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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 metacognitiv...
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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
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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 <span class="highlight">in</span> text, and asking questions before, during, and after reading. R.MT.02.03 self-monitor comprehension by re-reading or listening again if <span class="highlight">uncertain</span> about meaning, making inferences, and summarizing the most important ideas and themes <span class="highlight">in</span> <span class="highlight">a</span> text. R.MT.02.04 plan, monitor, regulate, and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52
ideas <span class="highlight">in</span> text, questioning, rereading or listening again if <span class="highlight">uncertain</span> about meaning, inferring, summarizing, and engaging <span class="highlight">in</span> 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 <span class="highlight">for</span> particular writing purposes; and use theory/evidence, cause/effect, and persuasive organizational patterns. Critical Standards Students will… R.CS
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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 <span class="highlight">uncertain</span> about meaning, inferring, summarizing, and engaging <span class="highlight">in</span> interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes <span class="highlight">for</span> 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 <span class="highlight">based</span> on purpose, context, and audience <span class="highlight">in</span> order to assess their own
68
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68
representing ideas <span class="highlight">in</span> text, questioning, rereading or listening again if <span class="highlight">uncertain</span> about meaning, inferring, summarizing, and engaging <span class="highlight">in</span> interpretive discussions. R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes <span class="highlight">for</span> 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 <span class="highlight">based</span> on purpose, context, and
76
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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 <span class="highlight">uncertain</span> about meaning, inferring, summarizing, and engaging <span class="highlight">in</span> interpretive discussions. R.MT.08.02 plan, monitor, regulate, and evaluate skills, strategies, and processes <span class="highlight">for</span> 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 <span class="highlight">based</span> on purpose, context, and audience <span class="highlight">in</span> order to assess their own writing and the writing
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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 <span class="highlight">a</span> journal, biography, or <span class="highlight">simulated</span> 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 <span class="highlight">in</span> <span class="highlight">a</span> presented final project using the writing process. Writing Process Students will… W.PR.08.01 set <span class="highlight">a</span> purpose, consider audience, and replicate authors
Microsoft Word - 06.029.0004.doc
and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to p...
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and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic. (a) Grade 9 performance indicators: (i) Select appropriate media for a specific
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27
and usability goals <span class="highlight">for</span> <span class="highlight">a</span> media communication have been achieved (e.g., ease of access to the communication, ease of <span class="highlight">navigation</span> of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to present <span class="highlight">a</span> distinctive point of view on <span class="highlight">a</span> topic. (<span class="highlight">a</span>) Grade 9 performance indicators: (i) Select appropriate media <span class="highlight">for</span> <span class="highlight">a</span> specific
Microsoft Word - readstdhs.docreadstdhs.pdf
Students discuss the effectiveness of each author. (b) encourages the students to work in pairs and write a persuasive paper based on a given topic (vending machines in schools, internet high school classes, mandatory year-round school attendance) using various pe...
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Students discuss the effectiveness of each author. (b) encourages the students to work in pairs and write a persuasive paper based on a given topic (vending machines in schools, internet high school classes, mandatory year-round school attendance) using various persuasive techniques (e.g., bandwagon approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion). After completion of the task, the teacher leads the classroom in
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
Students discuss the effectiveness of each author. (b) encourages the students to work <span class="highlight">in</span> pairs and write <span class="highlight">a</span> persuasive paper <span class="highlight">based</span> on <span class="highlight">a</span> given topic (vending machines <span class="highlight">in</span> schools, internet high school classes, mandatory year-round school attendance) using various persuasive techniques (e.g., bandwagon <span class="highlight">approach</span>, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion). After completion of the task, the teacher leads the classroom <span class="highlight">in</span>
Core Content For Mathematics Assessment
4.7.1 Students will make predictions and/or inferences based on patterns of evidence related to the survival and reproductive success of organisms in particular environments. The world has many different environments. Distinct environments support the lives of dif...
