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 K-12 Reading
and support, description, classification, logical/ sequential) (Local) (See also Appendix D) R:RS:8:2.1: Using strategies before, during, and after reading literary and informational text. EXAMPLES of reading comprehension strategies might include: using prior knowledge;...
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and support, description, classification, logical/ sequential) (Local) (See also Appendix D) R:RS:8:2.1: Using strategies before, during, and after reading literary and informational text. EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=40
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
<span class="highlight">based</span> inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory <span class="highlight">images</span> (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, <span class="highlight">using</span>, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts <span class="highlight">of</span> <span class="highlight">the</span> book); or <span class="highlight">using</span> text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition, description <span class="highlight">classification</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=57
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
and support, description, <span class="highlight">classification</span>, logical/ sequential) (Local) (See also Appendix D) R:RS:8:2.1: <span class="highlight">Using</span> strategies before, during, and after reading literary and informational text. EXAMPLES <span class="highlight">of</span> reading comprehension strategies might include: <span class="highlight">using</span> prior knowledge; sampling a page <span class="highlight">for</span> readability; summarizing; predicting and making text <span class="highlight">based</span> inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory <span class="highlight">images</span> (e.g., making pictures in
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=74
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
strategies before, during, and after reading literary and informational text. EXAMPLES <span class="highlight">of</span> reading comprehension strategies might include: <span class="highlight">using</span> prior knowledge; sampling a page <span class="highlight">for</span> readability; summarizing; predicting and making text <span class="highlight">based</span> inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory <span class="highlight">images</span> (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, <span class="highlight">using</span>, and
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those that cannot. S:SPS1:11:1.2 Use complex classification criteria and keys to identify items/organisms. S:SPS1:11:1.3 Evaluate complex methods of classification for a specific purpose. S:SPS1:11:1.4 Identify limitations of a given classification sys...
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those that cannot. S:SPS1:11:1.2 Use complex classification criteria and keys to identify items/organisms. S:SPS1:11:1.3 Evaluate complex methods of classification for a specific purpose. S:SPS1:11:1.4 Identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies. S:SPS1:12:1.1 Define and delimit problems to facilitate investigation. S:SPS1:12:1.2 Make and record measurements to the correct number of significant figures based
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=26
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
microscopes, stop watches). S:SPS1:8:1.2 Determine <span class="highlight">the</span> degree <span class="highlight">of</span> <span class="highlight">accuracy</span> that can be obtained <span class="highlight">using</span> a given instrument. S:SPS1:8:1.3 Investigate similarities and differences noted when making observations. S:SPS1:8:1.4 Construct and use a dichotomous key to classify a given set <span class="highlight">of</span> objects or organisms. S:SPS1:8:1.5 Evaluate methods <span class="highlight">of</span> <span class="highlight">classification</span> <span class="highlight">for</span> a specific purpose. S:SPS1:8:1.6 Rephrase questions so that they can be tested or investigated <span class="highlight">using</span> scientific methodologies. S:SPS1:8
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=36
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
those that cannot. S:SPS1:11:1.2 Use complex <span class="highlight">classification</span> criteria and keys to identify items/organisms. S:SPS1:11:1.3 Evaluate complex methods <span class="highlight">of</span> <span class="highlight">classification</span> <span class="highlight">for</span> a specific purpose. S:SPS1:11:1.4 Identify limitations <span class="highlight">of</span> a given <span class="highlight">classification</span> system and identify alternative ways <span class="highlight">of</span> classifying to accommodate anomalies. S:SPS1:12:1.1 Define and delimit problems to facilitate investigation. S:SPS1:12:1.2 Make and record measurements to <span class="highlight">the</span> correct number <span class="highlight">of</span> significant figures <span class="highlight">based</span>
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