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 Effective Strategies to Improve Writing of Adolescents in Middle and High Schools
revise all assignments -0.05 Dalton, D. W., & Hannafin, M. J. (1987). The effects of word processing on written composition. Journal of Educational Research, 80, 338–342. 7 Low- achieving Students used word processor for writing assignments for academic year 0.2...
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revise all assignments -0.05 Dalton, D. W., & Hannafin, M. J. (1987). The effects of word processing on written composition. Journal of Educational Research, 80, 338–342. 7 Low- achieving Students used word processor for writing assignments for academic year 0.28 Lerew, E. L. (1997). The use of comput- ers to improve writing skills among low-achieving Hispanic students. Unpublished doctoral dissertation, University of La Verne, La Verne, CA. 8 Low- achieving Students used word processor for writing assignments
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http://mpsportal.milwaukee.k12.wi.us/portal/server.pt/gateway/PTARGS_0_2_18935_0_0_18/Writing_Next_Strats_MS_HS.pdf#page=40
mpsportal.milwaukee.k12.wi.us/portal/server.pt/gateway/PTARGS_0_2_18935_0...
A Report to Carnegie Corporation <span class="highlight">of</span> New York 32 Kamil, M. L. (2003). Adolescents and literacy: Reading for the 21st century.Washington, DC:Alliance for Excellent Education. Kerchner, L. B., & Kistinger, B. J. (1984). Language <span class="highlight">processing</span>/word processing:Written expression, computers and learning disabled students. Learning Disability Quarterly, 7, 329–335. Keys, C.W. (2000). Investigating the thinking processes <span class="highlight">of</span> eighth grade writers during the composition <span class="highlight">of</span> a scientific laboratory report. <span class="highlight">Journal</span> <span class="highlight">of</span>
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http://mpsportal.milwaukee.k12.wi.us/portal/server.pt/gateway/PTARGS_0_2_18935_0_0_18/Writing_Next_Strats_MS_HS.pdf#page=59
mpsportal.milwaukee.k12.wi.us/portal/server.pt/gateway/PTARGS_0_2_18935_0...
revise all assignments -0.05 Dalton, D. W., & Hannafin, M. J. (1987). The effects <span class="highlight">of</span> word <span class="highlight">processing</span> on written composition. <span class="highlight">Journal</span> <span class="highlight">of</span> Educational Research, 80, 338–342. 7 Low- achieving Students used word processor for writing assignments for academic year 0.28 Lerew, E. L. (1997). The use <span class="highlight">of</span> comput- ers to improve writing skills among low-achieving Hispanic students. Unpublished doctoral dissertation, University <span class="highlight">of</span> La Verne, La Verne, CA. 8 Low- achieving Students used word processor for writing assignments
International Students at Community Colleges. ERIC Digest.
international students include a lack of English preparation, a low level of interaction between international students and domestic students, difficulties with bureaucratic functions such as processing visas, securing housing in the surrounding area and financial...
Feed a fighter
written document analysis worksheet from the National Archives and Records Administration for each student an overhead transparency of the image of children with their Victory Garden posters one copy of the “4-H Victory Garden” pamphlet for each student (This...
Goals for Second Grade: Transitional Reading and Writing
and whole-day kindergarten. Newark, DE: International Reading Association. Morrow, L.M., & C. Weinstein. 1986. Encouraging voluntary reading: The impact of a literature program on children's use of library centers. Reading Research Quarterly 21: 33046. Moyer, S.B. 1982. Re...
Core Content For Mathematics Assessment
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...
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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
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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 <span class="highlight">of</span> the selected form (e.g., personal narrative, personal memoir). • Students will create a point <span class="highlight">of</span> 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 <span class="highlight">image</span> or showing an extraordinary perception <span class="highlight">of</span> the ordinary. • Students will apply characteristics <span class="highlight">of</span> the selected form (e.g
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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
<span class="highlight">of</span> 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, <span class="highlight">image</span> or feeling. • Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. • Students will incorporate reflection, insight and
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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 <span class="highlight">of</span> reading the piece. • Students will apply characteristics <span class="highlight">of</span> the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical <span class="highlight">journal</span> 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
Microsoft Word - vsc_english_gr38.doc
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...
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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
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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 <span class="highlight">of</span> standard English in speaking and writing.* * Emphasis is on application <span class="highlight">of</span> conventions rather than memorization <span class="highlight">of</span> terms. **At each grade level, curricular options include more complex examples <span class="highlight">of</span> previous years’ objectives. 11/15/07 Page 54 <span class="highlight">of</span> 59 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
 MISSISSIPPI STUDIES
(urbanization, Russification, etc.) in a report created with word processing software. (ISTE 1, 3, 5) Use research tools: Internet resources Reference resources Library resources Create maps of French holdings in North America before and after the French Revolution. Discuss why chan...
K-12 Reading
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...
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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
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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 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-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: <span class="highlight">Journal</span>
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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 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-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: <span class="highlight">Journal</span>
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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 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-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: <span class="highlight">Journal</span>
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Kindergarten, page 17 STANDARD K.12 STRAND: WRITING GRADE LEVEL 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, A...
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Virginia Board of Education, 2003 Kindergarten, page 17 STANDARD K.12 STRAND: WRITING GRADE LEVEL 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=20
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=20
Virginia Board <span class="highlight">of</span> Education, 2003 Kindergarten, page 17 STANDARD K.12 STRAND: WRITING GRADE LEVEL K K.12 The student will explore the uses <span class="highlight">of</span> available technology for reading and writing. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • The intent <span class="highlight">of</span> 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
WYOMING LANGUAGE ARTS
complexity of thought and structure throughout. Written communications are logical, well organized, fluent, and use standard language conventions to enhance meanings and impact on audience. Students use mature stylistic techniques. They use word processing and technology to enhance for...
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complexity of thought and structure throughout. Written communications are logical, well organized, fluent, and use standard language conventions to enhance meanings and impact on audience. Students use mature stylistic techniques. They use word processing and technology to enhance format and presentations. PROFICIENT PERFORMANCE 11 th grade students at the proficient performance level write independently for a clear purpose and a specific audience, using various methods and formats (for example: research
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=61
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=61
complexity <span class="highlight">of</span> thought and structure throughout. Written communications are logical, well organized, fluent, and use standard language conventions to enhance meanings and impact on audience. Students use mature stylistic techniques. They use word <span class="highlight">processing</span> and technology to enhance format and presentations. PROFICIENT PERFORMANCE 11 th grade students at the proficient performance level write independently for a clear purpose and a specific audience, using various methods and formats (for example: research
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