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Education
Web
 Nonfiction and Informational Titles for All Ages
a Native American from the Sac and Fox tribe…. Middle-schoolers seek- ing a thought-provoking look at Indian issues and those in search of a rousing good sports bio will be equally gratified.” —The Bulletin of the Center for Children’s Books + 0-8037-3118-3 &bu...
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a Native American from the Sac and Fox tribe…. Middle-schoolers seek- ing a thought-provoking look at Indian issues and those in search of a rousing good sports bio will be equally gratified.” —The Bulletin of the Center for Children’s Books + 0-8037-3118-3 • 978-0-8037-3118-9 208 pp. • $16.99 hc B i o g r a p h i e s / A u t o b i o g r a p h i e s
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http://us.penguingroup.com/static/images/yr/pdf/tl-guide-nonfiction.pdf#page=29
us.penguingroup.com/static/images/yr/pdf/tl-guide-nonfiction.pdf#page=29
a Native American from the Sac and Fox tribe…. Middle-schoolers seek- ing a thought-provoking look at Indian issues and those in search of a rousing good sports <span class="highlight">bio</span> will be equally gratified.” —The <span class="highlight">Bulletin</span> of the Center for Children’s Books + 0-8037-3118-3 • 978-0-8037-3118-9 208 pp. • $16.99 hc B i o g r a p h i e s / A u t o b i o g r a p h i e s
Microsoft Word - iaf_reading.rtf
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brigh...
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[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) <span class="highlight">bio</span> (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
Layout 1
card for family member, drawing for bulletin board, author’s chair, class books). Publishes own writing. square6 Shares writing with others (e.g., author’s chair, bulletin board, Young Authors’ Day). square6 Illustrates work (e.g., drawings, computer graphics, collage...
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card for family member, drawing for bulletin board, author’s chair, class books). Publishes own writing. square6 Shares writing with others (e.g., author’s chair, bulletin board, Young Authors’ Day). square6 Illustrates work (e.g., drawings, computer graphics, collages). square6 Shares writing in self-published books. Publishes own writing. square6 Reads own work aloud (e.g., family night, writing buddy). square6 Selects format for publishing (e.g., fonts, graphics, photos, colors) to enhance writing. square6
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=20
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
card for family member, drawing for <span class="highlight">bulletin</span> board, author’s chair, class books). Publishes own writing. square6 Shares writing with others (e.g., author’s chair, <span class="highlight">bulletin</span> board, Young Authors’ Day). square6 Illustrates work (e.g., drawings, computer graphics, collages). square6 Shares writing in self-published books. Publishes own writing. square6 Reads own work aloud (e.g., family night, writing buddy). square6 Selects format for publishing (e.g., fonts, graphics, photos, colors) to enhance writing. square6
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=21
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
audiences and purposes. square6 Selects from a variety of publishing options keeping in mind audience and purpose (e.g., school newspaper, <span class="highlight">bulletin</span> board, contest). square6 Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, tables, diagrams, cartoons). square6 Publishes material in appropriate form (e.g., slide show, brochure, postcard) and format (e.g., colors, font, layout, key words and phrases instead of sen- tences) for visual and dramatic presen- tations (e.g
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
or climactic order. Research and Technology 1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information. 1.5 Compose documents with appropriate formatting by using word-processing skills and principles of desi...
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or climactic order. Research and Technology 1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information. 1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). Evaluation and Revision 1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs. 37 California
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45
or climactic order. Research and Technology 1.4 Use organizational features of electronic text (e.g., <span class="highlight">bulletin</span> boards, databases, keyword searches, e-mail addresses) to locate information. 1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). Evaluation and Revision 1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs. 37 California
Microsoft Word - 2912516B.doc
(e.g., determine the perimeter of a bulletin board) 5.R.8 Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)
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(e.g., determine the perimeter of a bulletin board) 5.R.8 Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=57
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=57
(e.g., determine the perimeter of a <span class="highlight">bulletin</span> board) 5.R.8 Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=67
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=67
and their impact on a given problem Students will use representations to model and interpret physical, social, and mathematical phenomena. 6.R.7 Use mathematics to show and understand physical phenomena (e.g., determine the perimeter of a <span class="highlight">bulletin</span> board) 6.R.8 Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales) 6.R.9 Use mathematics to show and understand mathematical phenomena (e.g
2006 Science and Technology/Engineering Curriculum Framework
daily lives. 7.1 Explain examples of adaptive or assistive devices, e.g., prosthetic devices, wheelchairs, eyeglasses, grab bars, hearing aids, lifts, braces. 7.2 Describe and explain adaptive and assistive bioengineered products, e.g., food, bio-fuels, irradiation, integrated pest management...
