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47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record of 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....
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47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record of 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 journal activities require thinking but do not demand a finished product. Students learn to write without fear
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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 <span class="highlight">and</span> thinking as they interact with literary or informational texts. It allows students to record their thoughts <span class="highlight">and</span> emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings <span class="highlight">and</span> 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
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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>
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
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 and explain patterns found within groups of organisms in order to make biological classifications of...
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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 and explain patterns found within groups of organisms in order to make biological classifications of those organisms. Observations and patterns found within groups of organisms allow for biological classifications based on how organisms are related. DOK 2 SC-08-3.4.5 Students will understand that multicellular animals have
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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
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