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Education
Web
semantics
create a semantic unit or lexeme. Thus false is often found together with passport, teeth or promise. These pairs are known as collocations. They are very helpful in establishing the meanings of the words in the pair. Porn is likely to be followed by film, mag, star or video. It may be...
 GRADE 1
Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the BIG and YELLOW example, students migh...
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Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the BIG and YELLOW example, students might draw a school bus inside the region to represent an object that is both BIG and YELLOW. They should use words to describe the objects found in all four regions: 1) BIG, 2) YELLOW, 3) BIG and YELLOW, and 4) NOT
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade1.pdf#page=9
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
sorting rule, draw a circle around each group, and label each group with a word that describes what the objects have in common. They also talk about what attributes are “different” and if any objects possess both attributes (in the disjoint case, no objects will have possess both attributes). Children should also be given a Venn diagram of two non- intersecting groups that are labeled (for example, <span class="highlight">BIG</span> and YELLOW) where they need to draw examples of objects that can go inside the circles and outside the
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade1.pdf#page=10
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the <span class="highlight">BIG</span> and YELLOW example, students might draw a school bus inside the region to represent an object that is both <span class="highlight">BIG</span> and YELLOW. They should use words to describe the objects found in all four regions: 1) <span class="highlight">BIG</span>, 2) YELLOW, 3) <span class="highlight">BIG</span> and YELLOW, and 4) NOT
Microsoft Word - 0519LAStandards.doc
different purposes. 5. Organize and express ideas sequentially or according to major points 6. Perform expressive oral readings of prose, poetry or drama. B. Media Literacy Standard: The student will critically analyze information found in electronic and print media, and will use a variety of t...
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different purposes. 5. Organize and express ideas sequentially or according to major points 6. Perform expressive oral readings of prose, poetry or drama. B. Media Literacy Standard: The student will critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. The student will: 1. Read print and view pictures and video images and identify differences in how information is presented in print and non
22
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=22
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
different purposes. 5. Organize and express ideas sequentially or according to major points 6. Perform expressive oral readings of prose, poetry or drama. B. Media Literacy Standard: The student will critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. The student will: 1. Read print and view pictures and <span class="highlight">video</span> images and identify differences in how information is presented in print and non
27
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=27
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. The student will: 1. Read print, view pictures and <span class="highlight">video</span> images and listen to audio files and identify distinctions in how information is presented in print and non-print materials. 2. Begin to make informed judgments about messages promoted in the media, such as those in film, television, radio and newspapers. 3. Use print, pictures, audio and <span class="highlight">video</span> to
Microsoft Word - ssstdk.docssstdk.pdf
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view th...
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Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape video footage of local surroundings. Then, as a class view the video and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) - ($) understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play <span class="highlight">video</span> games or watch television; play on swings or play soccer). 2. (K) - ($) explains what he/she gives up when a choice is made. • Have two different items that each student would have to choose between. After choice is made, tell what the choice was and what was given up. (1, 2) See also: HB1I1 Teacher Notes: 1. #0
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school). • Tape <span class="highlight">video</span> footage of local surroundings. Then, as a class view the <span class="highlight">video</span> and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2 • Describe the physical characteristics of the local surroundings in words and sketches. (1) See also
Microsoft Word - 3969.doc
represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences afte...
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represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6) 11. Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6) Standard 7: 12. Demonstrate understanding
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=1
www.doe.state.la.us/lde/uploads/3906.pdf#page=1
represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-<span class="highlight">S3</span>) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6) 11. Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6) Standard 7: 12. Demonstrate understanding
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=2
www.doe.state.la.us/lde/uploads/3906.pdf#page=2
E1) 22. Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-<span class="highlight">S3</span>) (ELA-4-E1) 23. Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2) 24. Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2) 25. Retell part of a favorite story (PK-LL-R2) (ELA-4-E3) 26. Speak about life experiences or topics of interest (PK-LL-<span class="highlight">S3</span>) (ELA-4-E4) 27. Actively participate in role-playing, creative dramatics, finger plays, nursery
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
100
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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
Microsoft Word - mathnatperfin011604.docmathnatperfin011604.pdf
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough mon...
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National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough money. 2. List personal financial goals and indicate which goals are needs and which are wants. 3. Make a financial decision, such as choosing between going to a movie or saving money to buy a video game, using the
1
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough money. 2. List personal financial goals and indicate which goals are needs and which are wants. 3. Make a financial decision, such as choosing between going to a movie or saving money to buy a <span class="highlight">video</span> game, using the
Microsoft Word - Full_Social Studies.rtf
present. • Identify and explain the transition of the U.S. from an agrarian society to an industrial nation. Examples: urbanization/industrialization/immigration Examples: key people-Thomas Edison, Henry Ford, Wright brothers • Identify and explain the causes and impact of Western Expansio...
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present. • Identify and explain the transition of the U.S. from an agrarian society to an industrial nation. Examples: urbanization/industrialization/immigration Examples: key people-Thomas Edison, Henry Ford, Wright brothers • Identify and explain the causes and impact of Western Expansion in relation to the settlements of the great plains. Examples: Homestead Act (1862), Railroad Expansion, Mining Frontier, Open Range, Morrill Act (1862) • Describe the role of big business and labor unions in the
85
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=85
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=85
present. • Identify and explain the transition of the U.S. from an agrarian society to an industrial nation. Examples: urbanization/industrialization/immigration Examples: key people-Thomas Edison, Henry Ford, Wright brothers • Identify and explain the causes and impact of Western Expansion in relation to the settlements of the great plains. Examples: Homestead Act (1862), Railroad Expansion, Mining Frontier, Open Range, Morrill Act (1862) • Describe the role of <span class="highlight">big</span> business and labor unions in the
EIGHTH GRADE
transitions, vivid word choices and specific supporting details, and containing multiple events with a clear problem and solution. (DOK 3) 1) Stories or retellings 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) Video narratives d. The student...
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transitions, vivid word choices and specific supporting details, and containing multiple events with a clear problem and solution. (DOK 3) 1) Stories or retellings 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) Video narratives d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing
5
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8th_grade_framework.pdf#page=5
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...
transitions, vivid word choices and specific supporting details, and containing multiple events with a clear problem and solution. (DOK 3) 1) Stories or retellings 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) <span class="highlight">Video</span> narratives d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing
7th Grade„Grade Level Expectations
for organizing information • Select and use various methods (e.g., web, chart) to manage organized information 3.2a Use technology to synthesize information into a meaningful format to express ideas and experiences Use technology to synthesize information by • Making a graphic organizer...
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for organizing information • Select and use various methods (e.g., web, chart) to manage organized information 3.2a Use technology to synthesize information into a meaningful format to express ideas and experiences Use technology to synthesize information by • Making a graphic organizer • Making an outline • Using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas • Producing a video production Use varied forms of technology • Word processing
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=27
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
for organizing information • Select and use various methods (e.g., web, chart) to manage organized information 3.2a Use technology to synthesize information into a meaningful format to express ideas and experiences Use technology to synthesize information by • Making a graphic organizer • Making an outline • Using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas • Producing a <span class="highlight">video</span> production Use varied forms of technology • Word processing
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