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Education
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 Language Arts Booklet
9 4 - 5 6 - 8 9 - 12 • Read a variety of genres. • Read for literary experience and to develop aesthetic appreciation. • Read to research a topic. • Read information and instructions to perform tasks and solve problems. • Infer ideas from t...
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9 4 - 5 6 - 8 9 - 12 • Read a variety of genres. • Read for literary experience and to develop aesthetic appreciation. • Read to research a topic. • Read information and instructions to perform tasks and solve problems. • Infer ideas from text. • Modify initial interpretations in light of new information and prior experience. • Recognize breakdowns in comprehension, and repair these breakdowns by asking questions, seeking clarification, and summarizing. • Integrate important information gathered
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=9
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
9 4 - 5 6 - 8 9 - 12 • Read a variety <span class="highlight">of</span> genres. • Read <span class="highlight">for</span> literary experience <span class="highlight">and</span> to develop aesthetic appreciation. • Read to research a topic. • Read information <span class="highlight">and</span> instructions to perform tasks <span class="highlight">and</span> solve problems. • Infer ideas from text. • Modify initial interpretations in light <span class="highlight">of</span> new information <span class="highlight">and</span> prior experience. • Recognize breakdowns in comprehension, <span class="highlight">and</span> repair these breakdowns by asking questions, seeking clarification, <span class="highlight">and</span> summarizing. • Integrate important information gathered
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literature • in adopting an interpretive approach • in producing imaginative texts • in achieving an individual style Language for Literary Response and Expression LITERARY LANGUAGE ACTIVITIES CRITERIA FOR LITERARY LANGUAGE EVIDENCE OF GROWTH...
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literature • in adopting an interpretive approach • in producing imaginative texts • in achieving an individual style Language for Literary Response and Expression LITERARY LANGUAGE ACTIVITIES CRITERIA FOR LITERARY LANGUAGE EVIDENCE OF GROWTH 9 STANDARD 2 AT A GLANCE
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http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=15
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=15
literature • in adopting <span class="highlight">an</span> interpretive approach • in producing imaginative texts • in achieving <span class="highlight">an</span> individual style Language <span class="highlight">for</span> Literary Response <span class="highlight">and</span> Expression LITERARY LANGUAGE ACTIVITIES CRITERIA <span class="highlight">FOR</span> LITERARY LANGUAGE EVIDENCE <span class="highlight">OF</span> GROWTH 9 STANDARD 2 AT A GLANCE
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Overview-Oral Language...5 Oral Language Scope & Sequence Chart...7 Standard 2 Overview-Concepts of Print ...9 Concepts of Print Scope & Sequence Chart ...11 Standard 3 Overview-Phonological and Phonemic Awareness...
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Overview-Oral Language...5 Oral Language Scope & Sequence Chart...7 Standard 2 Overview-Concepts of Print ...9 Concepts of Print Scope & Sequence Chart ...11 Standard 3 Overview-Phonological and Phonemic Awareness
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http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=7
www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=7
<span class="highlight">Overview</span>-Oral Language...5 Oral Language Scope & Sequence Chart...7 Standard 2 <span class="highlight">Overview</span>-Concepts <span class="highlight">of</span> Print ...9 Concepts <span class="highlight">of</span> Print Scope & Sequence Chart ...11 Standard 3 <span class="highlight">Overview</span>-Phonological <span class="highlight">and</span> Phonemic Awareness
Supplement to the Massachusetts English Language Arts Curriculum Framework: Grades 3, 5, a...
not changed the English Language Arts Curriculum Framework. Rather, the standards presented in this Supplement, when used with those already available in the Framework, offer educators, students, and parents detailed guidance about the learning expected at each grade level from grades 3 throu...
