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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of s...
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Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide research. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety of scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in
3 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3 www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
CLE 3295.1.6 Respect and understand copyright and patent laws. APA, MLA). #0;93295.1.7 Complete a <span class="highlight">research</span> plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a <span class="highlight">journal</span> showing date, accurate observations, collection <span class="highlight">of</span> data, and other pertinent information. Scientific <span class="highlight">Research</span> : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying and solving scientific problems. Guiding Question 2 What
5 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5 www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=5
Course Level Expectations Checks for Understanding CLE 3295.3.1 Formulate a working hypothesis to guide <span class="highlight">research</span>. CLE 3295.3.2 Develop experimental procedures to test a hypothesis. CLE 3295.3.3 Practice appropriate safety procedures. CLE 3295.3.4 Collect data using a variety <span class="highlight">of</span> scientific tools and equipment. CLE 3295.3.5 Verify data for accuracy. #0;93295.3.1 Develop a testable question for a scientific investigation. #0;93295.3.2 Differentiate between variables and controls in
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a jour...
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.
11 0 http://www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11 www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
a field trip to a historical place. &bull; 3.5.tpi.6. identify people, events, areas and ideas that create a history <span class="highlight">of</span> a place. &bull; 3.5.tpi.7. assemble historical information using a variety <span class="highlight">of</span> sources (e.g., newspaper, book, video, and computer). &bull; 3.5.tpi.8. create a <span class="highlight">journal</span> entry about a major historical event or figure. &bull; 3.5.tpi.9. create a &quot;then&quot; and &quot;now&quot; class museum. at Level 3, the student is able to &bull; 3.5.tpi.10. choose a favorite historical event and <span class="highlight">research</span> it using computer and media.
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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries t...
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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
27 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=27 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=27
reading because students must engage in repeated readings <span class="highlight">of</span> the text, which supports fluency. Naturally, retelling is its own form <span class="highlight">of</span> assessment &ndash; since the student&rsquo;s recitation confirms his/her reading <span class="highlight">of</span> it and reveals the extent <span class="highlight">of</span> his/her comprehension. <span class="highlight">Research</span> indicates that retelling increases both the quantity and quality <span class="highlight">of</span> what is comprehended. Teachers can use retelling as a way to build silent reading fluency and to measure comprehension. Having a student retell allows a teacher to assess a
50 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=50 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=50
meaning. These activities are intended to be brief and can be assigned at any point during the class period. Reading and Writing Together Unsent Letters Biopoem Admit Slips EXPLORATORY WRITING ESSAY WRITING <span class="highlight">JOURNAL</span> WRITING Response Journals Learning Logs RAFT Rubrics Exit Slips 47 <span class="highlight">of</span> s Dialogues Double-Entry Journals 75
51 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
48 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students&rsquo; feelings and thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn
53 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
50 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
 Microsoft Word - Content Area Reading Middle School.doc
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49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are con...
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49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
21 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=21 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
good reading because students must engage in repeated readings <span class="highlight">of</span> the text, which supports fluency. Naturally, retelling is its own form <span class="highlight">of</span> assessment &ndash; since the student&rsquo;s recitation confirms his/her reading <span class="highlight">of</span> it and reveals the extent <span class="highlight">of</span> his/her comprehension. <span class="highlight">Research</span> indicates that retelling increases both the quantity and quality <span class="highlight">of</span> what is comprehended. Teachers can use retelling as a way to build silent reading fluency and to measure comprehension. Having a student retell allows a teacher to
47 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=47 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students&rsquo; feelings and thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn to write without fear
49 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=49 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
59 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=59 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
59 RAFT This chart shows examples <span class="highlight">of</span> role, audience, format and topic combinations which may be used for reflective writing exercises in various curricula areas. Role Audience Format Topic bald eagle public radio public service announcement symbols on the American currency Barbara Bush mothers advice column duties/responsibilities <span class="highlight">of</span> president calculator math students letter to the editor use <span class="highlight">of</span> calculator in the classroom heart medical community <span class="highlight">journal</span> article value <span class="highlight">of</span> exercise
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Narrow a research question so that the research process is manageable. #0;3 0201.4.2 Select three sources to answer a research question. #0;3 0201.4.3 Utilize the family and community as sources of information. #0;3 0201.4.4 Visit the library/media center as a source ...
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Narrow a research question so that the research process is manageable. #0;3 0201.4.2 Select three sources to answer a research question. #0;3 0201.4.3 Utilize the family and community as sources of information. #0;3 0201.4.4 Visit the library/media center as a source of information for research. #0;3 0201.4.5 Recognize and identify a variety of print and electronic resources available for information. #0;3 0201.4.6 Understand the purpose of reference materials. #0;3 0201.4.7 Write a
5 0 http://www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=5 www.state.tn.us/education/ci/english/doc/ENG_Grade_2.pdf#page=5
Narrow a <span class="highlight">research</span> question so that the <span class="highlight">research</span> process is manageable. #0;3 0201.4.2 Select three sources to answer a <span class="highlight">research</span> question. #0;3 0201.4.3 Utilize the family and community as sources <span class="highlight">of</span> information. #0;3 0201.4.4 Visit the library/media center as a source <span class="highlight">of</span> information for <span class="highlight">research</span>. #0;3 0201.4.5 Recognize and identify a variety <span class="highlight">of</span> print and electronic resources available for information. #0;3 0201.4.6 Understand the purpose <span class="highlight">of</span> reference materials. #0;3 0201.4.7 Write a
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sources of information. #0;3 0001.4.3 Present the answers to a research question orally to the class. Standard 5 - Logic Grade Level Expectations GLE 0001.5.1 Develop an understanding of sequential events. GLE 0001.5.2 Recognize the relationship of actions and conseq...
