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 English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summar...
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multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition. 1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45
multiple-paragraph expository compositions: a. Engage the interest <span class="highlight">of</span> the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual <span class="highlight">image</span> in the mind <span class="highlight">of</span> the reader. c. Conclude with a detailed summary linked to the purpose <span class="highlight">of</span> the composition. 1.3 Use a variety <span class="highlight">of</span> effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order <span class="highlight">of</span> importance
Core Content For Mathematics Assessment
an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result of reading the piece. • Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical...
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an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result of reading the piece. • Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect. • Students will sustain a suitable tone. • Students will allow voice to emerge when appropriate. WR-HS-1.2.0 Idea Development/Support: Students
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=76
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=76
real-world and mathematical problems. MA-08-3.2.1 Students will describe, provide examples <span class="highlight">of</span>, and apply to real-world and mathematical problems rotational symmetry (90º, 180º, 360º). MA-06-3.2.2 Students will: • reflect figures across a horizontal or vertical line in the first quadrant; • translate figures in a plane in the first quadrant and • determine the coordinates <span class="highlight">of</span> the <span class="highlight">image</span> after transformation in the first quadrant. DOK 2 MA-07-3.2.2 Students will translate (slide) and reflect
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273
will apply characteristics <span class="highlight">of</span> the selected form (e.g., personal narrative, personal memoir). • Students will create a point <span class="highlight">of</span> view. • Students will use a suitable tone or appropriate voice. In Literary Writing, • Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an <span class="highlight">image</span> or showing an extraordinary perception <span class="highlight">of</span> the ordinary. • Students will apply characteristics <span class="highlight">of</span> the selected form (e.g
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=275
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=275
<span class="highlight">of</span> literary elements appropriate to the genre. o Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate. o Students will develop plot/story line appropriate to the form. o Students will develop an appropriate setting, mood, scene, <span class="highlight">image</span> or feeling. • Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. • Students will incorporate reflection, insight and
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312
an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result <span class="highlight">of</span> reading the piece. • Students will apply characteristics <span class="highlight">of</span> the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical <span class="highlight">journal</span> article, literary analysis) for an intentional effect. • Students will sustain a suitable tone. • Students will allow voice to emerge when appropriate. WR-HS-1.2.0 Idea Development/Support: Students
Microsoft Word - vsc_english_gr38.doc
VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS Grades 3 - 8 5.0 Controlling Language: Students will control language by applying the conventions of standard English in speaking and writing.* * Emphasis is on application of conventions rather than memorization of terms...
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VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS Grades 3 - 8 5.0 Controlling Language: Students will control language by applying the conventions of standard English in speaking and writing.* * Emphasis is on application of conventions rather than memorization of terms. **At each grade level, curricular options include more complex examples of previous years’ objectives. 11/15/07 Page 54 of 59 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
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http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=54
mdk12.org/share/vsc/vsc_english_gr38.pdf#page=54
VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS Grades 3 - 8 5.0 Controlling Language: Students will control language by applying the conventions <span class="highlight">of</span> standard English in speaking and writing.* * Emphasis is on application <span class="highlight">of</span> conventions rather than memorization <span class="highlight">of</span> terms. **At each grade level, curricular options include more complex examples <span class="highlight">of</span> previous years’ objectives. 11/15/07 Page 54 <span class="highlight">of</span> 59 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
VT_04_Math GLEs_pf.indd
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learnin...
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References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment <span class="highlight">of</span> Educational Progress, 1999. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English and <span class="highlight">International</span> Reading Association. National Council <span class="highlight">of</span>
K-12 Reading
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 6-8 Page 49 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 9-12 Page 65 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
K-12
R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and s...
