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 Layout 1
often used to refer to layout or visual presentation of text. Free writing: A prewriting tech- nique in which the writer drafts quickly, without stopping, editing, or self-correcting, to discover what he or she knows, thinks, or feels. Graphic organizer: A visual repre- sentation of knowledge, conce...
1
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often used to refer to layout or visual presentation of text. Free writing: A prewriting tech- nique in which the writer drafts quickly, without stopping, editing, or self-correcting, to discover what he or she knows, thinks, or feels. Graphic organizer: A visual repre- sentation of knowledge, concepts, and ideas and their relationships within an organized frame (e.g., concept maps, word webs, story boards). Imagery: Figurative language used to produce mental pictures and appeal to the senses. I-Search paper
51
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=51
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
often used to refer to layout or visual presentation of text. Free writing: A prewriting tech- nique in which the writer drafts quickly, without stopping, editing, or self-correcting, to discover what he or she knows, thinks, or feels. Graphic organizer: A visual repre- sentation of knowledge, concepts, and ideas and their relationships within an organized frame (e.g., concept maps, word webs, story boards). Imagery: Figurative language used to produce mental pictures and appeal to the senses. I-<span class="highlight">Search</span> paper
7th Grade„Grade Level Expectations
meaning from text • Visualize what was read for a deeper understanding • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Skim text to search for connections between and among ideas • Restate in own words the main events in the text &b...
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meaning from text • Visualize what was read for a deeper understanding • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Skim text to search for connections between and among ideas • Restate in own words the main events in the text • Periodically summarize while reading • Periodically paraphrase important ideas or information • Use a graphic organizer or other note taking technique to record important ideas or information After Reading 2.4a Demonstrate
13
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
meaning from text • Visualize what was read for a deeper understanding • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Skim text to <span class="highlight">search</span> for connections between and among ideas • Restate in own words the main events in the text • Periodically summarize while reading • Periodically paraphrase important ideas or information • Use a graphic organizer or other note taking technique to record important ideas or information After Reading 2.4a Demonstrate
7th Grade„Grade Level Expectations
• Visualize what was read for deeper understanding • Skim text to search for connections between and among ideas • Use graphic organizer or other note-taking technique to record important ideas or information • Explain personal connections to the topics or information in t...
1
0
• Visualize what was read for deeper understanding • Skim text to search for connections between and among ideas • Use graphic organizer or other note-taking technique to record important ideas or information • Explain personal connections to the topics or information in text(s) • Restate in own words the main events in the text • Summarize while reading • Paraphrase important ideas or information After Reading 2.4a Demonstrate overall understanding of printed texts by making predictions as necessary
14
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=14
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
• Visualize what was read for deeper understanding • Skim text to <span class="highlight">search</span> for connections between and among ideas • Use graphic organizer or other note-taking technique to record important ideas or information • Explain personal connections to the topics or information in text(s) • Restate in own words the main events in the text • Summarize while reading • Paraphrase important ideas or information After Reading 2.4a Demonstrate overall understanding of printed texts by making predictions as necessary
9-12
electronic sources to access information IR.12.10.1 Generate open-ended questions to explore and select a topic IR.12.10.2 Establish a focus for research, and design a research plan to answer a set of questions IR.12.10.3 Utilize a variety of research tools to access multiple sources IR.12.10.4...
1
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electronic sources to access information IR.12.10.1 Generate open-ended questions to explore and select a topic IR.12.10.2 Establish a focus for research, and design a research plan to answer a set of questions IR.12.10.3 Utilize a variety of research tools to access multiple sources IR.12.10.4 Use key words to search a database to find specific information IR.12.11.1 Formulate original, open-ended questions to explore, narrow, and select a topic IR.12.11.2 Establish a focus for
31
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http://arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=31
arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=31
electronic sources to access information IR.12.10.1 Generate open-ended questions to explore and select a topic IR.12.10.2 Establish a focus for research, and design a research plan to answer a set of questions IR.12.10.3 Utilize a variety of research tools to access multiple sources IR.12.10.4 Use key words to <span class="highlight">search</span> a database to find specific information IR.12.11.1 Formulate original, open-ended questions to explore, narrow, and select a topic IR.12.11.2 Establish a focus for
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based upon their observations about the natural world and design a simple investigation. S:SPS3:4:2.3 Develop questions that help them learn about the environment; and design and conduct simple investigations. S:SPS3:4:2.4 Locate and collect information about the environment and environmental an...
1
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based upon their observations about the natural world and design a simple investigation. S:SPS3:4:2.3 Develop questions that help them learn about the environment; and design and conduct simple investigations. S:SPS3:4:2.4 Locate and collect information about the environment and environmental and natural resources topics. S:SPS3:4:2.5 Use reliable information to answer questions. S:SPS3:4:2.6 Organize information to search for relationships and patterns concerning the environment and
22
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=22
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
based upon their observations about the natural world and design a simple investigation. S:SPS3:4:2.3 Develop questions that help them learn about the environment; and design and conduct simple investigations. S:SPS3:4:2.4 Locate and collect information about the environment and environmental and natural resources topics. S:SPS3:4:2.5 Use reliable information to answer questions. S:SPS3:4:2.6 Organize information to <span class="highlight">search</span> for relationships and patterns concerning the environment and
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include material, energy, or information) can become the input to other parts. This is evident, for example, when students: s compare systems with internal control (e.g., homeostasis in organisms or an ecological system) to systems of related components without internal control (e.g., the Dewey deci...
1
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include material, energy, or information) can become the input to other parts. This is evident, for example, when students: s compare systems with internal control (e.g., homeostasis in organisms or an ecological system) to systems of related components without internal control (e.g., the Dewey decimal, solar system). 2. Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. Students: • select an appropriate model to begin the search for
5
0
http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=5
include material, energy, or information) can become the input to other parts. This is evident, for example, when students: s compare systems with internal control (e.g., homeostasis in organisms or an ecological system) to systems of related components without internal control (e.g., the Dewey decimal, solar system). 2. Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. Students: • select an appropriate model to begin the <span class="highlight">search</span> for
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