iSEEK - Education

Dear Miss Breed By Joanne Oppenheim About this book Grade Level Equivalent: 7.4 Lexile Measure: 1040 Guided Reading Level: Y Age: Age 11, Age 13 Genre: Biography, General Nonfiction Subject: Friends and Friendship, Friends and Friendship, Japanese American, Prejudice and Toleranc...

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Scholastic Booktalks: Bat 6

Bat 6 By Virginia Euwer Wolff About this book Grade Level Equivalent: 4.8 Lexile Measure: 930L Guided Reading Level: Z Age: Age 11, Age 12, Age 13 Genre: Historical Fiction Subject: Japanese and Japanese American, Prejudice and Tolerance, Prejudice and Tolerance, Pride and...

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science_pub2003

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Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science

12 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=12 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S11 Science — Scientific Inquiry: Vermont Standards and Evidences—Scientific Questioning 7.1 a, aa, aaa; 2.1 a, b, c, d; Predicting and Hypothesizing 7.1 b, bb, bbb; Designing Experiments 7.1 c, cc, 7.2 a, aa, b, bb; 2.2 a, aa, aaa, b, bb, 3.10 Grades 3-4 Grades 5-6 Scientific Questioning S3-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system

16 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=16 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S15 Science — Grades 3-4 Grades 5-6 Scientific Inquiry: Vermont Standards and Evidences—Conducting Experiments 7.1 c, cc, i; 7.2 c, cc, d; 2.2 e, ee, f, g; Rep- resenting Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd, 3.10, 3.11, 3.12, 3.13 Conducting Experiments S3-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and

20 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=20 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis S3-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction

24 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=24 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S23 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter S3-4:9 Students demonstrate their understanding of the Properties of Matter by… • Investigating and measuring how the total weight of the parts of a substance, no matter how they are

28 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=28 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S27 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter S3-4:12 Students demonstrate their understanding of the States of Matter by… • Identifying , describing and comparing the properties of selected solids, liquids and gases. Science

32 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=32 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S31 Science — Physical Science: Vermont Standards and Evidences—Energy and Energy Transformation 7.12 b, bb, bbb; Chemical Change 7.12 b, bb, bbb, e, ee, eee, 2.2, 3.10, 3.11 [See also connection with S: 48 Universe, Earth, Environment—Weather] Grades 3-4 Grades 5-6 Properties of Matter S3-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers

36 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=36 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science

40 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=40 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S39 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Grades 3-4 Grades 5-6 Motion No S3-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No S3-4:20 at this grade level Motion S5-6:19 Students demonstrate their understanding of Motion by… • Measuring and calculating speed (the distance an object moves over a measured amount

44 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=44 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force S3-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force

48 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=48 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S47 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff; Magnetism 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation No S3-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. S3-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec

52 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=52 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No S3-4:26 at this level No S3-4:27 at this level Grades 3-4 Grades 5-6 Physical Science

64 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=64 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S63 Science — Grades 5-6 Grades 3-4 Life Cycles and Reproduction S3-4:31 Students demonstrate their understanding of Reproduction by… • Investigating and describing a variety of plant and animal life cycles. Science Concept: a. Although all organisms have common stages of develop- ment, details of a life cycle are different for different organ- isms. Life Cycles and Reproduction No S5-6:31 at this grade level

68 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=68 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S67 Science — Grades 3-4 Grades 5-6 Cell and Tissue Differentiation No S3-4:32 at this grade level Chemical Reactions within Cells No S3-4:33 at this grade level Cell and Tissue Differentiation S5-6:32 Students demonstrate their understanding of how Differen- tiation by… • Explaining the relationship between cell, tissue, organ and system. AND • Observing plant or animal tissue and explaining how

72 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=72 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems S3-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. S3-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by

76 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=76 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems S3-4:36 Students demonstrate their understanding of Equilibrium in an ecosystem by… • Explaining how one organism depends upon another or- ganism to survive. Science Concept: a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on ani- mals for carrying their pollen to other plants for fertiliz- ing their flowers). No S3-4

80 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=80 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things S3-4:38 Students demonstrate their understanding of Classification of Organisms by… • Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf struc- tures; Spiders have eight legs, and insects have six). Science Concept: a. The great variety of living things can be sorted

84 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=84 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity S3-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining

88 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=88 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S87 Science — Body Systems S3-4:41 Students demonstrate their understanding of Human Body Systems by… • Showing connections between external and internal body structures and how they help humans survive, Science Concepts: a. There are external and internal structures that provide for the survival needs of human organisms. - Skin protects the body from harmful substances and other organisms and from drying out. - The

92 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=92 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease S3-4:42 Students demonstrate their understanding of the Patterns of Human Health/Disease by… • Explaining that tears, saliva, and skin, can protect the body from harmful germs. Science Concepts: a. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs. Human Disease S5-6:42 Students demonstrate their

96 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=96 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S95 Science — Patterns of Human Development No S3-4:43 at this level Teacher may review Grade 1-2 Patterns of Human Devel- opment Concepts. Patterns of Human Development S5-6:43 Students demonstrate their understanding of the Patterns of Human Development by… • Drawing/diagramming/modeling the life span of humans in a timeline highlighting major points in the cycle (e.g., one cell grows into a many-celled embryo, composed of

100 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=100 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S99 Science — Solar System S3-4:44 Students demonstrate their understanding Characteristics of the Solar System by… • Creating a model of the planets and their correct order from the sun. AND • Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). Science Concepts: a. The earth is one of several planets that orbit the sun, and the moon orbits

