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Microsoft Word - readstdhs.docreadstdhs.pdf
still need an answer to the question or if another question has arose stemming from the initial question. (b) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predi...
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still need an answer to the question or if another question has arose stemming from the initial question. (b) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions based on illustrations, and to recall important events and details presented in the text.
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
still need an answer to the question or if another question has arose stemming <span class="highlight">from</span> the initial question. (b) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions <span class="highlight">based</span> on illustrations, and to recall important events and details presented in the text.
 Microsoft Word - 06.029.0010.doc
(c) grades 9-12 performance standards on biodiversity: (i) understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species) including: classification of an organism into a category, similarity inferred from molecular...
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(c) grades 9-12 performance standards on biodiversity: (i) understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species) including: classification of an organism into a category, similarity inferred from molecular structure (DNA) closely matching classification based on anatomical similarities, and similarities of organisms reflecting evolutionary relationships
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=19
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=19
(c) grades 9-12 performance standards on biodiversity: (i) understand and explain the hierarchical classification <span class="highlight">scheme</span> (i.e., domain, kingdom, phylum, class, order, family, genus, species) including: classification of an organism into a category, similarity inferred <span class="highlight">from</span> molecular structure (DNA) closely matching classification <span class="highlight">based</span> on anatomical similarities, and similarities of organisms reflecting evolutionary relationships
Microsoft Word - 3969.doc
to write compositions, including: • comparison/contrast • essays based on a stated opinion (ELA-2-M4) 23. Develop writing using a variety of literary devices, including foreshadowing, flashback, and imagery (ELA-2-M5) 24. Write for various purposes, including: • business letter...
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to write compositions, including: • comparison/contrast • essays based on a stated opinion (ELA-2-M4) 23. Develop writing using a variety of literary devices, including foreshadowing, flashback, and imagery (ELA-2-M5) 24. Write for various purposes, including: • business letters that include a heading, inside address, salutation, body, and signature • evaluations, supported with facts and opinions, of newspaper/magazine articles and editorial cartoons • text-supported interpretations of
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=24
www.doe.state.la.us/lde/uploads/3906.pdf#page=24
to write compositions, including: • comparison/contrast • essays <span class="highlight">based</span> on a stated opinion (ELA-2-M4) 23. Develop writing using a variety of literary devices, including foreshadowing, flashback, and imagery (ELA-2-M5) 24. Write for various purposes, including: • business letters that include a heading, inside address, salutation, body, and <span class="highlight">signature</span> • evaluations, supported with facts and opinions, of newspaper/magazine articles and editorial cartoons • text-supported interpretations of
Microsoft Word - K-12 doc.doc
users to determine their exact location, velocity, and time 24 hours a day, in all weather conditions, anywhere in the world Hierarchy - any system of persons or things ranked one above another Homesteading - to acquire or settle on (land) as a homestead Hominid - any of the modern or extinct bipeda...
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users to determine their exact location, velocity, and time 24 hours a day, in all weather conditions, anywhere in the world Hierarchy - any system of persons or things ranked one above another Homesteading - to acquire or settle on (land) as a homestead Hominid - any of the modern or extinct bipedal primates of the family Hominidae, including all species of the genera Homo and Australopithecus Human resources - quantity and quality of human effort directed toward producing goods and services (also
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=60
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=60
users to determine their exact location, velocity, and time 24 hours a day, in all weather conditions, anywhere in the world Hierarchy - any system of persons or things ranked one above another Homesteading - to acquire or settle on (land) as a homestead Hominid - any of the modern or extinct bipedal primates of the family Hominidae, including all species of the genera Homo and Australopithecus Human resources - quantity and quality of human effort <span class="highlight">directed</span> toward producing goods and services (also
Microsoft Word - stdmathfrtpg.docmathstdfrtpg.pdf
developing local curricula and assessments, as well as to serve as the basis for the development of the state assessments in mathematics. The committee strove to recommend high, yet reasonable expectations for all students. High, yet reasonable expectations for all students are components of fairn...
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developing local curricula and assessments, as well as to serve as the basis for the development of the state assessments in mathematics. The committee strove to recommend high, yet reasonable expectations for all students. High, yet reasonable expectations for all students are components of fairness in education. All students includes: those who choose to attend college, those who choose technical preparation, those who will enter the workforce, those from various socio-economic backgrounds, those who have
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http://www.ksde.org/LinkClick.aspx?fileticket=RNNsD%2fLrM54%3d&tabid=141&mid=8017&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=RNNsD%2fLrM54%3d&tabid=141&mid=801...
developing local curricula and assessments, as well as to serve as the basis for the development of the state assessments in mathematics. The committee strove to recommend high, yet reasonable expectations for all students. High, yet reasonable expectations for all students are components of fairness in education. All students includes: those who choose to attend college, those who choose technical preparation, those who will enter the workforce, those <span class="highlight">from</span> various socio-economic backgrounds, those who have
Microsoft Word - 2912516B.doc
model with manipulatives activities involving mathematical content from literature and/or story telling K.PS.4 Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class, using the calendar to teach counting). Students will apply an...
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model with manipulatives activities involving mathematical content from literature and/or story telling K.PS.4 Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class, using the calendar to teach counting). Students will apply and adapt a variety of appropriate strategies to solve problems. K.PS.5 Use informal counting strategies to find solutions K.PS.6 Experience teacher-directed questioning process to understand
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=15
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=15
model with manipulatives activities involving mathematical content <span class="highlight">from</span> literature and/or story telling K.PS.4 Formulate problems and solutions <span class="highlight">from</span> everyday situations (e.g., counting the number of children in the class, using the calendar to teach counting). Students will apply and adapt a variety of appropriate strategies to solve problems. K.PS.5 Use informal counting strategies to find solutions K.PS.6 Experience teacher-<span class="highlight">directed</span> questioning process to understand
Microsoft Word - readstd3g[1]_081709.docreadstd3g[1]_081709.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 83 to follow directions, to be entertained). 14. distinguishes between fact and opinion in various texts. content areas. (b) connects prior knowledge skills and strategies with new context and text. (c) instructs us...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 83 to follow directions, to be entertained). 14. distinguishes between fact and opinion in various texts. content areas. (b) connects prior knowledge skills and strategies with new context and text. (c) instructs using the Directed Reading Activity (DRA). Discusses the subject with the students to gather prior knowledge, to introduce new vocabulary, and to discuss the purpose for reading
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http://www.ksde.org/LinkClick.aspx?fileticket=OsEQgoAMVZ8%3d&tabid=142&mid=8050&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=OsEQgoAMVZ8%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 72 Students then participate in a discussion with peers regarding whether or not adjusting reading rate improved their understanding of the text. Repeat the same strategy using different text types (narrative, expository, technical, persuasive). Have students create a chart describing how they adjusted their own reading rate for each type of text. d) uses <span class="highlight">Directed</span> Reading and Thinking Activity (DRTA) with student
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http://www.ksde.org/LinkClick.aspx?fileticket=OsEQgoAMVZ8%3d&tabid=142&mid=8050&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=OsEQgoAMVZ8%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 83 to follow directions, to be entertained). 14. distinguishes between fact and opinion in various texts. content areas. (b) connects prior knowledge skills and strategies with new context and text. (c) instructs using the <span class="highlight">Directed</span> Reading Activity (DRA). Discusses the subject with the students to gather prior knowledge, to introduce new vocabulary, and to discuss the purpose for reading
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