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not changed the English Language Arts Curriculum Framework. Rather, the standards presented in this Supplement, when used with those already available in the Framework, offer educators, students, and parents detailed guidance about the learning expected at each grade level from grades 3 through 8. Organization of the Supplement The Supplement begins with an overview of the twelve Curriculum Framework learning standards that serve as the basis for the grade-level reading standards. The overview is
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http://www.doe.mass.edu/frameworks/ela/0504sup.pdf#page=3
www.doe.mass.edu/frameworks/ela/0504sup.pdf#page=3
1 4 6 Table <span class="highlight">of</span> Contents Introduction <span class="highlight">Overview</span>: General Standards Included in This Supplement Grade 3 Standards Grade 5 Standards 10 Grade 7 Standards 14 Appendix: Building Vocabulary 18 Acknowledgements 21 Supplement to the Massachusetts English Language Arts Curriculum Framework Grades 3, 5, <span class="highlight">and</span> 7 Grade-Level Standards <span class="highlight">for</span> Vocabulary, Reading, <span class="highlight">and</span> Literature, May 2004 iii
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http://www.doe.mass.edu/frameworks/ela/0504sup.pdf#page=5
www.doe.mass.edu/frameworks/ela/0504sup.pdf#page=5
not changed the English Language Arts Curriculum Framework. Rather, the standards presented in this Supplement, when used with those already available in the Framework, offer educators, students, <span class="highlight">and</span> parents detailed guidance about the learning expected at each grade level from grades 3 through 8. Organization <span class="highlight">of</span> the Supplement The Supplement begins with <span class="highlight">an</span> <span class="highlight">overview</span> <span class="highlight">of</span> the twelve Curriculum Framework learning standards that serve as the basis <span class="highlight">for</span> the grade-level reading standards. The <span class="highlight">overview</span> is
Microsoft Word - Completed Reading.rtf
personal place in the world while honing their critical reading and writing skills. Beers, Kylene. When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers 6-12. Heinemann, 2003. Beers, Sue. Reading Strategies for the Content Area, Vol. 1, An ASCD Action...
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personal place in the world while honing their critical reading and writing skills. Beers, Kylene. When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers 6-12. Heinemann, 2003. Beers, Sue. Reading Strategies for the Content Area, Vol. 1, An ASCD Action Tool. ASCD, 2003. Inside the three-ring binder are 84 research-based Reading Tools that make it much easier to select the right strategy that will help students build their learning skills and learn the particular content they are studying
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=87
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
personal place in the world while honing their critical reading <span class="highlight">and</span> writing skills. Beers, Kylene. When Kids Can’t Read, What Teachers Can Do: A Guide <span class="highlight">for</span> Teachers 6-12. Heinemann, 2003. Beers, Sue. Reading Strategies <span class="highlight">for</span> the Content Area, Vol. 1, <span class="highlight">An</span> ASCD Action Tool. ASCD, 2003. Inside the three-ring binder are 84 research-<span class="highlight">based</span> Reading Tools that make it much easier to select the right strategy that will help students build their learning skills <span class="highlight">and</span> learn the particular content they are studying
K-12
strategies as reading, discussing, focused free- writing, observing, brainstorming, and reading logs W.4.6.2 Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, and formal outlining with main topics and sub-topics W.4.6.3 Demonstrate ...
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strategies as reading, discussing, focused free- writing, observing, brainstorming, and reading logs W.4.6.2 Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, and formal outlining with main topics and sub-topics W.4.6.3 Demonstrate an awareness of purpose and audience for all modes of written discourse W.4.6.4 Use available technology to access information by using a card catalog and the Internet W.4.7.1 Generate ideas by selecting and applying
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=47
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=47
strategies as reading, discussing, focused <span class="highlight">free</span>- writing, observing, brainstorming, <span class="highlight">and</span> reading logs W.4.6.2 Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, <span class="highlight">and</span> formal outlining with main topics <span class="highlight">and</span> sub-topics W.4.6.3 Demonstrate <span class="highlight">an</span> awareness <span class="highlight">of</span> purpose <span class="highlight">and</span> audience <span class="highlight">for</span> all modes <span class="highlight">of</span> written discourse W.4.6.4 Use available technology to access information by using a card catalog <span class="highlight">and</span> the Internet W.4.7.1 Generate ideas by selecting <span class="highlight">and</span> applying
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=64
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=64
understanding with emphasis on cause/effect <span class="highlight">and</span> compare/contrast R.9.6.15 Classify <span class="highlight">and</span> organize text information by determining subtopics <span class="highlight">of</span> information R.9.6.16 Use skimming <span class="highlight">and</span> scanning to locate specific information to develop a general <span class="highlight">overview</span> R.9.6.17 Analyze information from the text, <span class="highlight">based</span> on purpose <span class="highlight">and</span>/or level <span class="highlight">of</span> importance R.9.7.14 Use knowledge <span class="highlight">of</span> text structure(s) to enhance understanding with emphasis on problem/solution R.9.7.15 Organize information, including
Microsoft Word - Completed Writing_LVS.doc
58 Ninth Grade Listening, Viewing, and Speaking Performance Descriptors Advanced Ninth grade students performing at the advanced level: • synthesize the use of images, text, and sound in media; • critique organizational methods for informative presentat...
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58 Ninth Grade Listening, Viewing, and Speaking Performance Descriptors Advanced Ninth grade students performing at the advanced level: • synthesize the use of images, text, and sound in media; • critique organizational methods for informative presentations; • clarify and defend positions with precise and relevant evidence within a formal setting; • implement audio/visual aids and technology based on diverse audiences and purposes to support a presentation. Proficient Ninth
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http://doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Writing_LVS.pdf#page=58
doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Wri...
