|
Education
Web
 Standard 1: Students engage in the research process
spelling that represent those sounds in written language phonological awareness – refers to awareness of many aspects of spoken language, including words within sentences, syllables within words, and phonemes within syllables and words purposes of writing – the thr...
1
0
spelling that represent those sounds in written language phonological awareness – refers to awareness of many aspects of spoken language, including words within sentences, syllables within words, and phonemes within syllables and words purposes of writing – the three purposes for writing are to inform, persuade, and entertain. quickly - at a fast pace reading genre – a category used to classify literary works, usually by form, technique, or content. reading vocabulary – the words we need to
116
0
http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=116
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=116
spelling that represent those sounds in written language phonological awareness – refers to awareness <span class="highlight">of</span> many aspects <span class="highlight">of</span> spoken language, including words within sentences, syllables within words, and phonemes within syllables and words purposes <span class="highlight">of</span> writing – the three purposes for writing are to inform, persuade, and entertain. quickly - at a fast pace reading genre – a category used to classify literary works, usually by form, <span class="highlight">technique</span>, or content. reading vocabulary – the words we need to
Microsoft Word - readstdscopeseqrevised081909.docreadstdscopeseqrevised081909.pdf
Page 1 January 6, 2005 Standard 1 - Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eigh...
1
0
Page 1 January 6, 2005 Standard 1 - Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade High School ▲ Identifies sounds of both upper and lower case letters of the alphabet. (Letter-sound Relationships) Identifies sounds of both upper and lower case letters of the
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=r815MZ9KHeo%3d&tabid=142&mid=8050&...
Page 1 January 6, 2005 Standard 1 - Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade High School ▲ Identifies sounds <span class="highlight">of</span> both upper and lower case letters <span class="highlight">of</span> the alphabet. (Letter-sound Relationships) Identifies sounds <span class="highlight">of</span> both upper and lower case letters <span class="highlight">of</span> the
Core Content For Mathematics Assessment
Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized...
1
0
Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual
28
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=28
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=28
identify and describe the types <span class="highlight">of</span> stages (arena, thrust, proscenium). AH-07-1.3.4 Students will identify and describe the types <span class="highlight">of</span> stages (arena, thrust, proscenium). AH-08-1.3.4 Students will identify and describe the types <span class="highlight">of</span> stages (arena, thrust, proscenium). Visual Arts AH-06-1.4.1 Students will describe works <span class="highlight">of</span> art <span class="highlight">using</span> elements <span class="highlight">of</span> art and principles <span class="highlight">of</span> design. DOK 2 Elements <span class="highlight">of</span> art: Line, Shape, <span class="highlight">Color</span> properties (hue, value, intensity) and <span class="highlight">color</span> schemes/groups (monochromatic), Form
128
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128
Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, <span class="highlight">technique</span>, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis <span class="highlight">of</span> specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement <span class="highlight">of</span> skills used in individual
Glossaryreadingglossary.pdf
examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information wil...
1
0
examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify a concept. fable - a short tale in prose or verse that teaches a moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements of information that can be
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
examples – a context clue where the author demonstrates word definition through the use <span class="highlight">of</span> a concrete example that illustrates a concept, sometimes <span class="highlight">using</span> signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify a concept. fable - a short tale in prose or verse that teaches a moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements <span class="highlight">of</span> information that can be
2
0
http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=13
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
pacing - n. 1. <span class="highlight">using</span> a pacer to control rate <span class="highlight">of</span> reading in connected discourse either mechanically or manually, as by running one's fingers below and across each line <span class="highlight">of</span> text. 2. the rate at which material to be learned or read is presented by a teaching machine or through computer-assisted instruction. 3. setting one's own pace in reading or learning. Note: By <span class="highlight">using</span> a pacing pattern appropriate for the reading task, the reader can be helped to develop a more flexible reading rate. 4
3
0
http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part <span class="highlight">of</span> a word that usually carries the main component <span class="highlight">of</span> meaning and that cannot be further analyzed without loss <span class="highlight">of</span> identity. 2. in a complex word, the meaningful base form after all affixes are removed. Note: a root may be independent, or free, as read in unreadable, or may be independent, or bound, as -liter- (from Greek for letter in illiterate. rhythm <span class="highlight">of</span> speech – <span class="highlight">using</span> a speaking voice with
Microsoft Word - English SOL Cur Frame Grades K-12.doc
students will continue to develop the higher-level phonemic awareness skills of segmentation, deletion, and substitution.
1
0
students will continue to develop the higher-level phonemic awareness skills of segmentation, deletion, and substitution.
22
0
http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=22
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=22
students will continue to develop the higher-level phonemic awareness skills <span class="highlight">of</span> <span class="highlight">segmentation</span>, deletion, and substitution.
