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 Numbers, Number Sense, and Computation
Glossary Stylistic Devices: An author’s use of language: its effects and its appropriateness to the author’s intent or theme Subject/Verb Agreement: Using a singular verb with a singular subject or a plural verb with a plural subject Subplot: The unde...
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Glossary Stylistic Devices: An author’s use of language: its effects and its appropriateness to the author’s intent or theme Subject/Verb Agreement: Using a singular verb with a singular subject or a plural verb with a plural subject Subplot: The underlying sequence of events in a novel Suffix: An affix attached to the end of a base, root, or stems that changes meaning or grammatical function of the word (e.g., -ed, -ly, -ness) Summary: A brief statement that contains the
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=91
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=91
Glossary Stylistic Devices: An author’s use of language: its effects and its appropriateness to the author’s intent or theme Subject/Verb Agreement: <span class="highlight">Using</span> <span class="highlight">a</span> singular verb with <span class="highlight">a</span> singular subject or <span class="highlight">a</span> plural verb with <span class="highlight">a</span> plural subject Subplot: The underlying sequence of events in <span class="highlight">a</span> <span class="highlight">novel</span> Suffix: An affix attached to the end of <span class="highlight">a</span> base, root, or stems that changes meaning or grammatical function of the word (e.g., -ed, -ly, -ness) Summary: <span class="highlight">A</span> brief statement that contains the
Academic Standards-English/Language Arts Grade 9
’ problems, mistakes, and misunderstandings. Example: Write a code of student ethics that outlines the rules of behavior for people in your school. Organize the document clearly, using headers and a table of contents. Include specific examples so that all students w...
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’ problems, mistakes, and misunderstandings. Example: Write a code of student ethics that outlines the rules of behavior for people in your school. Organize the document clearly, using headers and a table of contents. Include specific examples so that all students will understand what is expected of them.
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade09.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
9 Page 83 Grade 9 English/Language Arts READING: Comprehension and Analysis of Nonfiction and Informational Text (continued) Expository (Informational) Critique 9.2.6 Critique the logic of functional documents (such as an appeal to tradition or an appeal to force) by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. Example: Evaluate <span class="highlight">a</span> document that gives <span class="highlight">a</span> set of expectations and rules for behavior. This could be <span class="highlight">a</span> school’s <span class="highlight">code</span> of ethics, an
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade09.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
speak out loud to themselves). Example: Read works, such as The <span class="highlight">Secret</span> Diary of Adrian Mole, Aged 13 3 ⁄4 by Sue Townsend or Spoon River Anthology by Edgar Lee Masters, and describe the characters, citing specific examples from the text to support this description. 9.3.5 Compare works that express <span class="highlight">a</span> universal theme and provide evidence to support the views expressed in each work. Example: Analyze and compare selections from Russell Baker’s Growing Up, Ed McClanahan’s Natural Man, and Reynolds Price’s Long
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade09.pdf#page=7
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
’ problems, mistakes, and misunderstandings. Example: Write <span class="highlight">a</span> <span class="highlight">code</span> of student ethics that outlines the rules of behavior for people in your school. Organize the document clearly, <span class="highlight">using</span> headers and <span class="highlight">a</span> table of contents. Include specific examples so that all students will understand what is expected of them.
WYOMING LANGUAGE ARTS
checking for clarity, organization, and descriptive details. LA3.2A.6 Students use strategies to edit and publish written work such as editing for conventions, sharing final copy with others, and using available technologies to publish. LA3.2A.7 Students use various tools to improve wr...
