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Microsoft Word - readstdhs.docreadstdhs.pdf
students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, th...
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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a
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www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
students complete the matrix as <span class="highlight">a</span> chart of information to show how each group fulfilled the requirements of being deemed <span class="highlight">a</span> civilization. Students should then draw conclusions about each civilization and the Middle Eastern civilization as <span class="highlight">a</span> region. (d) encourages the students to make inferences or predictions about what could happen in the text after reading <span class="highlight">a</span> chapter from <span class="highlight">a</span> <span class="highlight">novel</span>. As the students are reading about <span class="highlight">a</span> character, the teacher has the students make inferences about the character <span class="highlight">using</span> the
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www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
group is responsible for writing <span class="highlight">a</span> detailed map or description on how to get to this hidden item. Once each group has had an opportunity to complete this task, the group gives the directions to another group in the class to use and find the hidden item. The group that has to locate the item grades the other group on their ability to be descriptive and on their technical writing <span class="highlight">technique</span>. 14. (<span class="highlight">a</span>) provides students with several pieces on the same issue but written from <span class="highlight">a</span> different point of view
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www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
and analyzes the development of characters. The teacher… 1. (<span class="highlight">a</span>) creates and adds to <span class="highlight">a</span> list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use as <span class="highlight">a</span> ready reference. (b) prior to reading <span class="highlight">a</span> <span class="highlight">novel</span>, provides students with <span class="highlight">a</span> format for <span class="highlight">a</span> critical review that will be completed at the end of the unit. While reading the <span class="highlight">novel</span>, the class discusses the major components of
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www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
students discuss inferences and draw conclusions about the story. (b) has the students read <span class="highlight">a</span> <span class="highlight">novel</span>. After reading the <span class="highlight">novel</span>, the students are to rewrite the <span class="highlight">novel</span> <span class="highlight">using</span> different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (<span class="highlight">a</span>
Glossaryreadingglossary.pdf
examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that i...
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examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify a concept. fable - a short tale in prose or verse that teaches a moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements of information that can be
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www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
examples – <span class="highlight">a</span> context clue where the author demonstrates word definition through the use of <span class="highlight">a</span> concrete example that illustrates <span class="highlight">a</span> concept, sometimes <span class="highlight">using</span> signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify <span class="highlight">a</span> concept. fable - <span class="highlight">a</span> short tale in prose or verse that teaches <span class="highlight">a</span> moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements of information that can be
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
genre - n. 1. <span class="highlight">a</span> category used to classify literary works, usually by form, <span class="highlight">technique</span>, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the <span class="highlight">novel</span>, essay, short story, television play, and motion picture scenario are also considered genres" (Holman and Harmon, 1992). √ goals - see character's goal grapheme - n. <span class="highlight">a</span> written or printed representation of <span class="highlight">a</span> phoneme, as b for /b/ and oy for /oi/ in boy. Note: In English, <span class="highlight">a</span> grapheme may be <span class="highlight">a</span> single
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
Question-Answer Relationship QAR Organizer - (N, E, T, P) <span class="highlight">a</span> <span class="highlight">technique</span> used to identify the relationship between <span class="highlight">a</span> question and the answer to the question (e.g., literal or inferred). null Rising Action Story Map – (N) showing the events leading to the climax of the story. null Semantic Web - (N, E, T, P) web that illustrates the meaning of <span class="highlight">a</span> word or idea. null Spider Graphic Organizer – see Web Graphic Organizer null Story Frames (graphic organizer) - (N, E) used to help students identify how the
Microsoft Word - readstd8g.docreadstd8g.pdf
more appropriate-level texts. 6. (a) models to the students that summarizing is restating or translating information into your own words. Then, after reading a "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with a...
