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 Microsoft Word - Completed Reading.rtf
is made concrete through representation in person, action, and image. Theme is not simply a subject or an activity, vice for instance, but a proposition, such as “Vice seems more interesting than virtue but turns out to be destructive.” Sometimes the th...
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is made concrete through representation in person, action, and image. Theme is not simply a subject or an activity, vice for instance, but a proposition, such as “Vice seems more interesting than virtue but turns out to be destructive.” Sometimes the theme is directly stated in the work, and sometimes it is given indirectly. There may be more than one theme in a given work. See Main idea, Moral Thesis An attitude or position taken by a writer or speaker with the purpose of proving or supporting it. See
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=79
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
the world is the way it is. Narration/Narrative writing Writing that relates <span class="highlight">an</span> event or <span class="highlight">a</span> series of events; <span class="highlight">a</span> story. Narration can be imaginary, as in <span class="highlight">a</span> short story or <span class="highlight">novel</span>; or factual, as in <span class="highlight">a</span> newspaper account or <span class="highlight">a</span> work of history. See Description, Exposition, Persuasion Narrator The person or voice telling the story. The narrator can be <span class="highlight">a</span> character in the story or <span class="highlight">a</span> voice outside the action. See Point of view Neoclassicism <span class="highlight">A</span> revival of classical standards and forms during the late 17 th
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=84
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
is made concrete through <span class="highlight">representation</span> in person, action, and <span class="highlight">image</span>. Theme is not simply <span class="highlight">a</span> subject or <span class="highlight">an</span> activity, vice for instance, but <span class="highlight">a</span> proposition, such as “Vice seems more interesting than virtue but turns out to be destructive.” Sometimes the theme is directly stated in the work, and sometimes it is given indirectly. There may be more than one theme in <span class="highlight">a</span> given work. See Main idea, Moral Thesis <span class="highlight">An</span> attitude or position taken by <span class="highlight">a</span> writer or speaker with the purpose of proving or supporting it. See
Kansas Curricular Standard forReadingStd[1]_081709.doc
document is not intended to be a state-mandated curriculum. Local curricula should further refine and shape the way that students demonstrate their development in the communication arts. This document was developed with an understanding that all students will be given an...
Glossaryreadingglossary.pdf
genre - n. 1. a category used to classify literary works, usually by form, technique, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the novel, essay, short story, television play, and motion picture scenario are also...
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genre - n. 1. a category used to classify literary works, usually by form, technique, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the novel, essay, short story, television play, and motion picture scenario are also considered genres" (Holman and Harmon, 1992). √ goals - see character's goal grapheme - n. a written or printed representation of a phoneme, as b for /b/ and oy for /oi/ in boy. Note: In English, a grapheme may be a single
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
short stories, but also including plays and narrative poetry. √ figurative language - language enriched by word images and figures of speech. √ Fishbone Graphic Organizer - see graphic organizers flashback - <span class="highlight">a</span> <span class="highlight">technique</span> of disrupting the chronology of <span class="highlight">a</span> narrative by shifting to <span class="highlight">an</span> earlier time in order to introduce information. √ fluency - freedom from word-identification problems that might hinder comprehension in silent reading of the expression of ideas in oral reading; automaticity
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
genre - n. 1. <span class="highlight">a</span> category used to classify literary works, usually by form, <span class="highlight">technique</span>, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the <span class="highlight">novel</span>, essay, short story, television play, and motion picture scenario are also considered genres" (Holman and Harmon, 1992). √ goals - see character's goal grapheme - n. <span class="highlight">a</span> written or printed <span class="highlight">representation</span> of <span class="highlight">a</span> phoneme, as b for /b/ and oy for /oi/ in boy. Note: In English, <span class="highlight">a</span> grapheme may be <span class="highlight">a</span> single
Standard 1: Students engage in the research process
invented spelling – the result of an attempt to spell a word whose spelling is not already known, based on a writer’s knowledge of the spelling system and how it works listening vocabulary – the number of words a person understands when th...
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invented spelling – the result of an attempt to spell a word whose spelling is not already known, based on a writer’s knowledge of the spelling system and how it works listening vocabulary – the number of words a person understands when they are heard in speech; hearing vocabulary literacy – the ability to read and communicate through text media genres – means of communication, especially of mass communication, as books, newspapers, magazines, radio, television, motion pictures, recordings, etc
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=116
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=116
invented spelling – the result of <span class="highlight">an</span> attempt to spell <span class="highlight">a</span> word whose spelling is not already known, <span class="highlight">based</span> on <span class="highlight">a</span> writer’s knowledge of the spelling <span class="highlight">system</span> and how it works listening vocabulary – the number of words <span class="highlight">a</span> person understands when they are heard in speech; hearing vocabulary literacy – the ability to read and communicate through text media genres – means of communication, especially of mass communication, as books, newspapers, magazines, radio, television, motion pictures, recordings, etc
Strand 1: Reading Process (Kindergarten)
Writing Standard Articulated by Grade Level Grade 10 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific conten...
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Writing Standard Articulated by Grade Level Grade 10 Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards Based Teaching and Learning Approved June 28, 2004 8 Concept 3: Functional Functional writing
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http://www.ade.state.az.us/standards/language-arts/writing/grade10.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade10.pdf#page=8
Writing Standard Articulated by Grade Level Grade 10 Italics denotes <span class="highlight">a</span> repetition of <span class="highlight">a</span> performance objective (learned in <span class="highlight">an</span> earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within <span class="highlight">a</span> performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department of Education – Standards <span class="highlight">Based</span> Teaching and Learning Approved June 28, 2004 8 Concept 3: Functional Functional writing
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the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization’s constitution or guidelines. • Include all the factors and variables that need to be considered . • use formatting techniques, including heading...
