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 Language Arts Framework Goals, Competencies, and Suggested Objectives
• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, and conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing fo...
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• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, and conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing for reports and documented papers 3) Revising: • Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.] • Add and delete information and details (for audience, for purpose, for unity
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12th_grade_framework.pdf#page=3
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_12...
• Determine purpose • Generate ideas • Address prompt/topic • Organize ideas • Compose a clearly stated thesis 2) Drafting: • Formulate introduction, body, <span class="highlight">and</span> conclusion • Create paragraphs • Use various sentence structures • Use paraphrasing for reports <span class="highlight">and</span> documented papers 3) Revising: • Revise for clarity <span class="highlight">and</span> coherence [consistent point <span class="highlight">of</span> view (first person, third person), tone, transition, etc.] • Add <span class="highlight">and</span> delete information <span class="highlight">and</span> details (for audience, for purpose, for unity
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sources of pollution as they apply to air and water. #0;93260.6.2 Conduct a watershed analysis of a local stream. Test for chemical and biological (infectious) pollutants include a survey of macro invertebrates. #0;93260.6.3 Investigate a state or local e...
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sources of pollution as they apply to air and water. #0;93260.6.2 Conduct a watershed analysis of a local stream. Test for chemical and biological (infectious) pollutants include a survey of macro invertebrates. #0;93260.6.3 Investigate a state or local environmental issue involving pollution of land, air or water. #0;93260.6.4 Explore case studies of human health problems related to pollutants. #0;93260.6.5 Research major U.S. Environmental Legislation such as National Environmental Policy
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http://www.state.tn.us/education/ci/sci/doc/SCI_3260.pdf#page=10
www.state.tn.us/education/ci/sci/doc/SCI_3260.pdf#page=10
sources <span class="highlight">of</span> pollution as they apply to air <span class="highlight">and</span> water. #0;93260.6.2 Conduct a watershed analysis <span class="highlight">of</span> a local stream. Test for chemical <span class="highlight">and</span> <span class="highlight">biological</span> (infectious) pollutants include a survey <span class="highlight">of</span> macro invertebrates. #0;93260.6.3 Investigate a state or local environmental issue involving pollution <span class="highlight">of</span> land, air or water. #0;93260.6.4 Explore case studies <span class="highlight">of</span> human health problems related to pollutants. #0;93260.6.5 <span class="highlight">Research</span> major U.S. Environmental Legislation such as National Environmental Policy
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Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal ...
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Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=8
ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=8
Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, <span class="highlight">and</span> visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main <span class="highlight">and</span> supporting ideas in verbal <span class="highlight">and</span> written communication; (C) express ideas orally based on <span class="highlight">research</span> <span class="highlight">and</span> experiences; (D) create written <span class="highlight">and</span> visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, <span class="highlight">and</span> bibliographies
American History
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Stu...
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10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact of westward migration during the Gilded Age. PO.9.AH.1 Identify the significance of the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary and
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact <span class="highlight">of</span> westward migration during the Gilded Age. PO.9.AH.1 Identify the significance <span class="highlight">of</span> the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary <span class="highlight">and</span>
Contemporary United States History
4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students sha...
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4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students shall investigate the role of technology in a changing society. T.3.CH.1 Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation and
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http://arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=5
arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=5
4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students shall investigate the role <span class="highlight">of</span> technology in a changing society. T.3.CH.1 Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation <span class="highlight">and</span>
Microsoft Word - sciencesol.doc
Science Standards of Learning 30 Biology The Biology standards are designed to provide students with a detailed understanding of living systems. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experimen...
