Mitchell Senior Elementary
Word of the Week 2007 –
2008
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Week # |
Word |
Definition |
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1 |
To stipulate the requirements for inclusion of an object, word, or
situation in a category or class. Elements of one or both of the following
must be included: (1) The characteristics of the words, objects, or
situations that are included in the class or category. (2) The
characteristics of the words, objects, or situations that are excluded in the
class or category. To define is to set up criteria for classification. |
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2 |
To name all of the necessary categories of objects, object properties,
or event properties that are relevant to the description of a designated
situation. The objective is of the form, "The student will describe this
order, object, or event," and does not limit the categories that may be
used in mentioning them. Specific or categorical limitations, if any, are to
be given in the performance standards of each objective. |
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3 |
To indicate the selection of an object of a class in response to its
class name, by pointing, picking up, underlining, marking, or other
responses. |
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4 |
To supply the correct name, in oral or written form for an object,
class of objects, persons, places, conditions, or events which are pointed
out or described. |
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5 |
To stipulate a verbal (oral or written) response to a given object, drawing,
or composition that contains information relative to the known, but
unspecified structure of these objects, drawings, or compositions. Labeling
is a complex behavior that contains elements of naming and identifying. |
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6 |
To make a statement that conveys the meaning of the rule, theory or
principle. |
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7 |
To stipulate the position of
an object, place, or event in relation to other specified objects, places, or
events. Ideational guides to location such as grids, order arrangements and
time may be used to describe location. |
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8 |
To place objects, words, or situations into categories according to
defined criteria for each category. The criteria must be made known to the
student. |
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9 |
To formulate a composition in written, spoken, musical or artistic
form. |
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10 |
To make a drawing, structure, or model that identifies a designated
object or set of conditions. |
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11 |
To construct a drawing with labels and with a specified organization or
structure to demonstrate knowledge of that organization or structure. Graphic
charting and mapping are types of diagramming, and these terms may be used
where more exact communication of the structure of the situation and response
is desired. |
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12 |
To apply a standard scale or measuring device to an object, series of
objects, events, or conditions, according to practices accepted by those who
are skilled in the use of the device or scale. |
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13 |
To arrange two or more objects or events in accordance with stated
criteria. |
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14 |
To imitate or copy an action, construction, or object that is
presented. |
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15 |
To transcribe one symbolic form to another of the same or similar
meaning. |
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16 |
The student performs the operations necessary for the application of an
instrument, model, device, or implement. NOTE: There is a temptation to use
demonstrate in objectives such as, "the student will demonstrate his
knowledge of vowel sounds." As the verb is defined, this is improper use
of it. |
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17 |
To identify under conditions when only two contrasting identifications
are involved for each response. |
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18 |
To assess the dimension of an object, series of objects, event or
condition without applying a standard scale or measuring device. Logical techniques
of estimation, such as are involved in mathematical interpolation, may be
used. |
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19 |
To translate information from observation, charts, tables, graphs, and written
material in a verifiable manner. |
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20 |
To use a rule or principle to predict an outcome or to infer some
consequence. It is not necessary that the rule or principle be stated. |
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21 |
To effect a solution to a given problem, in writing or orally. The
problem solution must contain all the elements required for the requested
solution, and may contain extraneous elements that are not required for
solution. The problem must be posed in such a way that the student that the
student is able to determine the type of response that is acceptable. |
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22 |
To state a rule as it applies to a situation, object or event that is
being analyzed. The statement must convey analysis of a problem situation
and/or its solution, together with the name or statement of the rule that was
applied. |
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23 |
To classify objects, situations, people, conditions, etc., according to
defined criteria of quality. Indication of quality must be given in the
defined criteria of each class category. Evaluation differs from general
classification only in this respect. |
(Rev. 9-10-06)