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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries t...
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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
51
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
48 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> 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 <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn
53
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
50 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
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, and s...
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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
32
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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 and written responses R.10.K.7 Select familiar books to read from a variety <span class="highlight">of</span> sources, including classroom, home, and 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 and written
Microsoft Word - Content Area Reading Middle School.doc
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are con...
1
0
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
47
0
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 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 <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn to write without fear
49
0
http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=49
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
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advertising. � Discuss bias and identify how media reports, analysis, and editorials are diferent. 8.3.3 Students will compare the policy making proces at the local, state, and national levels of government. Example Indicators: � Chart the basic law making proc...
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advertising. � Discuss bias and identify how media reports, analysis, and editorials are diferent. 8.3.3 Students will compare the policy making proces at the local, state, and national levels of government. Example Indicators: � Chart the basic law making proces within the respective legislative bodies. � Explain the interaction between the chief executives and the legislative bodies. � Explain the functions of departments, agencies, and regulatory bodies. � Describe the rol es of political
14
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http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=14
www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...
advertising. � Discuss bias and identify how media reports, analysis, and editorials are diferent. 8.3.3 Students will compare the policy ­making proces at the local, state, and national levels <span class="highlight">of</span> government. Example Indicators: � Chart the basic law­ making proces within the respective legislative bodies. � Explain the interaction between the chief executives and the legislative bodies. � Explain the functions <span class="highlight">of</span> departments, agencies, and <span class="highlight">regulatory</span> bodies. � Describe the rol es <span class="highlight">of</span> political
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international political economic alliances. Judicial power is the power to manage conflicts about the interpretation and application of the law. Judicial review is the doctrine that permits the federal courts to declare unconstitutional and thus null and void acts of the Congres...
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international political economic alliances. Judicial power is the power to manage conflicts about the interpretation and application of the law. Judicial review is the doctrine that permits the federal courts to declare unconstitutional and thus null and void acts of the Congress, the executive, and the states. Labor is a factor of production; the talents, training, and skills of people which contribute to the production of goods and services. Laissez faire is the doctrine opposing governmental interference in
10
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http://www.state.tn.us/education/ci/ss/doc/SS_Glossary.pdf#page=10
www.state.tn.us/education/ci/ss/doc/SS_Glossary.pdf#page=10
<span class="highlight">international</span> political economic alliances. Judicial power is the power to manage conflicts about the interpretation and application <span class="highlight">of</span> the law. Judicial review is the doctrine that permits the federal courts to declare unconstitutional and thus null and void acts <span class="highlight">of</span> the Congress, the executive, and the states. Labor is a factor <span class="highlight">of</span> production; the talents, training, and skills <span class="highlight">of</span> people which contribute to the production <span class="highlight">of</span> goods and services. Laissez faire is the doctrine opposing governmental interference in
science_pub2003
how the human body may be af- fected by the state of the internal environment and by he- redity and by life experience (e.g., effects of malnutrition). AND • Predicting and explaining how the effect of various physiological factors influences the continuation of the...
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how the human body may be af- fected by the state of the internal environment and by he- redity and by life experience (e.g., effects of malnutrition). AND • Predicting and explaining how the effect of various physiological factors influences the continuation of the human species (reproductive success) (e.g., anorexia and/or steroid use, radiation/toxic wastes/drug use, mutagenic agents and/or improper diet/obesity). Science Concepts: a. All systems of the body are continually working to
90
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=90
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
how the human body may be af- fected by the state <span class="highlight">of</span> the internal environment and by he- redity and by life experience (e.g., effects <span class="highlight">of</span> malnutrition). AND • Predicting and explaining how the effect <span class="highlight">of</span> various physiological factors influences the continuation <span class="highlight">of</span> the human species (reproductive success) (e.g., anorexia and/or steroid use, radiation/toxic wastes/<span class="highlight">drug</span> use, mutagenic agents and/or improper diet/obesity). Science Concepts: a. All systems <span class="highlight">of</span> the body are continually working to
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functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments; (C) analyze the structure and functions of the judicial branch ...
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functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments; (C) analyze the structure and functions of the judicial branch of government, including the federal court system and types of jurisdiction; (D) analyze the functions of selected independent executive agencies and regulatory commissions such as the National Aeronautics and Space Administration and the Federal
33
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=33
ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=33
functions <span class="highlight">of</span> the executive branch <span class="highlight">of</span> government, including the constitutional powers <span class="highlight">of</span> the president, the growth <span class="highlight">of</span> presidential power, and the role <span class="highlight">of</span> the Cabinet and executive departments; (C) analyze the structure and functions <span class="highlight">of</span> the judicial branch <span class="highlight">of</span> government, including the federal court system and types <span class="highlight">of</span> jurisdiction; (D) analyze the functions <span class="highlight">of</span> selected independent executive agencies and <span class="highlight">regulatory</span> commissions such as the National Aeronautics and Space Administration and the Federal
Microsoft Word - bio1.doc
Urbanization o Cloning o Drug/pesticide resistance o Evolutionary pathways o Climate change o Habitat destruction o Non-native species o Biological control of pests o Organic food production o Global economic pressures Evaluate Ideas #0;� Examine and evaluate potential solutio...
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Urbanization o Cloning o Drug/pesticide resistance o Evolutionary pathways o Climate change o Habitat destruction o Non-native species o Biological control of pests o Organic food production o Global economic pressures Evaluate Ideas #0;� Examine and evaluate potential solutions to a societal issue #0;� Develop an action plan to address a societal issue #0;� Implement an action plan to address a societal issue
22
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=22
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=22
Urbanization o Cloning o <span class="highlight">Drug</span>/pesticide resistance o Evolutionary pathways o Climate change o Habitat destruction o Non-native species o Biological control <span class="highlight">of</span> pests o Organic food production o Global economic pressures Evaluate Ideas #0;� Examine and evaluate potential solutions to a societal issue #0;� Develop an action plan to address a societal issue #0;� Implement an action plan to address a societal issue
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