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Education
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 Standard 1: Students engage in the research process
Students form insightful questions to focus research. Students form relevant questions to focus research. Students form questions that may not be either directly relevant or do not help to focus research. Students form questions that are both irrelevant and do not help to focus research. ACCESS...
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Students form insightful questions to focus research. Students form relevant questions to focus research. Students form questions that may not be either directly relevant or do not help to focus research. Students form questions that are both irrelevant and do not help to focus research. ACCESSING INFORMATION 10.1.2. Know ways to effectively search electronic databases e.g., defining key terms and using limiters to focus a search Students know an extensive variety of ways to
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=25
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=25
Students form insightful questions to focus research. Students form relevant questions to focus research. Students form questions that may not be either directly relevant or do not help to focus research. Students form questions that are both irrelevant and do not help to focus research. ACCESSING INFORMATION 10.1.2. Know ways to effectively <span class="highlight">search</span> electronic databases e.g., defining key terms and using limiters to focus a <span class="highlight">search</span> Students know an extensive variety of ways to
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Nine, page 17 STANDARD 9.9 STRAND: RESEARCH GRADE LEVEL 9 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search....
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Virginia Board of Education, 2003 Grade Nine, page 17 STANDARD 9.9 STRAND: RESEARCH GRADE LEVEL 9 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174
Virginia Board of Education, 2003 Grade Nine, page 17 STANDARD 9.9 STRAND: RESEARCH GRADE LEVEL 9 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a <span class="highlight">search</span>. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL
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Home News Visitor Data Topics This page has been relocated We're sorry you didn't find the page you were looking for. Please follow the links above or use the search box below to find its new location. Basic Search Tips Operator Impact on Search Example quotes ("...
Microsoft Word - English SOL 2002 & ELP Standards.doc
English Standards of Learning 47 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and...
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English Standards of Learning 47 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology.
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=53
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=5...
English Standards of Learning 47 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a <span class="highlight">search</span>. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology.
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
Microsoft Word - Content Area Reading Middle School.doc
26 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&...
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26 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, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=26
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
26 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>, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=27
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
27 QUESTION-ANSWER RELATIONSHIPS Types of Questions In the Text: In my Head: Adapted from Jana Whitt, Munford Middle School RIGHT THERE Answer is stated in the text. Level 1: Green: "Go" THINK AND <span class="highlight">SEARCH</span> Answer stated in the text, but you must combine pieces of information to fully answer the question. Level 2: Yellow: "Caution" AUTHOR & ME The author gives clues that are combined with what you
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=28
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
28 QUESTION-STEMS FOR QAR - QUESTION ANSWER RELATIONSHIP Right There In the Book On the Printed Page Think and <span class="highlight">Search</span> In My Head My Prior Knowledge Author and You Author Implied Read Between the Lines Name . . . List . . . Identify . . .. Who is/are . . . Where is . . . What is . . . When is . . . How many . . . When did . . . Who did . . . Where did . . . What did . . . Give examples of . . . Retell . . . What made . . . Why did . . . The reason
Science.qxd
and evaluate fluid mechanics. • Hydrostatic pressure. • Buoyancy. • Fluid flow continuity. • Bernoulli’s principle. 3.02 Evaluate and investigate temperature and heat. • Mechanical equivalent of heat. • Heat transfer and thermal expansion. 3.03 Examine and evaluat...
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and evaluate fluid mechanics. • Hydrostatic pressure. • Buoyancy. • Fluid flow continuity. • Bernoulli’s principle. 3.02 Evaluate and investigate temperature and heat. • Mechanical equivalent of heat. • Heat transfer and thermal expansion. 3.03 Examine and evaluate kinetic theory and thermodynamics. • Ideal gases-kinetic model and ideal gas law. • Laws of thermodynamics-first law (including processes on PV diagrams) and second law (including heat engines). COMPETENCY GOAL 4: The learner will build an
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=167
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=16...
and evaluate fluid mechanics. • Hydrostatic pressure. • Buoyancy. • Fluid flow continuity. • Bernoulli’s principle. 3.02 Evaluate and investigate temperature and heat. • Mechanical equivalent of heat. • Heat transfer and thermal expansion. 3.03 Examine and evaluate kinetic theory and thermodynamics. • Ideal gases-kinetic model and ideal gas law. • Laws of thermodynamics-first law (including processes on PV diagrams) and second law (including heat <span class="highlight">engines</span>). COMPETENCY GOAL 4: The learner will build an
7th Grade„Grade Level Expectations
19 “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a per...
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19 “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review 2.3c Self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text. • Explain personal connections to the ideas or information in the text(s) • Skim text to <span class="highlight">search</span> for connections between and among ideas • Periodically paraphrase important
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
19 “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=21
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media) appropriate to topic • Use text features to access information (e.g., guide words, indices, glossaries, key words, table of contents) • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access information 3.1a2 Develop and use procedures to gather information—developing
7th Grade„Grade Level Expectations
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a per...
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20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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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
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=20
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
references, appendices) • Locate information using appropriate sources and strategies • Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Use text features to access information (e.g., guide words, indices, glossaries, key words, table of contents) • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access information 3.1a2 Develop and
7th Grade„Grade Level Expectations
17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Fi...
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17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes of media messages (i.e
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade%20GLEs.pdf#page=17
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade...
17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes of media messages (i.e
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade...
information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases 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 • 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, or listen and decide what is valuable
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