art of Historical Detection. James West Davidson and Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753 The American History Reader…Words That Moved A N...
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James Shortridge, University Press of Kansas,1995, ISBN 0700606971 United States After the Fact: The Art of Historical Detection. James West Davidson and Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753 The American History Reader…Words That Moved A Nation. Diane Ravitch, editor, Harper, New York, 1991, ISBN 0060164808 Bring History Alive! A Sourcebook for Teaching American History. David Vigiliante and Ross E. Dunn, National Center for History in the Schools, Los Angeles
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http://www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=8016&forcedownload=true#page=25
www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...
James Shortridge, University Press of Kansas,1995, ISBN 0700606971 United States After the Fact: The Art of Historical <span class="highlight">Detection</span>. James West Davidson <span class="highlight">and</span> Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753 The American History Reader…Words That Moved <span class="highlight">A</span> Nation. Diane Ravitch, editor, Harper, New York, 1991, ISBN 0060164808 Bring History Alive! <span class="highlight">A</span> Sourcebook <span class="highlight">for</span> Teaching American History. David Vigiliante <span class="highlight">and</span> Ross E. Dunn, National Center <span class="highlight">for</span> History <span class="highlight">in</span> the Schools, Los Angeles
Microsoft Word - readstd8g.docreadstd8g.pdf
They compare and contrast the two stories looking for similarities and differences. This activity can be used with any novel or short story to compare and contrast characters’ traits and motives. (c) in social studies, shows students an examp...
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They compare and contrast the two stories looking for similarities and differences. This activity can be used with any novel or short story to compare and contrast characters’ traits and motives. (c) in social studies, shows students an example of a civil law suit such as a product safety issue, public health issue, or a local issue and discusses with them the point of view of both sides. (d) uses say anything strategy to compare and contrast characters’ traits and motives. (e) uses
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
They compare <span class="highlight">and</span> contrast the two stories looking <span class="highlight">for</span> similarities <span class="highlight">and</span> differences. This activity can be used with any <span class="highlight">novel</span> or short story to compare <span class="highlight">and</span> contrast characters’ traits <span class="highlight">and</span> motives. (c) <span class="highlight">in</span> social studies, shows students an example of <span class="highlight">a</span> civil law suit such as <span class="highlight">a</span> product safety issue, public health issue, or <span class="highlight">a</span> local issue <span class="highlight">and</span> discusses with them the point of view of both sides. (d) uses say anything strategy to compare <span class="highlight">and</span> contrast characters’ traits <span class="highlight">and</span> motives. (e) uses
Glossaryreadingglossary.pdf
genre - n. 1. a category used to classify literary works, usually by form, technique, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the novel, essay, short story, television play, and motion picture scenario ar...
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genre - n. 1. a category used to classify literary works, usually by form, technique, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the novel, essay, short story, television play, and motion picture scenario are also considered genres" (Holman and Harmon, 1992). √ goals - see character's goal grapheme - n. a written or printed representation of a phoneme, as b for /b/ and oy for /oi/ in boy. Note: In English, a grapheme may be a single
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
genre - n. 1. <span class="highlight">a</span> category used to classify literary works, usually by form, technique, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, <span class="highlight">and</span> pastoral. "Today, the <span class="highlight">novel</span>, essay, short story, television play, <span class="highlight">and</span> motion picture scenario are also considered genres" (Holman <span class="highlight">and</span> Harmon, 1992). √ goals - see character's goal grapheme - n. <span class="highlight">a</span> written or printed representation of <span class="highlight">a</span> phoneme, as b <span class="highlight">for</span> /b/ <span class="highlight">and</span> oy <span class="highlight">for</span> /oi/ <span class="highlight">in</span> boy. Note: <span class="highlight">In</span> English, <span class="highlight">a</span> grapheme may be <span class="highlight">a</span> single
Kansas Curricular Standard forReadingStd[1]_081709.doc
words (e.g., Is there a /k/ in the word bike?) demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fish?" - /f/, /i/, /sh/) demonstrates isolated beginning, middle, and ending sounds (e.g., "What are the first so...
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
… 1. ▲ identifies individual nutrition, exercise, and a rest needs based on science and uses a scientific approach to thinking critically about personal health, lifestyle choices, risks and benefits. The student… 1 a. designs,...
