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Scholastic: Book Reviews
Writing with Writers: Writing a Book Review Home Welcome to my workshop! Here you'll find writing tips, strategies, and challenges to help you write a book review. Once you've completed my challenges, try writing and publishing a review of your own. When you've completed your...
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University Success” • National Assessment Governing Board – NAEP • College Board – AP, SAT 11 • International Baccalaureate – IB National Assessment Frameworks Standards Review • Fordham Foundation • Independent Reviews • Shanker Institut...
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University Success” • National Assessment Governing Board – NAEP • College Board – AP, SAT 11 • International Baccalaureate – IB National Assessment Frameworks Standards Review • Fordham Foundation • Independent Reviews • Shanker Institute • Field Review Exemplary State Standards • Alabama • California • Georgia • Indiana • Massachusetts • Minnesota • New York • Virginia • Michigan Curriculum Famework Standards and Benchmarks, 1996 • High School Content Expectations Document 6/06 Draft • Outside Reviews Extant
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=2
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=2
Chief Academic Offi cer Betty Underwood, Interim Director Offi ce of School Improvement Offi ce of School Improvement MDE Staff Social Studies Work Group Academic <span class="highlight">Review</span> Chair Bob Bain University of Michigan Craig Benjamin Grand Valley State University Jeffrey L. Bernstein Eastern Michigan University Jessica Cotter Holt High School John C. Davidek Flint Southwestern Academy David A. Dieterle Michigan Council for Economic Education Hal M. Friedman Henry Ford Community College Vivian Johnston Andover High
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=5
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=5
University Success” • National Assessment Governing Board – NAEP • College Board – AP, SAT 11 • International Baccalaureate – IB National Assessment Frameworks Standards <span class="highlight">Review</span> • Fordham Foundation • Independent Reviews • Shanker Institute • Field <span class="highlight">Review</span> Exemplary State Standards • Alabama • California • Georgia • Indiana • Massachusetts • Minnesota • New York • Virginia • Michigan Curriculum Famework Standards and Benchmarks, 1996 • High School Content Expectations Document 6/06 Draft • Outside Reviews Extant
WYOMING SCIENCE
Department of Education. • Massachusetts, History & Social Science Curriculum Framework, www.doe.mass.edu. • New York, Social Studies Resources Guide, www.nysed.gov. • Texas, TEKS for Social Studies, Texas Education Agency. • Virginia, History & Social Studies Standards o...
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Department of Education. • Massachusetts, History & Social Science Curriculum Framework, www.doe.mass.edu. • New York, Social Studies Resources Guide, www.nysed.gov. • Texas, TEKS for Social Studies, Texas Education Agency. • Virginia, History & Social Studies Standards of Learning, www.pen.k12.va.us. In 2002-2003, writing committees were convened to review and revise these standards. In 2008, consistent with its responsibility to evaluate and review the uniformity and quality of the standards at least
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=3
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=3
political dialogue that begins with our <span class="highlight">review</span> of the Wyoming State Standards but must not end there. In accordance with Wyoming State Statute 21-2-304 (a) (iii) the State Board of Education (Board) in consultation and coordination with local school districts (LEA) will “prescribe uniform student content and performance standards for the common core of knowledge and the common core of skills specified under W.S. 21-9-101(b). . . .” Under W.S. 21-2- 304(c) the Board is directed to evaluate and <span class="highlight">review</span> the
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http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=8
www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=8
Department of Education. • Massachusetts, History & Social Science Curriculum Framework, www.doe.mass.edu. • New York, Social Studies Resources Guide, www.nysed.gov. • Texas, TEKS for Social Studies, Texas Education Agency. • Virginia, History & Social Studies Standards of Learning, www.pen.k12.va.us. In 2002-2003, writing committees were convened to <span class="highlight">review</span> and revise these standards. In 2008, consistent with its responsibility to evaluate and <span class="highlight">review</span> the uniformity and quality of the standards at least
Colorado Model Content Standards
Colorado Model Geography Standards Task Force Co-Chairs from the Standards and Assessment Development and Implementation Council Tom Maes, Adams County School District #11 Barbara Conroy, Adams County School District #14 Jean Gauley, Mesa County Schools Task Force Members A. David Hill, Geography Pr...
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Colorado Model Geography Standards Task Force Co-Chairs from the Standards and Assessment Development and Implementation Council Tom Maes, Adams County School District #11 Barbara Conroy, Adams County School District #14 Jean Gauley, Mesa County Schools Task Force Members A. David Hill, Geography Professor, University of Colorado at Boulder Marianne Kenney, Social Studies Consultant, Colorado Dept. of Education Katy Lapp, Social Studies Coordinator, El Paso County School District #11 Glenn Lippman
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=34
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=3...
Colorado Model Geography Standards Task Force Co-Chairs from the Standards and Assessment Development and Implementation Council Tom Maes, Adams County School District #11 Barbara Conroy, Adams County School District #14 Jean Gauley, Mesa County Schools Task Force Members A. David Hill, Geography Professor, University of Colorado at Boulder Marianne Kenney, Social Studies Consultant, Colorado Dept. of Education Katy Lapp, Social Studies Coordinator, <span class="highlight">El</span> Paso County School District #11 Glenn Lippman
STANDARDS.05
70 PERFORMANCE STANDARDS (Grade Level Expectations) 71PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 WRITING GRADES 3—6 The student revises writing by [6] 2.4.1 Rearranging and/or adding details to improve focus, to support main ideas, to clarify topic sentenc...
