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 ENGLISH LANGUAGE ARTS
salutation, body, closing, signature and, when appropriate, an inside address. b. Write multi-step directions for completing a task. Students write simple business letters and documents related to career development. a. Write information purposefully and succinctly to meet the needs o...
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salutation, body, closing, signature and, when appropriate, an inside address. b. Write multi-step directions for completing a task. Students write simple business letters and documents related to career development. a. Write information purposefully and succinctly to meet the needs of the audience. b. Write to convey specific requests for detailed information. c. Follow a conventional format for writing resumes, memoranda, and/or proposals. d. Write multi-step directions, with annotation where
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http://www.maine.gov/education/lres/pei/ela102207.pdf#page=18
www.maine.gov/education/lres/pei/ela102207.pdf#page=18
salutation, body, closing, <span class="highlight">signature</span> and, when appropriate, an inside address. b. Write <span class="highlight">multi</span>-step directions for completing a task. Students write simple business letters and documents related to career development. a. Write information purposefully and succinctly to meet the needs of the audience. b. Write to convey specific requests for detailed information. c. Follow a conventional format for writing resumes, memoranda, and/or proposals. d. Write <span class="highlight">multi</span>-step directions, with annotation where
Proposed New 19 TAC
from several sources; and (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; (B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context; (C) write responses to literary or exposi...
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from several sources; and (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; (B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context; (C) write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate; and (D) produce a multimedia presentation involving text and
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=11
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=11
<span class="highlight">from</span> several sources; and (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; (B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context; (C) write responses to literary or expository texts that demonstrate the writing skills for <span class="highlight">multi</span>-paragraph essays and provide sustained evidence <span class="highlight">from</span> the text using quotations when appropriate; and (D) produce a multimedia presentation involving text and
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=17
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=17
texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write a <span class="highlight">multi</span>-paragraph essay to convey information about a topic that: (i) presents effective introductions and concluding paragraphs; (ii) contains a clearly stated purpose or controlling idea; (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies; (iv) accurately synthesizes ideas <span class="highlight">from</span> several sources; and (v) uses a
Strand 1: Reading Process (Kindergarten)
author’s word choice. PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language) in a given selection. PO 8. Identify various genres of fiction (e....
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author’s word choice. PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language) in a given selection. PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=...
author’s word choice. PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme <span class="highlight">scheme</span>, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language) in a given selection. PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) <span class="highlight">based</span> upon their characteristics. Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the
Microsoft Word - readstd4g[1]_081709.docreadstd4g[1]_081709.pdf
responses and strategies used to confirm predictions. 4. (a) uses reciprocal teaching such as by using KWL graphic organizer. (b) uses directed reading activity; uses "Think Trix". (c) has the student use the QAR Framework and poses questions to assist students in their unders...
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responses and strategies used to confirm predictions. 4. (a) uses reciprocal teaching such as by using KWL graphic organizer. (b) uses directed reading activity; uses "Think Trix". (c) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions based on illustrations, and to recall important events and details presented in the text. 5. (a) uses the QAR Strategy
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
responses and strategies used to confirm predictions. 4. (a) uses reciprocal teaching such as by using KWL graphic organizer. (b) uses <span class="highlight">directed</span> reading activity; uses "Think Trix". (c) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions <span class="highlight">based</span> on illustrations, and to recall important events and details presented in the text. 5. (a) uses the QAR Strategy
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
<span class="highlight">Directed</span> Reading Activity (DRA). Discusses the subject with the students to gather prior knowledge, to introduce new vocabulary, and to discuss the purpose for reading. (c) uses DRTA (<span class="highlight">Directed</span> Reading and Thinking Activity). 13. (a) models taking notes <span class="highlight">from</span> the text, including marginal notation uses pause and reflect activity. (b) does think-aloud activity modeling recall of directions. 14. (a) models use of sticky notes to mark pieces of evidence. To identify opinion, students locate cue
Strand 1: Reading Process (Kindergarten)
and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language). PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, my...
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and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language). PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...
and structural elements of poetry (e.g., stanza, verse, rhyme <span class="highlight">scheme</span>, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language). PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) <span class="highlight">based</span> upon their characteristics. Concept 2: Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature
Strand 1: Reading Process (Kindergarten)
the text’s purposes. PO 2. Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical, anecdotal). PO 3. Make relevant inferences by synthesizing concepts and ideas from a single reading selection. PO 4. Compare (and contrast) readings on t...