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4.7.1 Students will make predictions and/or inferences based on patterns of evidence related to the survival and reproductive success of organisms in particular environments. The world has many different environments. Distinct environments support the lives of different types of organisms. When the environment changes some plants and animals survive and reproduce and others die or move to new locations. Examples of environmental changes resulting in either increase or decrease in numbers of a
189
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=189
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=189
4.7.1 Students will make predictions and/or inferences <span class="highlight">based</span> on patterns of evidence related to the survival and reproductive success of organisms <span class="highlight">in</span> particular <span class="highlight">environments</span>. The world has many different <span class="highlight">environments</span>. Distinct <span class="highlight">environments</span> support the lives of different types of organisms. When the environment changes some plants and animals survive and reproduce and others die or move to new locations. Examples of environmental changes resulting <span class="highlight">in</span> either increase or decrease <span class="highlight">in</span> numbers of <span class="highlight">a</span>
Microsoft Word - rwstdintro.docreadstdintro.pdf
One difference in the extended reading and writing standards, from the general education standards, is that grade levels have not been specified for the indicators under each benchmark. Rather, the benchmarks and the indicators have been organized in a hierarchical fashi...
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One difference in the extended reading and writing standards, from the general education standards, is that grade levels have not been specified for the indicators under each benchmark. Rather, the benchmarks and the indicators have been organized in a hierarchical fashion (where possible), reflecting the wide variation in performance expectations for these students. To understand the reason for this change, it is helpful to compare this approach with the one used in the general education standards
1
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http://www.ksde.org/LinkClick.aspx?fileticket=PMPOyqrRMO8%3d&tabid=142&mid=8050&forcedownload=true#page=4
www.ksde.org/LinkClick.aspx?fileticket=PMPOyqrRMO8%3d&tabid=142&mid=8050&...
One difference <span class="highlight">in</span> the extended reading and writing standards, from the general education standards, is that grade levels have not been specified <span class="highlight">for</span> the indicators under each benchmark. Rather, the benchmarks and the indicators have been organized <span class="highlight">in</span> <span class="highlight">a</span> hierarchical fashion (where possible), reflecting the wide variation <span class="highlight">in</span> performance expectations <span class="highlight">for</span> these students. To understand the reason <span class="highlight">for</span> this change, it is helpful to compare this <span class="highlight">approach</span> with the one used <span class="highlight">in</span> the general education standards
Microsoft Word - readstdkin.docreadstdkin.pdf
individual ABC Books which align with classroom alphabet. (d) connects sounds and symbols to students’ names. (e) uses phonemic awareness skills to manipulate the middle sounds, specifically short vowels. (This is a year long activity.) (f) provides phonological awareness activiti...
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individual ABC Books which align with classroom alphabet. (d) connects sounds and symbols to students’ names. (e) uses phonemic awareness skills to manipulate the middle sounds, specifically short vowels. (This is a year long activity.) (f) provides phonological awareness activities involving music, rhythm, and movement as quick brain breaks or energizers. 2. (a) uses a multi-sensory approach when helping students match letters to sound symbols. (This is a year long activity.) (b
1
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http://www.ksde.org/LinkClick.aspx?fileticket=0plGYRLG%2b4s%3d&tabid=142&mid=8050&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=0plGYRLG%2b4s%3d&tabid=142&mid=805...
individual ABC Books which align with classroom alphabet. (d) connects sounds and symbols to students’ names. (e) uses phonemic awareness skills to manipulate the middle sounds, specifically short vowels. (This is <span class="highlight">a</span> year long activity.) (f) provides phonological awareness activities involving music, rhythm, and movement as quick brain breaks or energizers. 2. (<span class="highlight">a</span>) uses <span class="highlight">a</span> <span class="highlight">multi</span>-sensory <span class="highlight">approach</span> when helping students match letters to sound symbols. (This is <span class="highlight">a</span> year long activity.) (b
STANDARDS.05
basis for solving real-world problems (M6.4.5) [10] S&P-7 designing, conducting, analyzing, and communicating the results of a multi-stage probability experiment (L) (M6.4.6) The student demonstrates a conceptual understanding of probability and counting techniques by...
