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fluency appropriate for comprehension level, reading strategies (what they are)

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Be familiar with grade-level vocabulary and academic language; be able to use strategies to identify words they may be unfamiliar with, and begin the process of identification/comprehension

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Math Vocab from prior classes. How to identify the variables in word problems. The difference between solving and simplifying.

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Justifying their process while communicating what they did (process).

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attempt to decode, breakdown thoughts and word/concepts

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translating words into basic expressions/equations-
is, more than, less than, etc

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The definition of (and skill implementation):
- Evaluate
- Analyze

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I expect my students to be able to RETELL stories read using terms such as first, next also then, finally, etc.

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I expect my students to be able to RETELL stories read using terms such as first, next also then, finally, etc.

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write a complete sentence.

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My students to have a basic understanding of how to view/read historical documents in a non-presentist way.

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-Annotate a text, using school wide system

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-Annotate a text, using school wide system

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-Read at or around grade level
-Pacing and self-advocacy
-Ability to communicate effectively in a team (not just take answers from the strongest student)
-Use context clues
-Basic parts of speech

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Be able to read

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I expect my students to come into my class with the vocabulary and concepts from the prerequisite classes.

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I expect my students to come into my class with the vocabulary and concepts from the prerequisite classes.

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I expect my students to be able to use appropriate vocabulary for topics they have discussed in their prior math courses. I also expect them to be able to  write in complete sentences for their explanations.

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I expect my students to be able to use appropriate vocabulary for topics they have discussed in their prior math courses. I also expect them to be able to  write in complete sentences for their explanations.

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My students have a difficult time with "justifying their answer". Often times they do not know what justify means or what justification looks like.  I attempt to fix this misconception by modeling justification in our notes and when we work through example problems on notes, homework, and assessments.

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I expect students to know how to read and solve simple word problems.

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I expect them to know basic social studies vocabulary and how to write complete sentences.

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- Basic vocabulary
- Test taking strategies
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Add, subtract, multiply divide basic math without a calculator

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Add, subtract, multiply divide basic math without a calculator

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I expect students to know the difference between solve, evaluate, graph, simplify, and re-write when coming into my Math III course.

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translate words into numbers and symbols

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translate words into numbers and symbols

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I expect students to be able to pick out the theme and the main ideas from the text. In 6th grade social studies the students have a difficult time with the proper nouns for the different civilizations. I address these difficulties by assigning nicknames. But I find they don't remember the actual name.