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checking for clarity, organization, and descriptive details. LA3.2A.6 Students use strategies to edit and publish written work such as editing for conventions, sharing final copy with others, and using available technologies to publish. LA3.2A.7 Students use various tools to improve writing and vocabulary such as thesaurus, dictionary, and technology. LA3.2B Students write a variety of expressive and expository pieces. LA3.2B.1 Students write and share personal and formal letters including date
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=24
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=24
focus; <span class="highlight">using</span> elements of <span class="highlight">a</span> specific genre; checking for clarity, content, organization, and relevant, and descriptive details. LA2.2A.6 Students use strategies to edit and publish written work such as editing for grammar, punctuation, capitalization, spelling, and sentence structure; <span class="highlight">sharing</span> final copy with others; and <span class="highlight">using</span> available technology to publish work. LA2.2B Students write <span class="highlight">a</span> variety of expressive and expository pieces. LA2.2B.1 Students create lists and maintain writing journals. LA2.2B.2
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=28
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=28
checking for clarity, organization, and descriptive details. LA3.2A.6 Students use strategies to edit and publish written work such as editing for conventions, <span class="highlight">sharing</span> final copy with others, and <span class="highlight">using</span> available technologies to publish. LA3.2A.7 Students use various tools to improve writing and vocabulary such as thesaurus, dictionary, and technology. LA3.2B Students write <span class="highlight">a</span> variety of expressive and expository pieces. LA3.2B.1 Students write and share personal and formal letters including date
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=59
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=59
Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 59 CONTENT STANDARD 2. Writing Students use the writing process and use appropriate strategies to write <span class="highlight">a</span> variety of expressive and expository pieces. <span class="highlight">CODE</span> GRADE 11 BENCHMARKS LA11.2A Students apply writing skills to plan, draft, revise, and publish writing for intended audiences. LA11.2A.1 Students write <span class="highlight">a</span> variety of level-appropriate modes/genres by: <span class="highlight">a</span>. Explaining ideas in their reading. b. Elaborating on concepts in
Language Arts Booklet
• Deliver messages using appropriate volume, eye contact, and gestures. • Show willingness to initiate and/or engage in oral activities with others. • Experience diverse cultures through the sharing of ideas with others. • Support ideas with information and details....
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• Deliver messages using appropriate volume, eye contact, and gestures. • Show willingness to initiate and/or engage in oral activities with others. • Experience diverse cultures through the sharing of ideas with others. • Support ideas with information and details. • Organize ideas so listeners can understand them. • Use language that conveys the intended message. • Adjust volume, eye contact and gestures to audience and situation. • Demonstrate a positive attitude toward speaking that enables one to become
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=5
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
interpretive, and critical. 5. Students will demonstrate confidence as readers, and find value and satisfaction in reading and <span class="highlight">sharing</span> reading experiences with others. 6. Students will interact thoughtfully and respectfully with texts that represent diversity in language, perspec- tive, and/or culture. 1. Students will write <span class="highlight">using</span> various forms to commu- nicate for <span class="highlight">a</span> variety of purposes and audiences. 2. Students will use writing processes and strategies appropriately and as needed to construct
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=11
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
interpretation of imagery, plot, and character. • Support <span class="highlight">a</span> conclusion or response based on facts, ideas, and or arguments within the text and between texts. • Respond to text critically by analyzing the author's craft and message. • Engage intellectually with texts–think divergently, visualize characters or scenes, express opinions, raise questions. • Identify stereotypes in texts. • Identify cultural values and multiple perspectives in texts. • Make <span class="highlight">a</span> warranted and plausible interpretation of text(s) <span class="highlight">using</span>
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=18
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
• Deliver messages <span class="highlight">using</span> appropriate volume, eye contact, and gestures. • Show willingness to initiate and/or engage in oral activities with others. • Experience diverse cultures through the <span class="highlight">sharing</span> of ideas with others. • Support ideas with information and details. • Organize ideas so listeners can understand them. • Use language that conveys the intended message. • Adjust volume, eye contact and gestures to audience and situation. • Demonstrate <span class="highlight">a</span> positive attitude toward speaking that enables one to become
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=28
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
or demands. Because no single reading strategy, study <span class="highlight">technique</span>, or writing process is best for all students, it is inappropriate to teach <span class="highlight">a</span> single way of approaching all language tasks. Instead, we must help every student to acquire <span class="highlight">a</span> range of strategies and to learn how to choose and apply those that best fit his or her needs and the literacy situation at hand. Technological resources: An informational resource <span class="highlight">using</span> newer technologies such as computer software, computer networks, databases, CD-ROMs
FOURTH GRADE
2006 Mississippi Language Arts Framework-Revised 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing/ sharing) to express, c...
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2006 Mississippi Language Arts Framework-Revised 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing/ sharing) to express, communicate, evaluate, or exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested under competency four.] (DOK 3) 1) Planning • Plan for composing using a variety of
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_4th_grade_framework.pdf#page=4
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_4t...
