iSEEK - Education

rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own

28 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=28 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=28

including making credible predictions to increase comprehension when reading or listening to text. R.MT.02.02 self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading. R.MT.02.03 self-monitor comprehension by re-reading or listening again if uncertain about meaning, making inferences, and summarizing the most important ideas and themes in a text. R.MT.02.04 plan, monitor, regulate, and

52 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52

ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.05.02 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unfamiliar words); select an appropriate text type from known genre for particular writing purposes; and use theory/evidence, cause/effect, and persuasive organizational patterns. Critical Standards Students will… R.CS

60 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60

rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.06.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own

68 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68

representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides. Critical Standards Students will… R.CS.07.01 analyze the appropriateness of shared, individual and expert standards based on purpose, context, and

76 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76

questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions. R.MT.08.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills. Critical Standards Students will… R.CS.08.01 evaluate the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing

77 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77

08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented ﬁnal project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, and replicate authors

www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60

Average Rating (0 votes)

null

79 79

84 84

85 85

112 112

142 142

145 145

146 146

167 167

193 193

1 0

transforming ideas are based on research provided by the Office of Educational Research of the U.S. Department of Education (Sweet, 1993). • Children use prior knowledge to construct meaning when reading. Reading comprehension is a process of constructing meaning from text based on the reader’s background of experiences. Overall prior knowledge comes from past experiences both in and out of school. Prior knowledge for reading a specific text is of two types: text-specific knowledge for understanding a type of text

79 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=79 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

multi-strategy approach to the learning of new spellings. 5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors. 5.07 Edit final product for grammar, language conventions, and format. 5.08 Create readable documents through legible handwriting (cursive) and word processing. 56

84 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=84 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

media/technology in all environments. In written language instruction and practice, students should make connections between their reading and their writing. They should read and write frequently. Middle school students need to write so that they consider the reader who will read their writing (audience), and they need to read so that they consider the author who wrote what they are reading (voice). Students need to read a variety of types of text, and they need to use different types of writing for a variety

85 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=85 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

technology. Communication media and technology can include television, videotapes, radio, film, and computers. Students can access and use a full range of electronic media that can enrich other communication strands—reading/literature, writing, speaking/listening. For example, students can access Internet and CD-ROM technology in reading and research; they can construct and incorporate visual and audio enrichment such as multi-media presentations, charts, graphs, videoclips, audioclips, and photographs into their

112 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=112 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

communication differ in their social context (purposes, audiences), there are elements that overlap. For example, in an editorial that presents an argument, a writer may illustrate a point by relating a personal experience; or a critic interpreting a television show may, for part of the essay, take an informational stance to give the reader some factual background. Thus, the high school English Language Arts curriculum is a spiraling program that is based on strong connections. The interrelationships include: • the

142 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=142 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 English Language Arts arguments by: • establishing and applying clear, credible criteria for evaluation. • substantiating assessments with reasons and evidence. 4.02 Develop critiques that give an audience: • an appreciation of how themes relate among texts. • an understanding of how authors’ assumptions, cultural backgrounds, and social values affect texts. • an understanding of how more than one critical approach affects interpretation. 4.03 Demonstrate the ability to read, listen to and view a

145 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=145 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

School English Language Arts Program, these courses promote an integrated approach to the strands of oral language, written language, and other media/technology. Moreover, the courses are aligned to the goals of secondary (6-12) English Language Arts, with students involved in different communication environments, based on purpose, audience, and context. (For more information about the philosophy underlying the High School English Language Arts Program, please see pp. 7-16 and pp. 71-80 of the North Carolina

146 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=146 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 English Language Arts the goals of secondary (6-12) English Language Arts, with students involved in different communication environments, based on purpose, audience, and context. (For more information about the philosophy underlying the High School English Language Arts Program, please see pp. 7-16 and pp. 71-80 of the North Carolina English Language Arts Standard Course of Study or visit http://www.ncpublicschools.org/curriculum/languagearts/indexa.html ). Options for Implementatio n Currently

167 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=167 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

transforming ideas are based on research provided by the Office of Educational Research of the U.S. Department of Education (Sweet, 1993). • Children use prior knowledge to construct meaning when reading. Reading comprehension is a process of constructing meaning from text based on the reader’s background of experiences. Overall prior knowledge comes from past experiences both in and out of school. Prior knowledge for reading a specific text is of two types: text-specific knowledge for understanding a type of text

193 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=193 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 170 English Language Arts Fantasy and science fiction • Characters or settings depart Reading fantasy nurtures the imagination and from what is realistic or can help young students come to grips with the expected. differences between reality and truth. For • The author makes the impossible older students, fantasy and science fiction can believable through logical be useful vehicles for examining issues related framework and consistency, to human survival in an uncertain future. characters’ acceptance

www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

Average Rating (0 votes)

Microsoft Word - 06.029.0004.doc

1 0

and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic. (a) Grade 9 performance indicators: (i) Select appropriate media for a specific

27 0 http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27 www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27

and usability goals for a media communication have been achieved (e.g., ease of access to the communication, ease of navigation of sites, diction, layout). (3) Benchmark 8-C: Create coherent media productions using effective images, text, graphics, music and sound effects to present a distinctive point of view on a topic. (a) Grade 9 performance indicators: (i) Select appropriate media for a specific

www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=27

Average Rating (0 votes)

Microsoft Word - writingstdhs.docwritingstdhs.pdf

1 0

big idea". The teacher will divide the students into cooperative groups and assign each group a topic about which to prepare a saturation report. Topics may include but should not be limited to: colonialism, growth of slavery, advances in navigation and other technologies, influence of Christianity, rise of mercantilism, and the advent of capitalism. Each group will present the topic about which they saturated their knowledge and will include handouts and assignments to support their information

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022&forcedownload=true#page=12 www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022...

big idea". The teacher will divide the students into cooperative groups and assign each group a topic about which to prepare a saturation report. Topics may include but should not be limited to: colonialism, growth of slavery, advances in navigation and other technologies, influence of Christianity, rise of mercantilism, and the advent of capitalism. Each group will present the topic about which they saturated their knowledge and will include handouts and assignments to support their information

www.ksde.org/LinkClick.aspx?fileticket=yJmfPKH2WRk%3d&tabid=1726&mid=8022...

