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Microsoft Word - readstd6g.docreadstd6g.pdf
(c) in social studies, assists the students to make a Venn Diagram to compare and contrast democracy and republic. (d) in social studies, has the students compare and contrast features of life in the New England, Middle, and Southern colonies (e.g., economic, so...
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(c) in social studies, assists the students to make a Venn Diagram to compare and contrast democracy and republic. (d) in social studies, has the students compare and contrast features of life in the New England, Middle, and Southern colonies (e.g., economic, social, political, geographic). (e) in social studies, has the students compare and contrast the impact of European settlement from an American Indian and European point of view. (f) in science or biology, explains that there are many
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(c) in social studies, assists the students to make <span class="highlight">a</span> Venn Diagram to compare <span class="highlight">and</span> contrast democracy <span class="highlight">and</span> republic. (d) in social studies, has the students compare <span class="highlight">and</span> contrast features of life in the New England, Middle, <span class="highlight">and</span> Southern colonies (e.g., economic, social, political, geographic). (e) in social studies, has the students compare <span class="highlight">and</span> contrast the impact of European settlement from an American Indian <span class="highlight">and</span> European point of view. (f) in science or biology, explains that there are many
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it?” 11. (<span class="highlight">a</span>) discusses with students possible answers to "What do you think is the author's purpose for this text?; <span class="highlight">and</span> Why?". 12. (<span class="highlight">a</span>) uses the Think-Pair-Share strategy. The teacher guides students to compare their purpose for reading with the author's purpose. (b) provides note cards where students write "entertain”, “persuade”, “explain”, <span class="highlight">and</span> etc. on the cards. The teacher reads <span class="highlight">a</span> short text <span class="highlight">and</span> the student holds up the <span class="highlight">card</span> identifying the author's purpose. (c) instructs <span class="highlight">using</span> the
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students create <span class="highlight">a</span> greeting <span class="highlight">card</span> that reflects the beliefs <span class="highlight">and</span> traditions of another culture's faith (e.g., Islamic), as it was taught in another country. Students may choose to create <span class="highlight">a</span> birthday <span class="highlight">card</span> or another greeting <span class="highlight">card</span> for one of the cultures. 2. (<span class="highlight">a</span>) provides fairy tales written from <span class="highlight">a</span> variety of cultural views. The teacher has the students discuss the fairy tales as <span class="highlight">a</span> whole group. In cooperative groups, the teacher has the students complete <span class="highlight">a</span> comparison/contrast organizer. (b) in social
 K-12
Prewriting W.4.5.1 Generate ideas using such strategies as reading, discussing, focused free- writing, observing, and brainstorming W.4.5.2 Organize ideas by using such graphic organizers as webbing, mapping, and formal outlining with main topics W.4.5.3 Demonstrate...
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Prewriting W.4.5.1 Generate ideas using such strategies as reading, discussing, focused free- writing, observing, and brainstorming W.4.5.2 Organize ideas by using such graphic organizers as webbing, mapping, and formal outlining with main topics W.4.5.3 Demonstrate an awareness of purpose and audience with emphasis on expository and letter writing W.4.5.4 Use available technology to access information by using a card catalog W.4.6.1 Generate ideas using such
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=47
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=47
Prewriting W.4.5.1 Generate ideas <span class="highlight">using</span> such strategies as reading, discussing, focused free- writing, observing, <span class="highlight">and</span> brainstorming W.4.5.2 Organize ideas by <span class="highlight">using</span> such graphic organizers as webbing, mapping, <span class="highlight">and</span> formal outlining with main topics W.4.5.3 Demonstrate an awareness of purpose <span class="highlight">and</span> audience with emphasis on expository <span class="highlight">and</span> letter writing W.4.5.4 Use available technology to access information by <span class="highlight">using</span> <span class="highlight">a</span> <span class="highlight">card</span> catalog W.4.6.1 Generate ideas <span class="highlight">using</span> such
Microsoft Word - readstd1g.docreadstd1g.pdf
The teacher stresses the sound of the word and the students take turns turning the card (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown a picture of a bee and are asked...