K-12
unknown words (i.e., segmentation) W.6.K.4 Spell a few high frequency words correctly W.6.1.4 Use phonetic strategies to spell unknown words (i.e., segmentation and analogies to known words) W.6.1.5 Spell basic high frequency words correctly W.6.2.7 Use phonetic strategies and co...
1
0
unknown words (i.e., segmentation) W.6.K.4 Spell a few high frequency words correctly W.6.1.4 Use phonetic strategies to spell unknown words (i.e., segmentation and analogies to known words) W.6.1.5 Spell basic high frequency words correctly W.6.2.7 Use phonetic strategies and common visual patterns to spell unfamiliar words W.6.2.8 Spell a growing number of high frequency words correctly W.6.3.9 Use less common visual patterns to spell unfamiliar words
19
0
http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19
unknown words (i.e., <span class="highlight">segmentation</span>) W.6.K.4 Spell a few high frequency words correctly W.6.1.4 Use phonetic strategies to spell unknown words (i.e., <span class="highlight">segmentation</span> and analogies to known words) W.6.1.5 Spell basic high frequency words correctly W.6.2.7 Use phonetic strategies and common visual patterns to spell unfamiliar words W.6.2.8 Spell a growing number <span class="highlight">of</span> high frequency words correctly W.6.3.9 Use less common visual patterns to spell unfamiliar words
DRAFT
6 READING TERMS TO KNOW 1. Authentic assessment uses actual literacy tasks for the purpose of determining student performance, as opposed to relying solely on traditional forms of testing. 2. Balanced reading is a reading program which includes phonemic awareness, decoding, fluency, ca...
1
0
6 READING TERMS TO KNOW 1. Authentic assessment uses actual literacy tasks for the purpose of determining student performance, as opposed to relying solely on traditional forms of testing. 2. Balanced reading is a reading program which includes phonemic awareness, decoding, fluency, calling on prior knowledge, vocabulary-building, comprehension, and motivation. 3. Clustering is grouping information to help children remember it better; a form of brainstorming. 4. Critical listening is listening for a
9
0
http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=9
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=9
6 READING TERMS TO KNOW 1. Authentic assessment uses actual literacy tasks for the purpose <span class="highlight">of</span> determining student performance, as opposed to relying solely on traditional forms <span class="highlight">of</span> testing. 2. Balanced reading is a reading program which includes phonemic awareness, decoding, fluency, calling on prior knowledge, vocabulary-building, comprehension, and motivation. 3. Clustering is <span class="highlight">grouping</span> information to help children remember it better; a form <span class="highlight">of</span> brainstorming. 4. Critical listening is listening for a
Proposed New 19 TAC
of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent image, film structure, and method of development; (I) use appropriate equipment to process film a...
1
0
of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent image, film structure, and method of development; (I) use appropriate equipment to process film and make prints and make contact sheets; (J) create digitized images using technology to complete the process; and (K) improve print quality by using appropriate equipment or technology. (3) The student incorporates photographs into
79
0
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=79
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=79
<span class="highlight">of</span> photos; (G) practice safety in handling and disposing <span class="highlight">of</span> chemicals when operating in a darkroom; (H) learn the theory <span class="highlight">of</span> film developing by understanding the latent <span class="highlight">image</span>, film structure, and method <span class="highlight">of</span> development; (I) use appropriate equipment to process film and make prints and make contact sheets; (J) create digitized images <span class="highlight">using</span> technology to complete the process; and (K) improve print quality by <span class="highlight">using</span> appropriate equipment or technology. (3) The student incorporates photographs into
VT_04_Math GLEs_pf.indd
W22 Grade 4 Informational Writing: Reports W4:8 In reports, students organize information by… • Grouping ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments) W–4–6.1 • Writing an introduction that sets the context (includi...
1
0
W22 Grade 4 Informational Writing: Reports W4:8 In reports, students organize information by… • Grouping ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments) W–4–6.1 • Writing an introduction that sets the context (including materials list in procedures) W–4–6.2 • Using transition words or phrases W–4–6.3 • Writing a conclusion W–4–6.4 • Listing sources at end of a report, if appropriate W4:9 In reports, students effectively convey a perspective on a subject by
120
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=120
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
W22 Grade 4 Informational Writing: Reports W4:8 In reports, students organize information by… • <span class="highlight">Grouping</span> ideas logically (e.g., predictable categories, steps <span class="highlight">of</span> a procedure, reasons/arguments) W–4–6.1 • Writing an introduction that sets the context (including materials list in procedures) W–4–6.2 • <span class="highlight">Using</span> transition words or phrases W–4–6.3 • Writing a conclusion W–4–6.4 • Listing sources at end <span class="highlight">of</span> a report, if appropriate W4:9 In reports, students effectively convey a perspective on a subject by
Kansas Curricular Standard forReadingStd[1]_081709.doc
concepts of print to the students when reading aloud/shared reading/instructional groups. (c) provides the opportunity for students to make their own books, for example, a short repetitive story with one word per page, eventually creating longer stories. (d) works with sign language inter...
|
