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 VT_04_Math GLEs_pf.indd
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” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange,...
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” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights and Meaning. University of Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A Research Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K
138 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=138 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
&rdquo; Applied Measurement in Education 14, no. 3 (2001b): 219&ndash;234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. &ldquo;Teaching Children to Add and Subtract.&rdquo; <span class="highlight">Journal</span> <span class="highlight">of</span> Mathematical Behavior 14 (1995): 283&ndash;324. DeLange, J. Mathematics Insights and Meaning. University <span class="highlight">of</span> Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A <span class="highlight">Research</span> Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K
141 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K&ndash;12 Language Arts Standards. Mid-continent <span class="highlight">Research</span> for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK&ndash;K. Mid-continent <span class="highlight">Research</span> for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment <span class="highlight">of</span> Educational Progress, 1999. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English and International Reading Association. National Council <span class="highlight">of</span>
 Language Arts Booklet
knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gat...
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knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose and topic. • Write to reflect on learning (e.g., learning log, journal). • Write to communicate and report information from research. • Write for literary response and expression. • Adapt writing
13 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=13 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
knowledge <span class="highlight">of</span> the qualities <span class="highlight">of</span> good writing to improve own writing. &bull; Publish&ndash;in a variety <span class="highlight">of</span> ways&ndash;selected finished products. &bull; Apply knowledge <span class="highlight">of</span> spelling, punctuation, and grammar to write text(s) and correct errors. &bull; Cite sources used in gathering information. &bull; Write using forms appropriate to purpose and topic. &bull; Write to reflect on learning (e.g., learning log, <span class="highlight">journal</span>). &bull; Write to communicate and report information from <span class="highlight">research</span>. &bull; Write for literary response and expression. &bull; Adapt writing
Microsoft Word - readstdhs.docreadstdhs.pdf
symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and other activities relating to the...
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symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and other activities relating to the components. After completing the novel, students conduct research concerning the critical review and write the response in the sections according to each of the major components listed and described above.
1 0 http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=19 www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
symbolism, foreshadowing, etc. as they apply to the novel &bull; theme-primary and secondary, explicit and implicit, and &bull; evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete <span class="highlight">journal</span> entries and other activities relating to the components. After completing the novel, students conduct <span class="highlight">research</span> concerning the critical review and write the response in the sections according to each <span class="highlight">of</span> the major components listed and described above.
 Microsoft Word - Completed Reading.rtf
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95 Phi Delta Kappan Reading Research Quarterly Published by International Reading Association The Reading Teacher (elementary) Published by the International Reading Association. School Library Journal Both the print and the online versions review professional reading, books for c...
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95 Phi Delta Kappan Reading Research Quarterly Published by International Reading Association The Reading Teacher (elementary) Published by the International Reading Association. School Library Journal Both the print and the online versions review professional reading, books for children and young adults, audiovisual materials, and computer software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices
94 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=94 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
Booklist magazine reviews books, electronic media, and reference works for both adults and children. Both periodicals are published by the American Library Association, 50 E. Huron Street, Chicago, IL 60611 (http://www.ala.org/booklinks). Bulletin <span class="highlight">of</span> the Center for Children&rsquo;s Books This <span class="highlight">journal</span> provides critical annotations, indications <span class="highlight">of</span> grade level/age, and reviews <span class="highlight">of</span> children&rsquo;s literature. It is published by Graduate School <span class="highlight">of</span> Library and Information Science, University <span class="highlight">of</span> Illinois and University <span class="highlight">of</span>
95 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=95 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
95 Phi Delta Kappan Reading <span class="highlight">Research</span> Quarterly Published by International Reading Association The Reading Teacher (elementary) Published by the International Reading Association. School Library <span class="highlight">Journal</span> Both the print and the online versions review professional reading, books for children and young adults, audiovisual materials, and computer software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices
112 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=112 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
112 Task(s) groups and at least two items <span class="highlight">of</span> food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire <span class="highlight">of</span> 10 questions would you ask shoppers in a supermarket if you were doing a survey <span class="highlight">of</span> what food they eat. about what the people in this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat
 cover.indd
08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resourc...
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08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented final project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, and replicate authors
77 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77
08.02 write an historical expository piece such as a <span class="highlight">journal</span>, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate <span class="highlight">research</span> questions that demonstrate critical evaluation <span class="highlight">of</span> multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented &#64257;nal project using the writing process. Writing Process Students will&hellip; W.PR.08.01 set a purpose, consider audience, and replicate authors
 K-12
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R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and s...
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R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including picture and written
17 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17
Strand: Writing Standard 5: Purposes, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety <span class="highlight">of</span> purposes, topics and audiences employing a wide range <span class="highlight">of</span> forms. Writing: A Variety <span class="highlight">of</span> Purposes, Topics, Forms and Audiences K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department <span class="highlight">of</span> Education Key: W.5.K.4= Writing. Standard 5. Kindergarten. 4 th Student Learning Expectation 14 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS
32 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
R.10.K.6 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span>/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety <span class="highlight">of</span> sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span> which demonstrates appropriate comprehension skills, including picture and written
 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
 Language Arts Framework Goals, Competencies, and Suggested Objectives
Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student...
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Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text to determine the appropriate use of advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past
4 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10th_grade_framework.pdf#page=4 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10...
Catalog descriptions 5) Editorials e. The student will <span class="highlight">research</span> a topic comparing and/or contrasting information from a variety <span class="highlight">of</span> sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text to determine the appropriate use <span class="highlight">of</span> advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past
 Language Arts Framework Goals, Competencies, and Suggested Objectives
2006 Mississippi Language Arts Framework-Revised Twelfth Grade 75 g. The student will use electronic text features to gain information or research a topic, integrating multiple sources to synthesize information. (DOK 4) 3. The student will produce, analyze, or evaluate effective communica...
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2006 Mississippi Language Arts Framework-Revised Twelfth Grade 75 g. The student will use electronic text features to gain information or research a topic, integrating multiple sources to synthesize information. (DOK 4) 3. The student will produce, analyze, or evaluate effective communication. Objectives: a. The student will produce, analyze, or evaluate the composing process (e.g., planning, drafting, revising, editing, publishing). (DOK 3) 1) Planning: • Determine audience
3 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12th_grade_framework.pdf#page=3 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12...
2006 Mississippi Language Arts Framework-Revised Twelfth Grade 75 g. The student will use electronic text features to gain information or <span class="highlight">research</span> a topic, integrating multiple sources to synthesize information. (DOK 4) 3. The student will produce, analyze, or evaluate effective communication. Objectives: a. The student will produce, analyze, or evaluate the composing process (e.g., planning, drafting, revising, editing, publishing). (DOK 3) 1) Planning: &bull; Determine audience
 Proposed New 19 TAC
§110.B. Middle School (M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8). (11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: (A) offe...
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§110.B. Middle School (M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8). (11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); (B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media
38 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=38 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=38
&sect;110.B. Middle School (M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8). (11) Reading/literary response. The student expresses and supports responses to various types <span class="highlight">of</span> texts. The student is expected to: (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); (B) interpret text ideas through such varied means as <span class="highlight">journal</span> writing, discussion, enactment, and media
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