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Education
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 WYOMING LANGUAGE ARTS
Students interpret simple written directions. LA2.1C.2 Students are familiar with a variety of informational modes such as Big Books, storytelling, magazines, newspapers, and audio and video modes. LA2.1C.3 Students use a variety of sources to gather information, such as table of conte...
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Students interpret simple written directions. LA2.1C.2 Students are familiar with a variety of informational modes such as Big Books, storytelling, magazines, newspapers, and audio and video modes. LA2.1C.3 Students use a variety of sources to gather information, such as table of contents, charts, informational books, and guest speakers. LA2.1C.4 Students read nonfiction, such as biographies and graphics.
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=14
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=14
are familiar with a variety of modes such as <span class="highlight">Big</span> Books, storytelling, and audio and <span class="highlight">video</span> modes. LAK.1B Students demonstrate an understanding of literary texts. LAK.1B.1 Students understand sequence; i.e., beginning, middle, and end. LAK.1B.2 Students use illustrations to retell story. LAK.1B.3 Students listen and respond to stories based on characters, themes, plots, and settings. LAK.1C Students demonstrate understanding of informational texts by listening and responding to nonfiction texts.
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=18
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=18
Students use sequence to understand text and to make predictions about content. LA1.1A.3 Students compare information from several sources to understand text. LA1.1A.4 Students connect prior knowledge to textual information. LA1.1A.5 Students monitor and self-correct for meaning. LA1.1A.6 Students read aloud with fluency in a manner that sounds like natural speech. LA1.1A.7 Students are familiar with a variety of modes such as <span class="highlight">Big</span> Books, story telling, magazines, newspapers, and audio and <span class="highlight">video</span> modes
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=22
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=22
Students interpret simple written directions. LA2.1C.2 Students are familiar with a variety of informational modes such as <span class="highlight">Big</span> Books, storytelling, magazines, newspapers, and audio and <span class="highlight">video</span> modes. LA2.1C.3 Students use a variety of sources to gather information, such as table of contents, charts, informational books, and guest speakers. LA2.1C.4 Students read nonfiction, such as biographies and graphics.
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=69
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=69
Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 69 WYOMING LANGUAGE ARTS CONTENT AND PERFORMANCE STANDARDS CONTENT REVIEW COMMITTEE (2008) Liz Graves, Johnson #1 Marie Hespen, Campbell #1 Mary Hoard, Natrona #1 Christy Larsen, Park #1 Debbie McCullar, Natrona #1 Travis Moore, Carbon #1 Susan Pannell, Laramie #1 Jack Patrick, Carbon #2 Winston Patterson, Lincoln #2 Vicky Russell, Laramie #1 Patricia Smith, Albany #1 Sally Spooner, Park #6 Betsy Wardell, <span class="highlight">Big</span> Horn
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=71
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=71
Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 71 WYOMING LANGUAGE ARTS CONTENT AND PERFORMANCE STANDARDS REGIONAL WRITING COMMITTEE (1997 – 1998) Language Arts 4 th Grade Joan Beadles, Natrona #1 Joan Bean, Natrona #1 Deanna Caines, <span class="highlight">Big</span> Horn #4 Marla Ciscar, Sweetwater #2 Vicky Ciulla, Teton #1 John Cowger, Park #6 Janet Dawson, Natrona #1 Suzie Dow, Sheridan #1 Barbara Hennig, Albany #1 Jana Fornstrom, Laramie #2 Ingrid Foust, Fremont #21 Mable Frederick
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=72
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=72
Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 72 Mary Gale, Fremont #2 Marti Gorman, Park #6 Evelyn Griffen, Fremont #6 Jeanne Hackman, Sheridan #2 Mike Hagemeister, <span class="highlight">Big</span> Horn #4 Jayne Hartwell, Lincoln #2 Chris Jeffres, Fremont #1 Wende Jenness, Washakie #1 Pat Johnson, <span class="highlight">Big</span> Horn #1 Eric Kay, Hot Springs #1 Joyce Keith, Campbell #1 Sheryl Lain, Laramie #1 Terry Lubeck, Platte #1 Toi Porter, Fremont #25 Roseanne Reachard, Washakie #2 Patrice Riley, <span class="highlight">Big</span> Horn #1
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Standard 6: Vocabulary (Continued) Home Connection (Continued) 3. Encourage parents to provide opportunities that encourage vocabulary development through promoting reading, by visiting the library, bookstores, and discussing environmental print. 4. Encourage parents to monitor children’s...
