# data[].attributes.headline
understanding genres and features and functions of each

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understanding genres and features and functions of each

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using feedback to improve writing

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Using grade boundaries (Ex. G10-12 English): Use Sentence Starters to show analysis/evaluation

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Using grade boundaries (Ex. G10-12 English): Use Sentence Starters to show analysis/evaluation

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Based from IB rubrics, (ex. "analysis and evaluation of the extracts is relevant"). Teachers provide students with analytical sentence starters, and model examples of how a student might move from one band to the higher band. After an assessment, student self assess to determine if they used sentence starters in significant ways to improve in the analysis and evaluation criteria.

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revising and editing skills (COPS)

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Letter formation - Fine motor development. Spacial awareness

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Letter formation - Fine motor development. Spacial awareness

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Be able to identify their major struggles and be aware of what they should focus on 

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Be able to identify their major struggles and be aware of what they should focus on 

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effectively managing time on tasks/tests

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effectively managing time on tests

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numeracy skills

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Be aware of different academic research data bases at school and know how to use them 

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Be aware of different academic research data bases at school and know how to use them 

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to be able to self-regulate (mental and physical). ex. know when you need a break

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Pragmatics and communication functions: initiating, responding, requesting, protesting, commenting, greeting, agreeing, disagreeing 

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Pragmatics and communication functions: initiating, responding, requesting, protesting, commenting, greeting, agreeing, disagreeing 

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executive functioning (planning, organizing, flexibility, perseverance, time management, sustained attention, task initiation, working memory, metacognition)

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executive functioning (planning, organizing, flexibility, perseverance, time management, sustained attention, task initiation, working memory, metacognition)

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Be able to prioritize tasks and differentiate between urgent/important

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Be able to prioritize tasks and differentiate between urgent/important

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identifying reliable resources

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clearly showing thinking

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paraphrasing

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self-awareness - understanding strengths, areas of concern, accommodations