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Science Standards of Learning 30 Biology The Biology standards are designed to provide students with a detailed understanding of living systems. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. The history of biological thought and the evidence that supports it are explored, providing the foundation for
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=34
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=34
Science Standards <span class="highlight">of</span> Learning 30 Biology The Biology standards are designed to provide students with a detailed understanding <span class="highlight">of</span> living systems. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze <span class="highlight">and</span> communicate information, <span class="highlight">and</span> gather <span class="highlight">and</span> use information in scientific literature. The history <span class="highlight">of</span> <span class="highlight">biological</span> thought <span class="highlight">and</span> the evidence that supports it are explored, providing the foundation for
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
Core Content For Mathematics Assessment
Science for All Americans, which also were published by the American Association for the Advancement of Science (http://www.aaas.org) and the National Science Education Standards (National Research Council, 1996). SUBDOMAINS with related ORGANIZERS Subdomain Organizers Subdoma...
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Science for All Americans, which also were published by the American Association for the Advancement of Science (http://www.aaas.org) and the National Science Education Standards (National Research Council, 1996). SUBDOMAINS with related ORGANIZERS Subdomain Organizers Subdomain Organizers Physical Science • Structure and Transformation of Matter • Motion and Forces Earth/Space Science • The Earth and the Universe Biological Science • Unity and Diversity • Biological Change Unifying Concepts • Energy
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=168
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=168
Science for All Americans, which also were published by the American Association for the Advancement <span class="highlight">of</span> Science (http://www.aaas.org) <span class="highlight">and</span> the National Science Education Standards (National <span class="highlight">Research</span> Council, 1996). SUBDOMAINS with related ORGANIZERS Subdomain Organizers Subdomain Organizers Physical Science • Structure <span class="highlight">and</span> Transformation <span class="highlight">of</span> Matter • Motion <span class="highlight">and</span> Forces Earth/Space Science • The Earth <span class="highlight">and</span> the Universe <span class="highlight">Biological</span> Science • Unity <span class="highlight">and</span> Diversity • <span class="highlight">Biological</span> Change Unifying Concepts • Energy
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=199
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=199
CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 196 Italics – Supporting Content Standard SC-08-3.4.4 Students will describe <span class="highlight">and</span> explain patterns found within groups <span class="highlight">of</span> organisms in order to make <span class="highlight">biological</span> classifications <span class="highlight">of</span> those organisms. Observations <span class="highlight">and</span> patterns found within groups <span class="highlight">of</span> organisms allow for <span class="highlight">biological</span> classifications based on how organisms are related. DOK 2 SC-08-3.4.5 Students will understand that multicellular animals have
Microsoft Word - 06.029.0010.doc
appliances, radio, television, aircraft, rockets, computers, medical x-rays, selective breeding, fertilizers and pesticides, agricultural equipment); (v) understand that applications of genetics can meet human needs and can create new problems (e.g., agriculture, medicin...
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appliances, radio, television, aircraft, rockets, computers, medical x-rays, selective breeding, fertilizers and pesticides, agricultural equipment); (v) understand that applications of genetics can meet human needs and can create new problems (e.g., agriculture, medicine, cloning); (vi) analyze the impact of digital technologies on the availability, creation and dissemination of information
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=21
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=21
create heavier <span class="highlight">and</span> stable elements that are found throughout the universe; (g) examine the role that New Mexico <span class="highlight">research</span> facilities play in current space exploration (e.g., very large array, Goddard space center); (2) grades 9-12 benchmark 2: examine the scientific theories <span class="highlight">of</span> the origin, structure, energy <span class="highlight">and</span> evolution <span class="highlight">of</span> earth <span class="highlight">and</span> its atmosphere <span class="highlight">and</span> their interconnections; (a) grade 9-12 performance standards on
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=22
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=22
appliances, radio, television, aircraft, rockets, computers, <span class="highlight">medical</span> x-rays, selective breeding, fertilizers <span class="highlight">and</span> pesticides, agricultural equipment); (v) understand that applications <span class="highlight">of</span> genetics can meet human needs <span class="highlight">and</span> can create new problems (e.g., agriculture, medicine, cloning); (vi) analyze the impact <span class="highlight">of</span> digital technologies on the availability, creation <span class="highlight">and</span> dissemination <span class="highlight">of</span> information
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