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sources of information. #0;3 0001.4.3 Present the answers to a research question orally to the class. Standard 5 - Logic Grade Level Expectations GLE 0001.5.1 Develop an understanding of sequential events. GLE 0001.5.2 Recognize the relationship of actions and consequences. Checks for Understanding (Formative/Summative Assessment) #0;3 0001.5.1 Arrange three items or events in sequential order. #0;3 0001.5.2 Identify the likely consequence of a particular action.
5 0 http://www.state.tn.us/education/ci/english/doc/ENG_Grade_K.pdf#page=5 www.state.tn.us/education/ci/english/doc/ENG_Grade_K.pdf#page=5
sources <span class="highlight">of</span> information. #0;3 0001.4.3 Present the answers to a <span class="highlight">research</span> question orally to the class. Standard 5 - Logic Grade Level Expectations GLE 0001.5.1 Develop an understanding <span class="highlight">of</span> sequential events. GLE 0001.5.2 Recognize the relationship <span class="highlight">of</span> actions and consequences. Checks for Understanding (Formative/Summative Assessment) #0;3 0001.5.1 Arrange three items or events in sequential order. #0;3 0001.5.2 Identify the likely consequence <span class="highlight">of</span> a particular action.
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Grade 5 Page 5 Standard 3 - Writing Grade Level Expectations GLE 0501.3.1 Write for a variety of purposes and to different audiences. GLE 0501.3.2 Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative. GLE 0501.3.3 Kno...
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Grade 5 Page 5 Standard 3 - Writing Grade Level Expectations GLE 0501.3.1 Write for a variety of purposes and to different audiences. GLE 0501.3.2 Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative. GLE 0501.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. Checks for Understanding (Formative/Summative Assessment) #0;3 0501.3.1
5 0 http://www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=5 www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=5
Grade 5 Page 5 Standard 3 - Writing Grade Level Expectations GLE 0501.3.1 Write for a variety <span class="highlight">of</span> purposes and to different audiences. GLE 0501.3.2 Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative. GLE 0501.3.3 Know and apply the steps <span class="highlight">of</span> the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. Checks for Understanding (Formative/Summative Assessment) #0;3 0501.3.1
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Grade 3 Page 7 Standard 4 - Research Grade Level Expectations GLE 0301.4.1 Identify and narrow a grade-appropriate research topic. GLE 0301.4.2 Gather information from a variety of sources to support a research topic. GLE 0301.4.3 Present research results in a...
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Grade 3 Page 7 Standard 4 - Research Grade Level Expectations GLE 0301.4.1 Identify and narrow a grade-appropriate research topic. GLE 0301.4.2 Gather information from a variety of sources to support a research topic. GLE 0301.4.3 Present research results in a written report. Checks for Understanding (Formative/Summative Assessment) #0;3 0301.4.1 Define and narrow a topic for research. #0;3 0301.4.2 Identify three or more resources using more than one medium to support a
7 0 http://www.state.tn.us/education/ci/english/doc/ENG_Grade_3.pdf#page=7 www.state.tn.us/education/ci/english/doc/ENG_Grade_3.pdf#page=7
Grade 3 Page 7 Standard 4 - <span class="highlight">Research</span> Grade Level Expectations GLE 0301.4.1 Identify and narrow a grade-appropriate <span class="highlight">research</span> topic. GLE 0301.4.2 Gather information from a variety <span class="highlight">of</span> sources to support a <span class="highlight">research</span> topic. GLE 0301.4.3 Present <span class="highlight">research</span> results in a written report. Checks for Understanding (Formative/Summative Assessment) #0;3 0301.4.1 Define and narrow a topic for <span class="highlight">research</span>. #0;3 0301.4.2 Identify three or more resources using more than one medium to support a
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Grade 1 Page 5 Standard 4 - Research Course Level Expectations GLE 0101.4.1 Define and narrow a research question appropriate to grade level and ability. GLE 0101.4.2 Select a source necessary to answer the research question. GLE 0101.4.3 Deliver an oral report that demonstr...
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Grade 1 Page 5 Standard 4 - Research Course Level Expectations GLE 0101.4.1 Define and narrow a research question appropriate to grade level and ability. GLE 0101.4.2 Select a source necessary to answer the research question. GLE 0101.4.3 Deliver an oral report that demonstrates a gathering of information. Checks for Understanding (Formative/Summative Assessment) #0;3 0101.4.1 Narrow a research question so that the research process is manageable. #0;3 0101.4.2 Select two
5 0 http://www.state.tn.us/education/ci/english/doc/ENG_Grade_1.pdf#page=5 www.state.tn.us/education/ci/english/doc/ENG_Grade_1.pdf#page=5
Grade 1 Page 5 Standard 4 - <span class="highlight">Research</span> Course Level Expectations GLE 0101.4.1 Define and narrow a <span class="highlight">research</span> question appropriate to grade level and ability. GLE 0101.4.2 Select a source necessary to answer the <span class="highlight">research</span> question. GLE 0101.4.3 Deliver an oral report that demonstrates a gathering <span class="highlight">of</span> information. Checks for Understanding (Formative/Summative Assessment) #0;3 0101.4.1 Narrow a <span class="highlight">research</span> question so that the <span class="highlight">research</span> process is manageable. #0;3 0101.4.2 Select two
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Experience and develop an awareness of literature that reflects a diverse society. f. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments
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Experience and develop an awareness of literature that reflects a diverse society. f. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments
6 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6 www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6
Experience and develop an awareness <span class="highlight">of</span> literature that reflects a diverse society. f. Maintain a personal reading list/or reading log/<span class="highlight">journal</span> to reflect reading gains and accomplishments
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