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Education
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 Microsoft Word - Completed Reading.rtf
Illinois Press, 1325 South Oak, Chicago IL, 61820 (http://alexia.lis.uiuc.edu/puboff/bccb/). Educational Leadership Published by NSDC The English Journal (secondary) Published by the National Council of Teachers of English. English Teaching Forum Intended for teachers of English...
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Illinois Press, 1325 South Oak, Chicago IL, 61820 (http://alexia.lis.uiuc.edu/puboff/bccb/). Educational Leadership Published by NSDC The English Journal (secondary) Published by the National Council of Teachers of English. English Teaching Forum Intended for teachers of English as a foreign or second language, is published by the United States Information Service (http://exchanges.state.gov/forum/). The Horn Book Magazine This magazine reviews books written for children and publishes articles
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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...
Illinois Press, 1325 South Oak, Chicago IL, 61820 (http://alexia.lis.uiuc.edu/puboff/bccb/). Educational Leadership Published by NSDC The English <span class="highlight">Journal</span> (secondary) Published by the National Council of Teachers of English. English Teaching <span class="highlight">Forum</span> Intended for teachers of English as a foreign or second language, is published by the United States Information Service (http://exchanges.state.gov/<span class="highlight">forum</span>/). The Horn Book Magazine This magazine reviews books written for children and publishes articles
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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 Research Quarterly Published by <span class="highlight">International</span> Reading Association The Reading Teacher (elementary) Published by the <span class="highlight">International</span> Reading Association. School Library <span class="highlight">Journal</span> 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=112
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
112 Task(s) groups and at least two items of food in each group. Make <span class="highlight">an</span> acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of what food they eat. about what the people in this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat
Microsoft Word - 2nd Grade GLEs _2_
5 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Simple poems • Journal entries • “All about me” stories Development &bull...
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5 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Simple poems • Journal entries • “All about me” stories Development • Select an interesting idea for writing • Choose a title, when appropriate • Give relevant details about how things look, feel, sound, smell Organization See above • State the interesting idea Sentence Structure See above See above Word Choice See
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=5
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
5 “New” to 2 nd Grade from 1 st Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) See above See above Form • Simple poems • <span class="highlight">Journal</span> entries • “All about me” stories Development • Select <span class="highlight">an</span> interesting idea for writing • Choose a title, when appropriate • Give relevant details about how things look, feel, sound, smell Organization See above • State the interesting idea Sentence Structure See above See above Word Choice See
Microsoft Word - Content Area Reading Middle School.doc
47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections ma...
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47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most journal 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=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 of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and 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
7th Grade„Grade Level Expectations
“New” to 1 st Grade from Kindergarten Review Curriculum Coverage (UNIT) Other—“Carryover” or • Give details about the subject Organization See above • Sequence ideas most of the time • State the writing topic Sentence Structure See above See above Word...
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“New” to 1 st Grade from Kindergarten Review Curriculum Coverage (UNIT) Other—“Carryover” or • Give details about the subject Organization See above • Sequence ideas most of the time • State the writing topic Sentence Structure See above See above Word Choice See above See above Conventions See above See above Expressive Audience (author-centered) See above See above Form • Journal entries • “All about me” stories Development • Select an interesting idea for writing
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade%20GLEs.pdf#page=3
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade...
“New” to 1 st Grade from Kindergarten Review Curriculum Coverage (UNIT) Other—“Carryover” or • Give details about the subject Organization See above • Sequence ideas most of the time • State the writing topic Sentence Structure See above See above Word Choice See above See above Conventions See above See above Expressive Audience (author-centered) See above See above Form • <span class="highlight">Journal</span> entries • “All about me” stories Development • Select <span class="highlight">an</span> interesting idea for writing
VT_04_Math GLEs_pf.indd
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learnin...
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References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and <span class="highlight">International</span> Reading Association. National Council of
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(Examples only, not an exhaustive list) SPEAKING/LISTENING for: greetings introductions conversations group discussions customer service WRITING of: notes e-mail messages memos friendly letters acknowledgments READING of: notes friendly letters e-mail journal entries Focus on the relat...
