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 THIRD GRADE
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysi...
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teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2nd_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2n...
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension <span class="highlight">of</span> knowledge and broader
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
representations should be included across all objectives. Students should be given an opportunity to develop spatial sense and an understanding of a variety means of providing reasoning, mathematical arguments, and proofs. The justifications used in geometry should include a variety...
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representations should be included across all objectives. Students should be given an opportunity to develop spatial sense and an understanding of a variety means of providing reasoning, mathematical arguments, and proofs. The justifications used in geometry should include a variety of techniques including paragraph and algebraic proofs. Technology should be a component of the instruction. The instructional approach should provide opportunities for students to work together collaboratively and cooperatively as
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=52
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
representations should be included across all objectives. Students should be given an opportunity to develop spatial sense and an understanding <span class="highlight">of</span> a variety means <span class="highlight">of</span> providing reasoning, mathematical arguments, and proofs. The justifications used in geometry should include a variety <span class="highlight">of</span> techniques including paragraph and algebraic proofs. Technology should be a <span class="highlight">component</span> <span class="highlight">of</span> the instruction. The instructional approach should provide opportunities <span class="highlight">for</span> students to work together collaboratively and cooperatively as
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