|
Education
Web
 Core Content For Mathematics Assessment
support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniqu...
1
0
support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
33
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33
CCA 4.1 Middle School Arts <span class="highlight">and</span> Humanities AUGUST 2006 Bold – State Assessment Content Standard 31 Italics – Supporting Content Standard Roman <span class="highlight">techniques</span>)
127
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart <span class="highlight">attacks</span>, seizures) can help reduce the severity of injuries <span class="highlight">and</span> save lives. DOK 2
295
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will apply research to support ideas with facts <span class="highlight">and</span> opinions. • Students will incorporate persuasive <span class="highlight">techniques</span> (e.g., expert opinion, emotional/logical appeal, repetition) or propaganda <span class="highlight">techniques</span> (e.g., testimonial, bandwagon) when appropriate. WR-07-1.2.3 In Transactive Writing, • Students will communicate relevant
313
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive <span class="highlight">techniques</span> (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda <span class="highlight">techniques</span> (e.g., testimonial, bandwagon, personal <span class="highlight">attacks</span>) when appropriate.
null
others. Students: • write social letters, cards, and electronic messages to friends, relatives, community acquaintances, and other electronic network users • use appropriate language and style for the situation and the audience and take into accoun...
1
0
others. Students: • write social letters, cards, and electronic messages to friends, relatives, community acquaintances, and other electronic network users • use appropriate language and style for the situation and the audience and take into account the ideas and inter- ests expressed by the person receiving the message • read and discuss social communications and electronic communications of other writers and use some of the techniques of those writers in their own writing. This is evident, for example, when
21
0
http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=21
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=21
others. Students: • write social letters, cards, <span class="highlight">and</span> electronic messages to friends, relatives, community acquaintances, <span class="highlight">and</span> other electronic <span class="highlight">network</span> users • use appropriate language <span class="highlight">and</span> style for the situation <span class="highlight">and</span> the audience <span class="highlight">and</span> take into account the ideas <span class="highlight">and</span> inter- ests expressed by the person receiving the message • read <span class="highlight">and</span> discuss social communications <span class="highlight">and</span> electronic communications of other writers <span class="highlight">and</span> use some of the <span class="highlight">techniques</span> of those writers in their own writing. This is evident, for example, when
Microsoft Word - Completed Reading.rtf
97 Wisconsin Literary Education and Reading Network Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: ((2007). A report to Carnegie Corporation of New York. Washington DC:...
1
0
97 Wisconsin Literary Education and Reading Network Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: ((2007). A report to Carnegie Corporation of New York. Washington DC: Alliance for Excellent Education, www.all4ed.org Note: At the time of publication, the web addresses listed were functional.
97
0
http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=97
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
97 Wisconsin Literary Education <span class="highlight">and</span> Reading <span class="highlight">Network</span> Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle <span class="highlight">and</span> High Schools: ((2007). A report to Carnegie Corporation of New York. Washington DC: Alliance for Excellent Education, www.all4ed.org Note: At the time of publication, the web addresses listed were functional.
Proposed New 19 TAC
evidence from text to support their analysis. Students are expected to: (A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and (B) analyze contemporary political...
1
0
evidence from text to support their analysis. Students are expected to: (A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and (B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks. (11) Reading/Comprehension of Informational Text/Procedural Texts. Students
10
0
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=10
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=10
evidence from text to support their analysis. Students are expected to: (A) explain shifts in perspective in arguments about the same topic <span class="highlight">and</span> evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; <span class="highlight">and</span> (B) analyze contemporary political debates for such rhetorical <span class="highlight">and</span> logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, <span class="highlight">and</span> personal <span class="highlight">attacks</span>. (11) Reading/Comprehension of Informational Text/Procedural Texts. Students
STANDARDS.05
36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Stan...
1
0
36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards and provide guidelines for nurturing and building in students the rich and varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what
38
0
http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=38
www.eed.state.ak.us/standards/pdf/standards.pdf#page=38
36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge <span class="highlight">Network</span> in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards <span class="highlight">and</span> provide guidelines for nurturing <span class="highlight">and</span> building in students the rich <span class="highlight">and</span> varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what
56
0
http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text <span class="highlight">and</span> increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes <span class="highlight">and</span> evaluates conventions <span class="highlight">and</span> <span class="highlight">techniques</span> of genres by [10] 4.5.1 Analyzing the characteristics <span class="highlight">and</span> the effect on the reader of nonfiction <span class="highlight">and</span> the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
Microsoft Word - readstdkin.docreadstdkin.pdf
or breaking the word into its separate sounds. After the demonstration, the students use manipulatives to construct words. (b) provides students with letter tiles or letter cards, then, • demonstrates segmenting words into sounds (e.g., What sounds do you hear in the word "dog") &b...
