|
Education
Web
 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...
1
0
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
47
0
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
Layout 1
support (e.g., examples, descriptions, reasons). square6 Uses personal experience and observa- tion to support ideas. square6 Develops characters, setting, and events in narratives. square6 Selects appropriate title for a piece of writing. Analyzes ideas, selects a narrow...
1
0
support (e.g., examples, descriptions, reasons). square6 Uses personal experience and observa- tion to support ideas. square6 Develops characters, setting, and events in narratives. square6 Selects appropriate title for a piece of writing. Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples. square6 Narrows topic (e.g., from general topic, such as “pets,” to specific topic, such as “My dog is smart.”). square6 Selects details relevant to the topic to elaborate (e.g., adds
28
0
http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=28
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
26 GRADE LEVEL EXPECTATIONS W R I T I N G E <span class="highlight">A</span> L R 2 GLEK1234 2.4.1 Knows important personal information. square6 Writes own name. Knows important personal information. square6 Writes first <span class="highlight">and</span> last names <span class="highlight">and</span> contact address. Knows important personal information. square6 Writes personal address <span class="highlight">and</span> phone messages. Produces documents used in <span class="highlight">a</span> career setting. square6 Fills out forms (e.g., library <span class="highlight">card</span> appli- cation, contest entry, survey). square6 Writes invitations (e.g., party, family night, open
30
0
http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=30
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
support (e.g., examples, descriptions, reasons). square6 Uses personal experience <span class="highlight">and</span> observa- tion to support ideas. square6 Develops characters, setting, <span class="highlight">and</span> events in narratives. square6 Selects appropriate title for <span class="highlight">a</span> piece of writing. Analyzes ideas, selects <span class="highlight">a</span> narrow topic, <span class="highlight">and</span> elaborates <span class="highlight">using</span> specific details <span class="highlight">and</span>/or examples. square6 Narrows topic (e.g., from general topic, such as “pets,” to specific topic, such as “My dog is <span class="highlight">smart</span>.”). square6 Selects details relevant to the topic to elaborate (e.g., adds
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...
1
0
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
31
0
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
53
0
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
56
0
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...
1
0
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
4
0
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....
1
0
[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
4
0
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 - writingstd7.docwritingstd7.pdf
create one paragraph using information from all three. Parenthetical insertions should be taught here as well. • Provides one source and the students write the information exactly onto a note card. Then the students paraphrase the text on a second note ca...
1
0
create one paragraph using information from all three. Parenthetical insertions should be taught here as well. • Provides one source and the students write the information exactly onto a note card. Then the students paraphrase the text on a second note card in simplified form. (e.g. word choice change or leave out certain words. • Provides a timeline of events in random order. The students sequence the events chronologically. • Provides three different types of resource (e.g. book, periodical
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=RDSSiP2tCB8%3d&tabid=1726&mid=8022&forcedownload=true#page=4
www.ksde.org/LinkClick.aspx?fileticket=RDSSiP2tCB8%3d&tabid=1726&mid=8022...
create one paragraph <span class="highlight">using</span> information from all three. Parenthetical insertions should be taught here as well. • Provides one source <span class="highlight">and</span> the students write the information exactly onto <span class="highlight">a</span> note <span class="highlight">card</span>. Then the students paraphrase the text on <span class="highlight">a</span> second note <span class="highlight">card</span> in simplified form. (e.g. word choice change or leave out certain words. • Provides <span class="highlight">a</span> timeline of events in random order. The students sequence the events chronologically. • Provides three different types of resource (e.g. book, periodical
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...
1
0
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
12
0
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
STANDARDS.05
each other and their physical environments through the transfer and transformation of matter and energy by [6] SC3.1 recognizing that organisms can cause physical and chemical changes (e.g., digestion, growth, respiration, photosynthesis) to matter and recog...