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Standard 6: Vocabulary (Continued) Home Connection (Continued) 3. Encourage parents to provide opportunities that encourage vocabulary development through promoting reading, by visiting the library, bookstores, and discussing environmental print. 4. Encourage parents to monitor children’s time spent watching TV, playing video games, and/or surfing the Internet. 5. Encourage parents to have nightly reading for pleasure in the home. 35
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=53
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=53
Standard 6: Vocabulary (Continued) Home Connection (Continued) 3. Encourage parents to provide opportunities that encourage vocabulary development through promoting reading, by visiting the library, bookstores, and discussing environmental print. 4. Encourage parents to monitor children’s time spent watching TV, playing <span class="highlight">video</span> games, and/or surfing the Internet. 5. Encourage parents to have nightly reading for pleasure in the home. 35
Microsoft Word - 0519LAStandards.doc
different purposes. 5. Organize and express ideas sequentially or according to major points 6. Perform expressive oral readings of prose, poetry or drama. B. Media Literacy Standard: The student will critically analyze information found in electronic and print media, and will use a variety of t...
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different purposes. 5. Organize and express ideas sequentially or according to major points 6. Perform expressive oral readings of prose, poetry or drama. B. Media Literacy Standard: The student will critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. The student will: 1. Read print and view pictures and video images and identify differences in how information is presented in print and non
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=22
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
different purposes. 5. Organize and express ideas sequentially or according to major points 6. Perform expressive oral readings of prose, poetry or drama. B. Media Literacy Standard: The student will critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. The student will: 1. Read print and view pictures and <span class="highlight">video</span> images and identify differences in how information is presented in print and non
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=27
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. The student will: 1. Read print, view pictures and <span class="highlight">video</span> images and listen to audio files and identify distinctions in how information is presented in print and non-print materials. 2. Begin to make informed judgments about messages promoted in the media, such as those in film, television, radio and newspapers. 3. Use print, pictures, audio and <span class="highlight">video</span> to
7th Grade„Grade Level Expectations
Critically…by identifying the underlying purposes of media messages • Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements) • Identify underlying purposes (e.g., profit...
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Critically…by identifying the underlying purposes of media messages • Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements) • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=25
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
Critically…by identifying the underlying purposes of media messages • Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, <span class="highlight">video</span> games, advertisements) • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, <span class="highlight">video</span> games
Microsoft Word - 3969.doc
represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences afte...
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represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6) 11. Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6) Standard 7: 12. Demonstrate understanding
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=1
www.doe.state.la.us/lde/uploads/3906.pdf#page=1
represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-<span class="highlight">S3</span>) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6) 11. Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6) Standard 7: 12. Demonstrate understanding
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=2
www.doe.state.la.us/lde/uploads/3906.pdf#page=2
E1) 22. Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-<span class="highlight">S3</span>) (ELA-4-E1) 23. Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2) 24. Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2) 25. Retell part of a favorite story (PK-LL-R2) (ELA-4-E3) 26. Speak about life experiences or topics of interest (PK-LL-<span class="highlight">S3</span>) (ELA-4-E4) 27. Actively participate in role-playing, creative dramatics, finger plays, nursery
Microsoft Word - Content Area Reading Middle School.doc
video, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. O...
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video, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. Once, while reading Of Mice and Men, students could not visualize nor understand what a Cupie doll was. The teacher displayed a picture of such a doll. In math, students were experiencing difficulties understanding
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=100
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
<span class="highlight">video</span>, teachers can eliminate abstractions and provide a scaffold to move students through text. Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. Once, while reading Of Mice and Men, students could not visualize nor understand what a Cupie doll was. The teacher displayed a picture of such a doll. In math, students were experiencing difficulties understanding
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Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot,...
