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 Microsoft Word - English SOL Cur Frame Grades K-12.doc
• understand the rules for responsible use of technology. To be successful with this standard, students are expected to • identify and use key terms, such as ° electronic database ° search engine ° electronic mail ° World Wide Web ° ...
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• understand the rules for responsible use of technology. To be successful with this standard, students are expected to • identify and use key terms, such as ° electronic database ° search engine ° electronic mail ° World Wide Web ° Web browser ° online services ° hotlinks • narrow the focus of a search • identify useful search terms • combine search terms effectively to narrow a search • scan research information and select resources based upon reliability, accuracy, and relevance to the purpose of the research
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174
• understand the rules <span class="highlight">for</span> responsible use <span class="highlight">of</span> technology. To be successful with this standard, students are expected to • identify and use key terms, such as ° electronic database ° <span class="highlight">search</span> <span class="highlight">engine</span> ° electronic mail ° World Wide <span class="highlight">Web</span> ° <span class="highlight">Web</span> browser ° online services ° hotlinks • narrow the focus <span class="highlight">of</span> a <span class="highlight">search</span> • identify useful <span class="highlight">search</span> terms • combine <span class="highlight">search</span> terms effectively to narrow a <span class="highlight">search</span> • scan research information and select resources based upon reliability, accuracy, and relevance to the purpose <span class="highlight">of</span> the research
Microsoft Word - Completed Reading.rtf
xi also cautioned that electronic media sites often change addresses. Use of a search engine is sometimes required to locate the resources when addresses change. A MESSAGE TO TEACHERS, PRINCIPALS, SUPERINTENDENTS, AND OTHERS WHO WILL USE THE DOCUMENT The content standards rev...
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xi also cautioned that electronic media sites often change addresses. Use of a search engine is sometimes required to locate the resources when addresses change. A MESSAGE TO TEACHERS, PRINCIPALS, SUPERINTENDENTS, AND OTHERS WHO WILL USE THE DOCUMENT The content standards revision committee was made up of a group of K-16 teachers who pooled their thoughts and experiences to provide a starting place for reaching our goal: each student mastering each standard to at least the proficient level
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=11
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
xi also cautioned that electronic media sites often change addresses. Use <span class="highlight">of</span> a <span class="highlight">search</span> <span class="highlight">engine</span> is sometimes required to locate the resources when addresses change. A MESSAGE TO TEACHERS, PRINCIPALS, SUPERINTENDENTS, AND OTHERS WHO WILL USE THE DOCUMENT The content standards revision committee was made up <span class="highlight">of</span> a group <span class="highlight">of</span> K-16 teachers who pooled their thoughts and experiences to provide a starting place <span class="highlight">for</span> reaching our goal: each student mastering each standard to at least the proficient level
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=88
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
them as the fuel that stokes the <span class="highlight">engine</span> <span class="highlight">of</span> writing. This book explains how to assess student work <span class="highlight">for</span> these traits and plan instruction. Cunningham, Patricia J. and Dorothy P. Hall. Making More Words. Good Apple, 1997. Each 15-20 minute lesson invites students to explore words, letter/sound relationships, and letter patterns. Includes 10 warm-up lessons, thematic tie-ins <span class="highlight">for</span> cross-curricular use, reproducible letter cards, and take-home sheets. Cunningham, Patricia, and Dorothy P. Hall. Making
Kansas Curricular Standard forReadingStd[1]_081709.doc
Kansas Curricular Standard for #11;Reading Education Approved July, 2003 #12; #12;Introduction Purpose This document is a revision of the reading and literature standards, benchmarks, and indicators for the Kansas Curricular Standards for Communication Arts (1999)....
Academic Standards-English/Language Arts Grade 10
sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). Example: Write a report on the Globe Theatre, gathering information from books, such as Shakespeare’s Theatre by Jacqueline Morley, videos such...
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sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). Example: Write a report on the Globe Theatre, gathering information from books, such as Shakespeare’s Theatre by Jacqueline Morley, videos such as “Shakespeare’s Globe Theatre Restored,” and Web sites by using a key word search for “Shakespeare” and “Globe Theatre.” Explain why the theatre was significant in the development of Shakespeare’s works. Standard 6 WRITING: English
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade10.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
sequencing, and demonstrates the distinction between one’s own ideas from the ideas <span class="highlight">of</span> others, and includes a bibliography (Works Cited). Example: Write a report on the Globe Theatre, gathering information from books, such as Shakespeare’s Theatre by Jacqueline Morley, videos such as “Shakespeare’s Globe Theatre Restored,” and <span class="highlight">Web</span> sites by using a key word <span class="highlight">search</span> <span class="highlight">for</span> “Shakespeare” and “Globe Theatre.” Explain why the theatre was significant in the <span class="highlight">development</span> <span class="highlight">of</span> Shakespeare’s works. Standard 6 WRITING: English
English Language Arts Performance Standard F Grade 8
Standard F For questions about this information, contact Emilie Amundson (608) 266-3551 Last updated on 10/1/2009 1:51:58 PM State Superintendent of Public Instruction Tony Evers Department of Public Instruction, 125 S. Webster Street, P.O. Box 7841, Madison, WI 53707-7841 (800...
7th Grade„Grade Level Expectations
or opposes a debatable issue or question • Support the position with reasons that include facts, stats, expert opinions, examples • Acknowledge readers’ anticipated position and/or opposition • Avoid unsupported reasoning (begging, circular reasoning) • Identify and...