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The teacher stresses the sound of the word and the students take turns turning the card (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown a picture of a bee and are asked to take off the /b/ and add a /s/ to the word to create a new word using magnetic letters, letter tiles, or white boards with markers. (This is an year long activity.) 5. (a) reads nursery rhymes and riddles to students in order for
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/p/, /<span class="highlight">a</span>/, /t/?) • demonstrates detecting <span class="highlight">and</span> manipulating sounds within words (e.g., Is there <span class="highlight">a</span> /k/ in the word bike?) • demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fish?" - /f/, /i/, /sh/) • demonstrates isolated beginning, middle, <span class="highlight">and</span> ending sounds (e.g., "What are the first sound, medial, <span class="highlight">and</span> ending sounds in "dog"?) • demonstrates <span class="highlight">using</span> known words to make analogy for new words (These are on-going processes throughout the school year.) (c) has
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The teacher stresses the sound of the word <span class="highlight">and</span> the students take turns turning the <span class="highlight">card</span> (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown <span class="highlight">a</span> picture of <span class="highlight">a</span> bee <span class="highlight">and</span> are asked to take off the /b/ <span class="highlight">and</span> add <span class="highlight">a</span> /s/ to the word to create <span class="highlight">a</span> new word <span class="highlight">using</span> magnetic letters, letter tiles, or white boards with markers. (This is an year long activity.) 5. (<span class="highlight">a</span>) reads nursery rhymes <span class="highlight">and</span> riddles to students in order for
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http://www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&forcedownload=true#page=4
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transparencies. 6. (<span class="highlight">a</span>) helps students understand why they are learning the relationships between letters <span class="highlight">and</span> sounds. (b) uses <span class="highlight">a</span> wheel to reinforce the letter patterns. The teacher makes sure that have worked in whole <span class="highlight">and</span> small groups to sort the words from the various word families. (b) uses decodable text <span class="highlight">based</span> on specific lessons in the early part of the first grade as an intervening step between explicit skill-acquisition <span class="highlight">and</span> the student's ability to read quality trade books. Decodable steps
Microsoft Word - readstd2g.docreadstd2g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 58 5. ▲ determines meaning of words through knowledge of word structure (e.g., ▲ base words, ▲ compound nouns, ▲ contractions, inflectional endings). for underlined words in a sentence....
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 58 5. ▲ determines meaning of words through knowledge of word structure (e.g., ▲ base words, ▲ compound nouns, ▲ contractions, inflectional endings). for underlined words in a sentence. 5. (a) uses word ladders to express word structure. (b) has students review contractions. On index cards, clip art, or die cut figures, the students write the two words which form a particular contraction on a card and
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=2
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word down. The teacher gives the students 2 minutes per round. Each "passer" then passes his/her group's consonant cluster to the group sitting to his/her group's right. When each group has had every cluster, the words are read <span class="highlight">and</span> can be challenged by other groups, but the dictionary settles any challenges. (b) selects several grade-appropriate words which rhyme. The teacher has the students listen to <span class="highlight">a</span> song which contains rhyming words. <span class="highlight">Using</span> the teacher selected rhyming words, the teacher
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=4
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2. reads expressively with appropriate pace, phrasing, intonation, <span class="highlight">and</span> rhythm of speech. The teacher… 1. (<span class="highlight">a</span>) has students make note cards with ending punctuation. The teacher writes sentences on the board omitting the ending punctuation. The students must hold up the <span class="highlight">card</span> with the correct punctuation as the teacher reads the sentence from the board. (b) reads selected text <span class="highlight">using</span> voice inflection for students to identify the correct punctuation represented by the inflection
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
commonly used. Then, encourages independent reading. (d) encourages repeated oral reading <span class="highlight">using</span> irregular words that have been previously taught. 5. (<span class="highlight">a</span>) has each student put his/her name, book, title, <span class="highlight">and</span> four signature lines on <span class="highlight">a</span> 4x6 note <span class="highlight">card</span>. The students collect signatures for each time he/she reads the story to anyone who would listen. (b) encourages students to monitor his/her own comprehension <span class="highlight">and</span> to act purposefully when comprehension breaks down <span class="highlight">using</span> strategies such as rereading
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=8
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teacher discusses with the students whether or not there are services or goods they barter for at home. Then, teacher has students brainstorm <span class="highlight">a</span> list of five goods they desire <span class="highlight">and</span> describe ways of obtaining these goods <span class="highlight">and</span> services without <span class="highlight">using</span> money. Then, the teacher explains why <span class="highlight">using</span> money makes it easier to get the same five items. (c) covers one word in <span class="highlight">a</span> sentence with colored tape. The student uses the rest of the sentence, picture, or paragraph to determine what the word could be <span class="highlight">and</span>/or
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=9
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 58 5. ▲ determines meaning of words through knowledge of word structure (e.g., ▲ base words, ▲ compound nouns, ▲ contractions, inflectional endings). for underlined words in <span class="highlight">a</span> sentence. 5. (<span class="highlight">a</span>) uses word ladders to express word structure. (b) has students review contractions. On index cards, clip art, or die cut figures, the students write the two words which form <span class="highlight">a</span> particular contraction on <span class="highlight">a</span> <span class="highlight">card</span> <span class="highlight">and</span>
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
Writing GRADE FOUR WRITING 1.0 Writing Strategies Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, draft...
