iSEEK - Education

reviews ~ rhyming couplets ~ raps Uses a variety of forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a journal excerpt). square6 Maintains a log or portfolio to track variety of forms/genres used. square6 Produces a variety of new forms/ genres. Examples: ~ persuasive essays ~ narrative essays ~ biographies ~ literary analyses (e.g., explains about character or main idea) ~ research reports

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or synthesize to plan writing. Applies more than one strategy for generating ideas and planning writing. square6 Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing). square6 Maintains a journal or an electronic log to collect and explore ideas; records observations, dialogue, and/or descrip- tion for later use as a basis for informa- tional or literary writing. square6 Uses a variety

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effects). Demonstrates understanding of different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational and literary texts. square6 Writes to learn (e.g., double-entry journal in math, science; portfolio selection defense). square6 Writes to examine a variety of

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reviews ~ rhyming couplets ~ raps Uses a variety of forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a journal excerpt). square6 Maintains a log or portfolio to track variety of forms/genres used. square6 Produces a variety of new forms/ genres. Examples: ~ persuasive essays ~ narrative essays ~ biographies ~ literary analyses (e.g., explains about character or main idea) ~ research reports

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topic (e.g., writes and draws in a science journal about scientific observations such as the life cycle of a plant or animal). square6 Includes supporting information (e.g., adjectives, explanatory sentences, examples, and personal experiences). square6 Selects appropriate title for a piece of writing. Analyzes ideas, selects topic, adds detail, and elaborates. square6 Selects from a wide range of topics (e.g., friendship, volcanoes). square6 Maintains focus on specific topic. square6 Provides details and/or

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Heinemann, 1994. Collins, J. & Sommers, E., Strategies for Struggling Writers. The Guilford Press, 1997. Caplan, R., Writers in Training: A Guide to Developing a Composition Program for Language Arts Teachers, Grades 7–12. Dale Seymour, 1994. Elbow, P., Writing With Power. Oxford University Press, 1998. ———, “Writing First.” Educational Leadership, October 2004. Farnan, N., & Dahl, K., “Children’s Writing: Research and Practice.” In J. Flood et al., eds., Handbook of Research on Teaching the English Language Arts

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VT_04_Math GLEs_pf.indd

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” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights and Meaning. University of Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A Research Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K

138 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=138 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights and Meaning. University of Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A Research Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K

141 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of

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Standard 1: Students engage in the research process

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choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing Students write in an extensive variety of genres. Students

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Students assess all aspects of the research process. Students assess all significant aspects of the research process. Students assess some significant aspects of the research process. Students assess very few significant aspects of the research process. 3.1.9. Evaluate a research process and presentation using a rubric Students make few if any errors when using a rubric to evaluate a research product. Students make no significant errors when using a rubric to evaluate a research

18 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=18 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=18

note-taking strategies. Students sometimes use note-taking strategies. Students rarely use note- taking strategies. 4.1.5. Compose basic research reports or presentations Students use an extensive variety of graphic organizers to compose reports and presentations. Students use a variety of graphic organizers to compose reports and presentations. Students use some diverse graphic organizers to compose reports and presentations. Students use very few graphic organizers to

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inaccurate information, with many significant errors. ORGANIZING RESEARCH INFORMATION 6.1.4. Use information from several sources Students present information from an extensive variety of sources. Students present information from a variety of sources. Students present information from some sources. Students present information from very few sources. PRESENTATION 6.1.5. Write a research report Students use appropriate methods to write a research report with few if any errors

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Students consistently evaluate their own research questions for relevance. Students sometimes evaluate their own research questions for relevance. Students rarely evaluate their own research questions for relevance. ACCESSING INFORMATION 7.1.2. Use a variety of sources, such as computer catalogs, magazines, and newspapers, to access information Students use an extensive variety of sources. Students use a variety of sources. Students use some sources. Students use very few

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that may not be directly relevant or do not help narrow a research topic. Students form questions that are irrelevant and do not help narrow a research topic. ACCESSING INFORMATION 8.1.2. Use a variety of primary and/or secondary sources to access information i.e., computer catalogs, magazines, newspapers, and primary sources Students use an extensive variety of sources. Students use a variety of sources. Students use some sources. Students use very few sources. EVALUATING

23 0 http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=23 www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=23

present research findings from an extensive variety of sources in a manner appropriate to the defined audience. Students present research findings from a variety of sources in a manner appropriate to the defined audience. Students present research findings from some sources in a manner appropriate to the defined audience. Students present research findings from very few sources in a manner appropriate to the defined audience. PRESENTATION 8.1.5. Write a research report using a

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Students form insightful questions to focus research. Students form relevant questions to focus research. Students form questions that may not be either directly relevant or do not help to focus research. Students form questions that are both irrelevant and do not help to focus research. ACCESSING INFORMATION 10.1.2. Know ways to effectively search electronic databases e.g., defining key terms and using limiters to focus a search Students know an extensive variety of ways to

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effectively. Students use some quotations effectively. Students use very few quotations effectively. EVALUATING RESEARCH PROCESS 11.1.7. Evaluate the research process and develop strategies for improving it e.g., correct use of research format, accuracy of research, organization of information and use of sources Students insightfully evaluate the research process and develop appropriate strategies for improving it. Students effectively evaluate the research process and develop

