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Education
Web
 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 and make prints and ma...
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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
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=4
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=4
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a well-developed conflict and <span class="highlight">resolution</span>, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot; (B) write a poem <span class="highlight">using</span> a variety of poetic techniques (e.g
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=11
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=11
<span class="highlight">using</span> embedded quotations; and (iii) analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices; and (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, <span class="highlight">images</span>, and sound that conveys a distinctive point of view and appeals to a specific audience. (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=24
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=24
§110.C. High School (A) write an engaging story with a well-developed conflict and <span class="highlight">resolution</span>, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone; (B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and (C) write a script with an explicit or implicit theme, <span class="highlight">using</span> a
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=55
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=55
analyzing, <span class="highlight">using</span>, and producing media intelligently. High school students should realize that media can be a <span class="highlight">vehicle</span> for full participation in academic, social, and democratic processes. Students enrolled in Media Literacy will understand how media influence our tastes, our behavior, our purchasing, and our voting decisions. Students who are media literate understand television, radio, film, and other visual <span class="highlight">images</span> and auditory messages. For high school students whose first language is not English, the
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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
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 <span class="highlight">image</span>, film structure, and <span class="highlight">method</span> of development; (I) use appropriate equipment to process film and make prints and make contact sheets; (J) create digitized <span class="highlight">images</span> <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
Colorado Model Content Standards
• using information from various resources, both primary and secondary, as a vehicle for expressing their own thoughts, impressions, and ideas; • giving precise, formal credit for others' ideas, images, or information; and • planning and presenting multi...
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• using information from various resources, both primary and secondary, as a vehicle for expressing their own thoughts, impressions, and ideas; • giving precise, formal credit for others' ideas, images, or information; and • planning and presenting multimedia presentations. STANDARD 6: Students read and recognize literature as a record of human experience. In order to meet this standard, students will • know and use literary terminology; • read literature to investigate common issues and interests
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=14
www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=14
• <span class="highlight">using</span> information <span class="highlight">from</span> various resources, both primary and secondary, as a <span class="highlight">vehicle</span> for expressing their own thoughts, impressions, and ideas; • giving precise, formal credit for others' ideas, <span class="highlight">images</span>, or information; and • planning and presenting multimedia presentations. STANDARD 6: Students read and recognize literature as a record of human experience. In order to meet this standard, students will • know and use literary terminology; • read literature to investigate common issues and interests
STANDARDS.05
’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, images, and...
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’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L) W3.5 List and document sources using a given format. E.D.3
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=74
www.eed.state.ak.us/standards/pdf/standards.pdf#page=74
’ ideas, <span class="highlight">images</span>, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, <span class="highlight">images</span>, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources <span class="highlight">using</span> a standard <span class="highlight">method</span> of documentation (e.g., MLA or APA style)* (L) W3.5 List and document sources <span class="highlight">using</span> a given format. E.D.3
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=77
www.eed.state.ak.us/standards/pdf/standards.pdf#page=77
” way to begin a piece of writing, intended to motivate the reader to continue. Typically a hook/lead includes such things as: startling statistic, anecdote/scenario, moving <span class="highlight">from</span> generalization to specific, or quotation/dialogue. <span class="highlight">Images</span>—Charts, graphs, pictures, etc. Informational Writing—Informational writing conveys meaning or information. Informational writing uses format, illustrations, and graphics to support understanding of meaning. Literary Devices—Techniques used in writing (particularly expressive
7th Grade„Grade Level Expectations
“New” to 11 th Grade from 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review Development • Develop increasingly more abstract and interesting ideas for writing that are fresh and original • Create a title that reflects the subject and e...
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“New” to 11 th Grade from 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review Development • Develop increasingly more abstract and interesting ideas for writing that are fresh and original • Create a title that reflects the subject and engages the reader • Use dialogue, description, and narration when appropriate • Use vivid sensory images, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and/or illustrate events and characters
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
“New” to 11 th Grade <span class="highlight">from</span> 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review Development • Develop increasingly more abstract and interesting ideas for writing that are fresh and original • Create a title that reflects the subject and engages the reader • Use dialogue, description, and narration when appropriate • Use vivid sensory <span class="highlight">images</span>, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and/or illustrate events and characters
7th Grade„Grade Level Expectations
“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Stories • Journals • Poems • Memoirs • Personal essays Development...
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“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Stories • Journals • Poems • Memoirs • Personal essays Development • Use vivid sensory images, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Develop increasingly more abstract and interesting ideas for writing that are fresh and
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=7
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
“New” to 9 th Grade <span class="highlight">from</span> 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Stories • Journals • Poems • Memoirs • Personal essays Development • Use vivid sensory <span class="highlight">images</span>, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Develop increasingly more abstract and interesting ideas for writing that are fresh and
Academic Standards-English/Language Arts Grade 11
images of leaders, and shaping attitudes) at the local, state, and national levels. 11.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and n...
