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Education
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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
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
Strand 1: Reading Process (Kindergarten)
works of prose, poetry, and drama. PO 3. Describe the motivations of major and minor characters. PO 4. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence of setting (e.g., time...
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works of prose, poetry, and drama. PO 3. Describe the motivations of major and minor characters. PO 4. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution PO 6. Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice. PO 7. Identify the characteristics
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...
works <span class="highlight">of</span> prose, poetry, and drama. PO 3. Describe the motivations <span class="highlight">of</span> major and minor characters. PO 4. Identify the narrative point <span class="highlight">of</span> view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence <span class="highlight">of</span> setting (e.g., <span class="highlight">time</span> <span class="highlight">of</span> day or year, historical period, place, situation) on the problem and resolution PO 6. Draw conclusions about the style, mood, and meaning <span class="highlight">of</span> literary text based on the author’s word choice. PO 7. Identify the characteristics
Strand 1: Reading Process (Kindergarten)
works of prose, poetry, and drama. PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters. PO 4. Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text....
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works of prose, poetry, and drama. PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters. PO 4. Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text. PO 5. Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution. PO 6. Draw conclusions about the style, mood, and meaning of literary text based on the
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=...
works <span class="highlight">of</span> prose, poetry, and drama. PO 3. Describe a character, based upon the thoughts, words, and actions <span class="highlight">of</span> the character, the narrator’s description, and other characters. PO 4. Contrast points <span class="highlight">of</span> view (e.g., first vs. third, limited vs. omniscient) in literary text. PO 5. Analyze the influence <span class="highlight">of</span> setting (e.g., <span class="highlight">time</span> <span class="highlight">of</span> day or year, historical period, place, situation) on the problem and resolution. PO 6. Draw conclusions about the style, mood, and meaning <span class="highlight">of</span> literary text based on the
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