iSEEK - Education

select the best category title for the words listed R–2–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words to use in context, including words specifi c to the content of the text EXAMPLE: In a short passage about Native American homes, students might encounter the words “longhouse” and “igloo,” and then be asked to show that they know the difference between them. R–2–3.2 R3:6 Shows breadth of vocabulary knowledge through demonstrating understanding of

51 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=51 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

select the best category title for the words listed R–2–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words to use in context, including words specifi c to the content of the text EXAMPLE: In a short passage about Native American homes, students might encounter the words “longhouse” and “igloo,” and then be asked to show that they know the difference between them. R–2–3.2 R3:6 Shows breadth of vocabulary knowledge through demonstrating understanding of

54 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=54 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

meanings) EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text: “The word ‘fall’ can mean a time of the year or losing your step. What words from the passage help you to know what ‘fall’ means in this story?” EXAMPLE (multiple meanings): “The word ‘fall’ has many different meanings. Which sentence below uses the word ‘fall’ to mean a time of the year? OR Which sentence below uses ‘fall’ with the same meaning as it is used in the poem?” R–3–3.2 R4:6 Shows breadth of

58 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=58 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

and making text- based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support

59 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=59 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...

arguments used); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support) Monitoring and Adjusting Strategies Monitoring and Adjusting Strategies R8:8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by… • Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing, consulting resources, questioning, fl exible

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HIGH SCHOOL ASSESSMENT

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newspapers o fiction and nonfiction books o card catalogue (traditional and electronic) o on-line websites and electronic resources (2) The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. (3) The student will use a systematic process for recording and documenting information. Assessment Limits

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newspapers o fiction and nonfiction books o card catalogue (traditional and electronic) o on-line websites and electronic resources (2) The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. (3) The student will use a systematic process for recording and documenting information. Assessment Limits

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Core Content For Mathematics Assessment

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global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact product...

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124 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=124

and jobs. DOK 3 PL-07-4.3.2 Students will explain the purposes of technology tools (e.g., word processing, data bases, spreadsheets, Internet, email, automated phone systems) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-08-4.3.2 Students will explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools, and jobs. DOK 3 PL-06-4.3.3

133 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133

global economy. PL-HS-4.3.2 Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools, and jobs. DOK 3

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K-12 Reading

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with cues provided by the print or the context (e.g., syntax/ language structure, semantics/ meaning, picture) (Local) R:RS:1:1.2: Subsumed in R:RS:1:1.1 R:RS:2:1.1: Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/ language structure, semantics/ meaning, or other context cues [e.g., pictures], etc.) (Local) R:RS:1:1.2: Subsumed in R:RS:2:1.1

22 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=22 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

with cues provided by the print or the context (e.g., syntax/ language structure, semantics/ meaning, picture) (Local) R:RS:1:1.2: Subsumed in R:RS:1:1.1 R:RS:2:1.1: Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/ language structure, semantics/ meaning, or other context cues [e.g., pictures], etc.) (Local) R:RS:1:1.2: Subsumed in R:RS:2:1.1

32 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=32 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

meanings) (State) EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text – “The word ‘fall’ can mean a time of the year or losing your step. What words from the passage help you to know what ‘fall’ means in this story?” EXAMPLE (multiple meanings): “The word ‘fall’ has many different meanings. Which sentence below uses the word “fall” to mean a time of the year?” OR “Which sentence below uses ‘fall’ with the same meaning as it is used in the poem?” R:V:3:2.3

39 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=39 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Reading June, 2006 Reading 3-5 Page 39 of 96 Reading Strategies: Strategies for Monitoring and Adjusting and Reading Comprehension Strategies (RS:1) (R:RS:1: Assumes increasing text complexity across grade levels. See Appendix F or descriptions of increasing text complexity.) R:RS:1: Demonstrates ability to monitor comprehension for different types of texts and purposes by… Grade 3 Grade 4 Grade 5 R:RS:3:1.1: Using a range of self-monitoring and self-correction

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Standard 1

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” However, conjunctions used throughout this document have specific meaning. The use of the conjunction “or” means that a student can be assessed on all or just some of the elements of the GLE in a given year. The use of “and” between elements of a GLE means that the intent is to assess each element every year. In some situations, “or” is used when students have choices about how they will cite supporting evidence for their response. 18 Reading Strategies: Strategies for Monitoring and

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READING Kindergarten – Grade 5 Rhode Island and New Hampshire Grade Level Expectations LOCAL (GLEs) for grades K-5 Including New England Common Assessment Program (NECAP-STATE) GLEs for Reading in Grades 2-5 2006 Final Version edited April 2007 All of the concepts and skills identified at a given grade level are “fair game” for large-scale assessment purposes, if marked “(State

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” However, conjunctions used throughout this document have specific meaning. The use of the conjunction “or” means that a student can be assessed on all or just some of the elements of the GLE in a given year. The use of “and” between elements of a GLE means that the intent is to assess each element every year. In some situations, “or” is used when students have choices about how they will cite supporting evidence for their response. 18 Reading Strategies: Strategies for Monitoring and

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Standard 1

READING Grade 5 – Grade 12 Rhode Island Grade and New Hampshire Level/Span Expectations LOCAL GLEs for grades 5-8 and LOCAL GSEs for 9-10 and 11-12 Including New England Common Assessment Program (NECAP-STATE) GLEs for Reading in Grades 5-8 Reading Strategies: S...

