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Education
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded wor...
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
English III Page 2 #0;3 3003.1.9 Demonstrate understanding of common foreign words <span class="highlight">and</span> phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha <span class="highlight">and</span> omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
English III Page 3 SPI 3003.1.13 Identify commonly used foreign words <span class="highlight">and</span> phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha <span class="highlight">and</span> omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>, cause célèbre
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13
English III Page 13 Standard 5 - Logic Course Level Expectations CLE 3003.5.1 Use logic to make inferences <span class="highlight">and</span> draw conclusions in <span class="highlight">a</span> variety of complex oral <span class="highlight">and</span> written contexts. CLE 3003.5.2 Analyze text <span class="highlight">for</span> fact <span class="highlight">and</span> opinion, cause/effect, inferences, evidence, <span class="highlight">and</span> conclusions. CLE 3003.5.3 Evaluate an argument, considering false premises, logical fallacies, <span class="highlight">and</span> quality of evidence presented. CLE 3003.5.4 Analyze the logical features of an argument. CLE 3003.5.5 Analyze written
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
in text. SPI 3003.5.2 Choose <span class="highlight">a</span> logical word to complete an analogy. SPI 3003.5.3 Evaluate text <span class="highlight">for</span> fact <span class="highlight">and</span> opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an <span class="highlight">ad</span> or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {<span class="highlight">ad</span> hominem}, false dilemma, false analogy
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English IV Page 11 Standard 5 - Logic Course Level Expectations CLE 3005.5.1 Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts. CLE 3005.5.2 Analyze text for fact and opinion, cause/effect, inferences, evidence,...
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English IV Page 11 Standard 5 - Logic Course Level Expectations CLE 3005.5.1 Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts. CLE 3005.5.2 Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions. CLE 3005.5.3 Evaluate an argument, considering false premises, logical fallacies, and quality of evidence presented. CLE 3005.5.4 Analyze the logical features of an argument. CLE 3005.5.5 Analyze written
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2
English IV Page 2 #0;3 3005.1.7 Use the origins, history, <span class="highlight">and</span> evolution of words <span class="highlight">and</span> concepts to enhance understanding. #0;3 3005.1.8 Demonstrate understanding of foreign words <span class="highlight">and</span> phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha <span class="highlight">and</span> omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11
English IV Page 11 Standard 5 - Logic Course Level Expectations CLE 3005.5.1 Use logic to make inferences <span class="highlight">and</span> draw conclusions in <span class="highlight">a</span> variety of complex oral <span class="highlight">and</span> written contexts. CLE 3005.5.2 Analyze text <span class="highlight">for</span> fact <span class="highlight">and</span> opinion, cause/effect, inferences, evidence, <span class="highlight">and</span> conclusions. CLE 3005.5.3 Evaluate an argument, considering false premises, logical fallacies, <span class="highlight">and</span> quality of evidence presented. CLE 3005.5.4 Analyze the logical features of an argument. CLE 3005.5.5 Analyze written
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office...
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English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
English-Language Arts <span class="highlight">ad</span>-<span class="highlight">hoc</span> committee deserve special recognition. Ordering Information Copies of this publication are available <span class="highlight">for</span> $12.50 each, plus shipping <span class="highlight">and</span> handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 <span class="highlight">for</span> complete information on payment, including credit card purchases, <span class="highlight">and</span> an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
Glossary active voice <span class="highlight">A</span> verb form in which the subject of the verb carries out some action. Example: He hit the ball. affix <span class="highlight">A</span> bound (nonword) morpheme that changes the meaning or function of <span class="highlight">a</span> root or stem to which it is attached, such as the prefix <span class="highlight">ad</span>-<span class="highlight">and</span> the suffix -ing in adjoining. alliteration The repetition of the same sound, usually of <span class="highlight">a</span> consonant, at the begin- ning of two or more words immediately succeeding each other or at short intervals. Example: The repetition of f <span class="highlight">and</span> g in fields
Standard 1: Students engage in the research process
shoulders of those educators who have preceded us. Whatever measure of success we have experienced to date rests in large measure on their efforts and dedication. Each passing generation stands as a testament to the spirit of excellence that exists within the education community. Each...
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shoulders of those educators who have preceded us. Whatever measure of success we have experienced to date rests in large measure on their efforts and dedication. Each passing generation stands as a testament to the spirit of excellence that exists within the education community. Each generation builds upon the strengths of its predecessors in order to secure a better future for those who follow. The work of developing and implementing the State English language arts standards finds its origins in many
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=7
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=7
shoulders of those educators who have preceded us. Whatever measure of success we have experienced to date rests in large measure on their efforts <span class="highlight">and</span> dedication. Each passing generation stands as <span class="highlight">a</span> testament to the spirit of excellence that exists within the education community. Each generation builds upon the strengths of its predecessors in order to <span class="highlight">secure</span> <span class="highlight">a</span> better future <span class="highlight">for</span> those who follow. The work of developing <span class="highlight">and</span> implementing the State English language arts standards finds its origins in many
Microsoft Word - Completed Reading.rtf
97 Wisconsin Literary Education and Reading Network Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: ((2007). A report to Carnegie Corporation of New York. Washingt...
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97 Wisconsin Literary Education and Reading Network Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: ((2007). A report to Carnegie Corporation of New York. Washington DC: Alliance for Excellent Education, www.all4ed.org Note: At the time of publication, the web addresses listed were functional.
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=97
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
97 Wisconsin Literary Education <span class="highlight">and</span> Reading <span class="highlight">Network</span> Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle <span class="highlight">and</span> High Schools: ((2007). <span class="highlight">A</span> report to Carnegie Corporation of New York. Washington DC: Alliance <span class="highlight">for</span> Excellent Education, www.all4ed.org Note: At the time of publication, the web addresses listed were functional.
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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 <span class="highlight">for</span> breakfast, lunch, or dinner using 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 <span class="highlight">for</span> breakfast. <span class="highlight">and</span> dance to sell bananas. about 10 important eating habits that would be suitable <span class="highlight">for</span> the whole school to follow in order to eat
Strand 1: Reading Process (Kindergarten)
Writing Standard Articulated by Grade Level Grade 10 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be...
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Writing Standard Articulated by Grade Level Grade 10 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 8 Concept 3: Functional Functional writing
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http://www.ade.state.az.us/standards/language-arts/writing/grade10.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade10.pdf#page=8
Writing Standard Articulated by Grade Level Grade 10 Italics denotes <span class="highlight">a</span> repetition of <span class="highlight">a</span> performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within <span class="highlight">a</span> performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards <span class="highlight">Based</span> Teaching <span class="highlight">and</span> Learning Approved June 28, 2004 8 Concept 3: Functional Functional writing
Microsoft Word - readstd2g.docreadstd2g.pdf
answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, c...
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answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The mobile begins at the top with the main idea, adds pieces to support the details of the story. (e) has the student use the QAR
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
answer who, what, when, where, <span class="highlight">and</span> how questions. (c) gives the students before reading, during reading, <span class="highlight">and</span> after reading questions in order to provide opportunities <span class="highlight">for</span> the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, <span class="highlight">and</span> supporting details from <span class="highlight">a</span> book. The <span class="highlight">mobile</span> begins at the top with the main idea, adds pieces to support the details of the story. (e) has the student use the QAR
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test" means a test where the scores are based on comparisons with a nationally representative group of students in the same grade. The meaning of the scores is tied specifically to student performance relative to the performance of the students in the norm group under very...
Microsoft Word - 06.029.0004.doc
personal attack - “argumentum ad hominem,” the appeal to general opinion - “argumentum ad populum,” and the false dilemma - assuming only two options when there are more available). (ii) Create and utilize criteria for critiquing one’...
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personal attack - “argumentum ad hominem,” the appeal to general opinion - “argumentum ad populum,” and the false dilemma - assuming only two options when there are more available). (ii) Create and utilize criteria for critiquing one’s own work and the work of others for unintended fallacies. (5) Benchmark 6-E: Understand the distinction between a deductive argument and an inductive argument in order to evaluate an argument’s effectiveness
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
personal attack - “argumentum <span class="highlight">ad</span> hominem,” the appeal to general opinion - “argumentum <span class="highlight">ad</span> populum,” <span class="highlight">and</span> the false dilemma - assuming only two options when there are more available). (ii) Create <span class="highlight">and</span> utilize criteria <span class="highlight">for</span> critiquing one’s own work <span class="highlight">and</span> the work of others <span class="highlight">for</span> unintended fallacies. (5) Benchmark 6-E: Understand the distinction between <span class="highlight">a</span> deductive argument <span class="highlight">and</span> an inductive argument in order to evaluate an argument’s effectiveness
Academic Standards-English/Language Arts Grade 12
logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. 12.7.5 Use appropriate rehearsal strategies to pay attention to performance details, achi...
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logical (ad hominem: arguing from a personal perspective; ad populum: appealing to the people), ethical, and emotional appeals that enhance a specific tone and purpose. 12.7.5 Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful artistic staging. 12.7.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity, and technical language for specificity. 12.7.7 Use research and analysis
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade12.pdf#page=9
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
logical (<span class="highlight">ad</span> hominem: arguing from <span class="highlight">a</span> personal perspective; <span class="highlight">ad</span> populum: appealing to the people), ethical, <span class="highlight">and</span> emotional appeals that enhance <span class="highlight">a</span> specific tone <span class="highlight">and</span> purpose. 12.7.5 Use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, <span class="highlight">and</span> create skillful artistic staging. 12.7.6 Use effective <span class="highlight">and</span> interesting language, including informal expressions <span class="highlight">for</span> effect, Standard English <span class="highlight">for</span> clarity, <span class="highlight">and</span> technical language <span class="highlight">for</span> specificity. 12.7.7 Use research <span class="highlight">and</span> analysis
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