iSEEK - Education

rhythm Standard English: The variety of English that is generally acknowledged as the model for the speech and writing of educated speakers Strategy: A systematic plan, consciously adapted and monitored to improve one’s performance in learning Structural Analysis: The identification of roots, affixes, compounds, hyphenated forms, inflected and derived endings, contractions, and in some cases syllabication

90 0 http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=90 www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=90

rhythm Standard English: The variety of English that is generally acknowledged as the model for the speech and writing of educated speakers Strategy: A systematic plan, consciously adapted and monitored to improve one’s performance in learning Structural Analysis: The identification of roots, affixes, compounds, hyphenated forms, inflected and derived endings, contractions, and in some cases syllabication

www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=90

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reading levels: Levels based on students’ abilities to read and comprehend text. Independent: Text that is easy for a student to read with few word-identification problems and high comprehension (95-100% word identification and 90-100% comprehension). Instructional: Text that is challenging, but not frustrating for a student to read successfully with normal classroom instruction and support (90-95% word identification and 75-90% comprehension). Frustrational: Text that is too challenging for

47 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47

multiple opportunities to orally and silently read text that is not too difficult. Multiple opportunities allow students to learn to read expressively and discover reading as a pleasurable, meaning-making activity. Reading rate and accuracy are important as diagnostic indicators for assessing students’ overall reading performance. Research shows that beginning readers who develop automaticity with word identification skills are better able to comprehend text. A study conducted with the

81 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81

reading levels: Levels based on students’ abilities to read and comprehend text. Independent: Text that is easy for a student to read with few word-identification problems and high comprehension (95-100% word identification and 90-100% comprehension). Instructional: Text that is challenging, but not frustrating for a student to read successfully with normal classroom instruction and support (90-95% word identification and 75-90% comprehension). Frustrational: Text that is too challenging for

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81

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Strand 1: Reading Process (Kindergarten)

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repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), graphic elements (e.g., line length, punctuation, word position). Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Relate literary works and their authors to the seminal ideas of their eras

3 0 http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page=3 www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page...

repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), graphic elements (e.g., line length, punctuation, word position). Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Relate literary works and their authors to the seminal ideas of their eras

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page...

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Strand 1: Reading Process (Kindergarten)

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meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position). Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Relate literary works to the traditions, themes, and issues of their eras. PO 3. Analyze culturally or historically significant

3 0 http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page=3 www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...

meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position). Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Relate literary works to the traditions, themes, and issues of their eras. PO 3. Analyze culturally or historically significant

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...

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Strand 1: Reading Process (Kindergarten)

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historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures. Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education

3 0 http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=3 www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=...

historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures. Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=...

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Strand 1: Reading Process (Kindergarten)

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PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures. Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education 8/12

3 0 http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=3 www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...

PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures. Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education 8/12

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...

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K-12

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OV.1.3.13 Participate in a variety of speaking activities, including book talks OV.1.4.11 Participate in a variety of speaking activities, including book reports Speaking for critical analysis and evaluation OV.1.K.9 Accept contributions of teacher to improve speaking performance OV.1.1.12 Ask for clarification and explanation of words and ideas OV.1.1.13 Accept contributions of teacher or group to improve speaking performance OV.1.2.12 Ask and answer questions

5 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=5 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=5

OV.1.3.13 Participate in a variety of speaking activities, including book talks OV.1.4.11 Participate in a variety of speaking activities, including book reports Speaking for critical analysis and evaluation OV.1.K.9 Accept contributions of teacher to improve speaking performance OV.1.1.12 Ask for clarification and explanation of words and ideas OV.1.1.13 Accept contributions of teacher or group to improve speaking performance OV.1.2.12 Ask and answer questions

arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=5

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STANDARDS.05

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70 PERFORMANCE STANDARDS (Grade Level Expectations) 71PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 WRITING GRADES 3—6 The student revises writing by [6] 2.4.1 Rearranging and/or adding details to improve focus, to support main ideas, to clarify topic sentence, and to make sequence clear [6] 2.4.2 Giving/receiving appropriate feedback and using established criteria to review own and others’ written work (e.g., peer conferences, checklists, scoring guides, or

45 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=45 www.eed.state.ak.us/standards/pdf/standards.pdf#page=45

