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Education
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2004 134 English Language Arts In the classroom, a balance of instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance. Children must spend time...
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2004 134 English Language Arts In the classroom, a balance of instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance. Children must spend time–both inside and outside the classroom–reading and writing under condi- tions for learning that are favorable for individual achievement. Likewise, some time should be spent in individual, small-group, and whole-group
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=73
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
sources). 5.07 Use established criteria to edit for language conventions and format. 5.08 Demonstrate evidence <span class="highlight">of</span> language cohesion by: • logical sequence <span class="highlight">of</span> fiction and nonfiction retells. • <span class="highlight">time</span> order sequence <span class="highlight">of</span> events. • sustaining conversations on a topic. 5.09 Create readable documents through legible handwriting (cursive) and/or word <span class="highlight">processing</span>. 50
148
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=148
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • How will the different approaches impact class size and teacher position allocation in the English department? in other departments? • What <span class="highlight">scheduling</span> challenges and options are presented by the different approaches? 125
156
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=156
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
Furthermore, the law stated "...these programs shall include early and <span class="highlight">systematic</span> phonics instruction." Because <span class="highlight">of</span> the great interest <span class="highlight">of</span> the public in effective reading instruction and because <span class="highlight">of</span> specific North Carolina legislation about the content <span class="highlight">of</span> public school reading instruction, it is essential that those who teach beginning reading and those responsible for implementing reading instruction in each local school system become very familiar with this section <span class="highlight">of</span> the curriculum and with the reading grade level
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=157
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 134 English Language Arts In the classroom, a balance <span class="highlight">of</span> instructional activities for reading should exist. Modeled reading, shared reading, guided reading, and independent reading, as well as direct instructional activities, are all included in the balance. Children must spend <span class="highlight">time</span>–both inside and outside the classroom–reading and writing <span class="highlight">under</span> condi- tions for learning that are favorable for individual achievement. Likewise, some <span class="highlight">time</span> should be spent in individual, small-group, and whole-group
159
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model <span class="highlight">of</span> Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter <span class="highlight">of</span> Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades <span class="highlight">of</span> Appreciation <span class="highlight">of</span>
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experience with many literary genres through reaction, reflection, and introspection; . Instructional skills and strategies, including direct and explicit instruction; modeling of skills/strategies for students, and opportunities for students to be a teacher to others, that ready stude...
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experience with many literary genres through reaction, reflection, and introspection; . Instructional skills and strategies, including direct and explicit instruction; modeling of skills/strategies for students, and opportunities for students to be a teacher to others, that ready students to become competent readers, writers, speakers, listeners, and viewers; . Instruction delivered in meaningful contexts so that students preserve the learning for future use or transfer to other learning; . “Active learning” in
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=3
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=3
experience with many literary genres through reaction, reflection, and introspection; . Instructional skills and strategies, including direct and explicit instruction; modeling <span class="highlight">of</span> skills/strategies for students, and opportunities for students to be a teacher to others, that <span class="highlight">ready</span> students to become competent readers, writers, speakers, listeners, and viewers; . Instruction delivered in meaningful contexts so that students preserve the learning for future use or transfer to other learning; . “Active learning” in
WYOMING LANGUAGE ARTS
letter, essay, and story). Students compose both "on demand" works and works that allow time for reflection and revision. Their writing demonstrates logic and coherence, with some complexity of thought and structure. Students' writing is well organized and fluent, and demonst...
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letter, essay, and story). Students compose both "on demand" works and works that allow time for reflection and revision. Their writing demonstrates logic and coherence, with some complexity of thought and structure. Students' writing is well organized and fluent, and demonstrates use of standard language conventions. They use word processing, as appropriate, throughout the writing process. BASIC PERFORMANCE 11 th grade students at the basic performance level write for a purpose and a specific audience
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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
letter, essay, and story). Students compose both "on demand" works and works that allow <span class="highlight">time</span> for reflection and revision. Their writing demonstrates logic and coherence, with some complexity <span class="highlight">of</span> thought and structure. Students' writing is well organized and fluent, and demonstrates use <span class="highlight">of</span> standard language conventions. They use word <span class="highlight">processing</span>, as appropriate, throughout the writing process. BASIC PERFORMANCE 11 th grade students at the basic performance level write for a purpose and a specific audience
Microsoft Word - Content Area Reading Middle School.doc
80 WORD WALL Description: Word Wall provides students with a daily, easily accessible reminder of the importance of developing their vocabulary. At the same time, it gives the teacher a ready sources for ongoing activities with students for extending and practicing the...