2006 Mississippi Language Arts Framework-Revised 3. The student will express, communicate, evaluate, or exchange ideas effectively. <span class="highlight">a</span>. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing/ <span class="highlight">sharing</span>) to express, communicate, evaluate, or exchange ideas with <span class="highlight">a</span> focus on texts increasing complexity and length. [Note: Editing will be tested under competency four.] (DOK 3) 1) Planning • Plan for composing <span class="highlight">using</span> <span class="highlight">a</span> variety of
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those periods s read and interpret works of recognized literary merit from sev- eral world cultures and recognize the distinguishing features of those cultural traditions s view stage or film productions of a major play or novel and dis- cuss the interpretation of the work that is evid...
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those periods s read and interpret works of recognized literary merit from sev- eral world cultures and recognize the distinguishing features of those cultural traditions s view stage or film productions of a major play or novel and dis- cuss the interpretation of the work that is evident in the produc- tion. 2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves
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http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=14
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=14
those periods s read and interpret works of recognized literary merit from sev- eral world cultures and recognize the distinguishing features of those cultural traditions s view stage or film productions of <span class="highlight">a</span> major play or <span class="highlight">novel</span> and dis- cuss the interpretation of the work that is evident in the produc- tion. 2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of <span class="highlight">a</span> text. Speaking and writing for literary expression involves
STANDARDS.05
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10...
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54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=55
www.eed.state.ak.us/standards/pdf/standards.pdf#page=55
or simile) The student analyzes content and structure of genres by [5] 2.7.1 Identifying or explaining the characteristics of the four major genres of fiction: short story, drama, <span class="highlight">novel</span>, and poetry (L) [5] 2.7.2 Identifying or explaining the characteristics of fiction and nonfiction* [5] 2.7.3 Identifying or explaining use of literary elements and devices (i.e., dialogue, rhyme, alliteration, simile, or metaphor) [5] 2.7.4 Identifying the characteristics of prose and poetry (L) *Assumes <span class="highlight">a</span>
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes <span class="highlight">a</span> variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, <span class="highlight">novel</span>, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
Core Content For Mathematics Assessment
to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website,...
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to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=116
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=116
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 113 Italics – Supporting Content Standard Physical Education Addresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical activity as <span class="highlight">a</span> means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146
text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-04-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-05-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.).
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154
to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=271
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=271
CCA 4.1 Writing Introduction AUGUST 2006 268 <span class="highlight">A</span> typical <span class="highlight">code</span> may look like WR-04-1.1.1. This means the following: WR-04-1.1.1 WR- Writing (Domain) 04- Fourth Grade (Grade Level) 1. Writing Content (Subdomain) 1. Purpose/Audience (Organizer) 1- Reflective (Standard)
VT_04_Math GLEs_pf.indd
W2 Grade 4 W4:4 Students demonstrate command of the structures of the English language by… • Writing a variety of simple complete simple and compound sentences W–4–1.1 Grade 5 W5:4 Students demonstrate command of the structures of the English language by… •...
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W2 Grade 4 W4:4 Students demonstrate command of the structures of the English language by… • Writing a variety of simple complete simple and compound sentences W–4–1.1 Grade 5 W5:4 Students demonstrate command of the structures of the English language by… • Using varied sentence length and structure to enhance meaning (e.g., phrases and clauses) Stem is bold. Specifi c indicators for grade levels are not bold. Differences between this grade and prior grade are underlined. Sample Vermont
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=100
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
W2 Grade 4 W4:4 Students demonstrate command of the structures of the English language by… • Writing <span class="highlight">a</span> variety of simple complete simple and compound sentences W–4–1.1 Grade 5 W5:4 Students demonstrate command of the structures of the English language by… • <span class="highlight">Using</span> varied sentence length and structure to enhance meaning (e.g., phrases and clauses) Stem is bold. Specifi c indicators for grade levels are not bold. Differences between this grade and prior grade are underlined. Sample Vermont
7th Grade„Grade Level Expectations
“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.3c Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions to enhance understanding of oral and written...
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“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.3c Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions to enhance understanding of oral and written text • Use illustrations to construct meaning from text • Reread difficult parts slowly and carefully • Make, confirm, adjust predictions • Visualize what was read for deeper understanding • Skim text to search for connections
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.3c <span class="highlight">Using</span> appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions to enhance understanding of oral and written text • Use illustrations to construct meaning from text • Reread difficult parts slowly and carefully • Make, confirm, adjust predictions • Visualize what was read for deeper understanding • Skim text to search for connections
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