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basis for solving real-world problems (M6.4.5) [10] S&P-7 designing, conducting, analyzing, and communicating the results of a multi-stage probability experiment (L) (M6.4.6) The student demonstrates a conceptual understanding of probability and counting techniques by [7] S&P-4 determining the [experimental and] (L) theoretical probability of a simple event (M6.3.5) [7] S&P-5 using a systematic approach to finding sample spaces or to making predictions about the probability of independent events
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
basis <span class="highlight">for</span> solving real-world problems (M6.4.5) [10] S&P-7 designing, conducting, analyzing, and communicating the results of <span class="highlight">a</span> <span class="highlight">multi</span>-stage probability experiment (L) (M6.4.6) The student demonstrates <span class="highlight">a</span> conceptual understanding of probability and counting techniques by [7] S&P-4 determining the [experimental and] (L) theoretical probability of <span class="highlight">a</span> simple event (M6.3.5) [7] S&P-5 using <span class="highlight">a</span> systematic <span class="highlight">approach</span> to finding sample spaces or to making predictions about the probability of independent events
9-12
17 Writing: Craftsmanship Grades 9-12 English Language Arts Curriculum Framework Amended 2006 Arkansas Department of Education Key: W.7.9.1=Writing. Standard 7.Grade 9.1 st Student Learning Expectation Strand: Writing Standard 7: Craftsmanship Students shall develop personal style and voice as they...
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17 Writing: Craftsmanship Grades 9-12 English Language Arts Curriculum Framework Amended 2006 Arkansas Department of Education Key: W.7.9.1=Writing. Standard 7.Grade 9.1 st Student Learning Expectation Strand: Writing Standard 7: Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of writing. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL
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http://arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=18
arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=18
17 Writing: Craftsmanship Grades 9-12 English Language Arts Curriculum Framework Amended 2006 Arkansas Department of Education Key: W.7.9.1=Writing. Standard 7.Grade 9.1 st Student Learning Expectation Strand: Writing Standard 7: Craftsmanship Students shall develop personal style and voice as they <span class="highlight">approach</span> the craftsmanship of writing. THE GOAL <span class="highlight">FOR</span> EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Ten, page 8 STANDARD 10.4 STRAND: READING ANALYSIS GRADE LEVEL 10 10.4 The student will read and interpret informational materials. a) Analyze and apply the information contained in warranties, contracts, job descriptions, technical descriptions,...
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Virginia Board of Education, 2003 Grade Ten, page 8 STANDARD 10.4 STRAND: READING ANALYSIS GRADE LEVEL 10 10.4 The student will read and interpret informational materials. a) Analyze and apply the information contained in warranties, contracts, job descriptions, technical descriptions, and other informational sources, including labels, warnings, manuals, directions, applications, and forms, to complete specific tasks. b) Skim manuals or informational sources to locate information. c) Compare and contrast
183
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=183
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=183
Virginia Board of Education, 2003 Grade Ten, page 8 STANDARD 10.4 STRAND: READING ANALYSIS GRADE LEVEL 10 10.4 The student will read and interpret informational materials. <span class="highlight">a</span>) Analyze and apply the information contained <span class="highlight">in</span> warranties, contracts, job descriptions, technical descriptions, and other informational sources, including labels, warnings, manuals, directions, applications, and forms, to complete specific tasks. b) Skim manuals or informational sources to locate information. c) Compare and contrast
Layout 1
pages to decide which products or services to buy). square6 Follow multi-step directions (e.g., open a locker, fill out school forms, read a tech- nical manual, design a webpage). Analyze web-based and other resource materials (including primary sources and seconda...
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pages to decide which products or services to buy). square6 Follow multi-step directions (e.g., open a locker, fill out school forms, read a tech- nical manual, design a webpage). Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions. square6 Examine resource materials to determine appropriate primary sources and sec- ondary sources to use for investigating a question, topic, or issue (e.g., encyclo- pedia and other
39
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=39
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
pages to decide which products or services to buy). square6 Follow <span class="highlight">multi</span>-step directions (e.g., open <span class="highlight">a</span> locker, fill out school forms, read <span class="highlight">a</span> tech- nical manual, design <span class="highlight">a</span> webpage). Analyze web-<span class="highlight">based</span> and other resource materials (including primary sources and secondary sources) <span class="highlight">for</span> relevance <span class="highlight">in</span> answering research questions. square6 Examine resource materials to determine appropriate primary sources and sec- ondary sources to use <span class="highlight">for</span> investigating <span class="highlight">a</span> question, topic, or issue (e.g., encyclo- pedia and other
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