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Education
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 7th Grade„Grade Level Expectations
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a per...
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20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
meaning from text • Visualize what was read for a deeper understanding • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Skim text to <span class="highlight">search</span> for connections between and among ideas • Restate in own words the main events in the text • Periodically summarize while reading • Periodically paraphrase important ideas or information • Use a graphic organizer or other note taking technique to record important ideas or information After Reading 2.4a Demonstrate
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=20
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
references, appendices) • Locate information using appropriate sources and strategies • Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Use text features to access information (e.g., guide words, indices, glossaries, key words, table of contents) • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access information 3.1a2 Develop and
7th Grade„Grade Level Expectations
17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Fi...
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17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes of media messages (i.e
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade%20GLEs.pdf#page=17
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade...
17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes of media messages (i.e
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade...
information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access information 3.1a2 Develop and use procedures to gather information—developing and following a process for research • Formulate a research question or thesis • Determine a clear purpose, topic, and audience for research • Gather information from more than one source • Locate information using appropriate sources and strategies • Read, view, or listen and decide what is valuable
Microsoft Word - vsc_english_grprek3.doc
experiences 3. Use strategies to make meaning from text (during reading) a. Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust predictions e....
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experiences 3. Use strategies to make meaning from text (during reading) a. Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust predictions e. Look back through the text to search for connections between topics, events, characters, and actions in stories to specific life experiences
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http://mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=7
mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=7
experiences 3. Use strategies to make meaning from text (during reading) a. Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust predictions e. Look back through the text to <span class="highlight">search</span> for connections between topics, events, characters, and actions in stories to specific life experiences
Microsoft Word - vsc_english_gr38.doc
difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to search for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g...
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difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to search for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g. Periodically paraphrase important ideas or information h. Visualize what was read for deeper understanding i. Explain personal connections to the ideas or information in the text 3
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http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=10
mdk12.org/share/vsc/vsc_english_gr38.pdf#page=10
difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to <span class="highlight">search</span> for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g. Periodically paraphrase important ideas or information h. Visualize what was read for deeper understanding i. Explain personal connections to the ideas or information in the text 3
Microsoft Word - 2nd Grade GLEs _2_
offering a personal response to texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, and actions in texts 2.7b Critically…by identifying the underlying purposes of media messages...
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offering a personal response to texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, and actions in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=10
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
• Infer information • Use mental imagery • Visualize what was read • Reread difficult parts slowly and carefully • Explain personal connections to the topics, events, characters, and actions in texts • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Ask and answer questions about the text • Recall and discuss what is understood in a text • Identify and question what is not understood in a text • Restate in own words the main events in the text • Summarize while
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Explain personal connections to topics, events, characters, and actions in texts 2.7b Critically…by identifying the underlying purposes of media messages
7th Grade„Grade Level Expectations
offering a personal response to texts • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, a...
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offering a personal response to texts • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, actions, or ideas, in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=11
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
summarize while reading • Use mental imagery Use illustrations to construct meaning from text • Visualize what was read • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Explain personal connections to the ideas or information in the text • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Ask and answer questions about the text • Retell stories and ideas • Recall and discuss what is understood in a text • Restate in own words the main
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=17
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
offering a personal response to texts • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Explain personal connections to topics, events, characters, actions, or ideas, in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
“New” to 3 rd Grade from 2 nd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Use multiple sources of information (e.g., available databases) • Use text features to access information (e.g., guide words, indices, glossaries, key words, table of contents) • Use traditional and electronic <span class="highlight">search</span> tools • Use
Core Content For Mathematics Assessment
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 131 Italics – Supporting Content Standard PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities...
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CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 131 Italics – Supporting Content Standard PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities: • conducting a job search • writing letters • networking • completing an application • securing a letter of reference • preparing a résumé • applying interview techniques (e.g., learn about employer/job
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=134
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=134
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 131 Italics – Supporting Content Standard PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities: • conducting a job <span class="highlight">search</span> • writing letters • networking • completing an application • securing a letter of reference • preparing a résumé • applying interview techniques (e.g., learn about employer/job
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=256
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=256
be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, <span class="highlight">search</span> and seizure). DOK 2 SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces
Illinois Reading Assessment Framework PSAE Grade 11
researchers, authors, farmers, and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and...
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researchers, authors, farmers, and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language. People must speak clearly and listen well as they share ideas
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading_PSAEFINAL.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_reading_PSAEFINAL.pdf#page=5
researchers, authors, farmers, and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to <span class="highlight">search</span> and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language. People must speak clearly and listen well as they share ideas
Microsoft Word - iaf_reading.rtf
use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new,...
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use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=6
www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=6
use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to <span class="highlight">search</span> and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language
STANDARDS.05
ALASKA CONTENT STANDARDS 35 A student who meets the content standard should: 1) recognize that libraries use classification systems to organize, store, and provide access to information and resources; 2) understand how library classification and subject heading systems work; 3) understand how inform...
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ALASKA CONTENT STANDARDS 35 A student who meets the content standard should: 1) recognize that libraries use classification systems to organize, store, and provide access to information and resources; 2) understand how library classification and subject heading systems work; 3) understand how information in print, non-print, and electronic formats is organized and accessed; 4) search for information and resources by author, title, subject, or keyword, as appropriate; and 5) identify and use search
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=29
www.eed.state.ak.us/standards/pdf/standards.pdf#page=29
careers related to the <span class="highlight">search</span> for beauty and meaning, which is aesthetics. C D A student should be able to recognize beauty and meaning through the arts in the student’s life. ARTS (continued)
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=36
www.eed.state.ak.us/standards/pdf/standards.pdf#page=36
ALASKA CONTENT STANDARDS 35 A student who meets the content standard should: 1) recognize that libraries use classification systems to organize, store, and provide access to information and resources; 2) understand how library classification and subject heading systems work; 3) understand how information in print, non-print, and electronic formats is organized and accessed; 4) <span class="highlight">search</span> for information and resources by author, title, subject, or keyword, as appropriate; and 5) identify and use <span class="highlight">search</span>
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