44 PERFORMANCE STANDARDS (Grade Level Expectations) 45PERFORMANCE STANDARDS (Grade Level Expectations) Fluency Word Identification Skills Forming a General Understanding Analysis of Content and Structure R1.3 Read text aloud R1.1 Use structural analysis; read words R1.2 Comprehend literal meaning R1.7 Identify forms of text R1.4 Retell or restate information R1.8 Identify story elements R1.5 Identify main idea R1.9 Express own opinions about text R1.6 Follow simple directions R1.10 Make

72 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=72 www.eed.state.ak.us/standards/pdf/standards.pdf#page=72

70 PERFORMANCE STANDARDS (Grade Level Expectations) 71PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 WRITING GRADES 3—6 The student revises writing by [6] 2.4.1 Rearranging and/or adding details to improve focus, to support main ideas, to clarify topic sentence, and to make sequence clear [6] 2.4.2 Giving/receiving appropriate feedback and using established criteria to review own and others’ written work (e.g., peer conferences, checklists, scoring guides, or

73 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=73 www.eed.state.ak.us/standards/pdf/standards.pdf#page=73

72 PERFORMANCE STANDARDS (Grade Level Expectations) 73PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student revises writing by [10] 4.4.1 Reviewing content and organization and making appropriate changes to improve clarity and logical progression of ideas (e.g., increasing elaboration or support for ideas/ thesis, providing relevant details, examples, definitions, narrative anecdotes, illustrative scenarios, or counterarguments appropriate

118 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=118 www.eed.state.ak.us/standards/pdf/standards.pdf#page=118

and methods in addition to scientific methods to describe and understand the world. SF3 Students develop an understanding of the importance of recording and validating cultural knowledge. F1—Cultural, Social, Personal Perspectives, and Science The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by [3] SF1.1-SF3.1 exploring local or traditional stories that explain a natural event (L) Cross referenced with SA3.1. The student

126 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=126 www.eed.state.ak.us/standards/pdf/standards.pdf#page=126

subsistence) influence the development of scientific knowledge (L). Cross referenced with SA3.1. The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by [6] SF1.1-SF3.1 telling a local or traditional story that explains a natural event (e.g., animal adaptation, weather, rapid changes to Earth’s surface) and relating it to a scientific explanation* (L). Cross referenced with SA3.1. The student demonstrates an understanding of the

132 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=132 www.eed.state.ak.us/standards/pdf/standards.pdf#page=132

each other and their physical environments through the transfer and transformation of matter and energy by [11] SC3.1 relating the carbon cycle to global climate change* [11] SC3.2 analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem * Same concept at a higher level SC3.2 is not addressed in grade 9.

136 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=136 www.eed.state.ak.us/standards/pdf/standards.pdf#page=136

beliefs and methods in addition to scientific methods to describe and understand the world. SF3 Students develop an understanding of the importance of recording and validating cultural knowledge. F1—Cultural, Social, Personal Perspectives, and Science The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by [11] SF1.1-SF3.1 investigating the influences of societal and/or cultural beliefs on science (L). Cross referenced with

www.eed.state.ak.us/standards/pdf/standards.pdf#page=72

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WYOMING LANGUAGE ARTS

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Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 67 Writing - Level 2 requires some mental processing. At this level students are engaged in first draft writing or brief extemporaneous speaking for a limited number of purposes and audiences. Students are beginning to connect ideas using a simple organizational structure. For example, students may be engaged in note-taking, outlining or simple summaries. Text may be limited to one paragraph. Students demonstrate a basic

67 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=67 www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=67

Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 67 Writing - Level 2 requires some mental processing. At this level students are engaged in first draft writing or brief extemporaneous speaking for a limited number of purposes and audiences. Students are beginning to connect ideas using a simple organizational structure. For example, students may be engaged in note-taking, outlining or simple summaries. Text may be limited to one paragraph. Students demonstrate a basic

www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=67

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CONTENts.PDF

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• recognize that some materials conduct heat better than others, and that poor conductors (insulators) can reduce heat loss; • give examples of ways energy consumption can be reduced; • recognize that primary colors of light can be mixed to create other colors; • demonstrate that light has a number of properties, such as color, brightness and direction of travel; and • demonstrate that light can be absorbed, reflected, transmitted and bent using mirrors and lenses. Content Standard 13

54 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=54 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

• recognize that some materials conduct heat better than others, and that poor conductors (insulators) can reduce heat loss; • give examples of ways energy consumption can be reduced; • recognize that primary colors of light can be mixed to create other colors; • demonstrate that light has a number of properties, such as color, brightness and direction of travel; and • demonstrate that light can be absorbed, reflected, transmitted and bent using mirrors and lenses. Content Standard 13

www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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