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 K-12
Note to teacher: Align with Conventions Standard. W.4.5.11 Edit individually or in groups for appropriate grade-level conventions, within the following features: • Sentence formation • Completeness • Absence of fused sentences • Expansion through standard coordinati...
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Note to teacher: Align with Conventions Standard. W.4.5.11 Edit individually or in groups for appropriate grade-level conventions, within the following features: • Sentence formation • Completeness • Absence of fused sentences • Expansion through standard coordination and modifiers • Embedding through standard subordination and modifiers • Standard word order • Usage • Standard inflections • Agreement • Word meaning • Conventions • Mechanics • Capitalization • Punctuation
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=50
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=50
Note to teacher: Align with Conventions Standard. W.4.5.11 Edit individually or <span class="highlight">in</span> groups for appropriate grade-<span class="highlight">level</span> conventions, within the following features: • Sentence formation • Completeness • Absence of fused sentences • Expansion through standard coordination and modifiers • <span class="highlight">Embedding</span> through standard subordination and modifiers • Standard word order • Usage • Standard inflections • Agreement • Word meaning • Conventions • Mechanics • Capitalization • Punctuation
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=54
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=54
Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions <span class="highlight">in</span> written work. Writing: Conventions 5-8 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: W.6.8.1=Writing. Standard 6. Eighth Grade. 1st Student Learning Expectation 49 THE GOAL FOR EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=78
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=78
Glossary English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education 72 Secondary sources Works that have been collected, interpreted, or published by someone other than the original source Sentence formation Reflects the writer’s ability to form competent, appropriately mature sentences to express thoughts. Features of this writing domain are completeness, absence of fused sentences, expansion thorough standard coordination and modifiers, <span class="highlight">embedding</span> through standard
Standard 1: Students engage in the research process
North Dakota English Language Arts April 2005 Content and Achievement Standards 10 Teachers in a school or district should come to consensus on the meaning of these terms, perhaps through professional dialogue and examination of student work. Teachers also will need to help students underst...
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North Dakota English Language Arts April 2005 Content and Achievement Standards 10 Teachers in a school or district should come to consensus on the meaning of these terms, perhaps through professional dialogue and examination of student work. Teachers also will need to help students understand what is meant by these terms by providing examples of student work at each performance level. State Standards and
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=10
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=10
North Dakota English Language Arts April 2005 Content and Achievement Standards 10 Teachers <span class="highlight">in</span> a school or district should come to consensus on the meaning of these terms, perhaps through professional dialogue and examination of student work. Teachers also will need to help students understand what is meant by these terms by providing examples of student work at each performance <span class="highlight">level</span>. State Standards and
Microsoft Word - English SOL Cur Frame Grades K-12.doc
KNOWLEDGE, SKILLS, AND PROCESSES • Students will recognize that Internet resources and electronic databases complement books and the traditional library as key avenues for accessing, organizing, and presenting information. • Students will acquire skills in evaluating resources, both...
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KNOWLEDGE, SKILLS, AND PROCESSES • Students will recognize that Internet resources and electronic databases complement books and the traditional library as key avenues for accessing, organizing, and presenting information. • Students will acquire skills in evaluating resources, both print and electronic. • Students will become adept at embedding information accessed electronically in a research document. All students should • understand how to use electronic databases and online resources to conduct research
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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 of Education, 2003 Kindergarten, page 17 STANDARD K.12 STRAND: WRITING GRADE <span class="highlight">LEVEL</span> 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=174
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174
KNOWLEDGE, SKILLS, AND PROCESSES • Students will recognize that Internet resources and electronic databases complement books and the traditional library as key avenues for accessing, organizing, and presenting information. • Students will acquire skills <span class="highlight">in</span> evaluating resources, both print and electronic. • Students will become adept at <span class="highlight">embedding</span> information accessed electronically <span class="highlight">in</span> a research document. All students should • understand how to use electronic databases and online resources to conduct research
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=192
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=192
Virginia Board of Education, 2003 Grade Ten, page 17 STANDARD 10.10 STRAND: WRITING GRADE <span class="highlight">LEVEL</span> 10 10.10 The student will use writing to interpret, analyze, and evaluate ideas. a) Explain concepts contained <span class="highlight">in</span> literature and other <span class="highlight">disciplines</span>. b) Translate concepts into simpler or more easily understood terms. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • Through reader response and critical analysis, students will understand their
CONTENts.PDF
in written form with models, pictures, graphs and mathematical symbols, using paper and pencil, a variety of calculator displays, spreadsheets, graphing packages, word processing and other related computer software; • use inductive and deductive reasoning to make, defend and evalu...
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in written form with models, pictures, graphs and mathematical symbols, using paper and pencil, a variety of calculator displays, spreadsheets, graphing packages, word processing and other related computer software; • use inductive and deductive reasoning to make, defend and evaluate conjectures and arguments, to justify assertions and verify tentative conclusions, and to solve mathematical problems; • use mathematical skills and concepts to make and justify decisions and predictions, to identify
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=21
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
<span class="highlight">in</span> written form with models, pictures, graphs and mathematical symbols, using paper and pencil, a variety of calculator displays, spreadsheets, graphing packages, word processing and other related computer <span class="highlight">software</span>; • use inductive and deductive reasoning to make, defend and evaluate conjectures and arguments, to justify assertions and verify tentative conclusions, and to solve mathematical problems; • use mathematical skills and concepts to make and justify decisions and predictions, to identify
STANDARDS.05
74 PERFORMANCE STANDARDS (Grade Level Expectations) 75PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 WRITING GRADES 3—6 The student uses resources by [6] 2.6.1 Looking up spelling or definitions of words in dictionaries or correcting missp...
