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 Microsoft Word - Content Area Reading Middle School.doc
59 RAFT This chart shows examples of 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 B...
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59 RAFT This chart shows examples of 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 of president calculator math students letter to the editor use of calculator in the classroom heart medical community journal article value of exercise
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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 <span class="highlight">and</span> thinking as they interact with literary or informational texts. It allows students to record their thoughts <span class="highlight">and</span> emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings <span class="highlight">and</span> 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
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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, <span class="highlight">and</span> 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
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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 <span class="highlight">and</span> 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 <span class="highlight">medical</span> community <span class="highlight">journal</span> article value <span class="highlight">of</span> exercise
VT_04_Math GLEs_pf.indd
” 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): 28...
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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
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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...
” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, <span class="highlight">and</span> Loef (1989) cited in E. Gutstein <span class="highlight">and</span> T. Romberg. “Teaching Children to Add <span class="highlight">and</span> Subtract.” <span class="highlight">Journal</span> <span class="highlight">of</span> Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights <span class="highlight">and</span> 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 <span class="highlight">and</span> Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K
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 sourc...
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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
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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. • Publish–in a variety <span class="highlight">of</span> ways–selected finished products. • Apply knowledge <span class="highlight">of</span> spelling, punctuation, <span class="highlight">and</span> grammar to write text(s) <span class="highlight">and</span> correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose <span class="highlight">and</span> topic. • Write to reflect on learning (e.g., learning log, <span class="highlight">journal</span>). • Write to communicate <span class="highlight">and</span> report information from <span class="highlight">research</span>. • Write for literary response <span class="highlight">and</span> expression. • Adapt writing
K-12
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...
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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
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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 <span class="highlight">and</span> written responses R.10.K.7 Select familiar books to read from a variety <span class="highlight">of</span> sources, including classroom, home, <span class="highlight">and</span> 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 <span class="highlight">and</span> written
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...
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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.
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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 • theme-primary <span class="highlight">and</span> secondary, explicit <span class="highlight">and</span> implicit, <span class="highlight">and</span> • evaluation-reactions <span class="highlight">and</span> opinions concerning the novel with justifications/explanations students also complete <span class="highlight">journal</span> entries <span class="highlight">and</span> other activities relating to the components. After completing the novel, students conduct <span class="highlight">research</span> concerning the critical review <span class="highlight">and</span> write the response in the sections according to each <span class="highlight">of</span> the major components listed <span class="highlight">and</span> described above.
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...
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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
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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 <span class="highlight">and</span>/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, <span class="highlight">and</span> 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, <span class="highlight">and</span> replicate authors
Microsoft Word - Completed Reading.rtf
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, book...
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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
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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, <span class="highlight">and</span> reference works for both adults <span class="highlight">and</span> 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’s Books This <span class="highlight">journal</span> provides critical annotations, indications <span class="highlight">of</span> grade level/age, <span class="highlight">and</span> reviews <span class="highlight">of</span> children’s literature. It is published by Graduate School <span class="highlight">of</span> Library <span class="highlight">and</span> Information Science, University <span class="highlight">of</span> Illinois <span class="highlight">and</span> University <span class="highlight">of</span>
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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 <span class="highlight">and</span> the online versions review professional reading, books for children <span class="highlight">and</span> young adults, audiovisual materials, <span class="highlight">and</span> 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
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....
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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
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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 <span class="highlight">and</span>/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, <span class="highlight">and</span> 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 <span class="highlight">and</span> past
Language Arts Framework Goals, Competencies, and Suggested Objectives
• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, and conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing fo...
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• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, and conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing for reports and documented papers 3) Revising: • Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.] • Add and delete information and details (for audience, for purpose, for unity
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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...
• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, <span class="highlight">and</span> conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing for reports <span class="highlight">and</span> documented papers 3) Revising: • Revise for clarity <span class="highlight">and</span> coherence [consistent point <span class="highlight">of</span> view (first person, third person), tone, transition, etc.] • Add <span class="highlight">and</span> delete information <span class="highlight">and</span> details (for audience, for purpose, for unity
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...
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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
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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
§110.B. Middle School (M) use study strategies to learn <span class="highlight">and</span> recall important ideas from texts such as preview, question, reread, <span class="highlight">and</span> record (6-8). (11) Reading/literary response. The student expresses <span class="highlight">and</span> supports responses to various types <span class="highlight">of</span> texts. The student is expected to: (A) offer observations, make connections, react, speculate, interpret, <span class="highlight">and</span> 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, <span class="highlight">and</span> media
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