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the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization’s constitution or guidelines. • Include all the factors and variables that need to be considered . • use formatting techniques, including headings and changing the fonts, to aid comprehension. Investigate topics of inter- est and importance across the subject areas, select- ing appropriate media sources, using effective research processes, and demonstrating ethical use of resources and
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http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=3
www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=3
the sequence of activities needed to design <span class="highlight">a</span> <span class="highlight">system</span>, operate <span class="highlight">a</span> tool, or explain the bylaws of <span class="highlight">an</span> organization’s constitution or guidelines. • Include all the factors and variables that need to be considered . • use formatting techniques, including headings and changing the fonts, to aid comprehension. Investigate topics of inter- est and importance across the subject areas, select- ing appropriate media sources, <span class="highlight">using</span> <span class="highlight">effective</span> research processes, and demonstrating ethical use of resources and
DRAFT
21 of 75 THINK ALOUD Description: Thinking aloud allows others to see what you think by narrating how you think as you read text or discuss an idea. Often students are directed to read a chapter and take notes on important ideas. Knowing how to think about what is read and knowing w...
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21 of 75 THINK ALOUD Description: Thinking aloud allows others to see what you think by narrating how you think as you read text or discuss an idea. Often students are directed to read a chapter and take notes on important ideas. Knowing how to think about what is read and knowing what such thinking looks like is innate to good readers. Students often do not know what good thinking is, so teachers must constantly model it for them and ask them to model it in order to shape their performance through
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=24
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=24
21 of 75 THINK ALOUD Description: Thinking aloud allows others to see what you think by narrating how you think as you read text or discuss <span class="highlight">an</span> idea. Often students are directed to read <span class="highlight">a</span> chapter and take notes on important ideas. Knowing how to think about what is read and knowing what such thinking looks like is innate to good readers. Students often do not know what good thinking is, so teachers must constantly model it for them and ask them to model it in order to <span class="highlight">shape</span> their performance through
STANDARDS.05
(M1.1.2) [3] N-3 using appropriate representations of ordinal or cardinal numbers (M1.1.4) • of simple fractions with denominators 2, 3, 4, or 10 by identifying, describing with explanations, or illustrating [3] N-4 equal parts of a whole, a region, or a set (...
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(M1.1.2) [3] N-3 using appropriate representations of ordinal or cardinal numbers (M1.1.4) • of simple fractions with denominators 2, 3, 4, or 10 by identifying, describing with explanations, or illustrating [3] N-4 equal parts of a whole, a region, or a set (using models) (M1.1.5) [3] N-5 equivalent representation of fractions (using models) (M1.1.5) The student demonstrates conceptual understanding • of whole numbers to ten thousands by [4] N-1 reading, writing, ordering, or [counting L] (M1.2.1) [4] N
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=78
www.eed.state.ak.us/standards/pdf/standards.pdf#page=78
(M1.1.2) [3] N-3 <span class="highlight">using</span> appropriate representations of ordinal or cardinal numbers (M1.1.4) • of simple fractions with denominators 2, 3, 4, or 10 by identifying, describing with explanations, or illustrating [3] N-4 equal parts of <span class="highlight">a</span> whole, <span class="highlight">a</span> <span class="highlight">region</span>, or <span class="highlight">a</span> set (<span class="highlight">using</span> models) (M1.1.5) [3] N-5 equivalent <span class="highlight">representation</span> of fractions (<span class="highlight">using</span> models) (M1.1.5) The student demonstrates conceptual understanding • of whole numbers to ten thousands by [4] N-1 reading, writing, ordering, or [counting L] (M1.2.1) [4] N
TO:Nonaccredited Private School Officialsreadstd5g[1]_081709.doc
short passage or novel to read to the students. The teacher asks the students to predict what will happen in the story based on the title. The teacher reads the story using proper intonation and rate. After a few paragraphs or chapters, the students are encouraged to...
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2004 English Language Arts • examining literary techniques such as style, syntax, diction, figurative language, tone, purpose, and audience. 2.03 Publish works to enable an audience to understand a principle, theory or artistic technique by: • presenting a focus...
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2004 English Language Arts • examining literary techniques such as style, syntax, diction, figurative language, tone, purpose, and audience. 2.03 Publish works to enable an audience to understand a principle, theory or artistic technique by: • presenting a focused thesis with supporting detail and commentary. • adjusting diction, tone, language and method of presentation to the audience. Competency Goal 3 The learner will develop an argument which addresses and assesses the human condition through a study
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=153
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts • examining literary techniques such as style, syntax, diction, figurative language, tone, purpose, and audience. 2.03 Publish works to enable <span class="highlight">an</span> audience to understand <span class="highlight">a</span> principle, theory or artistic <span class="highlight">technique</span> by: • presenting <span class="highlight">a</span> focused thesis with supporting detail and commentary. • adjusting diction, tone, language and method of presentation to the audience. Competency Goal 3 The learner will develop <span class="highlight">an</span> argument which addresses and assesses the human condition through <span class="highlight">a</span> study
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