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structures. CLE 3003.1.4 Consider language as a reflection of its time and culture. Checks for Understanding (Formative/Summative Assessment) #0;3 3003.1.1 Apply a variety of strategies to correct sentence fragments and run-on sentences. #0;3 3003.1.2 Know and apply a variet...
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structures. CLE 3003.1.4 Consider language as a reflection of its time and culture. Checks for Understanding (Formative/Summative Assessment) #0;3 3003.1.1 Apply a variety of strategies to correct sentence fragments and run-on sentences. #0;3 3003.1.2 Know and apply a variety of sentence-combining techniques. #0;3 3003.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling. #0;3 3003.1.4 Be aware of the power of language well-used as a reflection and
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=1
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=1
structures. CLE 3003.1.4 Consider language as <span class="highlight">a</span> reflection of its time and culture. Checks for Understanding (Formative/Summative Assessment) #0;3 3003.1.1 Apply <span class="highlight">a</span> variety of strategies to correct sentence fragments and run-on sentences. #0;3 3003.1.2 Know and apply <span class="highlight">a</span> variety of sentence-combining techniques. #0;3 3003.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling. #0;3 3003.1.4 Be <span class="highlight">aware</span> of the power of language well-used as <span class="highlight">a</span> reflection and
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa). State Performance Indicators SPI 3003.1.1 Demonstrate the correct use of commas and lesser-used punctuation marks (e.g., hyphens, dashes, colons) <span class="highlight">in</span> complex and sophisticated constructions. SPI 3003.1.2 From <span class="highlight">a</span> group of grammatically-correct sentences, choose the clearest, most coherent sentence. SPI 3003.1.3 Identify the patterns of challenging complex
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correct sentence fragments and run-on sentences. #0;3 3005.1.2 Know and apply a variety of sentence-combining techniques. #0;3 3005.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling. #0;3 3005.1.4 Be aware of the power of language well-used...
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correct sentence fragments and run-on sentences. #0;3 3005.1.2 Know and apply a variety of sentence-combining techniques. #0;3 3005.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling. #0;3 3005.1.4 Be aware of the power of language well-used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion). #0;3 3005.1.5 Use roots and affixes to determine or clarify the meaning of specialized vocabulary
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=1
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=1
correct sentence fragments and run-on sentences. #0;3 3005.1.2 Know and apply <span class="highlight">a</span> variety of sentence-combining techniques. #0;3 3005.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling. #0;3 3005.1.4 Be <span class="highlight">aware</span> of the power of language well-used as <span class="highlight">a</span> reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion). #0;3 3005.1.5 Use roots and affixes to determine or clarify the meaning of specialized vocabulary
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Grade 7 Page 17 #0;3 0701.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions. State Performance Indicators 0701.7.1 Choose the most appropriate medium for a prescrib...
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Grade 7 Page 17 #0;3 0701.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions. State Performance Indicators 0701.7.1 Choose the most appropriate medium for a prescribed purpose and audience. 0701.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation. 0701.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=17
www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=17
Grade 7 Page 17 #0;3 0701.7.6 Consider potential audience reaction (e.g., being <span class="highlight">aware</span> of verbal and nonverbal cues given by the audience during <span class="highlight">a</span> presentation) to improve media productions. State Performance Indicators 0701.7.1 Choose the most appropriate medium for <span class="highlight">a</span> prescribed purpose and audience. 0701.7.2 Select the visual image that best reinforces <span class="highlight">a</span> viewpoint or enhances <span class="highlight">a</span> presentation. 0701.7.3 Identify the purpose of <span class="highlight">a</span> medium (i.e., to inform, to persuade, to entertain, to
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=19
www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=19
person limited, third-person omniscient). SPI 0701.8.3 Distinguish among different genres (e.g., poetry, drama, biography, <span class="highlight">novel</span>) using their distinguishing characteristics. SPI 0701.8.4 Determine the common characteristics of literary drama, nonfiction, novels, poetry, and short stories. SPI 0701.8.5 Identify the stated or implied theme of <span class="highlight">a</span> literary text. SPI 0701.8.6 Identify how the author reveals character (i.e., what the author tells us, what the characters say about him or her, what the
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a varie...
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate <span class="highlight">a</span> working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test <span class="highlight">a</span> hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using <span class="highlight">a</span> variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop <span class="highlight">a</span> testable question for <span class="highlight">a</span> scientific investigation. #0;93295.3.2 Differentiate between variables and controls <span class="highlight">in</span>
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CLE 3216.4.6 Explain how the genetic makeup of cells can be engineered. #0;93216.4.7 Distinguish among the characteristics of various structural levels found in protein molecules. #0;93216.4.8 Describe the formation of recombinant DNA molecules. #0;93216.4.9 Recognize that genetic enginee...
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CLE 3216.4.6 Explain how the genetic makeup of cells can be engineered. #0;93216.4.7 Distinguish among the characteristics of various structural levels found in protein molecules. #0;93216.4.8 Describe the formation of recombinant DNA molecules. #0;93216.4.9 Recognize that genetic engineering can be applied to develop novel biomedical and agricultural products. Biology II : Standard 5 - Biodiversity and Change Conceptual Strand 5 A rich variety and complexity of organisms have
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http://www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=9
www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=9
CLE 3216.4.6 Explain how the genetic makeup of cells can be engineered. #0;93216.4.7 Distinguish among the characteristics of various structural levels found <span class="highlight">in</span> protein molecules. #0;93216.4.8 Describe the formation of recombinant DNA molecules. #0;93216.4.9 Recognize that genetic engineering can be applied to develop <span class="highlight">novel</span> biomedical and agricultural products. Biology II : Standard 5 - Biodiversity and Change Conceptual Strand 5 <span class="highlight">A</span> rich variety and complexity of organisms have
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Grade 8 Page 20 SPI 0801.8.3 Determine how a story changes if the point of view is changed. SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics. SPI 0801.8.5 Analyze the development of similar themes acro...
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Grade 8 Page 20 SPI 0801.8.3 Determine how a story changes if the point of view is changed. SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics. SPI 0801.8.5 Analyze the development of similar themes across two or more literary texts. SPI 0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what
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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
Grade 8 Page 20 SPI 0801.8.3 Determine how <span class="highlight">a</span> story changes if the point of view is changed. SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, <span class="highlight">novel</span>) using their distinguishing characteristics. SPI 0801.8.5 Analyze the development of similar themes across two or more literary texts. SPI 0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what
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SPI 0506.1.4 Identify missing information and/or too much information in contextual problems. Standard 2 - Number and Operations Grade Level Expectations: GLE 0506.2.1 Extend the understanding of place value through millions and millionths in various contexts and representations. GLE...
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SPI 0506.1.4 Identify missing information and/or too much information in contextual problems. Standard 2 - Number and Operations Grade Level Expectations: GLE 0506.2.1 Extend the understanding of place value through millions and millionths in various contexts and representations. GLE 0506.2.2 Write natural numbers (to 50) as a product of prime factors and understand that this is unique (apart from order). GLE 0506.2.3 Develop fluency with division of whole numbers. Understand the relationship of
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_5.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_Grade_5.pdf#page=2
SPI 0506.1.4 Identify missing information and/or too much information <span class="highlight">in</span> contextual problems. Standard 2 - Number and Operations Grade Level Expectations: GLE 0506.2.1 Extend the understanding of place value through millions and millionths <span class="highlight">in</span> various contexts and representations. GLE 0506.2.2 Write natural numbers (to 50) as <span class="highlight">a</span> product of prime factors and understand that this is unique (apart from order). GLE 0506.2.3 Develop fluency with division of whole numbers. Understand the relationship of
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