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more appropriate-level texts. 6. (a) models to the students that summarizing is restating or translating information into your own words. Then, after reading a "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with a story organizer. As the students read a story, novel, play, or folktale, the students take notes on the graphic organizer containing beginning, middle, and ending information. (c) in
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
which illustrates the national budget. Students identify various text features, such as title, headings, etc. Students use this information to write <span class="highlight">a</span> summary sentence about the graph. (e) explains to students that chapters in science class contain many text features, such as headings, subheadings, boldface type, pictures/illustrations, bulleted lists, sidebars, etc. 3. (<span class="highlight">a</span>) discusses prior knowledge <span class="highlight">using</span> example for graphic organizer (concept map). (b) has the students make text-to-self
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
more appropriate-level texts. 6. (<span class="highlight">a</span>) models to the students that summarizing is restating or translating information into your own words. Then, after reading <span class="highlight">a</span> "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with <span class="highlight">a</span> story organizer. As the students read <span class="highlight">a</span> story, <span class="highlight">novel</span>, play, or folktale, the students take notes on the graphic organizer containing beginning, middle, and ending information. (c) in
Kansas Curricular Standard forReadingStd[1]_081709.doc
concepts of print to the students when reading aloud/shared reading/instructional groups. (c) provides the opportunity for students to make their own books, for example, a short repetitive story with one word per page, eventually creating longer stories. (d) works with sign language inter...
Microsoft Word - readstd7g.docreadstd7g.pdf
main idea? • Which sentences support the main idea? Using a main idea organizer, the students work in groups to organize the main idea and supporting details. Once the organizer is completed, the teacher instructs the students to use the information obtained on the graphic organi...
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main idea? • Which sentences support the main idea? Using a main idea organizer, the students work in groups to organize the main idea and supporting details. Once the organizer is completed, the teacher instructs the students to use the information obtained on the graphic organizer to write a response to the article containing the subject, main idea, supporting details, and a conclusion. (b) models the Herringbone Technique answer the questions “Who?’, “What?”, “When?”, “Where?”, “How?”, and “Why
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www.ksde.org/LinkClick.aspx?fileticket=pNd7e0PDN3w%3d&tabid=142&mid=8050&...
appropriate-level narrative, expository, technical, and persuasive texts. 9. ▲ uses paraphrasing and organizational skills to summarize Eating Pizza", <span class="highlight">using</span> <span class="highlight">a</span> compare-contrast text structure rather than <span class="highlight">a</span> sequence text structure. The teacher asks the students to rewrite the text to fit the title "How to Make Spaghetti". On the overhead, the teacher explains how the different text structures help to support comprehension. Use <span class="highlight">a</span> Venn Diagram to compare the text structures for things such as
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http://www.ksde.org/LinkClick.aspx?fileticket=pNd7e0PDN3w%3d&tabid=142&mid=8050&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=pNd7e0PDN3w%3d&tabid=142&mid=8050&...
main idea? • Which sentences support the main idea? <span class="highlight">Using</span> <span class="highlight">a</span> main idea organizer, the students work in groups to organize the main idea and supporting details. Once the organizer is completed, the teacher instructs the students to use the information obtained on the graphic organizer to write <span class="highlight">a</span> response to the article containing the subject, main idea, supporting details, and <span class="highlight">a</span> conclusion. (b) models the Herringbone <span class="highlight">Technique</span> answer the questions “Who?’, “What?”, “When?”, “Where?”, “How?”, and “Why
Microsoft Word - ssstdh.docssstdh.pdf
Armenian Genocide, Ataturk’s modernization of Turkey). 3.▲ (A) examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, secret police, state supremacy over individual rights, role of pr...
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Armenian Genocide, Ataturk’s modernization of Turkey). 3.▲ (A) examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, secret police, state supremacy over individual rights, role of private property, class structure). 4. (A) analyzes the causes and immediate consequences of WWII (e.g., German, Italian, and Japanese aggression; failure of the League of Nations; appeasement; development of American, British-Soviet
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=43
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
Armenian Genocide, Ataturk’s modernization of Turkey). 3.▲ (<span class="highlight">A</span>) examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, <span class="highlight">secret</span> police, state supremacy over individual rights, role of private property, class structure). 4. (<span class="highlight">A</span>) analyzes the causes and immediate consequences of WWII (e.g., German, Italian, and Japanese aggression; failure of the League of Nations; appeasement; development of American, British-Soviet
Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf
numbers, look for numbers that can be paired for easy computation. 27 49 27 + 81 = 100 38 49 + 56 = 100 56 38 + 65 = 100 81 + 65 Therefore, the estimate is 300. Truncation Truncation is the process of ignoring all digits to the right of a chosen place value. An example of using...