104 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=104 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S103 Science — Scale, distances, star formation, theories, instrumen- tation S3-4:45 Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… • Identifying similar star patterns/or groups from night pho- tographs of the same location at different times of the years. AND • Comparing (similarities) between the sun and stars. Science Concepts: a. Stars are like the sun, but so

108 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=108 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S107 Science — Earth Materials and the Rock Cycle S3-4:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing and identifying components of soils and rocks. AND • Recognizing and identifying the four basic materials of the earth (i.e., rocks, soil water and gases). AND • Observing and describing the properties of rocks. Science Concepts: a. Soil is made partly

112 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=112 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S111 Science — Forces and Changes on the Earth’s Surface S3-4:47 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Building models that simulate deposits of sediments (e.g., a stream table. AND • Investigating local land forms and comparing them with models created in the classroom. Science Concept: a. Waves, wind, water and ice shape and reshape the earth’s

116 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=116 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...

Vermont Department of Education (Science Grade Expectations) S115 Science — Atmosphere, Water Cycle, Weather, Seasons S3-4:48 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing, recording and analyzing local weather data and making predictions based on that data. AND • Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. AND • Explaining how this cycle of water relates to

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Draft

1 0

Missouri, United States and World History 15 CONCEPTS 3b. Knowledge of continuity and change in the history of the world GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 L. Causes and consequences of economic theories and practices DOK Standards M. Causes, comparisons and results of major twentieth-century wars DOK Standards N. Causes, reactions and consequences of European and Japanese imperialism DOK Standards O

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Microsoft Word - IAF_Soc_Sci_9_2007.rtf

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Illinois Social Science Assessment Framework for Grades 5, 8, and 11 59 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 WORLD HISTORY (STANDARDS B–D) 10% 19% 24% 16.11.105 Understand the rise, aggression, and human costs of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan (e.g., German, Italian, and Japanese empire building; atrocities in China, including the 1937 “Rape of Nanking” and the Nazi-Soviet Non- Aggression Pact of 1939). 16.11.106 Understand the causes, course

59 0 http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=59 www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=59

Illinois Social Science Assessment Framework for Grades 5, 8, and 11 59 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 WORLD HISTORY (STANDARDS B–D) 10% 19% 24% 16.11.105 Understand the rise, aggression, and human costs of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan (e.g., German, Italian, and Japanese empire building; atrocities in China, including the 1937 “Rape of Nanking” and the Nazi-Soviet Non- Aggression Pact of 1939). 16.11.106 Understand the causes, course

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GRADE 4

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and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-S3-C1-02, SS04-S5C5-01 M04-S5C2-05

26 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=26 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

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7th Grade„Grade Level Expectations

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12 “New” to 1 st Grade from Kindergarten Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Identify and use multiple sources of information (books, television, videos/DVDs, resource people, cassettes recordings, dictionaries, and pictures) • Identify multiple sources of information (books, television, videos/DVDs

12 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade%20GLEs.pdf#page=12 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade...

12 “New” to 1 st Grade from Kindergarten Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Identify and use multiple sources of information (books, television, videos/DVDs, resource people, cassettes recordings, dictionaries, and pictures) • Identify multiple sources of information (books, television, videos/DVDs

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and puppeteering FOUNDATIONS (Grades 1-3) Students know and are able to do all of the above and the following: • VP-F1. Recognize different types of visual media • VP-F2. Plan and present a report, using two or more visual media • VP-F3. Access, view and respond to visual forms such as computer programs, videos, artifacts, drawings, pictures and collages • VP-F4. Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text ESSENTIALS (Grades 4-8) Students know and

1 0 http://www.ade.state.az.us/standards/language-arts/std4.pdf#page=1 www.ade.state.az.us/standards/language-arts/std4.pdf#page=1

and puppeteering FOUNDATIONS (Grades 1-3) Students know and are able to do all of the above and the following: • VP-F1. Recognize different types of visual media • VP-F2. Plan and present a report, using two or more visual media • VP-F3. Access, view and respond to visual forms such as computer programs, videos, artifacts, drawings, pictures and collages • VP-F4. Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text ESSENTIALS (Grades 4-8) Students know and

www.ade.state.az.us/standards/language-arts/std4.pdf#page=1

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history_pub2000

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research statement by… • Sharing ideas about possible answers to questions (e.g., What might we see on a field trip to a factory?). Research Plan H&SSPK-K:3 Students design research by… • Identifying resources for finding answers to their ques- tions (e.g., books, videos, and people). • Explaining what their jobs will be during an inquiry inves- tigation (e.g., drawing pictures after a field trip). • Identifying ways they will show what they have learned. Grades PreK-K Grades 1-2 Social and

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research statement by… • Sharing ideas about possible answers to questions (e.g., What might we see on a field trip to a factory?). Research Plan H&SSPK-K:3 Students design research by… • Identifying resources for finding answers to their ques- tions (e.g., books, videos, and people). • Explaining what their jobs will be during an inquiry inves- tigation (e.g., drawing pictures after a field trip). • Identifying ways they will show what they have learned. Grades PreK-K Grades 1-2 Social and

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7th Grade„Grade Level Expectations

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“New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Locate information using appropriate sources and strategies • Locate resources (e.g., newspapers, dictionary) for a particular task (e.g., seek information) • Use multiple sources of information (books, television, videos/DVDs, resource

21 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=21 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...

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