1
0
each other and their physical environments through the transfer and transformation of matter and energy by [6] SC3.1 recognizing that organisms can cause physical and chemical changes (e.g., digestion, growth, respiration, photosynthesis) to matter and recognizing the importance of energy transfer in these changes [6] SC3.2 organizing a food web using familiar plants and animals The student demonstrates an understanding that all organisms are linked to each other and their physical environments
114
0
http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=114
www.eed.state.ak.us/standards/pdf/standards.pdf#page=114
sorting Alaskan plants <span class="highlight">and</span>/or animals <span class="highlight">using</span> physical characteristics (e.g., leaves, beaks) (L) [3] SC1.2 describing how some traits (e.g., claws, teeth, camouflage) of living organisms have helped them survive as <span class="highlight">a</span> species The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, <span class="highlight">and</span> biological evolution by [4] SC1.1 showing the relationship between physical characteristics of Alaskan organisms <span class="highlight">and</span>
122
0
http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
each other <span class="highlight">and</span> their physical environments through the transfer <span class="highlight">and</span> <span class="highlight">transformation</span> of matter <span class="highlight">and</span> energy by [6] SC3.1 recognizing that organisms can cause physical <span class="highlight">and</span> chemical changes (e.g., digestion, growth, respiration, photosynthesis) to matter <span class="highlight">and</span> recognizing the importance of energy transfer in these changes [6] SC3.2 organizing <span class="highlight">a</span> food web <span class="highlight">using</span> familiar plants <span class="highlight">and</span> animals The student demonstrates an understanding that all organisms are linked to each other <span class="highlight">and</span> their physical environments
Microsoft Word - English SOL Cur Frame Grades K-12.doc
media, including ° name calling or innuendo � creating a negative attitude; hinting or implying; using loaded, emotional, or slanted language ° glittering generalities or card stacking � telling only part of the truth; generalizing from a shred of ev...
1
0
media, including ° name calling or innuendo � creating a negative attitude; hinting or implying; using loaded, emotional, or slanted language ° glittering generalities or card stacking � telling only part of the truth; generalizing from a shred of evidence ° bandwagon � creating a desire to join a large group satisfied with the idea; making one feel left out if not with the crowd ° testimonials � using the declaration of a famous person or authoritative expert to give heightened credibility ° appeal to prestige
125
0
http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=125
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=125
media, including ° name calling or innuendo � creating <span class="highlight">a</span> negative attitude; hinting or implying; <span class="highlight">using</span> loaded, emotional, or slanted language ° glittering generalities or <span class="highlight">card</span> stacking � telling only part of the truth; generalizing from <span class="highlight">a</span> shred of evidence ° bandwagon � creating <span class="highlight">a</span> desire to join <span class="highlight">a</span> large group satisfied with the idea; making one feel left out if not with the crowd ° testimonials � <span class="highlight">using</span> the declaration of <span class="highlight">a</span> famous person or authoritative expert to give heightened credibility ° appeal to prestige
143
0
http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=143
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=143
ESSENTIAL KNOWLEDGE, SKILLS, <span class="highlight">AND</span> PROCESSES • The intent of this standard is that students will identify <span class="highlight">and</span> analyze persuasive techniques used in the media, including ° name calling or innuendo � creating <span class="highlight">a</span> negative attitude; hinting or implying; <span class="highlight">using</span> loaded, emotional, or slanted language ° glittering generalities or <span class="highlight">card</span> stacking � telling only part of the truth; generalizing from <span class="highlight">a</span> shred of evidence ° bandwagon � creating <span class="highlight">a</span> desire to join <span class="highlight">a</span> large group satisfied with the idea; making one feel left out if not
Microsoft Word - writingstdhs.docwritingstdhs.pdf
statements, reports, and speeches using visuals or media to support meaning, as appropriate. The teacher… 1. (a) allows students to work in pairs to revise questions for a thesis. 2. (a) provides access to a variety of media sources including, glos...
1
0
statements, reports, and speeches using visuals or media to support meaning, as appropriate. The teacher… 1. (a) allows students to work in pairs to revise questions for a thesis. 2. (a) provides access to a variety of media sources including, glossaries, indexes, tables of content, CD ROM, card catalogue, electronic mail, field trips, interviews. 3. (a) models for the students how to use an inquiry chart and research report. (b) allows students to use text organizers such as overviews
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022...
statements, reports, <span class="highlight">and</span> speeches <span class="highlight">using</span> visuals or media to support meaning, as appropriate. The teacher… 1. (<span class="highlight">a</span>) allows students to work in pairs to revise questions for <span class="highlight">a</span> thesis. 2. (<span class="highlight">a</span>) provides access to <span class="highlight">a</span> variety of media sources including, glossaries, indexes, tables of content, CD ROM, <span class="highlight">card</span> catalogue, electronic mail, field trips, interviews. 3. (<span class="highlight">a</span>) models for the students how to use an inquiry chart <span class="highlight">and</span> research report. (b) allows students to use text organizers such as overviews
|
