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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.
Layout 1
situa- tional changes (e.g., a child might say “yup” at home, but would be expected to say “yes” at school). letter patterns: Common letter groupings that represent specific sounds (e.g., /ing/ in string and /ough/ in enough). literary devices: Techniques used to conv...
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situa- tional changes (e.g., a child might say “yup” at home, but would be expected to say “yes” at school). letter patterns: Common letter groupings that represent specific sounds (e.g., /ing/ in string and /ough/ in enough). literary devices: Techniques used to convey or enhance an author’s message or voice (e.g., idiom, figu- rative language, exaggeration, dia- logue, and imagery). literary/narrative genres: Categories used to classify literary works, usually by form, technique, or content (e.g., novel
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=52
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
situa- tional changes (e.g., <span class="highlight">a</span> child might say “yup” at home, but would be expected to say “yes” at school). letter patterns: Common letter groupings that represent specific sounds (e.g., /ing/ in string and /ough/ in enough). literary devices: Techniques used to convey or enhance an author’s message or voice (e.g., idiom, figu- rative language, exaggeration, dia- logue, and imagery). literary/narrative genres: Categories used to classify literary works, usually by form, <span class="highlight">technique</span>, or content (e.g., <span class="highlight">novel</span>
Microsoft Word - readstdhs.docreadstdhs.pdf
students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, th...
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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
students complete the matrix as <span class="highlight">a</span> chart of information to show how each group fulfilled the requirements of being deemed <span class="highlight">a</span> civilization. Students should then draw conclusions about each civilization and the Middle Eastern civilization as <span class="highlight">a</span> region. (d) encourages the students to make inferences or predictions about what could happen in the text after reading <span class="highlight">a</span> chapter from <span class="highlight">a</span> <span class="highlight">novel</span>. As the students are reading about <span class="highlight">a</span> character, the teacher has the students make inferences about the character <span class="highlight">using</span> the
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
group is responsible for writing <span class="highlight">a</span> detailed map or description on how to get to this hidden item. Once each group has had an opportunity to complete this task, the group gives the directions to another group in the class to use and find the hidden item. The group that has to locate the item grades the other group on their ability to be descriptive and on their technical writing <span class="highlight">technique</span>. 14. (<span class="highlight">a</span>) provides students with several pieces on the same issue but written from <span class="highlight">a</span> different point of view
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
and analyzes the development of characters. The teacher… 1. (<span class="highlight">a</span>) creates and adds to <span class="highlight">a</span> list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use as <span class="highlight">a</span> ready reference. (b) prior to reading <span class="highlight">a</span> <span class="highlight">novel</span>, provides students with <span class="highlight">a</span> format for <span class="highlight">a</span> critical review that will be completed at the end of the unit. While reading the <span class="highlight">novel</span>, the class discusses the major components of
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=20
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
students discuss inferences and draw conclusions about the story. (b) has the students read <span class="highlight">a</span> <span class="highlight">novel</span>. After reading the <span class="highlight">novel</span>, the students are to rewrite the <span class="highlight">novel</span> <span class="highlight">using</span> different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (<span class="highlight">a</span>
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
Glossaryreadingglossary.pdf
examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that i...
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examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify a concept. fable - a short tale in prose or verse that teaches a moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements of information that can be
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
examples – <span class="highlight">a</span> context clue where the author demonstrates word definition through the use of <span class="highlight">a</span> concrete example that illustrates <span class="highlight">a</span> concept, sometimes <span class="highlight">using</span> signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify <span class="highlight">a</span> concept. fable - <span class="highlight">a</span> short tale in prose or verse that teaches <span class="highlight">a</span> moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements of information that can be
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
genre - n. 1. <span class="highlight">a</span> category used to classify literary works, usually by form, <span class="highlight">technique</span>, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the <span class="highlight">novel</span>, essay, short story, television play, and motion picture scenario are also considered genres" (Holman and Harmon, 1992). √ goals - see character's goal grapheme - n. <span class="highlight">a</span> written or printed representation of <span class="highlight">a</span> phoneme, as b for /b/ and oy for /oi/ in boy. Note: In English, <span class="highlight">a</span> grapheme may be <span class="highlight">a</span> single
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
Question-Answer Relationship QAR Organizer - (N, E, T, P) <span class="highlight">a</span> <span class="highlight">technique</span> used to identify the relationship between <span class="highlight">a</span> question and the answer to the question (e.g., literal or inferred). null Rising Action Story Map – (N) showing the events leading to the climax of the story. null Semantic Web - (N, E, T, P) web that illustrates the meaning of <span class="highlight">a</span> word or idea. null Spider Graphic Organizer – see Web Graphic Organizer null Story Frames (graphic organizer) - (N, E) used to help students identify how the
Microsoft Word - readstd8g.docreadstd8g.pdf
more appropriate-level texts. 6. (a) models to the students that summarizing is restating or translating information into your own words. Then, after reading a "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with a...
