iSEEK - Education

pacing - n. 1. using a pacer to control rate of reading in connected discourse either mechanically or manually, as by running one's fingers below and across each line of 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 using a pacing pattern appropriate for the reading task, the reader can be helped to develop a more flexible reading rate. 4

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media - means of communication, especially of mass communication, as books, newspapers, magazines, radio, television, motion pictures, recordings, etc. √ metaphor - a figure of speech in which a comparison is implied by analogy but is not stated, as "death is slumber" (Percy Blysshe Shelly, "Mont Blanc"). √ Mind Map - see graphic organizers mood - the emotional state of mind expressed by an author or artist in his or her work. √ myth – a story based on a culture trait, moral, religious

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pacing - n. 1. using a pacer to control rate of reading in connected discourse either mechanically or manually, as by running one's fingers below and across each line of 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 using a pacing pattern appropriate for the reading task, the reader can be helped to develop a more flexible reading rate. 4

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play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of 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 of speech – using a speaking voice with

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Microsoft Word - readstdscopeseqrevised081909.docreadstdscopeseqrevised081909.pdf

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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

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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

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Strand 1: Reading Process (Kindergarten)

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letter. PO2. Recognize the distinguishing features of a sentence (e.g., capitalization of the first word, internal punctuation, ending punctuation, quotation marks). Concept 2: Phonemic Awareness Identify and manipulate the sounds of speech. PO 1. Orally segment a multi-syllable word into its syllables. PO 2. Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs (e.g., /t/…/i/…/g/…/er/ makes tiger). PO 3. Segment spoken phonemes in

1 0 http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr2.pdf#page=1 www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr2.pdf#page=...

letter. PO2. Recognize the distinguishing features of a sentence (e.g., capitalization of the first word, internal punctuation, ending punctuation, quotation marks). Concept 2: Phonemic Awareness Identify and manipulate the sounds of speech. PO 1. Orally segment a multi-syllable word into its syllables. PO 2. Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs (e.g., /t/…/i/…/g/…/er/ makes tiger). PO 3. Segment spoken phonemes in

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr2.pdf#page=...

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Strand 1: Reading Process (Kindergarten)

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language and conveys meaning (e.g., his/her own name, Exit and Danger signs). PO 2. Hold a book right side up and turn pages in the correct direction. PO 3. Start at the top left of the printed page, track words from left to right, using return sweep, and move from the top to the bottom of the page. PO 4. Identify different parts of a book (e.g., front cover, back cover, title page) and the information they provide. PO 5. Distinguish between printed letters and words. PO 6. Recognize that

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

language and conveys meaning (e.g., his/her own name, Exit and Danger signs). PO 2. Hold a book right side up and turn pages in the correct direction. PO 3. Start at the top left of the printed page, track words from left to right, using return sweep, and move from the top to the bottom of the page. PO 4. Identify different parts of a book (e.g., front cover, back cover, title page) and the information they provide. PO 5. Distinguish between printed letters and words. PO 6. Recognize that

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

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Strand 1: Reading Process (Kindergarten)

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PO 2. Distinguish between uppercase and lowercase letters. PO 3. Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation). PO 4. Identify the title, author, and table of contents of a book Concept 2: Phonemic Awareness Identify and manipulate the sounds of speech. PO 1. Generate a series of rhyming words, including consonant blends. PO 2. Orally segment a multi-syllable word into its syllables. PO3. Recognize the new spoken word when a

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PO 2. Distinguish between uppercase and lowercase letters. PO 3. Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation). PO 4. Identify the title, author, and table of contents of a book Concept 2: Phonemic Awareness Identify and manipulate the sounds of speech. PO 1. Generate a series of rhyming words, including consonant blends. PO 2. Orally segment a multi-syllable word into its syllables. PO3. Recognize the new spoken word when a

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr1.pdf#page=...

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K-12

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Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work. Writing: Conventions K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: W.6.K.4= Writing. Standard 6. Kindergarten. 4 th Student Learning Expectation 16 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 W.6.2.5 Combine sentences

2 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=2 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=2

of strategies as they write, using the writing process appropriately. 5. Purpose, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a wide range of forms. 6. Conventions Students shall apply knowledge of Standard English conventions in written work. 7. Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of writing. Reading 8. Foundations of Reading

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Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work. Writing: Conventions K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: W.6.K.4= Writing. Standard 6. Kindergarten. 4 th Student Learning Expectation 16 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 W.6.2.5 Combine sentences

25 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=25 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=25

author does and what an illustrator does R.8.1.1 Distinguish between letters, words and sentences R.8.1.2 Apply knowledge of letter, word, sentence and paragraph R.8.1.3 Recognize that there are correct spellings for words R.8.1.4 Identify the author and title of a book Developing phonological awareness R.8.K.8 Identify and produce oral rhymes R.8.K.9 Segment oral language into sentences and words R.8.K.10 Identify and work with syllables, onsets, rimes in

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oddity tasks. (Example: Three words are read to the student. The student selects the word that does not fit the pattern.) 3. The ability to orally blend words and syllables. 4. The ability to orally segment words and syllables (including counting sounds). 5. The ability to do phonemic manipulation tasks. The first four task types should be covered by the end of kindergarten. The fifth task type is appropriate for introduction in middle to late first grade. Each task type does not have to be mastered