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(Examples only, not an exhaustive list) SPEAKING/LISTENING for: greetings introductions conversations group discussions customer service WRITING of: notes e-mail messages memos friendly letters acknowledgments READING of: notes friendly letters e-mail journal entries Focus on the relationship and the establishing of trust and harmony between people. INTERPERSONAL - Social communication aims at getting to know another person or being together with others. IMMEDIATE - Social language is primarily the
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http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23
(Examples only, not <span class="highlight">an</span> exhaustive list) SPEAKING/LISTENING for: greetings introductions conversations group discussions customer service WRITING of: notes e-mail messages memos friendly letters acknowledgments READING of: notes friendly letters e-mail <span class="highlight">journal</span> entries Focus on the relationship and the establishing of trust and harmony between people. INTERPERSONAL - Social communication aims at getting to know another person or being together with others. IMMEDIATE - Social language is primarily the
Core Content For Mathematics Assessment
CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 197 Italics – Supporting Content Standard Biological Change The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fas...
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CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 197 Italics – Supporting Content Standard Biological Change The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment and observing fossils found in or near their environment. At the middle school level, students
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=200
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=200
CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 197 Italics – Supporting Content Standard <span class="highlight">Biological</span> Change The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment and observing fossils found in or near their environment. At the middle school level, students
STANDARDS.05
D1, D4) AH. PPE 3 using texts/ sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4) The student demonstrates an understanding of the discove...
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D1, D4) AH. PPE 3 using texts/ sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4) The student demonstrates an understanding of the discovery, impact, and role of natural resources by: AH. CPD 1 identifying patterns of growth, transformation, competition, and boom and bust, in response to use of natural resources (e.g., supply and demand of fur
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
120 PERFORMANCE STANDARDS (Grade Level Expectations) 121PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 6 GRADE 7 GRADE 8 SCIENCE GRADES 6—8 SC Students develop <span class="highlight">an</span> understanding of the concepts, models, theories, facts, evidence, systems, and processes of life science. SC1 Students develop <span class="highlight">an</span> understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and <span class="highlight">biological</span> evolution. SC2 Students develop <span class="highlight">an</span> understanding of the
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=131
www.eed.state.ak.us/standards/pdf/standards.pdf#page=131
130 PERFORMANCE STANDARDS (Grade Level Expectations) 131PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 9 GRADE 10 GRADE 11 SCIENCE GRADES 9—11 SC Students develop <span class="highlight">an</span> understanding of the concepts, models, theories, facts, evidence, systems, and processes of life science. SC1 Students develop <span class="highlight">an</span> understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and <span class="highlight">biological</span> evolution. SC2 Students develop <span class="highlight">an</span> understanding of
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=142
www.eed.state.ak.us/standards/pdf/standards.pdf#page=142
D1, D4) AH. PPE 3 using texts/ sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, and/or <span class="highlight">international</span> organizations. [DOK 3] (H. B4) The student demonstrates <span class="highlight">an</span> understanding of the discovery, impact, and role of natural resources by: AH. CPD 1 identifying patterns of growth, transformation, competition, and boom and bust, in response to use of natural resources (e.g., supply and demand of fur
Microsoft Word - vsc_english_grprek3.doc
and topics and make a plan before writing b. Write a first draft with a main idea and supporting details c. Organize related ideas into a simple paragraph A. Writing 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers a. Generate topics based on discussio...
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and topics and make a plan before writing b. Write a first draft with a main idea and supporting details c. Organize related ideas into a simple paragraph A. Writing 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers a. Generate topics based on discussion of common experiences using techniques, such as, graphic organizers, journal writing, listing, webbing, and discussion of prior
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http://mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=25
mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=25
and topics and make a plan before writing b. Write a first draft with a main idea and supporting details c. Organize related ideas into a simple paragraph A. Writing 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers a. Generate topics based on discussion of common experiences using techniques, such as, graphic organizers, <span class="highlight">journal</span> writing, listing, webbing, and discussion of prior
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Experience and develop an awareness of literature that reflects a diverse society. f. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments
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Experience and develop an awareness of literature that reflects a diverse society. f. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6
www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6
Experience and develop <span class="highlight">an</span> awareness of literature that reflects a diverse society. f. Maintain a personal reading list/or reading log/<span class="highlight">journal</span> to reflect reading gains and accomplishments
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