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skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3002.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to...
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skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3002.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to the list below. Behavior of Individuals within the Group • Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement. • Contribute
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=5
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=5
skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3002.2.16 Participate productively in self-<span class="highlight">directed</span> work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to the list below. Behavior of Individuals within the Group • Paraphrase all points of essential information <span class="highlight">from</span> the input of others, emphasizing points of agreement and points of disagreement. • Contribute
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=7
comparisons to support the main points in the text. • Follow customary formats (e.g., use salutation, closing, and <span class="highlight">signature</span> for business letters, and format for memos). • Use a variety of techniques to format the text. • Employ formatting and other visual elements effectively (e.g., headings, bulleted lists, effective use of white space on the page). • Use graphics and illustrative material effectively to support ideas in the text. #0;3 3002.3.3 Develop topics that address unfamiliar concepts removed
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good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3001.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below. Behavi...
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good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3001.2.16 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below. Behavior of Individuals within the Group • Paraphrase all points of essential information from the input of others, emphasizing points of agreement and points of disagreement. • Contribute relevant and appropriate
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http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=5
www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=5
good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language. #0;3 3001.2.16 Participate productively in self-<span class="highlight">directed</span> work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below. Behavior of Individuals within the Group • Paraphrase all points of essential information <span class="highlight">from</span> the input of others, emphasizing points of agreement and points of disagreement. • Contribute relevant and appropriate
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http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=7
examples, and comparisons to support the main points in the text. • Follow customary formats (e.g., use salutation, closing, and <span class="highlight">signature</span> for business letters, and format for memos). • Use a variety of techniques to format the text. • Effectively employ formatting and other visual elements (e.g., headings, bulleted lists, effective use of white space on the page). • Use graphics and illustrative material effectively to support ideas in the text. #0;3 3001.3.3 Develop topics that address unfamiliar
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7.1.04 Understand how cultural perspective impacts perceptions of places and regions. a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. b. Describe how language, art, music, belief systems, and other...
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7.1.04 Understand how cultural perspective impacts perceptions of places and regions. a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. b. Describe how language, art, music, belief systems, and other cultural elements facilitate global understanding or cause misunderstanding. Performance Indicators State: As documented through state assessment - At Level 1, the student is able to • 7.1.spi.1. recognize
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=2
www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=2
7.1.04 Understand how cultural perspective impacts perceptions of places and regions. a. Explain how information and experiences may be interpreted differently <span class="highlight">from</span> people of diverse cultural perspectives and frames of reference. b. Describe how language, art, music, belief systems, and other cultural elements facilitate global understanding or cause misunderstanding. Performance Indicators State: As documented through state assessment - At Level 1, the student is able to • 7.1.spi.1. recognize
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different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipa...
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different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipate and answer potential questions from audience. • Use accurate and accessible vocabulary to convey meaning. • Provide accurate and relevant support for the main points in the text. • Follow customary formats (e.g
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=8
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=8
different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipate and answer potential questions <span class="highlight">from</span> audience. • Use accurate and accessible vocabulary to convey meaning. • Provide accurate and relevant support for the main points in the text. • Follow customary formats (e.g
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=19
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=19
stories) affect meaning. #0;3 0801.8.13 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun). #0;3 0801.8.14 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme <span class="highlight">scheme</span>, assonance, internal rhyme, slant rhyme, repetition) and figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku) and explain how these contribute to the poem’s meaning and to the poem’s effect
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extended examples, and appropriate comparisons to support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format...
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extended examples, and appropriate comparisons to support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format for memos). • Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information). • Employ
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=7
extended examples, and appropriate comparisons to support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and <span class="highlight">signature</span> for business letters, and appropriate format for memos). • Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information). • Employ
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=20
English III Page 20 #0;3 3003.8.8 Consider the characteristics of genre and the limitations of form when interpreting complex texts. #0;3 3003.8.9 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme <span class="highlight">scheme</span> (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). #0;3 3003.8.10 Recognize and identify the
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support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format for memos). • Format text purposefully and e...
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support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and signature for business letters, and appropriate format for memos). • Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information). • Employ formatting and varied visual elements to guide the
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=6
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=6
support the main points in the text. • Use an organizational strategy appropriate for medium, purpose, and audience. • Follow customary formats (e.g., use salutation, closing and <span class="highlight">signature</span> for business letters, and appropriate format for memos). • Format text purposefully and effectively to support comprehension and enable the reader to find information quickly and easily (e.g., format by designing graphics to convey complex information). • Employ formatting and varied visual elements to guide the
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=16
English IV Page 16 #0;3 3005.8.9 Identify, analyze, and evaluate the effect and use of metrics (especially iambic pentameter), rhyme <span class="highlight">scheme</span> (e.g., end, internal, slant, eye), rhythm, alliteration, and other conventions of verse in complex poetry (including poetic forms such as lyric, blank verse, epic, sonnet, dramatic poetry). #0;3 3005.8.10 Recognize and identify the characteristics of lyric poetry, blank verse, free verse, epics, sonnets, dramatic poetry, and ballads. #0;3 3005.8.11
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strategies to achieve different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing view...
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strategies to achieve different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipate and answer potential questions from audience. • Use accurate and accessible vocabulary to convey meaning. • Provide accurate and relevant support for the main points in the text. • Follow
7
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_6.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_Grade_6.pdf#page=7
strategies to achieve different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipate and answer potential questions <span class="highlight">from</span> audience. • Use accurate and accessible vocabulary to convey meaning. • Provide accurate and relevant support for the main points in the text. • Follow
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strategies to achieve different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing view...
1
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strategies to achieve different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipate and answer potential questions from audience. • Use accurate and accessible vocabulary to convey meaning. • Provide accurate and relevant support for the main points in the text. • Follow
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=8
www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=8
strategies to achieve different purposes (e.g., providing facts and details or including examples to illustrate). • Demonstrate awareness of audience through selection of medium or format, choice of supporting ideas, background information, word choice, and tone. • Respond to opposing viewpoints and/or anticipate and answer potential questions <span class="highlight">from</span> audience. • Use accurate and accessible vocabulary to convey meaning. • Provide accurate and relevant support for the main points in the text. • Follow
Microsoft Word - Content Area Reading Middle School.doc
18 THINK ALOUD Description: Thinking aloud allows others to see what you think by narrating how you think as you read text or discuss an idea. Often students are directed to read a chapter and take notes on important ideas. Knowing how to think about what is read and knowing what such th...
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18 THINK ALOUD Description: Thinking aloud allows others to see what you think by narrating how you think as you read text or discuss an idea. Often students are directed to read a chapter and take notes on important ideas. Knowing how to think about what is read and knowing what such thinking looks like is innate to good readers. Students often do not know what good thinking is, so teachers must constantly model it for them and ask them to model it in order to shape their performance through
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=18
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
18 THINK ALOUD Description: Thinking aloud allows others to see what you think by narrating how you think as you read text or discuss an idea. Often students are <span class="highlight">directed</span> to read a chapter and take notes on important ideas. Knowing how to think about what is read and knowing what such thinking looks like is innate to good readers. Students often do not know what good thinking is, so teachers must constantly model it for them and ask them to model it in order to shape their performance through
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