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Matem�tica? Absolutamente! - Paulo Correia
Matemática? Absolutamente! Matemática > Início Página de Matemática do Professor Paulo Correia Tweet Lista das Citações Uma maneira de se divertir com a matemática é jogando blackjack no Spin Palace online casino....
Destino: Portugal
Destino: Portugal: Introdução Destino: Portugal Introdução Tarefa Processo Avaliação Conclusão Créditos Página do Professor Monográfico sobre Webquest Introdução Os estudantes poderão escolher uma reg...
 Effective Strategies to Improve Writing of Adolescents in Middle and High Schools
A lliance for E xcellent E ducation 1201 C onnecticut A venue,N W Suite 901 W ashington,D C 20036-2605 Place Postage H ere Straight A’s focuses on education new s and events in W ashington,D C ,and around the country.T he form at m akes inform ation on nationaleducation issues accessible to ev...
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A lliance for E xcellent E ducation 1201 C onnecticut A venue,N W Suite 901 W ashington,D C 20036-2605 Place Postage H ere Straight A’s focuses on education new s and events in W ashington,D C ,and around the country.T he form at m akes inform ation on nationaleducation issues accessible to everyone from elected officials and policym akers to parents and com m unity leaders.Learn about em erging research,prom ising practices,and policy decisions that are helping to shape secondary schoolreform in A m erica
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http://mpsportal.milwaukee.k12.wi.us/portal/server.pt/gateway/PTARGS_0_2_18935_0_0_18/Writing_Next_Strats_MS_HS.pdf#page=76
mpsportal.milwaukee.k12.wi.us/portal/server.pt/gateway/PTARGS_0_2_18935_0...
A lliance for E xcellent E ducation 1201 C onnecticut A venue,N W Suite 901 W ashington,D C 20036-2605 Place Postage H ere Straight A’s focuses on education new s and events in W ashington,D C ,and around the country.T he form at m akes inform ation on nationaleducation issues accessible to everyone from elected officials and policym akers to parents and <span class="highlight">com</span> m unity leaders.Learn about em erging research,prom ising practices,and policy decisions that are helping to shape secondary schoolreform in A m erica
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Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important com- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n...
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Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important com- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n Dr. Terry Bergeson Superintendent of Public Instruction “ This publication is designed to help accomplish one of our most pressing challenges — teaching children how to read and how to learn by reading. Washington’s school
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=3
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important <span class="highlight">com</span>- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n Dr. Terry Bergeson Superintendent of Public Instruction “ This publication is designed to help accomplish one of our most pressing challenges — teaching children how to read and how to learn by reading. Washington’s school
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=6
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
author. Grade 4 In fourth grade, students read skillfully with meaning and purpose using appropriate <span class="highlight">com</span>- prehension and vocabulary strategies. Students read, discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author. An Overview of K–10 Reading Instruction Grade Level Expectations describe a connected series of learning competencies necessary
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=13
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning. square6 Use text evidence to verify meaning from reference source. 1.2.2 Apply a variety of strategies to <span class="highlight">com</span>- prehend words and ideas in complex text. square6 Use word origins to determine the meaning of unknown words. square6 Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., collide, collision). square6 Use structural analysis
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=23
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
the most important text-based facts, details, and/or ideas from informa- tional/expository text. square6 Summarize the plot/message in cultur- ally relevant literary/narrative text. square6 Select, from multiple choices, a sentence that best summarizes the story or selec- tion. square6 Organize summary information for infor- mational/expository text and/or lit- erary/narrative text into a self-created graphic organizer to enhance text <span class="highlight">com</span>- prehension. Apply comprehension monitoring strategies during and after
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=24
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
text. square6 Identify and use grade-level-appropriate text features with teacher guidance. square6 Interpret information from graphs and charts with teacher guidance. square6 Identify and use icons and pull-down menus. Apply knowledge of printed and elec- tronic text features to locate and <span class="highlight">com</span>- prehend text. W square6 Identify and use grade-level appropriate text features. square6 Explain how certain text features help you understand the selection. square6 Interpret information from graphs, charts, diagrams
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=26
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
structures. square6 Recognize and use sentences, para- graphs, and chapter structure to under- stand the organization in both informational/expository text and lit- erary/narrative text. square6 Identify text written in the text organiza- tional structures of simple listing and sequential order. Apply understanding of simple text organizational structures. square6 Recognize and use previously learned text organizational structures of simple listing and sequential order to aid <span class="highlight">com</span>- prehension. square6 Identify and
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=45
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
related to the issues and themes of their historical periods (e.g., the Gold Rush, civil rights movement, post-World War II Europe). square6 Critique the contribution to society made by traditional, classic, and/or contempo- rary works of literature that deal with similar topics and problems (e.g., indi- vidual needs vs. needs of society, <span class="highlight">com</span>- munity maintenance, civil disobedience, humanity’s relationship with nature).
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=53
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
/u/ as in pup. sight words: Words that are immediately recognized as wholes and do not require word analysis for identification. simile: A figure of speech <span class="highlight">com</span>- paring two unlike things usually using like or as (e.g., “like ancient trees, we die from the top”). skim: To read or glance through quickly. story elements: The critical parts of a story include character, setting, plot, problem, solution. At upper grades the terms problem and solu- tion change to conflict and resolution. story structure
Massachusetts History and Social Science Curriculum Framework: August 2003
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: ww...
