iSEEK - Education

Identify and manipulate the sounds of speech. (Grades K-3) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon). PO 2. Identify the meaning of metaphors based on literary allusions and conceits. Concept 5: Fluency

1 0 http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page=1 www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page...

Identify and manipulate the sounds of speech. (Grades K-3) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon). PO 2. Identify the meaning of metaphors based on literary allusions and conceits. Concept 5: Fluency

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page...

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Strand 1: Reading Process (Kindergarten)

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Identify and manipulate the sounds of speech. (Grades K-2) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon). PO 2. Identify the meaning of metaphors based on literary allusions and conceits. Concept 5: Fluency

1 0 http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page=1 www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...

Identify and manipulate the sounds of speech. (Grades K-2) Concept 3: Phonics Decode words, using knowledge of phonics, syllabication, and word parts. (Grades K-3) Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts. PO 1. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon). PO 2. Identify the meaning of metaphors based on literary allusions and conceits. Concept 5: Fluency

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...

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Microsoft Word - 06.029.0004.doc

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6.29.4 NMAC 18 (iv) Select from among a variety of presentational aids or performance props to enhance ideas for audience response. (v) Rehearse the presentation orally to gain fluency, build confidence and develop poise. Use feedback from others to evaluate whether the presentation leaves a strong impression on the audience and whether the presentation appeals to the audience and achieves its purpose and goals

3 0 http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=3 www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=3

(b) Grade 1 performance standards: (i) Develop phonemic awareness and knowledge of alphabetic principles by: blending the phonemes of one-syllable words, segmenting the phonemes of one-syllable words that contain a minimum of three and four phonemes, and changing the beginning, middle and ending sounds to produce new words. (ii) Demonstrate decoding and word recognition strategies and skills by: using phonics

18 0 http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=18 www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=18

6.29.4 NMAC 18 (iv) Select from among a variety of presentational aids or performance props to enhance ideas for audience response. (v) Rehearse the presentation orally to gain fluency, build confidence and develop poise. Use feedback from others to evaluate whether the presentation leaves a strong impression on the audience and whether the presentation appeals to the audience and achieves its purpose and goals

www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=18

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STANDARDS.05

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language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the

30 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=30 www.eed.state.ak.us/standards/pdf/standards.pdf#page=30

language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the

www.eed.state.ak.us/standards/pdf/standards.pdf#page=30

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THIRD GRADE

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framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in Kindergarten through grade three. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will use word recognition skills for multi-syllabic words. (DOK 2) 1) Continue to use knowledge of vowel digraphs, diphthongs, and

2 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_3rd_grade_framework.pdf#page=2 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_3r...

framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in Kindergarten through grade three. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will use word recognition skills for multi-syllabic words. (DOK 2) 1) Continue to use knowledge of vowel digraphs, diphthongs, and

www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_3r...

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Language Arts Booklet

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happen in a story. • Draw on personal experiences and prior knowledge to comprehend text. • Select and organize information to tell a story. • Show knowledge of the foundations of literacy--concepts about print, phonemic awareness, experience with text--when reading text. • Apply letter knowledge, spelling-sound word recognition strategies, and meaning-based word recognition strategies to decode unknown words in text. • Demonstrate increasing fluency, including the ability to read frequently occurring

8 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=8 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

happen in a story. • Draw on personal experiences and prior knowledge to comprehend text. • Select and organize information to tell a story. • Show knowledge of the foundations of literacy--concepts about print, phonemic awareness, experience with text--when reading text. • Apply letter knowledge, spelling-sound word recognition strategies, and meaning-based word recognition strategies to decode unknown words in text. • Demonstrate increasing fluency, including the ability to read frequently occurring

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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WYOMING LANGUAGE ARTS

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Conduct research describes the designing, planning, implementing, and reporting of information on a topic, after collecting information from one or more source. Context clues are the words/sentences surrounding an unknown vocabulary word in text that provide clues to the unknown word’s meaning. Delivery skills are the abilities that go together to enhance the delivery of a speech, such as volume, pitch, rate, eye contact, etc. Electronic and on-line sources are research sources available via computer

