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Education
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Web Virtual Library)
navigate this whole directory, to find annotated sources of interest to you. Search within those remote sites to find the information that you seek. Resources are listed alphabetically on each page, within categories. Any major directories, specialized search engines, other lo...
The Yellow Pages: Anthropology
American Studies @ The University of Virginia SearchAS@UVA YELLOW PAGES Ethnicity Gender Literature Philosophy and Religion Popular Culture Regional Studies Social Sciences Science and Technology The Yellow Pages -- Anthropology Directories and Search Engines...
Romeo and Juliet
Partnerships/Volunteers Email Services Fresh Daily Search Engines Offices Schools Find a School Guide to Schools Local Districts Contact Us Page Not Found Our apologies... The page you requested cannot be found or displayed. The page might have been removed, had its name...
WWW Virtual Library Iinternational Affairs Resources Web
and International Education Study, Work, Internships, and Service Abroad German Language French Language Spanish Language General Resources for Foreign Languages SPANISH LANGUAGE Search Engines for Spanish Language Sites
 7th Grade„Grade Level Expectations
(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text f...
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(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic search tools • Use teacher-selected Internet sites, search
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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
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
• Is understandable • Has an expressive vocabulary • Has an unpredictable plot • Has a variety of episodes/action • Has an expressive vocabulary • Interpretation of the theme or concept • Presentation of information including accuracy, clarity, and organization, • Delineation of setting 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to the topics, events
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=24
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected Internet sites, <span class="highlight">search</span>
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=26
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
information from sources 3.3a2 Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, and validity • Differentiate between primary and secondary sources • Independently select sources which are authoritative including UD Library <span class="highlight">Search</span> • Independently analyze source and information for accuracy, bias, stereotypes, and validity • Formulate conclusions based upon information relevant to a specific purpose • Use information to express ideas relevant to a
7th Grade„Grade Level Expectations
(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text f...
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(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic search tools • Use teacher-selected Internet sites, search
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.3c Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions to enhance understanding of oral and written text • Use illustrations to construct meaning from text • Reread difficult parts slowly and carefully • Make, confirm, adjust predictions • Visualize what was read for deeper understanding • Skim text to <span class="highlight">search</span> for connections
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=24
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
plot that is developed • Has a variety of episodes/action • Has an expressive vocabulary • Interpretation of the theme or concept • Presentation of information including accuracy, clarity, and organization, • Delineation of setting 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to the topics, events, characters, actions, ideas or information in text(s) 2.7b
26
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=26
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected Internet sites, <span class="highlight">search</span>
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=29
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review 3.3a2 Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, and validity • Synthesize information as appropriate to a specific purpose • Differentiate between primary and secondary sources • Independently select sources which are authoritative including UD Library <span class="highlight">Search</span> • Independently analyze source and information for accuracy, bias, stereotypes
7th Grade„Grade Level Expectations
sites, search engines, and data bases to access information 3.1a2 Develop and use procedures to gather information—developing and following a process for research • Formulate a research question or thesis statement • Determine a clear purpose, topic, and audience for...
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sites, search engines, and data bases to access information 3.1a2 Develop and use procedures to gather information—developing and following a process for research • Formulate a research question or thesis statement • Determine a clear purpose, topic, and audience for research • Gather information from more than one source • Locate information using appropriate sources and strategies • Read, view, listen, or interact with information and decide what is valuable for research • Extract information
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
“New” to 11 th Grade from 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.3c Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions to enhance understanding of oral and written text • Use illustrations to construct meaning from text • Reread difficult parts slowly and carefully • Make, confirm, adjust predictions • Visualize what was read for deeper understanding • Skim text to <span class="highlight">search</span> for connections
25
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=25
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
plot that is developed • Has a variety of episodes/action • Has an expressive vocabulary • Interpretation of the theme or concept • Presentation of information including accuracy, clarity, and organization, • Delineation of setting 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to the topics, events, characters, actions, ideas or information in text(s) 2.7b
27
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=27
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
sites, <span class="highlight">search</span> <span class="highlight">engines</span>, and data bases to access information 3.1a2 Develop and use procedures to gather information—developing and following a process for research • Formulate a research question or thesis statement • Determine a clear purpose, topic, and audience for research • Gather information from more than one source • Locate information using appropriate sources and strategies • Read, view, listen, or interact with information and decide what is valuable for research • Extract information
Microsoft Word - ssstdh.docssstdh.pdf
people’s perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities). • Prepare a cause and effect chart to illustrate the changes in modes of transportation from canals to steam engines and how transportation the...
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people’s perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities). • Prepare a cause and effect chart to illustrate the changes in modes of transportation from canals to steam engines and how transportation the impacted the movement of people in Europe (2) See also: EB1I2, EB1I3, EB1I4, EB2I6; WHB2I4 • Develop a project integrating place, human characteristics, and physical environments (effects of climate and tectonic processes
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=18
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
people’s perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities). • Prepare a cause and effect chart to illustrate the changes in modes of transportation from canals to steam <span class="highlight">engines</span> and how transportation the impacted the movement of people in Europe (2) See also: EB1I2, EB1I3, EB1I4, EB2I6; WHB2I4 • Develop a project integrating place, human characteristics, and physical environments (effects of climate and tectonic processes
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simple machines to the law of machines and mechanical advantages. 9.7 Analyze the principle of heat energy and describe the way heat travels. 9.8 Examine the electron theory of electricity. 9.9 Determine voltage, amperage, resistance and wattage utilizing the appropriate instruments. 9.10 R...
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simple machines to the law of machines and mechanical advantages. 9.7 Analyze the principle of heat energy and describe the way heat travels. 9.8 Examine the electron theory of electricity. 9.9 Determine voltage, amperage, resistance and wattage utilizing the appropriate instruments. 9.10 Relate physics concepts to agriscience applications. 9.11 Differentiate between the types of engines. 9.12 Explain the production of energy and relate it to the invisible light spectrum. 9.13 Describe the function
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http://www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=6
www.state.tn.us/education/cte/standardscurr/doc/ag_agrishq0910.pdf#page=6
simple machines to the law of machines and mechanical advantages. 9.7 Analyze the principle of heat energy and describe the way heat travels. 9.8 Examine the electron theory of electricity. 9.9 Determine voltage, amperage, resistance and wattage utilizing the appropriate instruments. 9.10 Relate physics concepts to agriscience applications. 9.11 Differentiate between the types of <span class="highlight">engines</span>. 9.12 Explain the production of energy and relate it to the invisible light spectrum. 9.13 Describe the function
DRAFT
29 of 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that &ldquo...
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29 of 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and Search, You and the Author, and On Your Own – to indicate how the question is related to the text. This strategy allows students
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=32
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=32
29 of 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and <span class="highlight">Search</span>, You and the Author, and On Your Own – to indicate how the question is related to the text. This strategy allows students
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