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 STATE BOARD OF EDUCATION
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. M...
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Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the Journal of the West and the Journal of Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=7
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years <span class="highlight">and</span> social studies department chair for 13 years. Dr. McBride has published articles in the <span class="highlight">Journal</span> <span class="highlight">of</span> the West <span class="highlight">and</span> the <span class="highlight">Journal</span> <span class="highlight">of</span> Arizona History <span class="highlight">and</span> is a speaker with the Arizona Humanities Council specializing in mining <span class="highlight">and</span> mine labor. He is the
K-12 Reading
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 3-5 Page 33 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 6-8 Page 49 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 9-12 Page 65 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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 - 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=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
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....
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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 <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
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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