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Writing GRADE FOUR WRITING 1.0 Writing Strategies Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization and Focus 1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements. 1.2 Create multiple
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=31
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=31
Writing GRADE FOUR WRITING 1.0 Writing Strategies Students write clear, coherent sentences <span class="highlight">and</span> paragraphs that develop <span class="highlight">a</span> central idea. Their writing shows they consider the audience <span class="highlight">and</span> purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization <span class="highlight">and</span> Focus 1.1 Select <span class="highlight">a</span> focus, an organizational structure, <span class="highlight">and</span> <span class="highlight">a</span> point of view <span class="highlight">based</span> upon purpose, audience, length, <span class="highlight">and</span> format requirements. 1.2 Create multiple
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=53
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=53
Writing GRADE SEVEN 2.0 Writing Applications (Genres <span class="highlight">and</span> Their Characteristics) Students write narrative, expository, persuasive, <span class="highlight">and</span> descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates <span class="highlight">a</span> command of standard American English <span class="highlight">and</span> the research, organizational, <span class="highlight">and</span> drafting strategies outlined in Writing Standard 1.0. <span class="highlight">Using</span> the writing strategies of grade seven outlined in Writing Standard 1.0, students: 2.1 Write fictional or autobiographical narratives: <span class="highlight">a</span>. Develop
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=56
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=56
GRADE SEVEN Listening <span class="highlight">and</span> Speaking 2.0 Speaking Applications (Genres <span class="highlight">and</span> Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demon- strates <span class="highlight">a</span> command of standard American English <span class="highlight">and</span> the organizational <span class="highlight">and</span> delivery strategies outlined in Listening <span class="highlight">and</span> Speaking Standard 1.0. <span class="highlight">Using</span> the speaking strategies of grade seven outlined in Listening <span class="highlight">and</span> Speaking Standard
SEVENTH GRADE
competency four.] (DOK 3) 1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by addi...
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competency four.] (DOK 3) 1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric. 4) Editing • Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied sentence
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7th_grade_framework.pdf#page=4
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7t...
competency four.] (DOK 3) 1) Planning • Plan for composing <span class="highlight">using</span> <span class="highlight">a</span> variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, <span class="highlight">and</span> rearranging text <span class="highlight">based</span> on teacher/peer feedback, writer’s checklist, or rubric. 4) Editing • Edit/proofread drafts to ensure standard usage, mechanics, spelling, <span class="highlight">and</span> varied sentence
EIGHTH GRADE
[Note: Editing will be tested as a part of competency four.] (DOK 3) 1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency....
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[Note: Editing will be tested as a part of competency four.] (DOK 3) 1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text based on teacher/peer feedback, writer’s checklist, or rubric. Eighth Grade 54
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8th_grade_framework.pdf#page=4
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...
[Note: Editing will be tested as <span class="highlight">a</span> part of competency four.] (DOK 3) 1) Planning • Plan for composing <span class="highlight">using</span> <span class="highlight">a</span> variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing). 2) Drafting • Draft with increasing fluency. 3) Revising • Revise selected drafts by adding, elaborating, deleting, <span class="highlight">and</span> rearranging text <span class="highlight">based</span> on teacher/peer feedback, writer’s checklist, or rubric. Eighth Grade 54
Microsoft Word - Completed Reading.rtf
112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of...
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112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of what food they eat. about what the people in this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=112
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
112 Task(s) groups <span class="highlight">and</span> at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner <span class="highlight">using</span> the food group guide. questionnaire of 10 questions would you ask shoppers in <span class="highlight">a</span> supermarket if you were doing <span class="highlight">a</span> survey of what food they eat. about what the people in this class eat for breakfast. <span class="highlight">and</span> dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat
Kansas Curricular Standard forReadingStd[1]_081709.doc
has students distinguish rhyming words from non-rhyming words. (h) prepares a sound box for students. Using a three-pocket folder, the teacher selects words which contain three letters (e.g., sun) and makes cards to fit into the pockets which contain the letters to the...
HIGH SCHOOL ASSESSMENT
newspapers o fiction and nonfiction books o card catalogue (traditional and electronic) o on-line websites and electronic resources (2) The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-se...
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newspapers o fiction and nonfiction books o card catalogue (traditional and electronic) o on-line websites and electronic resources (2) The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. (3) The student will use a systematic process for recording and documenting information. Assessment Limits
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http://mdk12.org/share/clg/source/english_goals04.pdf#page=12
mdk12.org/share/clg/source/english_goals04.pdf#page=12
newspapers o fiction <span class="highlight">and</span> nonfiction books o <span class="highlight">card</span> catalogue (traditional <span class="highlight">and</span> electronic) o on-line websites <span class="highlight">and</span> electronic resources (2) The student will use various information retrieval sources (traditional <span class="highlight">and</span> electronic) to obtain information on <span class="highlight">a</span> self-selected <span class="highlight">and</span>/or given topic. Electronic sources include automated catalogs, CD ROM products, <span class="highlight">and</span> on-line services like Internet, World Wide Web, <span class="highlight">and</span> others. (3) The student will use <span class="highlight">a</span> systematic process for recording <span class="highlight">and</span> documenting information. Assessment Limits
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