|
Education
Web
Viewing 1-4 of 4 total results
 Microsoft Word - Content Area Reading Middle School.doc
80 WORD WALL Description: Word Wall provides students with a daily, easily accessible reminder of the importance of developing their vocabulary. At the same time, it gives the teacher a ready sources for ongoing activities with students for extending and practicing the...
1
0
80 WORD WALL Description: Word Wall provides students with a daily, easily accessible reminder of the importance of developing their vocabulary. At the same time, it gives the teacher a ready sources for ongoing activities with students for extending and practicing their words. A word Wall may be done in many ways, however, having an organized wall is probably most appropriate. The steps below may be modified to fit the specific situation. Step-by-Step 1. Select an organizational strategy for
64
0
http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=64
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
64 CONCEPT MAP II Is not Is Examples Non- Examples horrible beyond belief; incredible awesome outstanding FANTASTIC average winning the <span class="highlight">lottery</span> Spring Break Dentist appointment Chores at home
80
0
http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=80
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
80 WORD WALL Description: Word Wall provides students with a daily, easily accessible reminder <span class="highlight">of</span> the importance <span class="highlight">of</span> developing their vocabulary. At the same <span class="highlight">time</span>, it gives the teacher a <span class="highlight">ready</span> sources for ongoing activities with students for extending and practicing their words. A word Wall may be done in many ways, however, having an organized wall is probably most appropriate. The steps below may be modified to fit the specific situation. Step-by-Step 1. Select an organizational strategy for
null
Math Foundations I 3130 Course Description: Students who enter high school not ready for Algebra I will explore and apply concepts, processes, and skills that are essential to successfully completing the high school graduation requirements in mathematics. Students may receive mathematics cred...
1
0
Math Foundations I 3130 Course Description: Students who enter high school not ready for Algebra I will explore and apply concepts, processes, and skills that are essential to successfully completing the high school graduation requirements in mathematics. Students may receive mathematics credit for only one of the following courses: Foundations I, Foundations II, and Mathematics for Technology I. Through the investigation of meaningful problems individually or in cooperative groups, while using
1
0
http://www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=1
www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=1
Math Foundations I 3130 Course Description: Students who enter high school not <span class="highlight">ready</span> for Algebra I will explore and apply concepts, processes, and skills that are essential to successfully completing the high school graduation requirements in mathematics. Students may receive mathematics credit for only one <span class="highlight">of</span> the following courses: Foundations I, Foundations II, and Mathematics for Technology I. Through the investigation <span class="highlight">of</span> meaningful problems individually or in cooperative groups, while using
null
the character says, what the character thinks). SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone). SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personif...
1
0
the character says, what the character thinks). SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone). SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun) within context. SPI 0801.8.9 Analyze examples of sound devices within context (i.e., rhyme scheme, alliteration, onomatopoeia, free verse, repetition, internal rhyme, slant rhyme
19
0
http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=19
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=19
stories) affect meaning. #0;3 0801.8.13 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun). #0;3 0801.8.14 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme <span class="highlight">scheme</span>, assonance, internal rhyme, slant rhyme, repetition) and figurative language (e.g., metaphor, simile), and other conventions <span class="highlight">of</span> verse in poetry (e.g., limerick, lyric, narrative, haiku) and explain how these contribute to the poem’s meaning and to the poem’s effect
20
0
http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=20
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=20
the character says, what the character thinks). SPI 0801.8.7 Identify and analyze examples <span class="highlight">of</span> literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone). SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun) within context. SPI 0801.8.9 Analyze examples <span class="highlight">of</span> sound devices within context (i.e., rhyme <span class="highlight">scheme</span>, alliteration, onomatopoeia, free verse, repetition, internal rhyme, slant rhyme
null
#0;3 0701.8.8 Identify the basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). #0;3 0701.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts. #0;3 0701.8.10 Explor...
1
0
#0;3 0701.8.8 Identify the basic elements of plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). #0;3 0701.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts. #0;3 0701.8.10 Explore how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks). #0;3 0701.8.11 Identify the
18
0
http://www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=18
www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=18
#0;3 0701.8.8 Identify the basic elements <span class="highlight">of</span> plot (i.e., exposition, rising action, climax, falling action, resolution/denouement). #0;3 0701.8.9 Identify and analyze the setting (location and <span class="highlight">time</span>) and its impact on plot, character, and theme in literary texts. #0;3 0701.8.10 Explore how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks). #0;3 0701.8.11 Identify the
|