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research paper or project with ease. Students defend research paper or project with minimal difficulty. Students defend research paper or project with difficulty. Students defend research paper or project with great difficulty. EVALUATING RESEARCH PROCESS 12.1.5. Evaluate the research process and apply strategies to a variety of writing purposes e.g., correct use of research format, accuracy of research, organization of information and use of sources Students evaluate their research

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choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing Students write in an extensive variety of genres. Students

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the genre, with few if any minor errors. Students produce persuasive texts that reflect an accurate understanding of the genre, with no significant errors. Students produce persuasive texts that reflect some understanding of the genre, with few significant errors. Students produce persuasive texts that reflect minimal understanding of the genre, with many significant errors. PREWRITING 8.3.4. Use free writing and journal writing to develop ideas for writing topics Students

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Strand 1: Reading Process (Kindergarten)

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is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that

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Writing Standard Articulated by Grade Level Grade 5 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 1 Strand 1: Writing Process Research has

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Expository Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety of expository forms (e.g., essay, summary

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is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that

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Strand 1: Reading Process (Kindergarten)

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response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that

1 0 http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=1 www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=1

Writing Standard Articulated by Grade Level Grade 4 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 Strand 1: Writing Process Research has

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writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety of expository forms (e.g., essay, summary, newspaper article

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response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that

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Strand 1: Reading Process (Kindergarten)

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the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence of events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature

6 0 http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6 www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6

writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety of expository forms (e.g., summary, newspaper article, reflective paper

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the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence of events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature

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Language Arts Booklet

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knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose and topic. • Write to reflect on learning (e.g., learning log, journal). • Write to communicate and report information from research. • Write for literary response and expression. • Adapt writing

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knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose and topic. • Write to reflect on learning (e.g., learning log, journal). • Write to communicate and report information from research. • Write for literary response and expression. • Adapt writing

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Heinemann. Composition in the English language arts curriculum K-12. (1989). Albany, NY: The State Education Department. Crowder, R. and Crowder, R. (1992). The psychology of reading: An introduction, second edition. NY: Oxford University Press. Cunningham, P. (1995). Phonics they use: Words for reading and writing. New York, NY: Harper Collins. Diamond, L. and Mandel, S. (1996). Building a powerful reading program: From research to prac- tice. Sacramento, CA: California State University Institute of Education

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strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences). 4.03 Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. 4.04 Maintain conversation and discussions: • attending to oral

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author’s model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem). 4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings) using a writing process. Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively. 5.01 Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words. 5.02 Apply phonics to

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2004 English Language Arts • determining the main idea and/or significance of events. • generating a learning log or journal. • creating an artistic interpretation that connects self to the work. • discussing print and non-print expressive works formally and informally. 1.03 Interact appropriately in group settings by: • listening attentively. • showing empathy. • contributing relevant comments connecting personal experiences to content. • monitoring own understanding of the discussion and seeking

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2004 English Language Arts • determining the main idea and/or significance of events. • generating a learning log or journal. • maintaining an annotated list of works read/viewed. • creating an artistic interpretation that connects self and/or society to the selection. • constructing and presenting book/media reviews. 1.03 Interact in group settings by: • responding appropriately to comments and questions. • offering personal opinions confidently without dominating. • giving appropriate reasons that

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reader/viewer/listener. • making connections between works, self and related topics • drawing inferences. • generating a learning log or journal. • maintaining an annotated list of works that are read or viewed, including personal reactions. 76

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argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • Research material to use primarily in clarifying their own explanatory responses to situations and literary-based issues. • Critically interpret and evaluate experiences, literature, language, and ideas. • Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context

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Heinemann. Composition in the English language arts curriculum K-12. (1989). Albany, NY: The State Education Department. Crowder, R. and Crowder, R. (1992). The psychology of reading: An introduction, second edition. NY: Oxford University Press. Cunningham, P. (1995). Phonics they use: Words for reading and writing. New York, NY: Harper Collins. Diamond, L. and Mandel, S. (1996). Building a powerful reading program: From research to prac- tice. Sacramento, CA: California State University Institute of Education

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Microsoft Word - English SOL 2002 & ELP Standards.doc

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expand vocabulary and concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge of prefixes, suffixes, antonyms, and synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to research a topic. a. Identify appropriate questions. X √√ b. Collect information, using the resources of the media center. X √√ c. Organize information for presentation. X √√ Writing: Students at proficiency level 3 can write multiparagraph compositions, journal entries, personal

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expand vocabulary and concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge of prefixes, suffixes, antonyms, and synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to research a topic. a. Identify appropriate questions. X √√ b. Collect information, using the resources of the media center. X √√ c. Organize information for presentation. X √√ Writing: Students at proficiency level 3 can write multiparagraph compositions, journal entries, personal

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content. √√√√ c. Ask questions while reading. √√√√ d. Begin to reread and self-correct. √√√√ LEP 3.7 The student will expand vocabulary and concept development. a. Use context to read unfamiliar words. √√√√ b. Use knowledge of prefixes, suffixes, antonyms, and synonyms to read unfamiliar words. √√√√ LEP 3.8 The student will use information resources to research a topic. a. Identify appropriate questions. X √√√ b. Collect information, using the resources of the media center. X √√√ c. Organize information for

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Microsoft Word - readstdhs.docreadstdhs.pdf

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symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and other activities relating to the components. After completing the novel, students conduct research concerning the critical review and write the response in the sections according to each of the major components listed and described above.

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symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and other activities relating to the components. After completing the novel, students conduct research concerning the critical review and write the response in the sections according to each of the major components listed and described above.

www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

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