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80 WORD WALL Description: Word Wall provides students with a daily, easily accessible reminder of the importance of developing their vocabulary. At the same time, it gives the teacher a ready sources for ongoing activities with students for extending and practicing their words. A word Wall may be done in many ways, however, having an organized wall is probably most appropriate. The steps below may be modified to fit the specific situation. Step-by-Step 1. Select an organizational strategy for
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=64
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
64 CONCEPT MAP II Is not Is Examples Non- Examples horrible beyond belief; incredible awesome outstanding FANTASTIC average winning the <span class="highlight">lottery</span> Spring Break Dentist appointment Chores at home
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=80
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
80 WORD WALL Description: Word Wall provides students with a daily, easily accessible reminder <span class="highlight">of</span> the importance <span class="highlight">of</span> developing their vocabulary. At the same <span class="highlight">time</span>, it gives the teacher a <span class="highlight">ready</span> sources for ongoing activities with students for extending and practicing their words. A word Wall may be done in many ways, however, having an organized wall is probably most appropriate. The steps below may be modified to fit the specific situation. Step-by-Step 1. Select an organizational strategy for
English Voluntary State Curriculum
metrics, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect of stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect of multiple speakers or...
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metrics, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect of stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect of multiple speakers or a shifting point of view #0;z Analyze the extent to which a systematic use of dialect creates character and advances theme #0;z Analyze the extent to which an author’s use of irony contributes to character, plot, or theme
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http://mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=7
mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=7
metrics, rhyme <span class="highlight">scheme</span>, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect <span class="highlight">of</span> stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect <span class="highlight">of</span> multiple speakers or a shifting point <span class="highlight">of</span> view #0;z Analyze the extent to which a <span class="highlight">systematic</span> use <span class="highlight">of</span> dialect creates character and advances theme #0;z Analyze the extent to which an author’s use <span class="highlight">of</span> irony contributes to character, plot, or theme
Numbers, Number Sense, and Computation
Semicolon: A punctuation mark that shows a greater degree of separation of parts of a sentence than a comma does Sensory Words: Words that create images using the senses Sentence: A grammatical unit of one or more words that contain a subject, predicate, complete though...
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Semicolon: A punctuation mark that shows a greater degree of separation of parts of a sentence than a comma does Sensory Words: Words that create images using the senses Sentence: A grammatical unit of one or more words that contain a subject, predicate, complete thought, and correct punctuation Sentence Fluency: see fluency Sequence: A number of things or events that follow each other; series Setting: The time of day or year; historical period, place, situation Simile: An explicit
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=90
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=90
Semicolon: A punctuation mark that shows a greater degree <span class="highlight">of</span> separation <span class="highlight">of</span> parts <span class="highlight">of</span> a sentence than a comma does Sensory Words: Words that create images using the senses Sentence: A grammatical unit <span class="highlight">of</span> one or more words that contain a subject, predicate, complete thought, and correct punctuation Sentence Fluency: see fluency Sequence: A number <span class="highlight">of</span> things or events that follow each other; series Setting: The <span class="highlight">time</span> <span class="highlight">of</span> day or year; historical period, place, situation Simile: An explicit
Academic Standards-English/Language Arts Grade 10
• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to...
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• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings. • pace the presentation of actions to accommodate changes in time and mood. Example: After reading an example of an autobiography, such as Helen Keller’s Story of My Life, use the structure of the
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade10.pdf#page=6
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
• describe with specific details the sights, sounds, and smells <span class="highlight">of</span> a scene and the specific actions, movements, gestures, and feelings <span class="highlight">of</span> the characters; in the case <span class="highlight">of</span> short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings. • pace the presentation <span class="highlight">of</span> actions to accommodate changes in <span class="highlight">time</span> and mood. Example: After reading an example <span class="highlight">of</span> an autobiography, such as Helen Keller’s Story <span class="highlight">of</span> My Life, use the structure <span class="highlight">of</span> the
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the character says, what the character thinks). SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone). SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personif...
