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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
Microsoft Word - Completed Writing_LVS.doc
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/writing_LVS/docs/Completed%20Writing_LVS.pdf#page=11
doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Wri...
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
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
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spirit, the development of ethical responsibility, and the ability to interact with and influence others. Indeed, it is this use of language which challenges us to examine and clarify our thinking as we search for the best means to communicate our thoughts and ide...
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spirit, the development of ethical responsibility, and the ability to interact with and influence others. Indeed, it is this use of language which challenges us to examine and clarify our thinking as we search for the best means to communicate our thoughts and ideas. Guiding An effective English Language Arts program must be concerned with Principles both process and content—with how students learn and what they learn. In such an environment, teachers and students are guided by the following principles
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=31
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
spirit, the <span class="highlight">development</span> <span class="highlight">of</span> ethical responsibility, and the ability to interact with and influence others. Indeed, it is this use <span class="highlight">of</span> language which challenges us to examine and clarify our thinking as we <span class="highlight">search</span> <span class="highlight">for</span> the best means to communicate our thoughts and ideas. Guiding An effective English Language Arts program must be concerned with Principles both process and content—with how students learn and what they learn. In such an <span class="highlight">environment</span>, teachers and students are guided by the following principles
181
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=181
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Literacy at the crossroads: Crucial talk about reading, writing, and other teach- ing dilemmas. Portsmouth, NH: Heinemann. Shaughnessy, M. (1977). Errors and expectations. New York: Oxford. Shefelbine, J. (1995). Learning and using phonics in beginning reading. Scholastic Literacy Re- <span class="highlight">search</span> Paper, 10, Scholastic Inc. Stanovich, K. (1993). Does reading make you smarter? Literacy and the <span class="highlight">development</span> <span class="highlight">of</span> verbal intelligence. In Advances in Child <span class="highlight">Development</span> and Behavior, H. Reese, (Ed.) 24, 33-180, San Diego, CA
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
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