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images of leaders, and shaping attitudes) at the local, state, and national levels. 11.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). 11.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. 11.7.13 Identify rhetorical and logical fallacies
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade11.pdf#page=10
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
<span class="highlight">images</span> of leaders, and shaping attitudes) at the local, state, and national levels. 11.7.11 Interpret and evaluate the various ways in which events are presented and information is communicated by visual <span class="highlight">image</span>-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers). 11.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience. 11.7.13 Identify rhetorical and logical fallacies
Proposed New 19 TAC
Middle School §110.B. (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8); (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8); (D) summarize and organize ideas...
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Middle School §110.B. (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8); (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8); (D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8); (E) present information in various forms using available technology (4-8); (F) evaluate his/her own
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=27
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=27
Middle School §110.B. (22) Viewing/representing/interpretation. The student understands and interprets visual <span class="highlight">images</span>, messages, and meanings. The student is expected to: (A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8); (B) interpret important events and ideas gathered <span class="highlight">from</span> maps, charts, graphics, video segments, or technology presentations (4-8); and (C) use media to compare ideas and points of view (4-8). (23) Viewing
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=34
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=34
events and ideas gathered <span class="highlight">from</span> maps, charts, graphics, video segments, or technology presentations (4-8); and (C) use media to compare ideas and points of view (4-8). (23) Viewing/representing/analysis. The student analyzes and critiques the significance of visual <span class="highlight">images</span>, messages, and meanings. The student is expected to: (A) interpret and evaluate the various ways visual <span class="highlight">image</span> makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8); (B) compare and
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=41
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=41
Middle School §110.B. (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8); (C) take notes <span class="highlight">from</span> relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8); (D) summarize and organize ideas gained <span class="highlight">from</span> multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8); (E) present information in various forms <span class="highlight">using</span> available technology (4-8); (F) evaluate his/her own
7th Grade„Grade Level Expectations
“New” to 6 th Grade from 5 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Memoirs • Poems, stories, personal essays, journals Development • Develop an...
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“New” to 6 th Grade from 5 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Memoirs • Poems, stories, personal essays, journals Development • Develop an interesting idea for writing • Create title that engages reader and reflects subject • Use dialogue, description, and narration • Use sensory images and figurative language • TBW: use text and prior knowledge to make connections Organization
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade%20GLEs.pdf#page=5
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade...
“New” to 6 th Grade <span class="highlight">from</span> 5 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Expressive Audience (author-centered) • See above • See above Form • Memoirs • Poems, stories, personal essays, journals Development • Develop an interesting idea for writing • Create title that engages reader and reflects subject • Use dialogue, description, and narration • Use sensory <span class="highlight">images</span> and figurative language • TBW: use text and prior knowledge to make connections Organization
7th Grade„Grade Level Expectations
dialogue, description, and narration when appropriate • Use vivid sensory images, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Use rhetorical devices (e.g., rhetorical question, repetition,...
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dialogue, description, and narration when appropriate • Use vivid sensory images, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate • Use strategies such as humor, non-literal language (e.g., puns, double-meanings) alternative narrative techniques to engage the reader • TBW: combine information from text and prior
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
dialogue, description, and narration when appropriate • Use vivid sensory <span class="highlight">images</span>, figurative language, monologue, and/or allusion, to elaborate details that will convey feelings and /or illustrate events and characters • Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate • Use strategies such as humor, non-literal language (e.g., puns, double-meanings) alternative narrative techniques to engage the reader • TBW: combine information <span class="highlight">from</span> text and prior
Microsoft Word - 3969.doc
English Language Arts (ELA) Grade-Level Expectations 18 • print materials such as indices, glossaries, table of contents, title pages, and map legends (ELA-5-E1) 42. Locate information using a broad variety of reference sources, including almanacs, atlases, newspapers, magazines, and br...
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English Language Arts (ELA) Grade-Level Expectations 18 • print materials such as indices, glossaries, table of contents, title pages, and map legends (ELA-5-E1) 42. Locate information using a broad variety of reference sources, including almanacs, atlases, newspapers, magazines, and brochures (ELA-5-E1) 43. Evaluate the usefulness of information selected from multiple sources, including: • library and online databases • electronic reference works • Internet information • community and
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=18
www.doe.state.la.us/lde/uploads/3906.pdf#page=18
English Language Arts (ELA) Grade-Level Expectations 18 • print materials such as indices, glossaries, table of contents, title pages, and map legends (ELA-5-E1) 42. Locate information <span class="highlight">using</span> a broad variety of reference sources, including almanacs, atlases, newspapers, magazines, and brochures (ELA-5-E1) 43. Evaluate the usefulness of information selected <span class="highlight">from</span> multiple sources, including: • library and online databases • electronic reference works • Internet information • community and
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