Average Rating (0 votes)

Microsoft Word - readstdhs.docreadstdhs.pdf

1 0

Students discuss the effectiveness of each author. (b) encourages the students to work in pairs and write a persuasive paper based on a given topic (vending machines in schools, internet high school classes, mandatory year-round school attendance) using various persuasive techniques (e.g., bandwagon approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion). After completion of the task, the teacher leads the classroom in

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=16 www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

Students discuss the effectiveness of each author. (b) encourages the students to work in pairs and write a persuasive paper based on a given topic (vending machines in schools, internet high school classes, mandatory year-round school attendance) using various persuasive techniques (e.g., bandwagon approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion). After completion of the task, the teacher leads the classroom in

www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

Average Rating (0 votes)

Core Content For Mathematics Assessment

1 0

4.7.1 Students will make predictions and/or inferences based on patterns of evidence related to the survival and reproductive success of organisms in particular environments. The world has many different environments. Distinct environments support the lives of different types of organisms. When the environment changes some plants and animals survive and reproduce and others die or move to new locations. Examples of environmental changes resulting in either increase or decrease in numbers of a

189 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=189 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=189

4.7.1 Students will make predictions and/or inferences based on patterns of evidence related to the survival and reproductive success of organisms in particular environments. The world has many different environments. Distinct environments support the lives of different types of organisms. When the environment changes some plants and animals survive and reproduce and others die or move to new locations. Examples of environmental changes resulting in either increase or decrease in numbers of a

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=189

Average Rating (0 votes)

Microsoft Word - rwstdintro.docreadstdintro.pdf

1 0

One difference in the extended reading and writing standards, from the general education standards, is that grade levels have not been specified for the indicators under each benchmark. Rather, the benchmarks and the indicators have been organized in a hierarchical fashion (where possible), reflecting the wide variation in performance expectations for these students. To understand the reason for this change, it is helpful to compare this approach with the one used in the general education standards

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=PMPOyqrRMO8%3d&tabid=142&mid=8050&forcedownload=true#page=4 www.ksde.org/LinkClick.aspx?fileticket=PMPOyqrRMO8%3d&tabid=142&mid=8050&...

One difference in the extended reading and writing standards, from the general education standards, is that grade levels have not been specified for the indicators under each benchmark. Rather, the benchmarks and the indicators have been organized in a hierarchical fashion (where possible), reflecting the wide variation in performance expectations for these students. To understand the reason for this change, it is helpful to compare this approach with the one used in the general education standards

www.ksde.org/LinkClick.aspx?fileticket=PMPOyqrRMO8%3d&tabid=142&mid=8050&...

Average Rating (0 votes)

null

1 0

angles, music) carry or influence messages in various media. CLE 3003.7.4 Apply and adapt the principles of written composition to create coherent media productions. Checks for Understanding (Formative/Summative Assessment) #0;3 3003.7.1 Analyze and evaluate the effects on the audience of the sounds, visuals, and language used in a wide array of media. #0;3 3003.7.2 Identify, analyze, and evaluate the effectiveness of the relationship between visual elements (e.g., media images, painting, film

17 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=17 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=17

angles, music) carry or influence messages in various media. CLE 3003.7.4 Apply and adapt the principles of written composition to create coherent media productions. Checks for Understanding (Formative/Summative Assessment) #0;3 3003.7.1 Analyze and evaluate the effects on the audience of the sounds, visuals, and language used in a wide array of media. #0;3 3003.7.2 Identify, analyze, and evaluate the effectiveness of the relationship between visual elements (e.g., media images, painting, film

www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=17

Average Rating (0 votes)

null

1 0

English II Page 16 Standard 7 - Media Course Level Expectations CLE 3002.7.1 Evaluate the aural, visual, and written images and other special effects used in television, radio, film, and the Internet for their ability to inform, persuade, and entertain. CLE 3002.7.2 Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal. CLE 3002.7.3 Recognize how visual and sound techniques or design (e.g., special effects, camera

16 0 http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=16 www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=16

English II Page 16 Standard 7 - Media Course Level Expectations CLE 3002.7.1 Evaluate the aural, visual, and written images and other special effects used in television, radio, film, and the Internet for their ability to inform, persuade, and entertain. CLE 3002.7.2 Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal. CLE 3002.7.3 Recognize how visual and sound techniques or design (e.g., special effects, camera

www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=16

Average Rating (0 votes)

null

1 0

English I Page 16 Standard 7 - Media Course Level Expectations CLE 3001.7.1 Evaluate the aural, visual, and written images and other special effects used in television, radio, film, and the Internet for their ability to inform, persuade, and entertain. CLE 3001.7.2 Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal. CLE 3001.7.3 Recognize how visual and sound techniques or design (e.g., special effects, camera angles

16 0 http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=16 www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=16

English I Page 16 Standard 7 - Media Course Level Expectations CLE 3001.7.1 Evaluate the aural, visual, and written images and other special effects used in television, radio, film, and the Internet for their ability to inform, persuade, and entertain. CLE 3001.7.2 Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal. CLE 3001.7.3 Recognize how visual and sound techniques or design (e.g., special effects, camera angles

www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=16

Average Rating (0 votes)

Back to search results

1 2

Pages

Send results

Total time to process: 7383ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology