iSEEK - 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 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

45 0 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 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

www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45

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Microsoft Word - Completed Reading.rtf

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about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (elementary) Published by the National Council of Teachers of English. MultiCultural Review The journal features reviews of new print and non-print resources on multicultural topics, and articles that explore current issues. Its address

94 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=94 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (elementary) Published by the National Council of Teachers of English. MultiCultural Review The journal features reviews of new print and non-print resources on multicultural topics, and articles that explore current issues. Its address

95 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=95 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

95 Phi Delta Kappan Reading Research Quarterly Published by International Reading Association The Reading Teacher (elementary) Published by the International Reading Association. School Library Journal Both the print and the online versions review professional reading, books for children and young adults, audiovisual materials, and computer software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices

doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

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Reform. Felton, R. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26, (9), 583589. Fox, B. (1996). Strategies for word identification: Phonics from a new perspective. Columbus, OH: Merrill. Gentry, R. (1997). My kid can’t spell. Portsmouth, NH: Heinemann. Gentry, R. and Gillet, J. (1993). Teaching kids to spell. Portsmouth, NH: Heinemann. Appendix A

43 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=43 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences). 4.03 Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences. 4.04 Maintain conversation and discussions: • attending to oral

73 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=73 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

sources). 5.07 Use established criteria to edit for language conventions and format. 5.08 Demonstrate evidence of language cohesion by: • logical sequence of fiction and nonfiction retells. • time order sequence of events. • sustaining conversations on a topic. 5.09 Create readable documents through legible handwriting (cursive) and/or word processing. 50

79 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=79 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

multi-strategy approach to the learning of new spellings. 5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors. 5.07 Edit final product for grammar, language conventions, and format. 5.08 Create readable documents through legible handwriting (cursive) and word processing. 56

159 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades of Appreciation of

180 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=180 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

Reform. Felton, R. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26, (9), 583589. Fox, B. (1996). Strategies for word identification: Phonics from a new perspective. Columbus, OH: Merrill. Gentry, R. (1997). My kid can’t spell. Portsmouth, NH: Heinemann. Gentry, R. and Gillet, J. (1993). Teaching kids to spell. Portsmouth, NH: Heinemann. Appendix A

190 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=190 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

technology as a tool. • Use critical analysis to evaluate media messages. • Conduct research using a variety of print and non-print resources. Students can: • Use word processing and/or desktop publishing for a variety of writing assignments/projects. • Use electronic resources for research. • Select and use the technological tools for class assignments and presentations. • Engage in ethical behavior in the use of technology. • Make translations of their understanding from one communication mode to another (e.g

www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

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Core Content For Mathematics Assessment

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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

76 0 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 of, 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 of the image after transformation in the first quadrant. DOK 2 MA-07-3.2.2 Students will translate (slide) and reflect

273 0 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 of the selected form (e.g., personal narrative, personal memoir). • Students will create a point of 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 image or showing an extraordinary perception of the ordinary. • Students will apply characteristics of the selected form (e.g

275 0 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

of 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, image or feeling. • Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. • Students will incorporate reflection, insight and

312 0 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 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

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312

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Microsoft Word - vsc_english_gr38.doc

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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

54 0 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 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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VT_04_Math GLEs_pf.indd

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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

141 0 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 of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of

education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

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K-12 Reading

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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

33 0 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 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

49 0 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 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-of-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: Journal

65 0 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 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-of-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: Journal

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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DRAFT

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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each

51 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51

48 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most journal activities require thinking but do not demand a finished product. Students learn

53 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53

50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each

78 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=78 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=78

75 of 75 **************************************** For further reading on “Why Teach Strategies” Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? McREL/ASCD (second edition) Section 1: “Three Interactive Elements of Reading” p. 1 Section 2: “Strategic Processing” p. 41 Section 3: “Strategic Teaching” p. 57 Curriculum.Educational Research Service (ERS). Helping Middle and Highs School Readers: Teaching and Learning Strategies Across the Curriculum

www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53

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K-12

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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

17 0 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 of purposes, topics and audiences employing a wide range of forms. Writing: A Variety of Purposes, Topics, Forms and Audiences K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of 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

32 0 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 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

arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32

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Microsoft Word - Content Area Reading Middle School.doc

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49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading

47 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=47 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most journal activities require thinking but do not demand a finished product. Students learn to write without fear

49 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=49 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading

103 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=103 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

103 ************************************************************* For further reading on “Why Teach Strategies” Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? McREL/ASCD (second edition) Section 1: “Three Interactive Elements of Reading” p. 1 Section 2: “Strategic Processing” p. 41 Section 3: “Strategic Teaching” p. 57 Educational Research Service (ERS). Helping Middle and Highs School Readers: Teaching and Learning Strategies

www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

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