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more appropriate-level texts. 6. (a) models to the students that summarizing is restating or translating information into your own words. Then, after reading a "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with a story organizer. As the students read a story, novel, play, or folktale, the students take notes on the graphic organizer containing beginning, middle, and ending information. (c) in
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
which illustrates the national budget. Students identify various text features, such as title, headings, etc. Students use this information to write <span class="highlight">a</span> summary sentence about the graph. (e) explains to students that chapters in science class contain many text features, such as headings, subheadings, boldface type, pictures/illustrations, bulleted lists, sidebars, etc. 3. (<span class="highlight">a</span>) discusses prior knowledge <span class="highlight">using</span> example for graphic organizer (concept map). (b) has the students make text-to-self
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
more appropriate-level texts. 6. (<span class="highlight">a</span>) models to the students that summarizing is restating or translating information into your own words. Then, after reading <span class="highlight">a</span> "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with <span class="highlight">a</span> story organizer. As the students read <span class="highlight">a</span> story, <span class="highlight">novel</span>, play, or folktale, the students take notes on the graphic organizer containing beginning, middle, and ending information. (c) in
Microsoft Word - Completed Reading.rtf
that is specifically stated in a text or verbal exchange. Exposition/Expository text Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a...
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that is specifically stated in a text or verbal exchange. Exposition/Expository text Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition is that portion that helps the reader to understand the background or situation in which the work is set. See Description, Narration, Persuasion Fable A short, simple story that teaches a lesson. A
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=76
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
that is specifically stated in <span class="highlight">a</span> text or verbal exchange. Exposition/Expository text Writing that is intended to make clear or to explain something <span class="highlight">using</span> one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In <span class="highlight">a</span> play or <span class="highlight">a</span> <span class="highlight">novel</span>, exposition is that portion that helps the reader to understand the background or situation in which the work is set. See Description, Narration, Persuasion Fable <span class="highlight">A</span> short, simple story that teaches <span class="highlight">a</span> lesson. <span class="highlight">A</span>
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
DRAFT
other than printed material (e.g., photographs, movies, symbols). 12. Paired reading means partners reading aloud to each other for the purpose of practicing, sharing, developing fluency, communicating information, or modeling oral reading technique. 13. Paired writing refers to two st...
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other than printed material (e.g., photographs, movies, symbols). 12. Paired reading means partners reading aloud to each other for the purpose of practicing, sharing, developing fluency, communicating information, or modeling oral reading technique. 13. Paired writing refers to two students collaborating to create one piece. 14. Phoneme is the smallest unit of sound; for example, the word “cat” has three phonemes. 15. Phoneme awareness is an understanding that speech consists of a series of small sound parts
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=9
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=9
other than printed material (e.g., photographs, movies, symbols). 12. Paired reading means partners reading aloud to each other for the purpose of practicing, <span class="highlight">sharing</span>, developing fluency, communicating information, or modeling oral reading <span class="highlight">technique</span>. 13. Paired writing refers to two students collaborating to create one piece. 14. Phoneme is the smallest unit of sound; for example, the word “cat” has three phonemes. 15. Phoneme awareness is an understanding that speech consists of <span class="highlight">a</span> series of small sound parts
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