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… 1. ▲ identifies individual nutrition, exercise, and a rest needs based on science and uses a scientific approach to thinking critically about personal health, lifestyle choices, risks and benefits. The student… 1 a. designs, implements, and self-evaluates a personal nutrition and exercise program. b. compares and contrasts immediate benefits of eating junk food (high caloric, low nutritional foods) to long term benefits of a lifetime of healthy eating. c. evaluates
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http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=71
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
… 1. ▲ identifies individual nutrition, exercise, <span class="highlight">and</span> <span class="highlight">a</span> rest needs based on science <span class="highlight">and</span> uses <span class="highlight">a</span> scientific <span class="highlight">approach</span> to thinking critically about personal health, lifestyle choices, risks <span class="highlight">and</span> benefits. The student… 1 <span class="highlight">a</span>. designs, implements, <span class="highlight">and</span> self-evaluates <span class="highlight">a</span> personal nutrition <span class="highlight">and</span> exercise program. b. compares <span class="highlight">and</span> contrasts immediate benefits of eating junk food (high caloric, low nutritional foods) to long term benefits of <span class="highlight">a</span> lifetime of healthy eating. c. evaluates
Microsoft Word - sci_std_Aug07_g57.docsci_std_Aug07_g57.pdf
… 1. ▲ identifies individual nutrition, exercise, and a rest needs based on science and uses a scientific approach to thinking critically about personal health, lifestyle choices, risks and benefits. The student… 1 a. designs,...
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… 1. ▲ identifies individual nutrition, exercise, and a rest needs based on science and uses a scientific approach to thinking critically about personal health, lifestyle choices, risks and benefits. The student… 1 a. designs, implements, and self-evaluates a personal nutrition and exercise program. b. compares and contrasts immediate benefits of eating junk food (high caloric, low nutritional foods) to long term benefits of a lifetime of healthy eating. c. evaluates
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http://www.ksde.org/LinkClick.aspx?fileticket=vLGZgB6Q20o%3d&tabid=144&mid=8019&forcedownload=true#page=27
www.ksde.org/LinkClick.aspx?fileticket=vLGZgB6Q20o%3d&tabid=144&mid=8019&...
… 1. ▲ identifies individual nutrition, exercise, <span class="highlight">and</span> <span class="highlight">a</span> rest needs based on science <span class="highlight">and</span> uses <span class="highlight">a</span> scientific <span class="highlight">approach</span> to thinking critically about personal health, lifestyle choices, risks <span class="highlight">and</span> benefits. The student… 1 <span class="highlight">a</span>. designs, implements, <span class="highlight">and</span> self-evaluates <span class="highlight">a</span> personal nutrition <span class="highlight">and</span> exercise program. b. compares <span class="highlight">and</span> contrasts immediate benefits of eating junk food (high caloric, low nutritional foods) to long term benefits of <span class="highlight">a</span> lifetime of healthy eating. c. evaluates
Microsoft Word - ssstd6.docssstd6.pdf
Sixth Grade Instructional Suggestions The student: 1. (A) - ($) determines the costs and benefits of a spending, saving, or borrowing decision. 2. (K) - ($) explains that budgeting requires trade-offs in managing income and spending. 3. (K) identifies the op...
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Sixth Grade Instructional Suggestions The student: 1. (A) - ($) determines the costs and benefits of a spending, saving, or borrowing decision. 2. (K) - ($) explains that budgeting requires trade-offs in managing income and spending. 3. (K) identifies the opportunity cost that resulted from a spending decision. 4. (A) - ($) analyzes how supply of and demand for workers in various careers affect income. • Using a decision making grid, determine criteria for evaluating a product. Using the
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http://www.ksde.org/LinkClick.aspx?fileticket=bG5hSQtBXRU%3d&tabid=1715&mid=8016&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=bG5hSQtBXRU%3d&tabid=1715&mid=8016...
Sixth Grade Instructional Suggestions The student: 1. (<span class="highlight">A</span>) - ($) determines the costs <span class="highlight">and</span> benefits of <span class="highlight">a</span> spending, saving, or borrowing <span class="highlight">decision</span>. 2. (K) - ($) explains that budgeting requires trade-offs <span class="highlight">in</span> managing income <span class="highlight">and</span> spending. 3. (K) identifies the opportunity cost that resulted from <span class="highlight">a</span> spending <span class="highlight">decision</span>. 4. (<span class="highlight">A</span>) - ($) analyzes how supply of <span class="highlight">and</span> demand <span class="highlight">for</span> workers <span class="highlight">in</span> various careers affect income. • <span class="highlight">Using</span> <span class="highlight">a</span> <span class="highlight">decision</span> making grid, determine criteria <span class="highlight">for</span> evaluating <span class="highlight">a</span> product. <span class="highlight">Using</span> the
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