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 Microsoft Word - 3969.doc
E1) 22. Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1) 23. Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2) 24. Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2) 25. Retell pa...
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E1) 22. Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1) 23. Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2) 24. Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2) 25. Retell part of a favorite story (PK-LL-R2) (ELA-4-E3) 26. Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4) 27. Actively participate in role-playing, creative dramatics, finger plays, nursery
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=1
www.doe.state.la.us/lde/uploads/3906.pdf#page=1
represent characters in familiar stories (PK-LL-S1) (ELA-1-E4) 8. Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5) 9. Answer simple questions about a story read aloud (PK-LL-<span class="highlight">S3</span>) (PK-LL-R4) (ELA-1-E5) 10. Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6) 11. Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6) Standard 7: 12. Demonstrate understanding
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=2
www.doe.state.la.us/lde/uploads/3906.pdf#page=2
E1) 22. Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-<span class="highlight">S3</span>) (ELA-4-E1) 23. Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2) 24. Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2) 25. Retell part of a favorite story (PK-LL-R2) (ELA-4-E3) 26. Speak about life experiences or topics of interest (PK-LL-<span class="highlight">S3</span>) (ELA-4-E4) 27. Actively participate in role-playing, creative dramatics, finger plays, nursery
Understand patterns, relations, and functions
intended messages conveyed through oral and visual media Identify and explain intended messages conveyed through oral and visual media Analyze messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs) Identify and explain viewpoints conveyed...
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intended messages conveyed through oral and visual media Identify and explain intended messages conveyed through oral and visual media Analyze messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs) Identify and explain viewpoints conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs) Identify and explain media techniques used to convey messages in various media (e.g., videos
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ca_gle_2.0_k8_1008.pdf#page=18
dese.mo.gov/divimprove/curriculum/GLE/documents/ca_gle_2.0_k8_1008.pdf#pa...
intended messages conveyed through oral and visual media Identify and explain intended messages conveyed through oral and visual media Analyze messages conveyed in various media (e.g., <span class="highlight">videos</span>, pictures, web-sites, artwork, plays and/or news programs) Identify and explain viewpoints conveyed in various media (e.g., <span class="highlight">videos</span>, pictures, web-sites, artwork, plays and/or news programs) Identify and explain media techniques used to convey messages in various media (e.g., <span class="highlight">videos</span>
Understand patterns, relations, and functions
Information Literacy – UNDER REVISION 15 2 Develop and apply effective skills and strategies to analyze and evaluate oral and visual media GRADE 9-12 A Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, play...
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Information Literacy – UNDER REVISION 15 2 Develop and apply effective skills and strategies to analyze and evaluate oral and visual media GRADE 9-12 A Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs) Media M e ssa g e s ST CA 5 1.5, 1.7, 2.7 FR I 1b, 2d, III 3h-I, 9-12
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ca_cle_1008.pdf#page=15
dese.mo.gov/divimprove/curriculum/GLE/documents/ca_cle_1008.pdf#page=15
Information Literacy – UNDER REVISION 15 2 Develop and apply effective skills and strategies to analyze and evaluate oral and visual media GRADE 9-12 A Analyze, describe and evaluate the elements of messages projected in various media (e.g., <span class="highlight">videos</span>, pictures, web-sites, artwork, plays and/or news programs) Media M e ssa g e s ST CA 5 1.5, 1.7, 2.7 FR I 1b, 2d, III 3h-I, 9-12
7th Grade„Grade Level Expectations
12 “New” to 1 st Grade from Kindergarten Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Id...
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12 “New” to 1 st Grade from Kindergarten Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Identify and use multiple sources of information (books, television, videos/DVDs, resource people, cassettes recordings, dictionaries, and pictures) • Identify multiple sources of information (books, television, videos/DVDs
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade%20GLEs.pdf#page=12
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade...
12 “New” to 1 st Grade from Kindergarten Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Identify and use multiple sources of information (books, television, <span class="highlight">videos</span>/DVDs, resource people, cassettes recordings, dictionaries, and pictures) • Identify multiple sources of information (books, television, <span class="highlight">videos</span>/DVDs
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and puppeteering FOUNDATIONS (Grades 1-3) Students know and are able to do all of the above and the following: • VP-F1. Recognize different types of visual media • VP-F2. Plan and present a report, using two or more visual media • VP-F3. Access, view and respond to visual forms suc...
