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Education
Web
 Microsoft Word - Content Area Reading Middle School.doc
39 Discussion Web Here’s the beginning of a Discussion Web to practice in your classroom. The students could add more “yes” reasons and “no” reasons. Then work together to form “Conclusions.” I want to express my individuality through my clothing....
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39 Discussion Web Here’s the beginning of a Discussion Web to practice in your classroom. The students could add more “yes” reasons and “no” reasons. Then work together to form “Conclusions.” I want to express my individuality through my clothing. Reasons I'm tired of kids ignoring me because of my clothes. I like being comfortable. I can't afford the "right" clothes. I want to be the fashion queen. No Yes I don't have to make a decision
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=39
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
39 Discussion Web Here’s the beginning <span class="highlight">of</span> a Discussion Web to practice in your classroom. The students could add more “yes” reasons and “no” reasons. Then work together to form “Conclusions.” I want to express my individuality through my clothing. Reasons I'm tired <span class="highlight">of</span> kids ignoring me because <span class="highlight">of</span> my clothes. I like being comfortable. I can't afford the "right" clothes. I want to be the fashion queen. No Yes I don't have to make a decision
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=76
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
straight, right) —correct, rectangle crat (L, rule) —democrat rupt (L, to break)—interrupt, rupture cycl (G, circle) —bicycle sci (L, to know)—science, omniscient demo (G, people)—democracy scop (L, to see)—telescope, microscope dent, dont (L, <span class="highlight">tooth</span>)—dental scrib, script (L, to write)—transcribe, inscription duco (L, to lead)—deductive, aquaduct sect (L, to cut)—section, transsect ferro (L, to bring, carry)—transfer, ferry sens (L, to perceive, to feel)—sensitive, sensory fin (L, end)—final, finish sign (L
Microsoft Word - Completed Reading.rtf
root graph, the prefix di- and the suffix –ic can be added to create the word digraphic. See Prefix, Suffix Rubric An assessment tool for making scoring decisions; a printed set of guidelines that distinguish performances or products of different quality. See Scoring guide Satire...
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root graph, the prefix di- and the suffix –ic can be added to create the word digraphic. See Prefix, Suffix Rubric An assessment tool for making scoring decisions; a printed set of guidelines that distinguish performances or products of different quality. See Scoring guide Satire A literary technique in which ideas, customs, behaviors, or institutions are ridiculed for the purpose of improving society. Satire may be gently witty, mildly abrasive, or bitterly critical, and it often uses exaggeration for
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=82
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
root graph, the prefix di- and the suffix –ic can be added to create the word digraphic. See Prefix, Suffix Rubric An assessment tool for making scoring decisions; a printed set <span class="highlight">of</span> guidelines that distinguish performances or products <span class="highlight">of</span> different quality. See Scoring guide Satire A literary technique in which ideas, customs, behaviors, or institutions are ridiculed for the purpose <span class="highlight">of</span> improving society. Satire may be gently witty, mildly <span class="highlight">abrasive</span>, or bitterly critical, and it often uses exaggeration for
Layout 1
40 GRADE LEVEL EXPECTATIONS W R I T I N G E A L R 3 GLEK1234 3.3.5 Applies usage rules. square6 Uses pronouns as substitutes for nouns orally. square6 Uses correct singular and plural nouns orally. Applies usage rules. square6 Explains and uses pronouns as substi- tutes for nouns. square6 Uses singu...
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40 GRADE LEVEL EXPECTATIONS W R I T I N G E A L R 3 GLEK1234 3.3.5 Applies usage rules. square6 Uses pronouns as substitutes for nouns orally. square6 Uses correct singular and plural nouns orally. Applies usage rules. square6 Explains and uses pronouns as substi- tutes for nouns. square6 Uses singular and plural nouns cor- rectly (e.g., tooth and teeth, boy and boys). Applies usage rules. square6 Applies usage rules from first grade. square6 Maintains subject/verb agreement. square6 Maintains consistent
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=24
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
explain (e.g., effects <span class="highlight">of</span> <span class="highlight">tooth</span> brushing on health, how I found an answer to a mathematics problem). Demonstrates understanding <span class="highlight">of</span> different purposes for writing. square6 Identifies purpose <span class="highlight">of</span> writing (e.g., to reflect, to request information). square6 Writes for own purposes (e.g., commu- nicates with friends, reminders to self). square6 Writes to respond to literature in some detail (e.g., connections to self, text, and the world). square6 Writes stories (e.g., fictional narrative). square6 Writes to learn
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=42
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
40 GRADE LEVEL EXPECTATIONS W R I T I N G E A L R 3 GLEK1234 3.3.5 Applies usage rules. square6 Uses pronouns as substitutes for nouns orally. square6 Uses correct singular and plural nouns orally. Applies usage rules. square6 Explains and uses pronouns as substi- tutes for nouns. square6 Uses singular and plural nouns cor- rectly (e.g., <span class="highlight">tooth</span> and teeth, boy and boys). Applies usage rules. square6 Applies usage rules from first grade. square6 Maintains subject/verb agreement. square6 Maintains consistent
DRAFT
61 of 75 WORD BENCH ROOTS II acri (L, bitter, sharp)—acrid morph (G, form)—morpheme, amorphous (Mighty Morphin Rangers) alto (L, high)---altitude, altimeter mort (L, dead)—mortal, mortician amicus (L, friend)—amicable nova (L, new)—novel, innovation amo (L, to l...