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74 PERFORMANCE STANDARDS (Grade Level Expectations) 75PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 WRITING GRADES 3—6 The student uses resources by [6] 2.6.1 Looking up spelling or definitions of words in dictionaries or correcting misspellings using software programs, including choosing the correct spelling option among several choices (L) [6] 2.6.2 Using a thesaurus to find synonyms for common words* (L) [6] 2.6.3 Writing with a word processor using formatting
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=75
www.eed.state.ak.us/standards/pdf/standards.pdf#page=75
74 PERFORMANCE STANDARDS (Grade <span class="highlight">Level</span> Expectations) 75PERFORMANCE STANDARDS (Grade <span class="highlight">Level</span> Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 WRITING GRADES 3—6 The student uses resources by [6] 2.6.1 Looking up spelling or definitions of words <span class="highlight">in</span> dictionaries or correcting misspellings using <span class="highlight">software</span> programs, including choosing the correct spelling option among several choices (L) [6] 2.6.2 Using a thesaurus to find synonyms for common words* (L) [6] 2.6.3 Writing with a word processor using formatting
Microsoft Word - 06.029.0004.doc
6.29.4 NMAC 27 (c) Grade 11 performance indicators: (i) Identify conventional uses of production elements (e.g., layout, pictures and type face in newspapers, magazines and print advertisements; camera shots, lighting, editing, dialogue, setting and sound in television; sound, dialog...
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6.29.4 NMAC 27 (c) Grade 11 performance indicators: (i) Identify conventional uses of production elements (e.g., layout, pictures and type face in newspapers, magazines and print advertisements; camera shots, lighting, editing, dialogue, setting and sound in television; sound, dialogue and programming in radio; layout, navigation and dynamic and interactive elements on the web). (ii
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27
6.29.4 NMAC 27 (c) Grade 11 performance indicators: (i) Identify conventional uses of production elements (e.g., layout, pictures and type face <span class="highlight">in</span> newspapers, magazines and print advertisements; camera shots, lighting, editing, dialogue, setting and sound <span class="highlight">in</span> television; sound, dialogue and <span class="highlight">programming</span> <span class="highlight">in</span> radio; layout, navigation and dynamic and interactive elements on the web). (ii
Layout 1
GRADE LEVEL EXPECTATIONS 19 W R I T I N G E A L R 1 GLE 5 6 7 8 9/10 1.4.1 Applies understanding of editing appropriate for grade level (see 3.3). square6 Identifies and corrects errors in grade level conventions. square6 Uses multiple resources regularly (e.g., dictionar...
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GRADE LEVEL EXPECTATIONS 19 W R I T I N G E A L R 1 GLE 5 6 7 8 9/10 1.4.1 Applies understanding of editing appropriate for grade level (see 3.3). square6 Identifies and corrects errors in grade level conventions. square6 Uses multiple resources regularly (e.g., dictionary, peer, adult, available tech- nology, writing guide). square6 Proofreads final draft for errors. Applies understanding of editing appropriate for grade level (see 3.3). square6 Identifies and corrects errors in conventions. square6 Uses
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=21
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
GRADE <span class="highlight">LEVEL</span> EXPECTATIONS 19 W R I T I N G E A L R 1 GLE 5 6 7 8 9/10 1.4.1 Applies understanding of editing appropriate for grade <span class="highlight">level</span> (see 3.3). square6 Identifies and corrects errors <span class="highlight">in</span> grade <span class="highlight">level</span> conventions. square6 Uses multiple resources regularly (e.g., dictionary, peer, adult, available tech- nology, writing guide). square6 Proofreads final draft for errors. Applies understanding of editing appropriate for grade <span class="highlight">level</span> (see 3.3). square6 Identifies and corrects errors <span class="highlight">in</span> conventions. square6 Uses
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Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites). #0;3 0501.6.9 Follow multi-tasked instructions in informational and technical texts (e.g., programming technological equipment, complete/repair a...
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Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites). #0;3 0501.6.9 Follow multi-tasked instructions in informational and technical texts (e.g., programming technological equipment, complete/repair a model plane/car). #0;3 0501.6.10 Summarize information presented in text. #0;3 0501.6.11 Explore the organizational structures of informational text (e.g., chronological, sequential, cause-effect, comparison-contrast
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=10
Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites). #0;3 0501.6.9 Follow multi-tasked instructions <span class="highlight">in</span> informational and technical texts (e.g., <span class="highlight">programming</span> technological equipment, complete/repair a model plane/car). #0;3 0501.6.10 Summarize information presented <span class="highlight">in</span> text. #0;3 0501.6.11 Explore the organizational structures of informational text (e.g., chronological, sequential, cause-effect, comparison-contrast
LA 7-06.indd
Students for Successful Post-Secondary Engagement As educators use these standards and expectations to develop rigorous and relevant units of instruction, powerful and engaging learning activities, and challenging high school curricula, it is critical to keep in mind that content knowledge al...
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Students for Successful Post-Secondary Engagement As educators use these standards and expectations to develop rigorous and relevant units of instruction, powerful and engaging learning activities, and challenging high school curricula, it is critical to keep in mind that content knowledge alone will not provide adequate preparation for success in entry-level university courses or entry-level positions in today’s workforce. Successful post-secondary engagement requires that students must be able to apply
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http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=6
www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=6
Students for Successful Post-Secondary Engagement As educators use these standards and expectations to develop rigorous and relevant units of instruction, powerful and engaging learning activities, and challenging high school curricula, it is critical to keep <span class="highlight">in</span> mind that content knowledge alone will not provide adequate preparation for success <span class="highlight">in</span> <span class="highlight">entry</span>-<span class="highlight">level</span> university courses or <span class="highlight">entry</span>-<span class="highlight">level</span> positions <span class="highlight">in</span> today’s workforce. Successful post-secondary engagement requires that students must be able to apply
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