31 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=31 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=31

oddity tasks. (Example: Three words are read to the student. The student selects the word that does not fit the pattern.) 3. The ability to orally blend words and syllables. 4. The ability to orally segment words and syllables (including counting sounds). 5. The ability to do phonemic manipulation tasks. The first four task types should be covered by the end of kindergarten. The fifth task type is appropriate for introduction in middle to late first grade. Each task type does not have to be mastered

76 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=76 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=76

Glossary of Terms (Continued) chunking (or chunks): The grouping of smaller units/letters into large, more meaningful word parts; knowledge of patterns in words or word parts. cinquain: A poem five lines long with a certain number of syllables or words in each line. There are many ways to write a cinquain poem. cliché: An expression used in writing (e.g., sadder but wiser). Some clichés are considered old and worn out, adding nothing to the writing (e.g., hard as a rock). concepts about

80 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=80 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=80

paired reading: Reading with a more fluent partner, or partner of similar ability, who provides a model of fluent reading. phoneme: The smallest unit of speech. phonemic awareness: The ability to hear, identify, and manipulate individual sounds and phonemes in spoken words; individual knowledge that every spoken word is made up of a series of phonemes that can be represented by letters of the alphabet. Phonemic awareness is a prime predictor of a student’s ability to read and comprehend text

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=31

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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Virginia Board of Education, 2003 Grade One, page 5 STANDARD 1.4 STRAND: ORAL LANGUAGE GRADE LEVEL 1 1.4 The student will orally identify and manipulate phonemes (small units of sound) in syllables and multisyllabic words. a) Count phonemes (sounds) in syllables or words with a maximum of three syllables. b) Add or delete phonemes (sounds) orally to change syllables or words. c) Create rhyming words orally. d) Blend sounds to make word parts and words with one to three syllables. UNDERSTANDING THE STANDARD

5 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=5 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=5

found in fiction and nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics • participate in choral speaking and echo reading of short poems, rhymes, songs, and stories with repeated patterns and refrains • use drama to retell familiar stories, rhymes, and poems • discriminate between large phonological units of running speech, sentences, words, and syllables • demonstrate the concept of word by dividing spoken

9 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=9 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=9

UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • The intent of this standard is that students will focus on speech sounds in words and discern the phonemes of spoken language. • This skill includes an understanding of the hierarchical concepts of sentence, word, syllable, and letter. Consequently, students need to demonstrate the ability to break down a sentence orally into individual words and to break down individual words into individual syllables. • The level of complexity increases as students then

10 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=10 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=10

Virginia Board of Education, 2003 Kindergarten, page 7 STANDARD K.4 CONTINUED STRAND: ORAL LANGUAGE GRADE LEVEL K K.4 The student will hear, say, and manipulate phonemes (small units of sound) of spoken language. a) Identify orally words that rhyme. b) Identify words orally according to shared beginning or ending sounds. c) Blend sounds orally to make words or syllables. d) Divide one-syllable words into sounds (phonemes). e) Divide words into syllables. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL

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Virginia Board of Education, 2003 Grade One, page 1 FOCUS STRAND: ORAL LANGUAGE GRADE LEVEL 1 At the first-grade level, students will continue to engage in a variety of oral language activities to develop their understanding of language and to enhance their ability to communicate effectively. They will continue to build vocabulary as they participate in listening and speaking activities in the classroom. They will also begin to use their oral language skills to gain and explain information. In addition

26 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=26 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=26

Virginia Board of Education, 2003 Grade One, page 5 STANDARD 1.4 STRAND: ORAL LANGUAGE GRADE LEVEL 1 1.4 The student will orally identify and manipulate phonemes (small units of sound) in syllables and multisyllabic words. a) Count phonemes (sounds) in syllables or words with a maximum of three syllables. b) Add or delete phonemes (sounds) orally to change syllables or words. c) Create rhyming words orally. d) Blend sounds to make word parts and words with one to three syllables. UNDERSTANDING THE STANDARD

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=26

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Microsoft Word - Content Area Reading Middle School.doc

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awareness that spoken language can be analyzed into strings of separable words, and words, in turn, into sequences of syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. (Preventing Reading Difficulties in Young Children, p.15) 23. Reading process is a

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awareness that spoken language can be analyzed into strings of separable words, and words, in turn, into sequences of syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. (Preventing Reading Difficulties in Young Children, p.15) 23. Reading process is a

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Microsoft Word - readstd7g.docreadstd7g.pdf

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class is divided into small groups and read the directions or recipe. A finished product is required once the students have materials needed and understand the directions. 14. (a) provides students with a copy of a speech. The teacher informs the students that a conclusion about the speech should not be decided until an understanding of the argument is determined. The teacher uses the bandwagon approach and has a classroom discussion to determine if everyone is in agreement with the author

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class is divided into small groups and read the directions or recipe. A finished product is required once the students have materials needed and understand the directions. 14. (a) provides students with a copy of a speech. The teacher informs the students that a conclusion about the speech should not be decided until an understanding of the argument is determined. The teacher uses the bandwagon approach and has a classroom discussion to determine if everyone is in agreement with the author

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