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the text’s purposes. PO 2. Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical, anecdotal). PO 3. Make relevant inferences by synthesizing concepts and ideas from a single reading selection. PO 4. Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions based upon differences in evidence, reasoning, assumptions, purposes, beliefs, or biases. Italics denotes a repetition of a
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...
the text’s purposes. PO 2. Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical, anecdotal). PO 3. Make relevant inferences by synthesizing concepts and ideas <span class="highlight">from</span> a single reading selection. PO 4. Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions <span class="highlight">based</span> upon differences in evidence, reasoning, assumptions, purposes, beliefs, or biases. Italics denotes a repetition of a
Microsoft Word - readstd8g.docreadstd8g.pdf
a different type of question based on the text just read. (b) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions based on illustrations, and to rec...
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a different type of question based on the text just read. (b) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions based on illustrations, and to recall important events and details presented in the text. 5. (a) encourages students to make inferences or predictions about what could happen in the text after reading a chapter from a novel. (b) asks students
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
a different type of question <span class="highlight">based</span> on the text just read. (b) has the student use the QAR Framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions <span class="highlight">based</span> on illustrations, and to recall important events and details presented in the text. 5. (a) encourages students to make inferences or predictions about what could happen in the text after reading a chapter <span class="highlight">from</span> a novel. (b) asks students
9-12
Demonstrate critical listening skills and productive participation in self-directed work teams for a particular purpose to include: • extracting essential information from others’ input • contributing relevant information or ideas in group discussions • evaluating...
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Demonstrate critical listening skills and productive participation in self-directed work teams for a particular purpose to include: • extracting essential information from others’ input • contributing relevant information or ideas in group discussions • evaluating the range and quality of evidence used to support or oppose an argument OV.2.11.5 Demonstrate critical listening skills and productive participation in self-directed work teams for a particular purpose to include: • maintaining
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http://arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=6
arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=6
Demonstrate critical listening skills and productive participation in self-<span class="highlight">directed</span> work teams for a particular purpose to include: • extracting essential information <span class="highlight">from</span> others’ input • contributing relevant information or ideas in group discussions • evaluating the range and quality of evidence used to support or oppose an argument OV.2.11.5 Demonstrate critical listening skills and productive participation in self-<span class="highlight">directed</span> work teams for a particular purpose to include: • maintaining
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http://arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=13
arkansased.org/teachers/pdf/ela_9-12_2006.pdf#page=13
EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Topics and Forms W.5.9.5 Write a variety of work related documents such as letters, including letters of complaint or apology, that: • follow a customary format, including proper salutation, closing and <span class="highlight">signature</span> and create predictable structures through the use of headings, white space, and graphics • address audience needs, stated purpose and context • provide clear
Core Content For Mathematics Assessment
It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique...
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It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks from other artists, cultures and historical periods. 6 th Grade 7 th Grade 8 th Grade Music AH-06-1.1.1 Students will identify or describe the use of elements in a variety of music. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=9
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=9
(aurally and visually) and human voices (aurally) Dynamics - soft, loud (aurally) AH-04-1.1.1 Students will identify or describe elements of music in a variety of music. DOK 2 Elements of music: Rhythm - time <span class="highlight">signature</span> (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure Tempo - steady beat, slower or faster Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes <span class="highlight">from</span> middle C to
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=24
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=24
It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks <span class="highlight">from</span> other artists, cultures and historical periods. 6 th Grade 7 th Grade 8 th Grade Music AH-06-1.1.1 Students will identify or describe the use of elements in a variety of music. DOK 2
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0, students: 2.1 Write brief narratives based on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write a friendly letter compl...
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1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0, students: 2.1 Write brief narratives based on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature. 13 California Department of Education Reposted June 9, 2009
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=21
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=21
1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0, students: 2.1 Write brief narratives <span class="highlight">based</span> on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write a friendly letter complete with the date, salutation, body, closing, and <span class="highlight">signature</span>. 13 California Department of Education Reposted June 9, 2009
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