iSEEK - Education

English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 19. Develop complex compositions using writing processes, including: • selecting topic and form • determining purpose and audience • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., with peers and teachers) • revising for content and

36 0 http://www.doe.state.la.us/lde/uploads/3906.pdf#page=36 www.doe.state.la.us/lde/uploads/3906.pdf#page=36

H2) 18. Develop complex compositions using writing processes, including: • selecting topic and form (e.g., determining a purpose and audience) • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., peer and teacher) • revising for content and structure based on feedback • proofreading/editing to improve conventions of language • publishing using technology (ELA-2-H3) 19. Develop paragraphs and complex, multiparagraph

41 0 http://www.doe.state.la.us/lde/uploads/3906.pdf#page=41 www.doe.state.la.us/lde/uploads/3906.pdf#page=41

English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 19. Develop complex compositions using writing processes, including: • selecting topic and form • determining purpose and audience • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., with peers and teachers) • revising for content and

46 0 http://www.doe.state.la.us/lde/uploads/3906.pdf#page=46 www.doe.state.la.us/lde/uploads/3906.pdf#page=46

set a tone • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 16. Develop complex compositions using writing processes such as the following: • selecting topic and form (e.g., determining a purpose and audience) • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing with peers and teachers • revising for content and structure based on feedback • proofreading

www.doe.state.la.us/lde/uploads/3906.pdf#page=41

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Core Content For Mathematics Assessment

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data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data based on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the Gaussian normal

89 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89

data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data based on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the Gaussian normal

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89

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Numbers, Number Sense, and Computation

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Nevada English Language Arts Standards Content Standard 5.0 Students write a variety of texts using the writing process. All indicators are based on grade-appropriate text and skills. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 5.0 Effective Writing 41 Revising 5.K.3 I/L With assistance, revise drafts for • ideas • voice • audience 5.1.3 I/L With

50 0 http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=50 www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=50

Nevada English Language Arts Standards Content Standard 5.0 Students write a variety of texts using the writing process. All indicators are based on grade-appropriate text and skills. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 5.0 Effective Writing 41 Revising 5.K.3 I/L With assistance, revise drafts for • ideas • voice • audience 5.1.3 I/L With

51 0 http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=51 www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=51

Nevada English Language Arts Standards Content Standard 5.0 Students write a variety of texts using the writing process. All indicators are based on grade-appropriate text and skills. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 5.0 Effective Writing 5.5.3 E/I/S Revise drafts for • voice • organization • focused ideas • audience • purpose • relevant details • word choice • sentence fluency

85 0 http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=85 www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=85

Nevada English Language Arts Standards Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in discussions to offer information, clarify ideas, and support a position. All indicators are based on grade-appropriate skills. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 Phonology 8.0 Speaking 76

www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=50

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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Virginia Board of Education, 2003 Grade Six, page 13 STANDARD 6.6 STRAND: WRITING GRADE LEVEL 6 6.6 The student will write narratives, descriptions, and explanations. a) Use a variety of planning strategies to generate and organize ideas. b) Establish central idea, organization, elaboration, and unity. c) Select vocabulary and information to enhance the central idea, tone, and voice. d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. e) Revise

38 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=38 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=38

prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas • participate in teacher-directed charting activities to organize information • write a sentence that focuses on one topic • write simple, complete sentences • begin to elaborate ideas by using descriptive words (adjectives) when writing about people, places, things, and events • spell high-frequency sight words and phonetically regular words correctly in final copies • sound out words in order to spell them phonetically

117 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=117 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=117

Virginia Board of Education, 2003 Grade Six, page 13 STANDARD 6.6 STRAND: WRITING GRADE LEVEL 6 6.6 The student will write narratives, descriptions, and explanations. a) Use a variety of planning strategies to generate and organize ideas. b) Establish central idea, organization, elaboration, and unity. c) Select vocabulary and information to enhance the central idea, tone, and voice. d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. e) Revise

136 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=136 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=136

Virginia Board of Education, 2003 Grade Seven, page 15 STANDARD 7.8 STRAND: WRITING GRADE LEVEL 7 7.8 The student will develop narrative, expository, and persuasive writing. a) Apply knowledge of prewriting strategies. b) Elaborate the central idea in an organized manner. c) Choose vocabulary and information that will create voice and tone. d) Use clauses and phrases to vary sentences. e) Revise writing for clarity and effect. f) Use a word processor to plan, draft, revise, edit, and publish selected

146 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=146 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=146

conclusions based on what an author has implied. • The initiating event is the incident that introduces the central conflict in a story; it may have occurred before the story opens. • Tone is used to express a writer�s attitude toward the subject. • Voice shows an author�s personality, awareness of audience, and passion for his or her subject. It adds liveliness and energy to writing. Voice is the imprint of the writer � the capacity to elicit a response from the reader. CONTINUED All students should • analyze an

