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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
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=28
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
for organizing information • Select and use various methods (e.g., web, chart) to manage organized information 3.2a Use technology to synthesize information into a meaningful format to express ideas and experiences Use technology to synthesize information by • Making a graphic organizer • Making an outline • Using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas • Producing a <span class="highlight">video</span> production Use varied forms of technology • Word processing
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
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=14
www.doe.state.la.us/lde/uploads/3906.pdf#page=14
questions and responding to ideas/opinions • giving oral responses, such as explanations of written and/or spoken texts (ELA-4-E5) 43. Compare ideas and points of view from a wide variety of media, including television, <span class="highlight">video</span>, music, the Web, charts, and print materials (ELA-4-E6) 44. Assume the role of discussion leader, contributor, and active listener (ELA-4-E7) Information Resources Standard 5: 45. Locate information using organizational features of a variety of resources, including: • electronic
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=22
www.doe.state.la.us/lde/uploads/3906.pdf#page=22
English Language Arts (ELA) Grade-Level Expectations 22 43. Locate and integrate information from grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) • electronic sources (e.g., Web sites, databases, audio and <span class="highlight">video</span> tapes, films, documentaries) for use in researching a topic (ELA-5-M2) 44. Locate, gather, and select information using data-gathering strategies, including
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=25
www.doe.state.la.us/lde/uploads/3906.pdf#page=25
M2) 35. Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3) 36. Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and a conclusion (ELA-4-M3) 37. Demonstrate active listening strategies for various purposes, including: • viewing a <span class="highlight">video</span> to interpret the meaning of the story, to determine the speaker’s/character's attitude using verbal and nonverbal cues, and to draw conclusions about the presentation
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=26
www.doe.state.la.us/lde/uploads/3906.pdf#page=26
resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) • electronic sources (e.g., Web sites, databases) • other media sources (e.g., audio and <span class="highlight">video</span> tapes, films, documentaries, television, radio) (ELA-5-M2) 43. Identify sources as primary and secondary to determine credibility of information (ELA-5-M2) 44. Locate, gather, and select information using data-gathering strategies, including: • surveying
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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
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
Publishes text in various ways (e.g., posts on wall, reads from author’s chair). square6 Publishes text with assistance (e.g., class books). Publishes own writing. square6 Publishes work crediting author and illustrator, sometimes including dedication. square6 Includes text features (e.g., tit...
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Publishes text in various ways (e.g., posts on wall, reads from author’s chair). square6 Publishes text with assistance (e.g., class books). Publishes own writing. square6 Publishes work crediting author and illustrator, sometimes including dedication. square6 Includes text features (e.g., title, head- ings, information about the author, illustrations, captions). square6 Uses a variety of available technology as part of publication (e.g., software program, overhead projector, video). Publishes in more than one
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=20
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
Publishes text in various ways (e.g., posts on wall, reads from author’s chair). square6 Publishes text with assistance (e.g., class books). Publishes own writing. square6 Publishes work crediting author and illustrator, sometimes including dedication. square6 Includes text features (e.g., title, head- ings, information about the author, illustrations, captions). square6 Uses a variety of available technology as part of publication (e.g., software program, overhead projector, <span class="highlight">video</span>). Publishes in more than one
EIGHTH GRADE
transitions, vivid word choices and specific supporting details, and containing multiple events with a clear problem and solution. (DOK 3) 1) Stories or retellings 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) Video narratives d. The student...
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transitions, vivid word choices and specific supporting details, and containing multiple events with a clear problem and solution. (DOK 3) 1) Stories or retellings 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) Video narratives d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8th_grade_framework.pdf#page=5
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...
transitions, vivid word choices and specific supporting details, and containing multiple events with a clear problem and solution. (DOK 3) 1) Stories or retellings 2) Narrative poems 3) PowerPoint presentations 4) Plays 5) Biographies and autobiographies 6) <span class="highlight">Video</span> narratives d. The student will compose informational text utilizing topic sentences, effective organization, transitions, vivid word choices, and specific supporting details, including but not limited to the following: texts containing
7th Grade„Grade Level Expectations
characters, actions, ideas or information in text(s) 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages • Analyze the difference between a stat...
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characters, actions, ideas or information in text(s) 2.7b critically…by identifying the underlying purposes of media messages • 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, advertisements)
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
characters, actions, ideas or information in text(s) 2.7b critically…by identifying the underlying purposes of media messages • 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, advertisements)
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=25
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
for organizing information • Select and use various methods (e.g., web, chart) to manage organized information 3.2a Use technology to synthesize information into a meaningful format to express ideas and experiences Use technology to synthesize information by • Making a graphic organizer • Making an outline • Using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas • Producing a <span class="highlight">video</span> production Use varied forms of technology • Word processing
7th Grade„Grade Level Expectations
Critically…by identifying the underlying purposes of media messages • 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.,...
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Critically…by identifying the underlying purposes of media messages • 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, advertisements)
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=24
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
Critically…by identifying the underlying purposes of media messages • 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, advertisements)
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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...
for organizing information • Select and use various methods (e.g., web, chart) to manage organized information 3.2a Use technology to synthesize information into a meaningful format to express ideas and experiences Use technology to synthesize information by • Making a graphic organizer • Making an outline • Using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas • Producing a <span class="highlight">video</span> production Use varied forms of technology • Word processing
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