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61 of 75 WORD BENCH ROOTS II acri (L, bitter, sharp)—acrid morph (G, form)—morpheme, amorphous (Mighty Morphin Rangers) alto (L, high)---altitude, altimeter mort (L, dead)—mortal, mortician amicus (L, friend)—amicable nova (L, new)—novel, innovation amo (L, to love)—amatory naut (G, ship, sailor), nautical, astronaut astra (G, star)—astronaut ortho (G, straight)—orthodontist, orthography aud (L, to hear—auditorium pac, pax (L, peace)—pacifist, pacify bellus (L, war)---bellicose pan (G, all)—pantheon, pan
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=64
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=64
61 <span class="highlight">of</span> 75 WORD BENCH ROOTS II acri (L, bitter, sharp)—acrid morph (G, form)—morpheme, amorphous (Mighty Morphin Rangers) alto (L, high)---altitude, altimeter mort (L, dead)—mortal, mortician amicus (L, friend)—amicable nova (L, new)—novel, innovation amo (L, to love)—amatory naut (G, ship, sailor), nautical, astronaut astra (G, star)—astronaut ortho (G, straight)—orthodontist, orthography aud (L, to hear—auditorium pac, pax (L, peace)—pacifist, pacify bellus (L, war)---bellicose pan (G, all)—pantheon, pan
VT_04_Math GLEs_pf.indd
R32 Standard 1.3: Reading Comprehension Standard 5.13: Responding to Text Kindergarten Grade 1 Analysis and Interpretation of Informational Text/Citing Evidence Analysis and Interpretation of Informational Text/Citing Evidence All students need ongoing opportunities to apply and practi...
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R32 Standard 1.3: Reading Comprehension Standard 5.13: Responding to Text Kindergarten Grade 1 Analysis and Interpretation of Informational Text/Citing Evidence Analysis and Interpretation of Informational Text/Citing Evidence All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the Vermont GLEs
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=76
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
R32 Standard 1.3: Reading Comprehension Standard 5.13: Responding to Text Kindergarten Grade 1 Analysis and Interpretation <span class="highlight">of</span> Informational Text/Citing Evidence Analysis and Interpretation <span class="highlight">of</span> Informational Text/Citing Evidence All students need ongoing opportunities to apply and practice reading strategies with many different types <span class="highlight">of</span> INFORMATIONAL texts. Recognizing a variety <span class="highlight">of</span> literary texts and their characteristics will help students in meeting grade level expectations described in the Vermont GLEs
Core Content For Mathematics Assessment
assessed), pointe shoes for women, slippers for men, costumes – tights, tutu, root is court dances Tap – emphasis on rhythm, tap shoes, costumes – formal to street wear, improvisation, roots in recreational dance (e.g., Irish step dance, jig, and African steps) Jazz –...
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assessed), pointe shoes for women, slippers for men, costumes – tights, tutu, root is court dances Tap – emphasis on rhythm, tap shoes, costumes – formal to street wear, improvisation, roots in recreational dance (e.g., Irish step dance, jig, and African steps) Jazz – stylized movement, accents in hands, head, hips, feet, English/French terminology to describe movements (actual terms not to be assessed), jazz shoes or boots, costume related to theme of dance, improvisation, root in social dances and early
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=41
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=41
assessed), pointe shoes for women, slippers for men, costumes – tights, tutu, root is court dances Tap – emphasis on rhythm, tap shoes, costumes – formal to street <span class="highlight">wear</span>, improvisation, roots in recreational dance (e.g., Irish step dance, jig, and African steps) Jazz – stylized movement, accents in hands, head, hips, feet, English/French terminology to describe movements (actual terms not to be assessed), jazz shoes or boots, costume related to theme <span class="highlight">of</span> dance, improvisation, root in social dances and early
Academic Standards-English/Language Arts Grade 1
1 Page 10 Grade 1 English/Language Arts READING: Word Recognition, Fluency, and Vocabulary Development (continued) 1.1.9 Blend two to four phonemes (sounds) into recognizable words. Example: Tell what word is made by the sounds /b/ /a/ /t/. Tell what word is made by the sounds /fl/ /a/ /t/. Decoding...