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=117

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media/technology in all environments. In written language instruction and practice, students should make connections between their reading and their writing. They should read and write frequently. Middle school students need to write so that they consider the reader who will read their writing (audience), and they need to read so that they consider the author who wrote what they are reading (voice). Students need to read a variety of types of text, and they need to use different types of writing for a variety

84 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=84 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

media/technology in all environments. In written language instruction and practice, students should make connections between their reading and their writing. They should read and write frequently. Middle school students need to write so that they consider the reader who will read their writing (audience), and they need to read so that they consider the author who wrote what they are reading (voice). Students need to read a variety of types of text, and they need to use different types of writing for a variety

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

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LA 7-06.indd

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and mechanics. STANDARD 1.1 Understand and practice writing as a recursive process. CE 1.1.1 Demonstrate ﬂexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts. CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing). CE 1.1.3 Select and use

7 0 http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=7 www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=7

and mechanics. STANDARD 1.1 Understand and practice writing as a recursive process. CE 1.1.1 Demonstrate ﬂexibility in using independent and collaborative strategies for planning, drafting, revising, and editing complex texts. CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing). CE 1.1.3 Select and use

www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=7

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Academic Standards-English/Language Arts Kindergarten

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Page 4 Kindergarten English/Language Arts K Standard 3 READING: Comprehension and Analysis of Literary Text Students listen and respond to stories based on well-known characters, themes, plots (what happens in a story), and settings (where a story takes place). The selections in the Indiana Reading List (www.doe.state.in.us/ standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen and respond to grade-level-appropriate

4 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade0k.pdf#page=4 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...

Page 4 Kindergarten English/Language Arts K Standard 3 READING: Comprehension and Analysis of Literary Text Students listen and respond to stories based on well-known characters, themes, plots (what happens in a story), and settings (where a story takes place). The selections in the Indiana Reading List (www.doe.state.in.us/ standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen and respond to grade-level-appropriate

dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...

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(Formative/Summative Assessment) #0;3 0401.3.1 Determine an audience and a purpose for writing. #0;3 0401.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take notes, synthesize information). #0;3 0401.3.3 Practice writing to a prompt within a specified time limit. #0;3 0401.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences. #0;3

5 0 http://www.state.tn.us/education/ci/english/doc/ENG_Grade_4.pdf#page=5 www.state.tn.us/education/ci/english/doc/ENG_Grade_4.pdf#page=5

(Formative/Summative Assessment) #0;3 0401.3.1 Determine an audience and a purpose for writing. #0;3 0401.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take notes, synthesize information). #0;3 0401.3.3 Practice writing to a prompt within a specified time limit. #0;3 0401.3.4 Write poems, stories, and essays based upon personal reflections, observations, and experiences. #0;3

www.state.tn.us/education/ci/english/doc/ENG_Grade_4.pdf#page=5

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purpose for reading, to activate prior knowledge, and to facilitate the reading process. 3.1.tpi.14. read aloud grade appropriate texts texts fluently and accurately, using appropriate timing and changes in voice and expression. 3.1.tpi.15. read a variety of texts (e.g., short stories, fairy tales, non-fiction texts, folktales, plays, and chapter books). 3.1.tpi.16. reflect punctuation in written text while reading orally. 3.1.tpi.17. derive meaning while reading by predicting outcomes based upon prior

6 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=6 www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=6

purpose for reading, to activate prior knowledge, and to facilitate the reading process. 3.1.tpi.14. read aloud grade appropriate texts texts fluently and accurately, using appropriate timing and changes in voice and expression. 3.1.tpi.15. read a variety of texts (e.g., short stories, fairy tales, non-fiction texts, folktales, plays, and chapter books). 3.1.tpi.16. reflect punctuation in written text while reading orally. 3.1.tpi.17. derive meaning while reading by predicting outcomes based upon prior

www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=6

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DRAFT

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6 READING TERMS TO KNOW 1. Authentic assessment uses actual literacy tasks for the purpose of determining student performance, as opposed to relying solely on traditional forms of testing. 2. Balanced reading is a reading program which includes phonemic awareness, decoding, fluency, calling on prior knowledge, vocabulary-building, comprehension, and motivation. 3. Clustering is grouping information to help children remember it better; a form of brainstorming. 4. Critical listening is listening for a

9 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=9 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=9

6 READING TERMS TO KNOW 1. Authentic assessment uses actual literacy tasks for the purpose of determining student performance, as opposed to relying solely on traditional forms of testing. 2. Balanced reading is a reading program which includes phonemic awareness, decoding, fluency, calling on prior knowledge, vocabulary-building, comprehension, and motivation. 3. Clustering is grouping information to help children remember it better; a form of brainstorming. 4. Critical listening is listening for a

www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=9

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