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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201....
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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, video, ipods, computers
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, <span class="highlight">video</span>, ipods, computers
DRAFT
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions e...
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73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, and video, teachers
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, and <span class="highlight">video</span>, teachers
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
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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
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0101.7.1 Experience and respond to a variety of media (e.g., books, audio, video, computer, illustrations). #0;3 0101.7.2 Visit libraries/media centers and regularly check out materials. #0;3 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 010...
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0101.7.1 Experience and respond to a variety of media (e.g., books, audio, video, computer, illustrations). #0;3 0101.7.2 Visit libraries/media centers and regularly check out materials. #0;3 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0101.7.4 Enhance oral presentations with a visual medium.
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_1.pdf#page=6
www.state.tn.us/education/ci/english/doc/ENG_Grade_1.pdf#page=6
0101.7.1 Experience and respond to a variety of media (e.g., books, audio, <span class="highlight">video</span>, computer, illustrations). #0;3 0101.7.2 Visit libraries/media centers and regularly check out materials. #0;3 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0101.7.4 Enhance oral presentations with a visual medium.
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(e.g., the accent and emotion through audio; visual images through videos). SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short video clip, recording).
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(e.g., the accent and emotion through audio; visual images through videos). SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short video clip, recording).
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_3.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_Grade_3.pdf#page=10
(e.g., the accent and emotion through audio; visual images through videos). SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short <span class="highlight">video</span> clip, recording).
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a. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres. b. Understand the main idea or message in visual media (e.g., pictures, cartoons, weather reports on televi...
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a. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres. b. Understand the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper, photographs). c. Define and identify setting. d. Define and identify the characters. e. Differentiate between main and minor characters. f. Determine the problem in a story, discover its
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=4
www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=4
a. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, <span class="highlight">video</span>) genres. b. Understand the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper, photographs). c. Define and identify setting. d. Define and identify the characters. e. Differentiate between main and minor characters. f. Determine the problem in a story, discover its
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry...
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, <span class="highlight">video</span>, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.
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