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R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including picture and written
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17
Strand: Writing Standard 5: Purposes, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety <span class="highlight">of</span> purposes, topics and audiences employing a wide range <span class="highlight">of</span> forms. Writing: A Variety <span class="highlight">of</span> Purposes, Topics, Forms and Audiences K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department <span class="highlight">of</span> Education Key: W.5.K.4= Writing. Standard 5. Kindergarten. 4 th Student Learning Expectation 14 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
R.10.K.6 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span>/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety <span class="highlight">of</span> sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span> which demonstrates appropriate comprehension skills, including picture and written
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Kindergarten, page 17 STANDARD K.12 STRAND: WRITING GRADE LEVEL K K.12 The student will explore the uses of available technology for reading and writing. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, A...
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Virginia Board of Education, 2003 Kindergarten, page 17 STANDARD K.12 STRAND: WRITING GRADE LEVEL K K.12 The student will explore the uses of available technology for reading and writing. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • The intent of this standard is that students will use available technology. All students should • understand that computers are a way to interact with print. To be successful with this standard, students are
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=20
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=20
Virginia Board <span class="highlight">of</span> Education, 2003 Kindergarten, page 17 STANDARD K.12 STRAND: WRITING GRADE LEVEL K K.12 The student will explore the uses <span class="highlight">of</span> available technology for reading and writing. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • The intent <span class="highlight">of</span> this standard is that students will use available technology. All students should • understand that computers are a way to interact with print. To be successful with this standard, students are
WYOMING LANGUAGE ARTS
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 for...
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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
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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 <span class="highlight">of</span> 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 <span class="highlight">processing</span> 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
STANDARDS.05
of Writing W2.1 Write Two Paragraphs W2.3 Use a Variety of Sentences W2.4 Revise Writing/Provide W2.5 Give Credit W2.6 Use Resources on a Topic /Proofread Peer Feedback W2.2 Use a Variety of Forms FOR GRADE 4–6 Write Using a Variety of Forms Structures & Conv...
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of Writing W2.1 Write Two Paragraphs W2.3 Use a Variety of Sentences W2.4 Revise Writing/Provide W2.5 Give Credit W2.6 Use Resources on a Topic /Proofread Peer Feedback W2.2 Use a Variety of Forms FOR GRADE 4–6 Write Using a Variety of Forms Structures & Conventions Revise Cite Sources Use Resources of Writing W3.1 Write a Composition W3.3 Use Conventions W3.4 Revise W3.5 Document Sources W3.6 Use Word Processing W3.2 Use a Variety of Forms FOR GRADE 7–8 Write Using a Variety of Forms
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=65
www.eed.state.ak.us/standards/pdf/standards.pdf#page=65
<span class="highlight">of</span> Writing W2.1 Write Two Paragraphs W2.3 Use a Variety <span class="highlight">of</span> Sentences W2.4 Revise Writing/Provide W2.5 Give Credit W2.6 Use Resources on a Topic /Proofread Peer Feedback W2.2 Use a Variety <span class="highlight">of</span> Forms FOR GRADE 4–6 Write Using a Variety <span class="highlight">of</span> Forms Structures & Conventions Revise Cite Sources Use Resources <span class="highlight">of</span> Writing W3.1 Write a Composition W3.3 Use Conventions W3.4 Revise W3.5 Document Sources W3.6 Use Word <span class="highlight">Processing</span> W3.2 Use a Variety <span class="highlight">of</span> Forms FOR GRADE 7–8 Write Using a Variety <span class="highlight">of</span> Forms
7th Grade„Grade Level Expectations
“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, a...
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“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word processing functions, photocopier, scanner, audiovisual equipment) to extract needed information • Determine the most appropriate form of technology for the task of extracting needed information • Decide what information is valuable for a particular situation • Create own system
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=27
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 3.1b Independently extract information to achieve a specific purpose • Use various technologies (e.g., appropriate word <span class="highlight">processing</span> functions, photocopier, scanner, audiovisual equipment) to extract needed information • Determine the most appropriate form <span class="highlight">of</span> technology for the task <span class="highlight">of</span> extracting needed information • Decide what information is valuable for a particular situation • Create own system
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