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70 PERFORMANCE STANDARDS (Grade Level Expectations) 71PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 WRITING GRADES 3—6 The student revises writing by [6] 2.4.1 Rearranging and/or adding details to improve focus, to support main ideas, to clarify topic sentence, and to make sequence clear [6] 2.4.2 Giving/receiving appropriate feedback and using established criteria to review own and others’ written work (e.g., peer conferences, checklists, scoring guides, or
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=72
www.eed.state.ak.us/standards/pdf/standards.pdf#page=72
70 PERFORMANCE STANDARDS (Grade Level Expectations) 71PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 WRITING GRADES 3—6 The student revises writing by [6] 2.4.1 Rearranging and/or adding details to improve focus, to support main ideas, to clarify topic sentence, and to make sequence clear [6] 2.4.2 Giving/receiving appropriate feedback and using established criteria to <span class="highlight">review</span> own and others’ written work (e.g., peer conferences, checklists, scoring guides, or
Microsoft Word - SocialStudiesGLEs.doc
ACKNOWLEDGEMENTS EALR Review Panel Michael Albrecht Kent School District Scott Allen Washington State PTA Mary Bernson University of Washington John Gonzalez Yakima School District Sharon Huck Office of Superintendent of Public Instruction Khodi Kaviani Washington State Council for Soc...
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ACKNOWLEDGEMENTS EALR Review Panel Michael Albrecht Kent School District Scott Allen Washington State PTA Mary Bernson University of Washington John Gonzalez Yakima School District Sharon Huck Office of Superintendent of Public Instruction Khodi Kaviani Washington State Council for Social Studies Martharrose Laffey Washington State School Directors Association David Layton Bainbridge School District Margit McGuire Seattle
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=90
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=90
ACKNOWLEDGEMENTS EALR <span class="highlight">Review</span> Panel Michael Albrecht Kent School District Scott Allen Washington State PTA Mary Bernson University of Washington John Gonzalez Yakima School District Sharon Huck Office of Superintendent of Public Instruction Khodi Kaviani Washington State Council for Social Studies Martharrose Laffey Washington State School Directors Association David Layton Bainbridge School District Margit McGuire Seattle
Massachusetts History and Social Science Curriculum Framework: August 2003
Acknowledgments History and Social Science Curriculum Framework The 2003 History and Social Science Curriculum Framework is the result of the contributions of many history, geography, economics, and civics educators throughout the Commonwealth of Massachusetts and the United States. The Department...
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Acknowledgments History and Social Science Curriculum Framework The 2003 History and Social Science Curriculum Framework is the result of the contributions of many history, geography, economics, and civics educators throughout the Commonwealth of Massachusetts and the United States. The Department of Education wishes to thank all the people who contributed to the development and revision of this framework. The Framework Review Panel Elementary and secondary educators and administrators who reviewed
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=137
www.doe.mass.edu/frameworks/hss/final.pdf#page=137
Acknowledgments History and Social Science Curriculum Framework The 2003 History and Social Science Curriculum Framework is the result of the contributions of many history, geography, economics, and civics educators throughout the Commonwealth of Massachusetts and the United States. The Department of Education wishes to thank all the people who contributed to the development and revision of this framework. The Framework <span class="highlight">Review</span> Panel Elementary and secondary educators and administrators who reviewed
Core Content For Mathematics Assessment
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL...
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reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, videos, drills, peer/teacher <span class="highlight">review</span>, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
CONTENts.PDF
reasons for the distribution of climates around the world. • explain the impact on human activities of global phenomena, such as El Niño, global warming and the depletion of ozone in the atmosphere; • discuss cyclone, hurricane, thunderstorm and tornado formation as both weat...
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reasons for the distribution of climates around the world. • explain the impact on human activities of global phenomena, such as El Niño, global warming and the depletion of ozone in the atmosphere; • discuss cyclone, hurricane, thunderstorm and tornado formation as both weather phenomena and vehicles for the transfer of heat energy; and • create weather forecasts from data collected from various sources, including classroom instruments, television, newspapers, NOAA radio and information from
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=48
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
reasons for the distribution of climates around the world. • explain the impact on human activities of global phenomena, such as <span class="highlight">El</span> Niño, global warming and the depletion of ozone in the atmosphere; • discuss cyclone, hurricane, thunderstorm and tornado formation as both weather phenomena and vehicles for the transfer of heat energy; and • create weather forecasts from data collected from various sources, including classroom instruments, television, newspapers, NOAA radio and information from
Psychology
Earth’s axis on the cycle of the seasons in the northern and southern hemispheres (e.g., equinox, solstice) PS.3.WG.3 Analyze the influence of weather and climate on the geography of a place (e.g., El Nino, Ice Age, tornado, hurricane) PS.3.WG.4 Explain the differences for the distrib...
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Earth’s axis on the cycle of the seasons in the northern and southern hemispheres (e.g., equinox, solstice) PS.3.WG.3 Analyze the influence of weather and climate on the geography of a place (e.g., El Nino, Ice Age, tornado, hurricane) PS.3.WG.4 Explain the differences for the distribution pattern of the world’s climates (e.g., ocean currents, wind currents, landforms) PS.3.WG.5 Investigate the major physical processes that produce landforms using available technology (e.g., erosion, earthquakes, fold
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http://arkansased.org/teachers/pdf/world_geo_2006.pdf#page=5
arkansased.org/teachers/pdf/world_geo_2006.pdf#page=5
Earth’s axis on the cycle of the seasons in the northern and southern hemispheres (e.g., equinox, solstice) PS.3.WG.3 Analyze the influence of weather and climate on the geography of a place (e.g., <span class="highlight">El</span> Nino, Ice Age, tornado, hurricane) PS.3.WG.4 Explain the differences for the distribution pattern of the world’s climates (e.g., ocean currents, wind currents, landforms) PS.3.WG.5 Investigate the major physical processes that produce landforms using available technology (e.g., erosion, earthquakes, fold
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