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or opposes a debatable issue or question • Support the position with reasons that include facts, stats, expert opinions, examples • Acknowledge readers’ anticipated position and/or opposition • Avoid unsupported reasoning (begging, circular reasoning) • Identify and use primary and secondary sources • Avoid copying verbatim • TBW: combine information from text and prior knowledge to elaborate upon ideas that reveal to the reader the writer’s depth of understanding of the issue Organization
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade%20GLEs.pdf#page=2
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade...
or opposes a debatable issue or question • Support the position with reasons that include facts, stats, <span class="highlight">expert</span> opinions, examples • Acknowledge readers’ anticipated position and/or opposition • Avoid unsupported reasoning (begging, circular reasoning) • Identify and use primary and secondary sources • Avoid copying verbatim • TBW: combine information from text and prior knowledge to elaborate upon ideas that reveal to the reader the writer’s depth <span class="highlight">of</span> understanding <span class="highlight">of</span> the issue Organization
7th Grade„Grade Level Expectations
Writing 1.1, 1.2, 1.3 “New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Persuasive Audience (audience-centered) • Communicate necessary background information and/or definitions for a given audience • Write in...
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Writing 1.1, 1.2, 1.3 “New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Persuasive Audience (audience-centered) • Communicate necessary background information and/or definitions for a given audience • Write in a manner that demonstrates an awareness of the audience (e.g., prior knowledge, motivation) • Communicate necessary background information and/or definitions • Acknowledge reader’s positions or beliefs about ideas or issues, understand
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=2
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
Writing 1.1, 1.2, 1.3 “New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Persuasive Audience (audience-centered) • Communicate necessary background information and/or definitions <span class="highlight">for</span> a given audience • Write in a manner that demonstrates an awareness <span class="highlight">of</span> the audience (e.g., prior knowledge, motivation) • Communicate necessary background information and/or definitions • Acknowledge reader’s positions or beliefs about ideas or issues, understand
7th Grade„Grade Level Expectations
view, listen, or interact with information and decide what is valuable for research • Extract information (e.g., take notes, make copies) • Relay facts from research 3.1b Independently extract information to achieve a specific purpose • Select and use methods (e.g., web...
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view, listen, or interact with information and decide what is valuable for research • Extract information (e.g., take notes, make copies) • Relay facts from research 3.1b Independently extract information to achieve a specific purpose • Select and use methods (e.g., web, chart) to manage information • Use appropriate technology for the task of extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment) • Decide what information is
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
view, listen, or interact with information and decide what is valuable <span class="highlight">for</span> research • Extract information (e.g., take notes, make copies) • Relay facts from research 3.1b Independently extract information to achieve a specific purpose • Select and use methods (e.g., <span class="highlight">web</span>, chart) to manage information • Use appropriate technology <span class="highlight">for</span> the task <span class="highlight">of</span> extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment) • Decide what information is
Microsoft Word - 3969.doc
bibliographic references) • electronic texts (e.g., database keyword searches, search engines, e-mail addresses) (ELA-5-H1) 37. Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias,...
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bibliographic references) • electronic texts (e.g., database keyword searches, search engines, e-mail addresses) (ELA-5-H1) 37. Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., Web sites, databases) • other media sources (e.g., community and government data, television and radio
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=27
www.doe.state.la.us/lde/uploads/3906.pdf#page=27
English Language Arts (ELA) Grade-Level Expectations 27 4. Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including: • instructional materials • essays • dramas (ELA-1-M3) 5. Interpret ideas and information in a variety <span class="highlight">of</span> texts, including periodical articles, editorials, and lyrics, and make connections to real-life situations and other texts (ELA-1-M4) Standard 6: 6. Identify universal themes (e.g., <span class="highlight">search</span> <span class="highlight">for</span>
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=38
www.doe.state.la.us/lde/uploads/3906.pdf#page=38
bibliographic references) • electronic texts (e.g., database keyword searches, <span class="highlight">search</span> engines, e-mail addresses) (ELA-5-H1) 37. Locate, analyze, and synthesize information from a variety <span class="highlight">of</span> grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., <span class="highlight">Web</span> sites, databases) • other media sources (e.g., community and government data, television and radio
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=43
www.doe.state.la.us/lde/uploads/3906.pdf#page=43
periodicals) • electronic sources (e.g., <span class="highlight">Web</span> sites and databases) • other media sources (e.g., community and government data, television and radio resources, and other audio and visual materials) (ELA-5-H2) 41. Analyze the usefulness and accuracy <span class="highlight">of</span> sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) (ELA-5-H2) 42. Access information and conduct research using various grade-appropriate data-gathering strategies/tools, including: • formulating clear
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=48
www.doe.state.la.us/lde/uploads/3906.pdf#page=48
(e.g., prefaces, appendices, annotations, citations, bibliographic references) • electronic texts (e.g., database keyword searches, <span class="highlight">search</span> engines, e-mail addresses) (ELA-5-H1) 35. Locate, analyze, and synthesize information from a variety <span class="highlight">of</span> complex resources, including: • multiple print texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., <span class="highlight">Web</span> sites or databases) • other media (e.g., community
cover.indd
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (GR) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students f...
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Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (GR) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students for Academic Success Within the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As we use these expectations to develop units of instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
42
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
50
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
58
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
66
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
74
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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