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1 Page 10 Grade 1 English/Language Arts READING: Word Recognition, Fluency, and Vocabulary Development (continued) 1.1.9 Blend two to four phonemes (sounds) into recognizable words. Example: Tell what word is made by the sounds /b/ /a/ /t/. Tell what word is made by the sounds /fl/ /a/ /t/. Decoding and Word Recognition 1.1.10 Generate the sounds from all the letters and from a variety of letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u), and blend those
2
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2007-06-ela-grade01.pdf#page=2
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2007-...
1 Page 10 Grade 1 English/Language Arts READING: Word Recognition, Fluency, and Vocabulary Development (continued) 1.1.9 Blend two to four phonemes (sounds) into recognizable words. Example: Tell what word is made by the sounds /b/ /a/ /t/. Tell what word is made by the sounds /fl/ /a/ /t/. Decoding and Word Recognition 1.1.10 Generate the sounds from all the letters and from a variety <span class="highlight">of</span> letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u), and blend those
K-12 Reading
what was learned (Local) EXAMPLE: “What do penguins eat? Show me where you found that information?” R:IT:1:2.2: Identifying the topic of the text or explaining the title (Local) EXAMPLE: “What is this about?” R:IT:1:2.3: Making basic inferences or drawing basic concl...
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what was learned (Local) EXAMPLE: “What do penguins eat? Show me where you found that information?” R:IT:1:2.2: Identifying the topic of the text or explaining the title (Local) EXAMPLE: “What is this about?” R:IT:1:2.3: Making basic inferences or drawing basic conclusions (Local) EXAMPLE: “From what we just read, why do you think firefighters wear special uniforms?” Explain your reasons. R:IT:1:2.4: Identifying facts presented in text (Local) R:IT:1:2.5: is addressed in R:IT:1:2.3 (Local
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=21
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
what was learned (Local) EXAMPLE: “What do penguins eat? Show me where you found that information?” R:IT:1:2.2: Identifying the topic <span class="highlight">of</span> the text or explaining the title (Local) EXAMPLE: “What is this about?” R:IT:1:2.3: Making basic inferences or drawing basic conclusions (Local) EXAMPLE: “From what we just read, why do you think firefighters <span class="highlight">wear</span> special uniforms?” Explain your reasons. R:IT:1:2.4: Identifying facts presented in text (Local) R:IT:1:2.5: is addressed in R:IT:1:2.3 (Local
Microsoft Word - readstd7g.docreadstd7g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 152 4. ▲ identifies and determines the meaning of figurative language, ▲ similes, ▲ metaphors, ▲ analogies, ▲ hyperbole, ▲ onomatopoeia, ▲ personification, and idi...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 152 4. ▲ identifies and determines the meaning of figurative language, ▲ similes, ▲ metaphors, ▲ analogies, ▲ hyperbole, ▲ onomatopoeia, ▲ personification, and idioms. 5. identifies word connotations and word denotations. students have written the prefix or suffix the students write the word on the line next to the box and look up the word in a dictionary to
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http://www.ksde.org/LinkClick.aspx?fileticket=pNd7e0PDN3w%3d&tabid=142&mid=8050&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=pNd7e0PDN3w%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board <span class="highlight">of</span> Education: July 8, 2003 Page 152 4. ▲ identifies and determines the meaning <span class="highlight">of</span> figurative language, ▲ similes, ▲ metaphors, ▲ analogies, ▲ hyperbole, ▲ onomatopoeia, ▲ personification, and idioms. 5. identifies word connotations and word denotations. students have written the prefix or suffix the students write the word on the line next to the box and look up the word in a dictionary to
Standard 1
READING Kindergarten – Grade 5 Rhode Island and New Hampshire Grade Level Expectations LOCAL (GLEs) for grades K-5 Including New England Common Assessment Program (NECAP-STATE) GLEs for Reading in Grades 2-5 2006 Final Version edited April 2007 All of the concepts and skills identified...
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READING Kindergarten – Grade 5 Rhode Island and New Hampshire Grade Level Expectations LOCAL (GLEs) for grades K-5 Including New England Common Assessment Program (NECAP-STATE) GLEs for Reading in Grades 2-5 2006 Final Version edited April 2007 All of the concepts and skills identified at a given grade level are “fair game” for large-scale assessment purposes, if marked “(State
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http://www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/Grades%20K-5%20Reading%20GLEs%20Final%20Version%202006%20(2).pdf#page=17
www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/Grades%20K-5%20Readi...
READING Kindergarten – Grade 5 Rhode Island and New Hampshire Grade Level Expectations LOCAL (GLEs) for grades K-5 Including New England Common Assessment Program (NECAP-STATE) GLEs for Reading in Grades 2-5 2006 Final Version edited April 2007 All <span class="highlight">of</span> the concepts and skills identified at a given grade level are “fair game” for large-scale assessment purposes, if marked “(State
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