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and puppeteering FOUNDATIONS (Grades 1-3) Students know and are able to do all of the above and the following: • VP-F1. Recognize different types of visual media • VP-F2. Plan and present a report, using two or more visual media • VP-F3. Access, view and respond to visual forms such as computer programs, videos, artifacts, drawings, pictures and collages • VP-F4. Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text ESSENTIALS (Grades 4-8) Students know and
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http://www.ade.state.az.us/standards/language-arts/std4.pdf#page=1
www.ade.state.az.us/standards/language-arts/std4.pdf#page=1
and puppeteering FOUNDATIONS (Grades 1-3) Students know and are able to do all of the above and the following: • VP-F1. Recognize different types of visual media • VP-F2. Plan and present a report, using two or more visual media • VP-F3. Access, view and respond to visual forms such as computer programs, <span class="highlight">videos</span>, artifacts, drawings, pictures and collages • VP-F4. Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text ESSENTIALS (Grades 4-8) Students know and
Core Content For Mathematics Assessment
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL...
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reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=45
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=45
African American choreographer, incorporation of traditional African roots, African-American themes, Drama/Theatre AH-HS-2.3.1 Students will analyze or evaluate how factors such as time, place and ideas are reflected in drama. DOK 3 <span class="highlight">Japanese</span> Culture (history and characteristics of Kabuki theatre) Historical Periods: (in chronological order) (Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=46
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=46
Temple– temple city complex with towers, Buddhist – e.g., Liurong Temple/pagoda or called a stupa in India, part of a temple city complex) Unique visual arts in Asian cultures (<span class="highlight">Japanese</span> printmaking, Chinese and <span class="highlight">Japanese</span> ink and brush paintings, calligraphy) Historical Periods and Styles: (in chronological order) (Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard) Renaissance (Leonardo
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, <span class="highlight">videos</span>, drills, peer/teacher review, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
Listening and Speaking GRADES ELEVEN AND TWELVE 2.4 Deliver multimedia presentations: a. Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-gener...
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Listening and Speaking GRADES ELEVEN AND TWELVE 2.4 Deliver multimedia presentations: a. Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images. b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audience’s response and
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=79
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=79
conventional style for that type of document (e.g., résumé, memorandum) and use page formats, fonts, and spacing that contribute to the readability and impact of the document. 2.6 Deliver multimedia presentations: a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, <span class="highlight">videos</span>, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images). b. Select an appropriate medium for each element of the presentation. c. Use the selected media
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=83
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=83
Listening and Speaking GRADES ELEVEN AND TWELVE 2.4 Deliver multimedia presentations: a. Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, <span class="highlight">videos</span>, and electronic media-generated images. b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audience’s response and
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(e.g., pictures, posters, charts, ads, newspapers). b. Use a variety of formats (e.g., drama, sharing of books, personal writings, choral readings, informational reports) in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers). b. Use a variety of formats in pr...
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(e.g., pictures, posters, charts, ads, newspapers). b. Use a variety of formats (e.g., drama, sharing of books, personal writings, choral readings, informational reports) in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers). b. Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, videos, slide shows). b. Use a variety of formats in presenting with various forms of media
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=26
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=26
(e.g., pictures, posters, charts, ads, newspapers). b. Use a variety of formats (e.g., drama, sharing of books, personal writings, choral readings, informational reports) in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers). b. Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, <span class="highlight">videos</span>, slide shows). b. Use a variety of formats in presenting with various forms of media
7th Grade„Grade Level Expectations
“New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Locate info...
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“New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Locate information using appropriate sources and strategies • Locate resources (e.g., newspapers, dictionary) for a particular task (e.g., seek information) • Use multiple sources of information (books, television, videos/DVDs, resource
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=21
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
“New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Locate information using appropriate sources and strategies • Locate resources (e.g., newspapers, dictionary) for a particular task (e.g., seek information) • Use multiple sources of information (books, television, <span class="highlight">videos</span>/DVDs, resource
7th Grade„Grade Level Expectations
(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use...
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(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic search tools • Use teacher-selected Internet sites, search
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=24
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
(books, television, <span class="highlight">videos</span>/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic search tools • Use teacher-selected Internet sites, search
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