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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201....
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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, video, ipods, computers
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, <span class="highlight">video</span>, ipods, computers
DRAFT
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions e...
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73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, and video, teachers
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, and <span class="highlight">video</span>, teachers
Microsoft Word - Content Area Reading Middle School.doc
video, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. O...
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video, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. Once, while reading Of Mice and Men, students could not visualize nor understand what a Cupie doll was. The teacher displayed a picture of such a doll. In math, students were experiencing difficulties understanding
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
<span class="highlight">video</span>, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. Once, while reading Of Mice and Men, students could not visualize nor understand what a Cupie doll was. The teacher displayed a picture of such a doll. In math, students were experiencing difficulties understanding
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0101.7.1 Experience and respond to a variety of media (e.g., books, audio, video, computer, illustrations). #0;3 0101.7.2 Visit libraries/media centers and regularly check out materials. #0;3 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 010...
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0101.7.1 Experience and respond to a variety of media (e.g., books, audio, video, computer, illustrations). #0;3 0101.7.2 Visit libraries/media centers and regularly check out materials. #0;3 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0101.7.4 Enhance oral presentations with a visual medium.
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_1.pdf#page=6
www.state.tn.us/education/ci/english/doc/ENG_Grade_1.pdf#page=6
0101.7.1 Experience and respond to a variety of media (e.g., books, audio, <span class="highlight">video</span>, computer, illustrations). #0;3 0101.7.2 Visit libraries/media centers and regularly check out materials. #0;3 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0101.7.4 Enhance oral presentations with a visual medium.
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(e.g., the accent and emotion through audio; visual images through videos). SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short video clip, recording).
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(e.g., the accent and emotion through audio; visual images through videos). SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short video clip, recording).
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_3.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_Grade_3.pdf#page=10
(e.g., the accent and emotion through audio; visual images through videos). SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short <span class="highlight">video</span> clip, recording).
Grade 6 : Embedded Inquiry
Space Science Grade 6 : Standard 6 - The Universe Conceptual Strand 6 The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6 What big ideas guide human understanding about the origin and structure of the universe, Earth&rsqu...
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Space Science Grade 6 : Standard 6 - The Universe Conceptual Strand 6 The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6 What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable Revised 07.10.09
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_6.pdf#page=6
www.state.tn.us/education/ci/sci/doc/SCI_Grade_6.pdf#page=6
Space Science Grade 6 : Standard 6 - The Universe Conceptual Strand 6 The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6 What <span class="highlight">big</span> ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable Revised 07.10.09
Grade 7 : Embedded Inquiry
Grade Level Expectations Checks for Understanding State Performance Indicators (NOT ADDRESSED AT THIS GRADE LEVEL) (NOT ADDRESSED AT THIS GRADE LEVEL) (NOT ADDRESSED AT THIS GRADE LEVEL) Grade 7 - Earth and Space Science Grade 7 : Standard 6 - The Universe Conceptual Strand 6 The cosmos...
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Grade Level Expectations Checks for Understanding State Performance Indicators (NOT ADDRESSED AT THIS GRADE LEVEL) (NOT ADDRESSED AT THIS GRADE LEVEL) (NOT ADDRESSED AT THIS GRADE LEVEL) Grade 7 - Earth and Space Science Grade 7 : Standard 6 - The Universe Conceptual Strand 6 The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6 What big ideas guide human understanding about the origin
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_7.pdf#page=8
www.state.tn.us/education/ci/sci/doc/SCI_Grade_7.pdf#page=8
Grade Level Expectations Checks for Understanding State Performance Indicators (NOT ADDRESSED AT THIS GRADE LEVEL) (NOT ADDRESSED AT THIS GRADE LEVEL) (NOT ADDRESSED AT THIS GRADE LEVEL) Grade 7 - Earth and Space Science Grade 7 : Standard 6 - The Universe Conceptual Strand 6 The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6 What <span class="highlight">big</span> ideas guide human understanding about the origin
Kindergarten : Embedded Inquiry
The Universe Conceptual Strand 6 The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6 What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable...
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The Universe Conceptual Strand 6 The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6 What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable motions and patterns in the sky? Grade Level Expectations Checks for Understanding State Performance Indicators
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_K.pdf#page=6
www.state.tn.us/education/ci/sci/doc/SCI_Grade_K.pdf#page=6
The Universe Conceptual Strand 6 The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6 What <span class="highlight">big</span> ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable motions and patterns in the sky? Grade Level Expectations Checks for Understanding State Performance Indicators
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