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Microsoft Word - readstd8g.docreadstd8g.pdf
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples ...
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persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples of statements from a series of advertisements demonstrating fact and opinion. Working in groups, students review enlarged copies of advertisements to determine which statements are facts and which are opinions. Then
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=14
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements <span class="highlight">in</span> magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples <span class="highlight">of</span> statements from a series <span class="highlight">of</span> advertisements demonstrating fact and opinion. Working <span class="highlight">in</span> groups, students <span class="highlight">review</span> enlarged copies <span class="highlight">of</span> advertisements to determine which statements are facts and which are opinions. Then
 Core Content For Mathematics Assessment
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for...
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CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-06-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-HS-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
Microsoft Word - Completed Reading.rtf
112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey ...
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112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of what food they eat. about what the people in this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=112
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
112 Task(s) groups and at least two items <span class="highlight">of</span> food <span class="highlight">in</span> each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire <span class="highlight">of</span> 10 questions would you ask shoppers <span class="highlight">in</span> a supermarket if you were doing a survey <span class="highlight">of</span> what food they eat. about what the people <span class="highlight">in</span> this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow <span class="highlight">in</span> order to eat
Microsoft Word - Content Area Reading Middle School.doc
58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading of informational text by involving students personally and allowing them to respond creatively. Instead...
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58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading of informational text by involving students personally and allowing them to respond creatively. Instead of students responding to text and explaining concepts through the more traditional means of essays and open-ended questions, RAFT encourages creative thinking by motivating students to reflect in
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=58
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading <span class="highlight">of</span> informational text by involving students personally and allowing them to respond creatively. Instead <span class="highlight">of</span> students responding to text and explaining concepts through the more traditional means <span class="highlight">of</span> essays and open-ended questions, RAFT encourages creative thinking by motivating students to reflect <span class="highlight">in</span>
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