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Education
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arts domains are critical to the development of high levels of literacy and lead to understanding and internalizing ILOs. 1. Demonstrate a Positive Attitude Toward Language Arts Skills and Processes a. Develop confidence in the ability to access text. b. Enjoy the processes and outco...
Microsoft Word - vsc_english_gr38.doc
c. Modify spellings when adding inflectional endings and suffixes d. Spell words that follow regular spelling patterns in multi-syllabic words e. Spell previously studied contractions and possessives f. Access resources as a spelling aid (word wall, dictionary, technology)...
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c. Modify spellings when adding inflectional endings and suffixes d. Spell words that follow regular spelling patterns in multi-syllabic words e. Spell previously studied contractions and possessives f. Access resources as a spelling aid (word wall, dictionary, technology) 3. Maintain a personal list of words to use in editing original writing c. Spell one-syllable and multi-syllabic words with complex spelling patterns such as –tion, -ous, ph
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http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=53
mdk12.org/share/vsc/vsc_english_gr38.pdf#page=53
<span class="highlight">c</span>. Modify spellings when adding inflectional endings and suffixes d. Spell words that follow regular spelling patterns <span class="highlight">in</span> multi-syllabic words e. Spell previously studied contractions and possessives f. <span class="highlight">Access</span> resources as a spelling aid (word wall, dictionary, technology) 3. Maintain a personal list of words to use <span class="highlight">in</span> editing original writing <span class="highlight">c</span>. Spell one-syllable and multi-syllabic words with complex spelling patterns such as –tion, -ous, ph
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educators, parents, and community members access to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-based...
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educators, parents, and community members access to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-based formative and summative assessments. A New Level of Specificity Writing and other commu- nication skills are key to students’ future success. These Grade Level Expectations highlight the critical steps our children must take in grades
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=5
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
educators, parents, and community members <span class="highlight">access</span> to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-<span class="highlight">based</span> formative and summative assessments. A New Level of Specificity Writing and other commu- nication skills are key to students’ future success. These Grade Level Expectations highlight the critical steps our children must take <span class="highlight">in</span> grades
Microsoft Word - vsc_english_grprek3.doc
spelling in written language a. Spell non-phonetic high frequency words b. Spell phonetically regular high frequency words c. Spell grade level appropriate pattern words d. Spell two syllable words that follow regular spelling patterns, including compound words e. Spell words with simp...
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spelling in written language a. Spell non-phonetic high frequency words b. Spell phonetically regular high frequency words c. Spell grade level appropriate pattern words d. Spell two syllable words that follow regular spelling patterns, including compound words e. Spell words with simple prefixes and suffixes f. Represent all sounds in a word when attempting unknown words g. Access resources to spell unknown words, such as word wall, content word chart, dictionary, technology
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http://mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=33
mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=33
spelling <span class="highlight">in</span> written language a. Spell non-phonetic high frequency words b. Spell phonetically regular high frequency words <span class="highlight">c</span>. Spell grade level appropriate pattern words d. Spell two syllable words that follow regular spelling patterns, including compound words e. Spell words with simple prefixes and suffixes f. Represent all sounds <span class="highlight">in</span> a word when attempting unknown words g. <span class="highlight">Access</span> resources to spell unknown words, such as word wall, content word chart, dictionary, technology
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Morphemes) Meaning, General Knowledge) Comprehension Strategies Used by Good Readers (Understanding Narrative (Developing a System for Learning) and Expository Text) Fluency (Automatic Word Recognition, Good Oral Reading, Good Silent Reading) Types of Instruction · Direct Instruction, Con...
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Morphemes) Meaning, General Knowledge) Comprehension Strategies Used by Good Readers (Understanding Narrative (Developing a System for Learning) and Expository Text) Fluency (Automatic Word Recognition, Good Oral Reading, Good Silent Reading) Types of Instruction · Direct Instruction, Contextual Reading, Guided Reading These types of instruction are spiraled in a classroom where children experience immersion in reading and writing, and all are needed in the balanced reading program. Process Model of Reading
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Morphemes) Meaning, General Knowledge) Comprehension Strategies Used by Good Readers (Understanding Narrative (Developing a System for Learning) and Expository Text) Fluency (Automatic Word Recognition, Good Oral Reading, Good Silent Reading) Types of Instruction · Direct Instruction, <span class="highlight">Contextual</span> Reading, Guided Reading These types of instruction are spiraled <span class="highlight">in</span> a classroom where children experience immersion <span class="highlight">in</span> reading and writing, and all are needed <span class="highlight">in</span> the balanced reading program. Process <span class="highlight">Model</span> of Reading
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=172
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
sentence) is more effective than either approach <span class="highlight">in</span> isolation (Nagy, 1988). Context can play an important <span class="highlight">role</span> <span class="highlight">in</span> determining the meaning, not the identity, of a word. Using <span class="highlight">contextual</span> clues <span class="highlight">in</span> this way does not mean “guessing”; it means that, given that the text is at an appropriate level of difficulty without a large number of unfamiliar words, children need to take time to study an unknown word. They can, for example, study the grammatical structure of the sentence, determining if the unknown word is a verb, a
DRAFT
strategies to derive meaning from text. a) Use interactive strategies to access vocabulary by decoding words or identifying words in context. b) Use interactive comprehension strategies to enhance understanding and to respond to text content. Learning Expectation: The student will use...