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Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=51
Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: 3.5.7 A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author’s point of view, opinion, or attitude. 2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, <span class="highlight">video</span>, television, and theatrical productions. 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize
STANDARDS.05
132 PERFORMANCE STANDARDS (Grade Level Expectations) 133PERFORMANCE STANDARDS (Grade Level Expectations) The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by [11] SD4.1 describing phenomena in the universe (i.e., black holes, nebula) [11] SD...
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132 PERFORMANCE STANDARDS (Grade Level Expectations) 133PERFORMANCE STANDARDS (Grade Level Expectations) The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by [11] SD4.1 describing phenomena in the universe (i.e., black holes, nebula) [11] SD4.2 using evidence to explain how the position of stars changes in the expanding universe [11] SD4.4 describing the Big Bang Theory and exploring the evidence that supports it (L) The student demonstrates
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=134
www.eed.state.ak.us/standards/pdf/standards.pdf#page=134
132 PERFORMANCE STANDARDS (Grade Level Expectations) 133PERFORMANCE STANDARDS (Grade Level Expectations) The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by [11] SD4.1 describing phenomena in the universe (i.e., black holes, nebula) [11] SD4.2 using evidence to explain how the position of stars changes in the expanding universe [11] SD4.4 describing the <span class="highlight">Big</span> Bang Theory and exploring the evidence that supports it (L) The student demonstrates
English Voluntary State Curriculum
logical structure appropriate to the subject, audience, purpose, and medium ADP G4 #0;z Develop ideas, opinions, and/or arguments with effective evidence and support #0;z Apply technology (e.g., software, audio, digital video, graphics) to address audience understanding by communicating ideas...
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logical structure appropriate to the subject, audience, purpose, and medium ADP G4 #0;z Develop ideas, opinions, and/or arguments with effective evidence and support #0;z Apply technology (e.g., software, audio, digital video, graphics) to address audience understanding by communicating ideas and information best understood visually ADP C8, G4 #0;z Alter a text to present the same content to a different audience via the same or different media ECLG 4.3.3 Grades 11 and 12 The student will #0;z Establish
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http://mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=15
mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=15
logical structure appropriate to the subject, audience, purpose, and medium ADP G4 #0;z Develop ideas, opinions, and/or arguments with effective evidence and support #0;z Apply technology (e.g., software, audio, digital <span class="highlight">video</span>, graphics) to address audience understanding by communicating ideas and information best understood visually ADP C8, G4 #0;z Alter a text to present the same content to a different audience via the same or different media ECLG 4.3.3 Grades 11 and 12 The student will #0;z Establish
Layout 1
GRADE LEVEL EXPECTATIONS 41 EALR 3: The student reads different materials for a variety of purposes. Component 3.3: Read for career applications. EALR 3 GLE 5 6 7 8 9/10 3.3.1 Understand and apply appropriate reading strategies for interpreting technical and non-technical docu- ments used in job-r...
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GRADE LEVEL EXPECTATIONS 41 EALR 3: The student reads different materials for a variety of purposes. Component 3.3: Read for career applications. EALR 3 GLE 5 6 7 8 9/10 3.3.1 Understand and apply appropriate reading strategies for interpreting technical and non-technical docu- ments used in job-related settings. square6 Select, use, monitor, and adjust appro- priate strategies for different reading purposes (e.g., skim/scan for big ideas, close reading for details, inferring infor- mation from graphs
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=43
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 41 EALR 3: The student reads different materials for a variety of purposes. Component 3.3: Read for career applications. EALR 3 GLE 5 6 7 8 9/10 3.3.1 Understand and apply appropriate reading strategies for interpreting technical and non-technical docu- ments used in job-related settings. square6 Select, use, monitor, and adjust appro- priate strategies for different reading purposes (e.g., skim/scan for <span class="highlight">big</span> ideas, close reading for details, inferring infor- mation from graphs
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