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READING Grade 5 – Grade 12 Rhode Island Grade and New Hampshire Level/Span Expectations LOCAL GLEs for grades 5-8 and LOCAL GSEs for 9-10 and 11-12 Including New England Common Assessment Program (NECAP-STATE) GLEs for Reading in Grades 5-8 Reading Strategies: Strategies for Monitoring and Adjusting Reading (R-12) End of Grade 5 LOCAL ONLY End of Grade 6 LOCAL

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Layout 1

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20 EALR COMPONENT EALR 2 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. GLE K 1 2 3 4 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images. square6 Use monitoring strategies to increase comprehension, including word recogni- tion strategies, re-reading, and looking forward in the text. Apply comprehension monitoring strategies before, during, and after

8 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=8 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

The student understands the meaning of what is read. (Comprehension) EALR 3: The student reads different materials for a variety of purposes. (Types of text: literary and informational) EALR 4: The student sets goals and evaluates progress to improve reading. (Self-monitoring, goal setting, personal evaluation of text) Document Organization The organization of the Grade Level Expectations in this doc- ument maps the learning sequence from Kindergarten through Grade 10. Educators can easily see how a learning

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read (e.g., relate what is learned in chemistry to new learning in biology; connect the author’s perspective and/or the historical context to text). Apply comprehension monitoring strategies for informational and tech- nical materials, complex narratives, and expositions: use prior knowledge. square6 Use previous experience, knowledge of current issues, information previously learned to make connections, draw con- clusions, and generalize about what is read (e.g., transfer knowledge of the concept of tragedy

21 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=21 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

Make, confirm, and revise predictions based on prior knowledge and evidence from the text (e.g., using main idea state- ments, predict what kind of information the author will present next). square6 Select, from multiple choices, a predic- tion, inference, or assumption that could be made from the text. square6 Organize information to support a predic- tion or inference in a self-created graphic organizer. Apply comprehension monitoring strategies for informational and tech- nical materials, complex narratives

22 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=22 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

20 EALR COMPONENT EALR 2 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. GLE K 1 2 3 4 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images. square6 Use monitoring strategies to increase comprehension, including word recogni- tion strategies, re-reading, and looking forward in the text. Apply comprehension monitoring strategies before, during, and after

23 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=23 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

the plot/message in cultur- ally relevant literary/narrative texts. square6 Select, from multiple choices, a sentence that best summarizes the story or selec- tion. square6 Organize information using a graphic organizer appropriate for summarizing informational/expository text and lit- erary/narrative text. Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/ expository text and literary/narrative text. W square6 Create a summary including the main idea and

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STANDARDS.05

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conclusions based on information presented in the text (e.g., cause and effect, character motivation)* The student comprehends literal or inferred meaning from text by [5] 2.2.1 Locating information explicitly stated in narrative and informational text to answer literal- comprehension questions* [5] 2.2.2 Self-monitoring comprehension by formulating questions while reading (e.g., why do characters react to the same situation differently) or rereading (e.g., for clarification, confirmation, correction)* (L

44 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=44 www.eed.state.ak.us/standards/pdf/standards.pdf#page=44

order, grammar) [3] 1.1.2 Reading orally high-frequency words and abbreviations of proper nouns such as Dr., Mr., Mrs., Ms. (L) [3] 1.1.3 Obtaining information using text features including pictures (illustrations for text) and visual cues (e.g., bolded or italicized text, chapter titles) [3] 1.1.4 Identifying words by using context clues (e.g., “canoe” in a story about fishing) [3] 1.1.5 Self-monitoring and self- correcting while reading (e.g., sounding words out, adjusting reading pace) (L) The

48 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=48 www.eed.state.ak.us/standards/pdf/standards.pdf#page=48

conclusions based on information presented in the text (e.g., cause and effect, character motivation)* The student comprehends literal or inferred meaning from text by [5] 2.2.1 Locating information explicitly stated in narrative and informational text to answer literal- comprehension questions* [5] 2.2.2 Self-monitoring comprehension by formulating questions while reading (e.g., why do characters react to the same situation differently) or rereading (e.g., for clarification, confirmation, correction)* (L

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Microsoft Word - vsc_english_gr38.doc

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in simple dialogue and for direct quotations f. Use capital letters correctly in titles and the first word in a direct quotation g. Indent for paragraphs 3. Explain editorial choices involving mechanics D. Spelling 1. Recognize conventional spelling in and through personal and academic reading 2. Apply conventional spelling in written language a. Spell grade-appropriate high frequency and content words b. Modify spellings when adding inflectional endings and suffixes

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in simple dialogue and for direct quotations f. Use capital letters correctly in titles and the first word in a direct quotation g. Indent for paragraphs 3. Explain editorial choices involving mechanics D. Spelling 1. Recognize conventional spelling in and through personal and academic reading 2. Apply conventional spelling in written language a. Spell grade-appropriate high frequency and content words b. Modify spellings when adding inflectional endings and suffixes

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Microsoft Word - Content Area Reading Middle School.doc

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language, and motivation, for example. Reading is not only a cognitive psycholinguistic activity but also a social activity. Being a good reader in English means that a child has gained a functional knowledge of the principles of the English alphabetic writing system. Young children gain functional knowledge of the parts, products, and uses of the writing system from their ability to attend to and analyze the external sound structure of spoken words. Understanding the basic alphabetic principle requires

5 0 http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=5 www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

language, and motivation, for example. Reading is not only a cognitive psycholinguistic activity but also a social activity. Being a good reader in English means that a child has gained a functional knowledge of the principles of the English alphabetic writing system. Young children gain functional knowledge of the parts, products, and uses of the writing system from their ability to attend to and analyze the external sound structure of spoken words. Understanding the basic alphabetic principle requires

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