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strategies to derive meaning from text. a) Use interactive strategies to access vocabulary by decoding words or identifying words in context. b) Use interactive comprehension strategies to enhance understanding and to respond to text content. Learning Expectation: The student will use appropriate strategies to respond to text. a) Summarize content and filter relevant information in order to build a knowledge base. b) Interact with text to connect to and form personal interpretations. c) Interpret ideas, recognize
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7
strategies to derive meaning from text. a) Use interactive strategies to <span class="highlight">access</span> vocabulary by decoding words or identifying words <span class="highlight">in</span> context. b) Use interactive comprehension strategies to enhance understanding and to respond to text content. Learning Expectation: The student will use appropriate strategies to respond to text. a) Summarize content and filter relevant information <span class="highlight">in</span> order to build a knowledge base. b) Interact with text to connect to and form personal interpretations. <span class="highlight">c</span>) Interpret ideas, recognize
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h. Manipulate word walls and word sorts. i. Build vocabulary by reading a wide range of text types inside and outside the classroom. 3.1.08 Develop and use pre-reading strategies. a. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer's position). b. Par...
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h. Manipulate word walls and word sorts. i. Build vocabulary by reading a wide range of text types inside and outside the classroom. 3.1.08 Develop and use pre-reading strategies. a. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer's position). b. Participate in activities to build background knowledge to make meaning from text. c. Make predictions using text features (e.g., illustrations and graphics). d. Preview text using illustrations
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=3
www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=3
h. Manipulate word walls and word sorts. i. Build vocabulary by reading a wide range of text types inside and outside the classroom. 3.1.08 Develop and use pre-reading strategies. a. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer's position). b. Participate <span class="highlight">in</span> activities to build background knowledge to make meaning from text. <span class="highlight">c</span>. Make predictions using text features (e.g., illustrations and graphics). d. Preview text using illustrations
Core Content For Mathematics Assessment
participation in leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition...
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participation in leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
participation <span class="highlight">in</span> leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, <span class="highlight">control</span> of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Five, page 12 STANDARD 5.8 STRAND: WRITING GRADE LEVEL 5 5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. c)...
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Virginia Board of Education, 2003 Grade Five, page 12 STANDARD 5.8 STRAND: WRITING GRADE LEVEL 5 5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. c) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity. g) Use available technology to access
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=102
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=102
Virginia Board of Education, 2003 Grade Five, page 12 STANDARD 5.8 STRAND: WRITING GRADE LEVEL 5 5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. <span class="highlight">c</span>) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity. g) Use available technology to <span class="highlight">access</span>
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=212
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=212
Virginia Board of Education, 2003 Grade Eleven, page 17 STANDARD 11.10 STRAND: RESEARCH GRADE LEVEL 11 11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. a) Narrow a topic. b) Develop a plan for research. <span class="highlight">c</span>) Collect information to support a thesis. d) Evaluate quality and accuracy of information. e) Synthesize information <span class="highlight">in</span> a logical sequence. f) Document sources of information, using a style sheet, such as that of the
Standard 1: Students engage in the research process
North Dakota English Language Arts April 2005 Content and Achievement Standards 48 Standard 2: Students engage in the reading process. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE 9.2.2. Identify the organizational features of ficti...
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North Dakota English Language Arts April 2005 Content and Achievement Standards 48 Standard 2: Students engage in the reading process. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE 9.2.2. Identify the organizational features of fiction, drama, and poetry i.e., stanza, act, scene, chapter, verse, and article Students always identify the
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=48
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=48
North Dakota English Language Arts April 2005 Content and Achievement Standards 48 Standard 2: Students engage <span class="highlight">in</span> the reading process. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE 9.2.2. Identify the organizational features of fiction, drama, and poetry i.e., stanza, act, scene, chapter, verse, and article Students always identify the
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