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… R.WS.03.08 in context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionary. Narrative Text Students w...
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… R.WS.03.08 in context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionary. Narrative Text Students will… R.NT.03.01 explain how characters express attitudes about one another in familiar classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT.03.02 identify and describe the basic
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
… R.WS.03.08 in context, determine the meaning <span class="highlight">of</span> words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms <span class="highlight">using</span> strategies and resources including context clues, concept mapping, and the dictionary. Narrative Text Students will… R.NT.03.01 explain how characters express attitudes about <span class="highlight">one</span> another in familiar classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT.03.02 identify and describe the basic
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relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to find ways to make connections within and across content areas. Second, social...
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relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to find ways to make connections within and across content areas. Second, social studies educators face a problem in trying to reflect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=3
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=3
relationship among the content <span class="highlight">areas</span> or even the relative amount <span class="highlight">of</span> each area in the standards and eventually in the curriculum have not been resolved. Therefore, <span class="highlight">one</span> critical challenge is to find ways to make connections within and across content <span class="highlight">areas</span>. Second, social studies educators <span class="highlight">face</span> a problem in trying to reflect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
untitled
relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to fi nd ways to make connections within and across content areas. Second, social...
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relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to fi nd ways to make connections within and across content areas. Second, social studies educators face a problem in trying to refl ect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4
relationship among the content <span class="highlight">areas</span> or even the relative amount <span class="highlight">of</span> each area in the standards and eventually in the curriculum have not been resolved. Therefore, <span class="highlight">one</span> critical challenge is to fi nd ways to make connections within and across content <span class="highlight">areas</span>. Second, social studies educators <span class="highlight">face</span> a problem in trying to refl ect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
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