iSEEK - Education

rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own

28 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=28 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=28

including making credible predictions to increase comprehension when reading or listening to text. R.MT.02.02 self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading. R.MT.02.03 self-monitor comprehension by re-reading or listening again if uncertain about meaning, making inferences, and summarizing the most important ideas and themes in a text. R.MT.02.04 plan, monitor, regulate, and

52 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52

ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.05.02 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unfamiliar words); select an appropriate text type from known genre for particular writing purposes; and use theory/evidence, cause/effect, and persuasive organizational patterns. Critical Standards Students will… R.CS

60 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60

rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own

68 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68

representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.07.01 analyze the appropriateness of shared, individual and expert standards based on purpose, context, and

76 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76

questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.08.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills. Critical Standards Students will… R.CS.08.01 evaluate the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing

77 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77

08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented ﬁnal project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, and replicate authors

www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60

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and view places both near and far. Geography is important because the world facing students in the 21st century is more crowded, the maintenance of a sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and making decisions about local places, regions, the world, and the diverse environments and the economies require competencies with geography from the local to global scale. The purpose for studying world geography is to

13 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13

and view places both near and far. Geography is important because the world facing students in the 21st century is more crowded, the maintenance of a sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and making decisions about local places, regions, the world, and the diverse environments and the economies require competencies with geography from the local to global scale. The purpose for studying world geography is to

33 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=33 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=33

in the 21st century is more crowded, the maintenance of a sustainable physical environment more challenging, and the global economy more competitive and interconnected. Comprehending issues and making decisions about local places, regions, the world, and the diverse environments and the economies require competencies with geography from the local to global scale. The purpose for studying geography is to foster the development of citizens who will actively seek and systematically use a spatial

61 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=61 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=61

of these methods of participation. 6.2.4 Participate in a real or simulated election, and evaluate the results, including the impact of voter turnout and demographics. 6.2.5 Describe how citizen movements seek to realize fundamental values and principles of American constitutional democracy. 6.2.6 Analyze different ways people have used civil disobedience, the different forms civil disobedience might take (e.g., violent and non-violent) and their impact. 6.2.7 Participate in a service

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13

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9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economics) through the lens of “Myself and Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated approach to the field. Kindergarten K-5 Grade-Specific Contexts Myself and

9 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9

9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economics) through the lens of “Myself and Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated approach to the field. Kindergarten K-5 Grade-Specific Contexts Myself and

www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9

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navigation on land and sea. Earth in Space and Time K-7 Standard E.ST: Develop an understanding that the sun is the central and largest body in the solar system and that Earth and other objects in the sky move in a regular and predictable motion around the sun. Understand that those motions explain the day, year, moon phases, eclipses and the appearance of motion of objects across the sky. Understand that gravity is the force that keeps the planets in orbit around the sun and governs motion in

71 0 http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=71 www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...

navigation on land and sea. Earth in Space and Time K-7 Standard E.ST: Develop an understanding that the sun is the central and largest body in the solar system and that Earth and other objects in the sky move in a regular and predictable motion around the sun. Understand that those motions explain the day, year, moon phases, eclipses and the appearance of motion of objects across the sky. Understand that gravity is the force that keeps the planets in orbit around the sun and governs motion in

www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...

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