61 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=61 www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=61

complexity of thought and structure throughout. Written communications are logical, well organized, fluent, and use standard language conventions to enhance meanings and impact on audience. Students use mature stylistic techniques. They use word processing and technology to enhance format and presentations. PROFICIENT PERFORMANCE 11 th grade students at the proficient performance level write independently for a clear purpose and a specific audience, using various methods and formats (for example: research

64 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=64 www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=64

Conduct research describes the designing, planning, implementing, and reporting of information on a topic, after collecting information from one or more source. Context clues are the words/sentences surrounding an unknown vocabulary word in text that provide clues to the unknown word’s meaning. Delivery skills are the abilities that go together to enhance the delivery of a speech, such as volume, pitch, rate, eye contact, etc. Electronic and on-line sources are research sources available via computer

www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=64

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7th Grade„Grade Level Expectations

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• Predict likely outcomes based on clues in text, knowledge of text structure, and knowledge of a variety of genres • Adjust previous predictions based on new information in a text • Identify logical, additional, and/or complementary information (e.g., “next” chapter or section) for a text 2.4bl/T Demonstrate overall understanding of technical and informative texts by identifying text features and text structures • Apply essential information from text features (e.g., title, author, cover, pictures

14 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=14 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...

• Predict likely outcomes based on clues in text, knowledge of text structure, and knowledge of a variety of genres • Adjust previous predictions based on new information in a text • Identify logical, additional, and/or complementary information (e.g., “next” chapter or section) for a text 2.4bl/T Demonstrate overall understanding of technical and informative texts by identifying text features and text structures • Apply essential information from text features (e.g., title, author, cover, pictures

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...

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7th Grade„Grade Level Expectations

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“New” to 7 th Grade from 6 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) After Reading 2.4 Demonstrate overall understanding of printed texts by making predictions as necessary • Predict likely outcomes based on clues in text, knowledge of text structure, and knowledge of a variety of genres • Adjust previous predictions based on new information • Identify logical and/or complementary information for a text 2.4b Demonstrate overall understanding of technical and

9 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade%20GLEs.pdf#page=9 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade...

“New” to 7 th Grade from 6 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) After Reading 2.4 Demonstrate overall understanding of printed texts by making predictions as necessary • Predict likely outcomes based on clues in text, knowledge of text structure, and knowledge of a variety of genres • Adjust previous predictions based on new information • Identify logical and/or complementary information for a text 2.4b Demonstrate overall understanding of technical and

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade...

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This revised edition of the Learning Standards for English Language Arts incorporates changes to the content standards and performance indicators based on extensive review by the public. It should be considered a working document; as educational practice improves, these standards will continually be revised. In this document, the format for displaying the standards includes the following: • the label for the standard (e.g., Language for Information and Understanding) • the key ideas that define the

5 0 http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=5 www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=5

This revised edition of the Learning Standards for English Language Arts incorporates changes to the content standards and performance indicators based on extensive review by the public. It should be considered a working document; as educational practice improves, these standards will continually be revised. In this document, the format for displaying the standards includes the following: • the label for the standard (e.g., Language for Information and Understanding) • the key ideas that define the

19 0 http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=19 www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=19

opinion surveys formal debates interviews Focus on the point of view and recognition of the values that underlie the point of view. CONTEXTUALIZED - An opinion or argument must be grounded in a particular set of values or criteria. Support for an argument depends on recognition of the soundness of the criteria. FLEXIBLE - A thorough analysis requires being able to view the same event or text from more than one point of view and recognizing the relative validity of divergent points of view. CULTURAL - The criteria

23 0 http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23 www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23

(Examples only, not an exhaustive list) SPEAKING/LISTENING for: greetings introductions conversations group discussions customer service WRITING of: notes e-mail messages memos friendly letters acknowledgments READING of: notes friendly letters e-mail journal entries Focus on the relationship and the establishing of trust and harmony between people. INTERPERSONAL - Social communication aims at getting to know another person or being together with others. IMMEDIATE - Social language is primarily the

www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=5

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