58 Ninth Grade Listening, Viewing, <span class="highlight">and</span> Speaking Performance Descriptors Advanced Ninth grade students performing at the advanced level: • synthesize the use <span class="highlight">of</span> images, text, <span class="highlight">and</span> sound in media; • critique organizational <span class="highlight">methods</span> <span class="highlight">for</span> informative presentations; • clarify <span class="highlight">and</span> defend positions with precise <span class="highlight">and</span> relevant evidence within a formal setting; • implement audio/visual aids <span class="highlight">and</span> technology <span class="highlight">based</span> on diverse audiences <span class="highlight">and</span> purposes to support a presentation. Proficient Ninth
Layout 1
Introduction Designed for schools of every configuration, this document represents one of several ways to become familiar with the Grade Level Expectations. The content of this document is available on-line at www.k12.wa.us. Additionally, the following GLE aligned On-Line...
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Introduction Designed for schools of every configuration, this document represents one of several ways to become familiar with the Grade Level Expectations. The content of this document is available on-line at www.k12.wa.us. Additionally, the following GLE aligned On-Line Grade Level Resources are available on the OSPI website: square6 Integration links to other content areas. square6 Links to GLE glossary. square6 Instructional resources. square6 Classroom-based assessment and professional development
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=2
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
Introduction Designed <span class="highlight">for</span> schools <span class="highlight">of</span> every configuration, this document represents one <span class="highlight">of</span> several ways to become familiar with the Grade Level Expectations. The content <span class="highlight">of</span> this document is available on-line at www.k12.wa.us. Additionally, the following GLE aligned On-Line Grade Level Resources are available on the OSPI website: square6 Integration links to other content areas. square6 Links to GLE glossary. square6 Instructional resources. square6 Classroom-<span class="highlight">based</span> assessment <span class="highlight">and</span> professional development
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=6
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
author. Grade 4 In fourth grade, students read skillfully with meaning <span class="highlight">and</span> purpose using appropriate com- prehension <span class="highlight">and</span> vocabulary strategies. Students read, discuss, reflect, <span class="highlight">and</span> respond, using evidence from text, to a wide variety <span class="highlight">of</span> literary genres <span class="highlight">and</span> informational text. Students read <span class="highlight">for</span> pleasure <span class="highlight">and</span> continue to choose books <span class="highlight">based</span> on personal preference, topic, theme, or author. <span class="highlight">An</span> <span class="highlight">Overview</span> <span class="highlight">of</span> K–10 Reading Instruction Grade Level Expectations describe a connected series <span class="highlight">of</span> learning competencies necessary
Numbers, Number Sense, and Computation
traits. I/L With assistance, identify elements of characterization. E/I/S Describe the motivation for a character’s actions. I/L Identify the protagonist and antagonist. E/ I/S Make inferences and draw conclusions about a character(s) based on evidence....
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traits. I/L With assistance, identify elements of characterization. E/I/S Describe the motivation for a character’s actions. I/L Identify the protagonist and antagonist. E/ I/S Make inferences and draw conclusions about a character(s) based on evidence. 3.6.2 I/S Explain an author’s use of characterization
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=27
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=27
traits. I/L With assistance, identify elements <span class="highlight">of</span> characterization. E/I/S Describe the motivation <span class="highlight">for</span> a character’s actions. I/L Identify the protagonist <span class="highlight">and</span> antagonist. E/ I/S Make inferences <span class="highlight">and</span> draw conclusions about a character(s) <span class="highlight">based</span> on evidence. 3.6.2 I/S Explain <span class="highlight">an</span> author’s use <span class="highlight">of</span> characterization
Academic Standards-English/Language Arts Grade 10
Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Vocabulary and Concept Development 10.1.1 Understand technical vocabulary...
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Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately. Vocabulary and Concept Development 10.1.1 Understand technical vocabulary in subject area reading. Example: While using a word-processing program on the computer, learn new terms and special meanings for words from the manual and online help feature: control, enter, insert, format, font, template, page break, file
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade10.pdf#page=1
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
Students apply their knowledge <span class="highlight">of</span> word origins (words from other languages or from history or literature) to determine the meaning <span class="highlight">of</span> new words encountered in reading <span class="highlight">and</span> use those words accurately. Vocabulary <span class="highlight">and</span> Concept Development 10.1.1 Understand technical vocabulary in subject area reading. Example: While using a word-processing program on the computer, learn new terms <span class="highlight">and</span> special meanings <span class="highlight">for</span> words from the manual <span class="highlight">and</span> online help feature: control, enter, insert, format, font, <span class="highlight">template</span>, page break, file
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