1
0
or breaking the word into its separate sounds. After the demonstration, the students use manipulatives to construct words. (b) provides students with letter tiles or letter cards, then, • demonstrates segmenting words into sounds (e.g., What sounds do you hear in the word "dog") • demonstrates sounds in short-term memory and combine them to form a word (e.g., What word do we have when you put these sounds together: /m/, /a/, /t/?) • demonstrates detecting and manipulating sounds within words
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=0plGYRLG%2b4s%3d&tabid=142&mid=8050&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=0plGYRLG%2b4s%3d&tabid=142&mid=805...
or breaking the word into its separate sounds. After the demonstration, the students use manipulatives to construct words. (b) provides students with letter tiles or letter cards, then, • demonstrates segmenting words into sounds (e.g., What sounds do you hear in the word "dog") • demonstrates sounds in short-term memory <span class="highlight">and</span> combine them to form a word (e.g., What word do we have when you put these sounds together: /m/, /a/, /t/?) • demonstrates <span class="highlight">detecting</span> <span class="highlight">and</span> manipulating sounds within words
Microsoft Word - readstd1g.docreadstd1g.pdf
/p/, /a/, /t/?) • demonstrates detecting and manipulating sounds within words (e.g., Is there a /k/ in the word bike?) • demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fish?" - /f/, /i/, /sh/) • demonstrates isolated b...
1
0
/p/, /a/, /t/?) • demonstrates detecting and manipulating sounds within words (e.g., Is there a /k/ in the word bike?) • demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fish?" - /f/, /i/, /sh/) • demonstrates isolated beginning, middle, and ending sounds (e.g., "What are the first sound, medial, and ending sounds in "dog"?) • demonstrates using known words to make analogy for new words (These are on-going processes throughout the school year.) (c) has
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&...
/p/, /a/, /t/?) • demonstrates <span class="highlight">detecting</span> <span class="highlight">and</span> manipulating sounds within words (e.g., Is there a /k/ in the word bike?) • demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fish?" - /f/, /i/, /sh/) • demonstrates isolated beginning, middle, <span class="highlight">and</span> ending sounds (e.g., "What are the first sound, medial, <span class="highlight">and</span> ending sounds in "dog"?) • demonstrates using known words to make analogy for new words (These are on-going processes throughout the school year.) (c) has
Academic Standards-English/Language Arts Grade 10
with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. • address readers’ concerns, counterclaims, biases, and expectations. Example: Write a letter to a television network...
1
0
with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. • address readers’ concerns, counterclaims, biases, and expectations. Example: Write a letter to a television network to persuade the network to keep a program on the air despite low ratings. 10.5.5 Write business letters that: • provide clear and purposeful information and address the intended audience appropriately. • show appropriate use of vocabulary, tone
7
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade10.pdf#page=7
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
with precise <span class="highlight">and</span> relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, <span class="highlight">and</span> logical reasoning. • address readers’ concerns, counterclaims, biases, <span class="highlight">and</span> expectations. Example: Write a letter to a television <span class="highlight">network</span> to persuade the <span class="highlight">network</span> to keep a program on the air despite low ratings. 10.5.5 Write business letters that: • provide clear <span class="highlight">and</span> purposeful information <span class="highlight">and</span> address the intended audience appropriately. • show appropriate use of vocabulary, tone
Strand 1: Reading Process (Kindergarten)
a position or claim b. presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals c. attributes sources of information when appropriate d. structures ideas e. addresses the reader’s concerns Example: Write a letter to a television ...
1
0
a position or claim b. presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals c. attributes sources of information when appropriate d. structures ideas e. addresses the reader’s concerns Example: Write a letter to a television network to persuade the network to keep a program on the air despite low ratings. (See R10-S3C3) Concept 5: Literary Response Literary response is the writer’s reaction to a literary selection. The response includes the
8
0
http://www.ade.state.az.us/standards/language-arts/writing/grade10.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade10.pdf#page=8
a position or claim b. presents detailed evidence, examples, <span class="highlight">and</span> reasoning to support effective arguments <span class="highlight">and</span> emotional appeals c. attributes sources of information when appropriate d. structures ideas e. addresses the reader’s concerns Example: Write a letter to a television <span class="highlight">network</span> to persuade the <span class="highlight">network</span> to keep a program on the air despite low ratings. (See R10-S3C3) Concept 5: Literary Response Literary response is the writer’s reaction to a literary selection. The response includes the
null
see definition of onset and rime. root: The base part of a word that usually carries the meaning and cannot be further analyzed without loss of identity (e.g., unreadable― the root is read and the affixes are un and able). schema building: A process of comprehe...
1
0
see definition of onset and rime. root: The base part of a word that usually carries the meaning and cannot be further analyzed without loss of identity (e.g., unreadable― the root is read and the affixes are un and able). schema building: A process of comprehension by integrating new information with a network of prior knowledge. segmentation: Recognizing a word when the sounds are pronounced one at a time. self-monitoring: Recognizing dissonance while reading text and applying
81
0
http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81
see definition of onset <span class="highlight">and</span> rime. root: The base part of a word that usually carries the meaning <span class="highlight">and</span> cannot be further analyzed without loss of identity (e.g., unreadable― the root is read <span class="highlight">and</span> the affixes are un <span class="highlight">and</span> able). schema building: A process of comprehension by integrating new information with a <span class="highlight">network</span> of prior knowledge. segmentation: Recognizing a word when the sounds are pronounced one at a time. self-monitoring: Recognizing dissonance while reading text <span class="highlight">and</span> applying
|