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John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=106
www.doe.mass.edu/frameworks/hss/final.pdf#page=106
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.<span class="highlight">com</span>/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
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grades. square6 Uses commas in appositives (e.g., Bob, the dog, was fun.). square6 Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”). square6 Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your roo...
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grades. square6 Uses commas in appositives (e.g., Bob, the dog, was fun.). square6 Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”). square6 Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your room.’ “). square6 Uses parentheses correctly (e.g., “A hypothesis (prediction) is a critical com- ponent of a scientific investigation.”). square6 Uses a semi-colon between two inde- pendent clauses connected by a con- junctive adverb (e.g., I
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=23
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
on one draft over several days or weeks adjusting work to fit the time frame. square6 Allots amount of time for each stage of writing process for on-demand writing. square6 Adjusts the number of drafts for on- demand tasks. Uses knowledge of time constraints to adjust writing process. square6 Writes for both on-demand and extended writing projects. square6 Writes to meet a deadline. square6 Adjusts the number of drafts to <span class="highlight">com</span>- pensate for time allotted. square6 Adapts amount of time spent prewriting in
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=41
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
grades. square6 Uses commas in appositives (e.g., Bob, the dog, was fun.). square6 Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”). square6 Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your room.’ “). square6 Uses parentheses correctly (e.g., “A hypothesis (prediction) is a critical <span class="highlight">com</span>- ponent of a scientific investigation.”). square6 Uses a semi-colon between two inde- pendent clauses connected by a con- junctive adverb (e.g., I
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=52
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
per- sonal reflections about their reading. Response journals can include lists of words to learn, goals for reading (e.g., number of books or pages read), things they do well as readers, predictions made prior to and during reading, thoughts, pic- tures, feelings, questions, or con- nections to other texts. Responses can be made before, during, and after reading. Recursive: Writing does not follow a linear process. The act of <span class="highlight">com</span>- posing involves prewriting, drafting, revising, editing, and publishing
SCOPE AND SEQUENCE
and calculations, on the validity and relia of data and resultant explanations (conclusions) DOK: 3 ic principles d yze whether evidence (data) and scientif. Anal support proposed explanations (laws/principles, theories/models) DOK: 3 D. The natur science e procedures and results of investigation...
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and calculations, on the validity and relia of data and resultant explanations (conclusions) DOK: 3 ic principles d yze whether evidence (data) and scientif. Anal support proposed explanations (laws/principles, theories/models) DOK: 3 D. The natur science e procedures and results of investigations DOK: e of relies upon communication of results and justification of explanations a municate th. Com expand lanations through: ⇛ oral presentations ⇛ drawings and maps g of data relevant to the
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=31
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...
and calculations, on the validity and relia of data and resultant explanations (conclusions) DOK: 3 ic principles d yze whether evidence (data) and scientif. Anal support proposed explanations (laws/principles, theories/models) DOK: 3 D. The natur science e procedures and results of investigations DOK: e of relies upon communication of results and justification of explanations a municate th. <span class="highlight">Com</span> expand lanations through: ⇛ oral presentations ⇛ drawings and maps g of data relevant to the
DRAFT
great degree)—beset milli (L, thousand)—millipede, millionaire bi (G, two)—biannual multi (L, many)—multitude, multiple centi (L, one hundred)—century, centennial non (L, not)—noncompliant, non-responsive circum (L, around)—circumvent ob (L, against)—o...
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great degree)—beset milli (L, thousand)—millipede, millionaire bi (G, two)—biannual multi (L, many)—multitude, multiple centi (L, one hundred)—century, centennial non (L, not)—noncompliant, non-responsive circum (L, around)—circumvent ob (L, against)—object, obverse co, com, con (L, together, with)—convene, cooperate over (L, too much)—overspend, overdo contra (L, against)—contradict, contrindicate per (L, through, very)—permeate, perspective de (L, away, from)—decamp, defrock peri (G, around)—periscope
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=62
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=62
great degree)—beset milli (L, thousand)—millipede, millionaire bi (G, two)—biannual multi (L, many)—multitude, multiple centi (L, one hundred)—century, centennial non (L, not)—noncompliant, non-responsive circum (L, around)—circumvent ob (L, against)—object, obverse co, <span class="highlight">com</span>, con (L, together, with)—convene, cooperate over (L, too much)—overspend, overdo contra (L, against)—contradict, contrindicate per (L, through, very)—permeate, perspective de (L, away, from)—decamp, defrock peri (G, around)—periscope
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interpretation of grade-level informational text across the subject areas . Examine content and structure of grade-level informational text across the subject areas . Literature Listen to text and read text to make connections and respond to a wide variety of literature of varying com- plexit...
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interpretation of grade-level informational text across the subject areas . Examine content and structure of grade-level informational text across the subject areas . Literature Listen to text and read text to make connections and respond to a wide variety of literature of varying com- plexity.
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http://www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1
interpretation of grade-level informational text across the subject areas . Examine content and structure of grade-level informational text across the subject areas . Literature Listen to text and read text to make connections and respond to a wide variety of literature of varying <span class="highlight">com</span>- plexity.
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