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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201....
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Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, video, ipods, computers
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=7
Grade 2 Page 7 Standard 7 - Media Grade Level Expectations GLE 0201.7.1 Recognize the purpose of media is to inform, persuade, and/or entertain. GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. Checks for Understanding (Formative/Summative Assessment) #0;3 0201.7.1 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0201.7.2 Experience and respond to a variety of media (e.g., books, audio, <span class="highlight">video</span>, ipods, computers
DRAFT
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions e...
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73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, and video, teachers
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=76
73 of 75 VISUAL TO PRINT Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, and <span class="highlight">video</span>, teachers
Microsoft Word - Content Area Reading Middle School.doc
video, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. O...
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video, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. Once, while reading Of Mice and Men, students could not visualize nor understand what a Cupie doll was. The teacher displayed a picture of such a doll. In math, students were experiencing difficulties understanding
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
<span class="highlight">video</span>, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. Once, while reading Of Mice and Men, students could not visualize nor understand what a Cupie doll was. The teacher displayed a picture of such a doll. In math, students were experiencing difficulties understanding
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6.5.06 Identify how to use historical information acquired from a variety of sources. a. Describe what archaeological evidence reveals about Chinese history during the Chang Dynasty. b. Identify early forms of writing, law, and trade i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, a...
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6.5.06 Identify how to use historical information acquired from a variety of sources. a. Describe what archaeological evidence reveals about Chinese history during the Chang Dynasty. b. Identify early forms of writing, law, and trade i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD) 6.5.07 Recognize the influence of major religions between both ancient eastern
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=13
www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=13
6.5.06 Identify how to use historical information acquired from a variety of sources. a. Describe what archaeological evidence reveals about <span class="highlight">Chinese</span> history during the Chang Dynasty. b. Identify early forms of writing, law, and trade i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD) 6.5.07 Recognize the influence of major religions between both ancient eastern
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0101.7.1 Experience and respond to a variety of media (e.g., books, audio, video, computer, illustrations). #0;3 0101.7.2 Visit libraries/media centers and regularly check out materials. #0;3 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 010...
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0101.7.1 Experience and respond to a variety of media (e.g., books, audio, video, computer, illustrations). #0;3 0101.7.2 Visit libraries/media centers and regularly check out materials. #0;3 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0101.7.4 Enhance oral presentations with a visual medium.
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_1.pdf#page=6
www.state.tn.us/education/ci/english/doc/ENG_Grade_1.pdf#page=6
0101.7.1 Experience and respond to a variety of media (e.g., books, audio, <span class="highlight">video</span>, computer, illustrations). #0;3 0101.7.2 Visit libraries/media centers and regularly check out materials. #0;3 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). #0;3 0101.7.4 Enhance oral presentations with a visual medium.
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(e.g., the accent and emotion through audio; visual images through videos). SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short video clip, recording).
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(e.g., the accent and emotion through audio; visual images through videos). SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short video clip, recording).
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_3.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_Grade_3.pdf#page=10
(e.g., the accent and emotion through audio; visual images through videos). SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short <span class="highlight">video</span> clip, recording).
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privilege, profession, or occupation. Causative factor is something that actively brings about a result. Chauvinism is a fanatical patriotism, blind devotion to and belief in the superiority of one's group. Checks and balances are the Constitutional mechanisms that authorize each branch of governmen...
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privilege, profession, or occupation. Causative factor is something that actively brings about a result. Chauvinism is a fanatical patriotism, blind devotion to and belief in the superiority of one's group. Checks and balances are the Constitutional mechanisms that authorize each branch of government to share powers with the other branches and thereby check their activities. Chinese Exclusion Act (1882) was a federal law that denied U.S. citizenship to people born in China and prohibited the immigration of
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http://www.state.tn.us/education/ci/ss/doc/SS_Glossary.pdf#page=3
www.state.tn.us/education/ci/ss/doc/SS_Glossary.pdf#page=3
privilege, profession, or occupation. Causative factor is something that actively brings about a result. Chauvinism is a fanatical patriotism, blind devotion to and belief in the superiority of one's group. Checks and balances are the Constitutional mechanisms that authorize each branch of government to share powers with the other branches and thereby check their activities. <span class="highlight">Chinese</span> Exclusion Act (1882) was a federal law that denied U.S. citizenship to people born in China and prohibited the immigration of
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