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numbers, look for numbers that can be paired for easy computation. 27 49 27 + 81 = 100 38 49 + 56 = 100 56 38 + 65 = 100 81 + 65 Therefore, the estimate is 300. Truncation Truncation is the process of ignoring all digits to the right of a chosen place value. An example of using truncation as an estimation technique is saying gasoline sells for $1.13 per gallon when the actual price is $1.139 ($1.13 9 ). evaluate (an algebraic expression) – substitute the values
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http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&...
numbers, look for numbers that can be paired for easy computation. 27 49 27 + 81 = 100 38 49 + 56 = 100 56 38 + 65 = 100 81 + 65 Therefore, the estimate is 300. Truncation Truncation is the process of ignoring all digits to the right of <span class="highlight">a</span> chosen place value. An example of <span class="highlight">using</span> truncation as an estimation <span class="highlight">technique</span> is saying gasoline sells for $1.13 per gallon when the actual price is $1.139 ($1.13 9 ). evaluate (an algebraic expression) – substitute the values
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
numbers, look for numbers that can be paired for easy computation. 27 49 27 + 81 = 100 38 49 + 56 = 100 56 38 + 65 = 100 81 + 65 Therefore, the estimate is 300. Truncation Truncation is the process of ignoring all digits to the right of a chosen place value. An example of using...
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numbers, look for numbers that can be paired for easy computation. 27 49 27 + 81 = 100 38 49 + 56 = 100 56 38 + 65 = 100 81 + 65 Therefore, the estimate is 300. Truncation Truncation is the process of ignoring all digits to the right of a chosen place value. An example of using truncation as an estimation technique is saying gasoline sells for $1.13 per gallon when the actual price is $1.139 ($1.13 9 ). evaluate (an algebraic expression) – substitute the values
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=335
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
numbers, look for numbers that can be paired for easy computation. 27 49 27 + 81 = 100 38 49 + 56 = 100 56 38 + 65 = 100 81 + 65 Therefore, the estimate is 300. Truncation Truncation is the process of ignoring all digits to the right of <span class="highlight">a</span> chosen place value. An example of <span class="highlight">using</span> truncation as an estimation <span class="highlight">technique</span> is saying gasoline sells for $1.13 per gallon when the actual price is $1.139 ($1.13 9 ). evaluate (an algebraic expression) – substitute the values
Microsoft Word - readstd4g[1]_081709.docreadstd4g[1]_081709.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 97 4. generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text. 5. ▲ uses information from the text to make inferences and draw conclusi...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 97 4. generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text. 5. ▲ uses information from the text to make inferences and draw conclusions. (f) encourages collaborative reading with the students. The teacher selects a short passage or novel to read to the students. The
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 97 4. generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text. 5. ▲ uses information from the text to make inferences and draw conclusions. (f) encourages collaborative reading with the students. The teacher selects <span class="highlight">a</span> short passage or <span class="highlight">novel</span> to read to the students. The
Microsoft Word - readstd6g.docreadstd6g.pdf
including ▲ similes, ▲ metaphors, ▲ analogies, hyperbole, onomatopoeia, personification, and idioms. compose a story. 3. (a) assigns students a topic or research that requires them to locate and use reference materials in the classroom, school, and/or public...
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including ▲ similes, ▲ metaphors, ▲ analogies, hyperbole, onomatopoeia, personification, and idioms. compose a story. 3. (a) assigns students a topic or research that requires them to locate and use reference materials in the classroom, school, and/or public library (when school transportation can be provided). 4. (a) models the vocabulary self-correction strategy (VSS) after reading a paragraph with unfamiliar text. Using this technique, the teacher divides students into
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http://www.ksde.org/LinkClick.aspx?fileticket=%2bZrbdaUwRLs%3d&tabid=142&mid=8050&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=%2bZrbdaUwRLs%3d&tabid=142&mid=805...
including ▲ similes, ▲ metaphors, ▲ analogies, hyperbole, onomatopoeia, personification, and idioms. compose <span class="highlight">a</span> story. 3. (<span class="highlight">a</span>) assigns students <span class="highlight">a</span> topic or research that requires them to locate and use reference materials in the classroom, school, and/or public library (when school transportation can be provided). 4. (<span class="highlight">a</span>) models the vocabulary self-correction strategy (VSS) after reading <span class="highlight">a</span> paragraph with unfamiliar text. <span class="highlight">Using</span> this <span class="highlight">technique</span>, the teacher divides students into
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