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the character says, what the character thinks). SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone). SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun) within context. SPI 0801.8.9 Analyze examples of sound devices within context (i.e., rhyme scheme, alliteration, onomatopoeia, free verse, repetition, internal rhyme, slant rhyme
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=19
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=19
stories) affect meaning. #0;3 0801.8.13 Comprehend and use figurative language (e.g., idioms, metaphors, similes, personification, hyperbole, pun). #0;3 0801.8.14 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme <span class="highlight">scheme</span>, assonance, internal rhyme, slant rhyme, repetition) and figurative language (e.g., metaphor, simile), and other conventions <span class="highlight">of</span> verse in poetry (e.g., limerick, lyric, narrative, haiku) and explain how these contribute to the poem’s meaning and to the poem’s effect
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=20
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=20
the character says, what the character thinks). SPI 0801.8.7 Identify and analyze examples <span class="highlight">of</span> literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone). SPI 0801.8.8 Analyze figurative language (i.e., idiom, metaphor, simile, personification, hyperbole, pun) within context. SPI 0801.8.9 Analyze examples <span class="highlight">of</span> sound devices within context (i.e., rhyme <span class="highlight">scheme</span>, alliteration, onomatopoeia, free verse, repetition, internal rhyme, slant rhyme
Microsoft Word - 0519LAStandards.doc
May 19, 2003 Kindergarten 3 1. Use a period after sentences when prompted. 2. Use knowledge of basic phonics to spell. D. Research (Standards under this heading may be locally determined.) E. Handwriting and Word Processing Standard: The student will form letters and numbers...
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May 19, 2003 Kindergarten 3 1. Use a period after sentences when prompted. 2. Use knowledge of basic phonics to spell. D. Research (Standards under this heading may be locally determined.) E. Handwriting and Word Processing Standard: The student will form letters and numbers. The student will: 1. Correctly form many of the uppercase and lowercase letters of the alphabet, monitor and discuss the differences. Correctly write the numbers zero through nine. 2. Write left to
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=6
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Kindergarten 3 1. Use a period after sentences when prompted. 2. Use knowledge <span class="highlight">of</span> basic phonics to spell. D. Research (Standards <span class="highlight">under</span> this heading may be locally determined.) E. Handwriting and Word <span class="highlight">Processing</span> Standard: The student will form letters and numbers. The student will: 1. Correctly form many <span class="highlight">of</span> the uppercase and lowercase letters <span class="highlight">of</span> the alphabet, monitor and discuss the differences. Correctly write the numbers zero through nine. 2. Write left to
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=56
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
(APA). 12. Proofread the final copy, format correctly and prepare the document for publication or submission. E. Handwriting and Word <span class="highlight">Processing</span> (Standards <span class="highlight">under</span> this heading may be locally determined.)
K-12 Reading
significant changes in character or setting over time; or identifying rising action, climax, or falling action (Local) R:LT:8:1.2: Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State) R:LT:8:1.3: Generating questions before, during, and aft...
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significant changes in character or setting over time; or identifying rising action, climax, or falling action (Local) R:LT:8:1.2: Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State) R:LT:8:1.3: Generating questions before, during, and after reading to enhance//expand understanding and /or gaining new information (Local) R:LT:8:1.4: Identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts: poetry, plays
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=67
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
significant changes in character or setting over <span class="highlight">time</span>; or identifying rising action, climax, or falling action (Local) R:LT:8:1.2: Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State) R:LT:8:1.3: Generating questions before, during, and after reading to enhance//expand understanding and /or gaining new information (Local) R:LT:8:1.4: Identifying the characteristics <span class="highlight">of</span> a variety <span class="highlight">of</span> types/genres <span class="highlight">of</span> literary text (e.g., literary texts: poetry, plays
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