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 Layout 1
square6 State the theme/message and sup- porting details in culturally relevant lit- erary/narrative text. square6 Select, from multiple choices, a title that best fits the selection and provide details from the text to support the choice. square6 Select, from multiple choices, a sentence tha...
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square6 State the theme/message and sup- porting details in culturally relevant lit- erary/narrative text. square6 Select, from multiple choices, a title that best fits the selection and provide details from the text to support the choice. square6 Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection. square6 Organize main ideas and supporting details in a graphic organizer to enhance comprehension. Apply comprehension monitoring strategies during and
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=11
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 9 GLE 5 6 7 8 9/10 1.1.1 1.1.2 1.1.3 1.1.4 EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text. EALR 1 “Phonemic Awareness and knowledge of letters are the two <span class="highlight">best</span> predictors of how well children will learn to read.” n Linnea Ehri, Ph.D. National Reading Panel, City University of New York
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=19
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
square6 State the theme/message and sup- porting details in culturally relevant lit- erary/narrative text. square6 Select, from multiple choices, a title that <span class="highlight">best</span> fits the selection and provide details from the text to support the choice. square6 Select, from multiple choices, a sentence that <span class="highlight">best</span> states the theme or main idea of a story, poem, or selection. square6 Organize main ideas and supporting details in a graphic organizer to enhance comprehension. Apply comprehension monitoring strategies during and
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=33
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 31 EALR 2: The student understands the meaning of what is read. Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text. EALR 2 GLE 5 6 7 8 9/10 2.4.1 Apply the skills of drawing conclu- sions, providing a response, and expressing insights about informa- tional/expository text and literary/nar- rative text. W square6 Select, from multiple choices, a state- ment that <span class="highlight">best</span> represents the most important
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=39
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 37 EALR 3: The student reads different materials for a variety of purposes. Component 3.1: Read to learn new information. EALR 3 GLE 5 6 7 8 9/10 3.1.1 Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic. square6 Locate, select, and use a variety of library and Internet materials appropriate to a task or <span class="highlight">best</span> suited to investigate a topic. square6 Follow multi-step written directions (e.g., explain the process for
K-1
build something that solves a problem. Students can apply these abilities in their daily lives. Content Standards Performance Expectations Students know that: Students are expected to: 2-3 APPA Simple problems can be solved through a technological design process that includes: defining the problem,...
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build something that solves a problem. Students can apply these abilities in their daily lives. Content Standards Performance Expectations Students know that: Students are expected to: 2-3 APPA Simple problems can be solved through a technological design process that includes: defining the problem, gathering information, exploring ideas, making a plan, testing possible solutions to see which is best, and communicating the results. Design a solution to a simple problem (e.g., design a tool for
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=41
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
build something that solves a problem. Students can apply these abilities in their daily lives. Content Standards Performance Expectations Students know that: Students are expected to: 2-3 APPA Simple problems can be solved through a technological design process that includes: defining the problem, gathering information, exploring ideas, making a plan, testing possible solutions to see which is <span class="highlight">best</span>, and communicating the results. Design a solution to a simple problem (e.g., design a tool for
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=72
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
which ones are most promising. Collaborate with other students to generate creative solutions to a problem, and apply methods for making trade-offs to choose the <span class="highlight">best</span> solution.*a 6-8 APPF Solutions must be tested to determine whether or not they will solve the problem. Results are used to modify the design, and the <span class="highlight">best</span> solution must be communicated persuasively. Test the <span class="highlight">best</span> solution by building a model or other representation and using it with the intended audience. Redesign as necessary
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