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daily lives. 7.1 Explain examples of adaptive or assistive devices, e.g., prosthetic devices, wheelchairs, eyeglasses, grab bars, hearing aids, lifts, braces. 7.2 Describe and explain adaptive and assistive bioengineered products, e.g., food, bio-fuels, irradiation, integrated pest management. Brainstorm and evaluate alternative ideas for an adaptive device that will make life easier for a person with a disability, such as a device that picks up objects from the floor. (7.1) Massachusetts
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=97
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=97
daily lives. 7.1 Explain examples of adaptive or assistive devices, e.g., prosthetic devices, wheelchairs, eyeglasses, grab bars, hearing aids, lifts, braces. 7.2 Describe and explain adaptive and assistive bioengineered products, e.g., food, <span class="highlight">bio</span>-fuels, irradiation, integrated pest management. Brainstorm and evaluate alternative ideas for an adaptive device that will make life easier for a person with a disability, such as a device that picks up objects from the floor. (7.1) Massachusetts
Microsoft Word - 06.029.0010.doc
as they relate to personal decisions about smoking, drugs, alcohol and sexual activity; (b) analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies); (c) describe how scientific information can help individuals and communi...
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as they relate to personal decisions about smoking, drugs, alcohol and sexual activity; (b) analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies); (c) describe how scientific information can help individuals and communities respond to health emergencies (e.g., CPR, epidemics, HIV, bio-terrorism); (4) grade 8 performance standards
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=16
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=16
as they relate to personal decisions about smoking, drugs, alcohol and sexual activity; (b) analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies); (c) describe how scientific information can help individuals and communities respond to health emergencies (e.g., CPR, epidemics, HIV, <span class="highlight">bio</span>-terrorism); (4) grade 8 performance standards
Microsoft Word - Content Area Reading Middle School.doc
bene (L, good)—beneficial photo (G, light) —photosynthesis biblio (G, book)—bibliography phys (G, nature) —physical bio (G, life)—biology, biography poly (G, many)—polygamy, polymorphous cap (L, head) —captain, capitol porto (L, to carry)—transp...
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bene (L, good)—beneficial photo (G, light) —photosynthesis biblio (G, book)—bibliography phys (G, nature) —physical bio (G, life)—biology, biography poly (G, many)—polygamy, polymorphous cap (L, head) —captain, capitol porto (L, to carry)—transportation, porter ced, cede, ceed (L, to go or yield)—antecedent, secede, proceed puls, pel (L, to drive)—pulsate, compel cess, (L, to go or yield) —process quir, ques (L, to ask or say)—question, inquire chronos (G, time)—chronological, chronometer rect (L
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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...
bene (L, good)—beneficial photo (G, light) —photosynthesis biblio (G, book)—bibliography phys (G, nature) —physical <span class="highlight">bio</span> (G, life)—biology, biography poly (G, many)—polygamy, polymorphous cap (L, head) —captain, capitol porto (L, to carry)—transportation, porter ced, cede, ceed (L, to go or yield)—antecedent, secede, proceed puls, pel (L, to drive)—pulsate, compel cess, (L, to go or yield) —process quir, ques (L, to ask or say)—question, inquire chronos (G, time)—chronological, chronometer rect (L
Microsoft Word - 3969.doc
English Language Arts (ELA) Grade-Level Expectations 26 • complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) • electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) • frequently accessed and bookm...
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English Language Arts (ELA) Grade-Level Expectations 26 • complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) • electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) • frequently accessed and bookmarked Web addresses • organizational features of electronic texts (e.g., bulletin boards, databases, keyword searches, e-mail addresses) (ELA-5-M1) 42. Locate and integrate information from grade-appropriate
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=26
www.doe.state.la.us/lde/uploads/3906.pdf#page=26
English Language Arts (ELA) Grade-Level Expectations 26 • complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) • electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) • frequently accessed and bookmarked Web addresses • organizational features of electronic texts (e.g., <span class="highlight">bulletin</span> boards, databases, keyword searches, e-mail addresses) (ELA-5-M1) 42. Locate and integrate information from grade-appropriate
Microsoft Word - mathstd20038g.docmathstd20038g.pdf
▲ commutative, associative, distributive, and substitution properties; e.g., we need to place trim around the outside edges of a bulletin board with dimensions of 3 ft by 5 ft. Explain two different methods of solving this problem and why the answers are equivalent. b. ▲ identit...
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▲ commutative, associative, distributive, and substitution properties; e.g., we need to place trim around the outside edges of a bulletin board with dimensions of 3 ft by 5 ft. Explain two different methods of solving this problem and why the answers are equivalent. b. ▲ identity and inverse properties of addition and multiplication; e.g., I had $50. I went to the mall and spent $20 in one store, $25 at a second store and then $5 at the food court. To solve: [$50 – ($20 + $25 + $5) = $50 - $50 = 0]. Explain
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http://www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=8017&forcedownload=true#page=3
www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=801...
▲ commutative, associative, distributive, and substitution properties; e.g., we need to place trim around the outside edges of a <span class="highlight">bulletin</span> board with dimensions of 3 ft by 5 ft. Explain two different methods of solving this problem and why the answers are equivalent. b. ▲ identity and inverse properties of addition and multiplication; e.g., I had $50. I went to the mall and spent $20 in one store, $25 at a second store and then $5 at the food court. To solve: [$50 – ($20 + $25 + $5) = $50 - $50 = 0]. Explain
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