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 Microsoft Word - 06.029.0004.doc
(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts,...
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(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , computer networks), evaluating the usefulness and quality of information and ideas based on purpose, experiences, texts and graphics. (iii
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9
(ii) Research <span class="highlight">multiple</span> sources <span class="highlight">to</span> deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety <span class="highlight">of</span> sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , computer <span class="highlight">networks</span>), evaluating the usefulness and <span class="highlight">quality</span> <span class="highlight">of</span> information and ideas <span class="highlight">based</span> on purpose, experiences, texts and graphics. (iii
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=23
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=23
proposals. (3) Benchmark 6-C: Evaluate the range and <span class="highlight">quality</span> <span class="highlight">of</span> evidence used <span class="highlight">to</span> <span class="highlight">support</span> or oppose an argument (including the use <span class="highlight">of</span> logos, ethos, pathos). (a) Grade 9 performance indicator: Use standard criteria <span class="highlight">to</span> evaluate the <span class="highlight">quality</span> and effectiveness <span class="highlight">of</span> evidence used <span class="highlight">in</span> oral or written communication. (b) Grade 10 performance indicators: (i) Identify, analyze and
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=24
personal attack - “argumentum <span class="highlight">ad</span> hominem,” the appeal <span class="highlight">to</span> general opinion - “argumentum <span class="highlight">ad</span> populum,” and the false dilemma - assuming only two options when there are more available). (ii) Create and utilize criteria for critiquing one’s own work and the work <span class="highlight">of</span> others for unintended fallacies. (5) Benchmark 6-E: Understand the distinction between a deductive argument and an inductive argument <span class="highlight">in</span> order <span class="highlight">to</span> evaluate an argument’s effectiveness
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idea or concept. a. Select an appropriate format to demonstrate understanding. b. Gather information from more than one source. c. Report information by paraphrasing, summarizing, and/or quoting from sources. d. Use informal citation to support inquiry. 14 Objective 3 (O...
English Voluntary State Curriculum
metrics, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect of stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect of multiple speak...
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metrics, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect of stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect of multiple speakers or a shifting point of view #0;z Analyze the extent to which a systematic use of dialect creates character and advances theme #0;z Analyze the extent to which an author’s use of irony contributes to character, plot, or theme
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http://mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=7
mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=7
<span class="highlight">metrics</span>, rhyme scheme, rhythm, alliteration, repetition, parallelism) on meaning ADP H5, H9 #0;z Analyze the effect <span class="highlight">of</span> stylistic elements (e.g., allusion, analogy, figurative language, imagery, and symbolism) on meaning ADP B5, H9 #0;z Analyze the effect <span class="highlight">of</span> <span class="highlight">multiple</span> speakers or a shifting point <span class="highlight">of</span> view #0;z Analyze the extent <span class="highlight">to</span> which a systematic use <span class="highlight">of</span> dialect creates character and advances theme #0;z Analyze the extent <span class="highlight">to</span> which an author’s use <span class="highlight">of</span> irony contributes <span class="highlight">to</span> character, plot, or theme
STANDARDS.05
18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human networks, i...
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18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes in technology, transportation
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=19
www.eed.state.ak.us/standards/pdf/standards.pdf#page=19
18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people <span class="highlight">to</span> exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human <span class="highlight">networks</span>, including <span class="highlight">networks</span> for communications and for transportation <span class="highlight">of</span> people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes <span class="highlight">in</span> technology, transportation
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office...
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English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
English-Language Arts <span class="highlight">ad</span>-<span class="highlight">hoc</span> committee deserve special recognition. Ordering Information Copies <span class="highlight">of</span> this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent <span class="highlight">to</span> CDE Press, Sales Office, California Department <span class="highlight">of</span> Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
standard bibliography. antecedent A word, phrase, or clause <span class="highlight">to</span> which a following pronoun refers. Example: Iris tried, but she couldn’t find the book. Iris is the antecedent <span class="highlight">of</span> she. appeal <span class="highlight">to</span> reason A call upon the reader’s faculty <span class="highlight">to</span> think <span class="highlight">in</span> a rational way <span class="highlight">to</span> persuade his or her thoughts. appeal <span class="highlight">to</span> authority A call upon an individual or other <span class="highlight">source</span> as an expert <span class="highlight">to</span> strengthen an argument made by the author <span class="highlight">of</span> a work. appeal <span class="highlight">to</span> emotion The <span class="highlight">ad</span> populum approach is a common fallacy <span class="highlight">in</span> arguments. Instead <span class="highlight">of</span>
Microsoft Word - 0519LAStandards.doc
plays, essays, journals, letters, directions, editorials, business communications and reports. By the end of grade 8, the student will have written in all of the forms listed. B. Elements of Composition Standard: The student will engage in a writing process, w...
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plays, essays, journals, letters, directions, editorials, business communications and reports. By the end of grade 8, the student will have written in all of the forms listed. B. Elements of Composition Standard: The student will engage in a writing process, with attention to organization, focus, quality of ideas and a purpose. The student will: 1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. 2. Create narratives
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=36
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
plays, essays, journals, letters, directions, editorials, business communications and reports. By the end <span class="highlight">of</span> grade 8, the student will have written <span class="highlight">in</span> all <span class="highlight">of</span> the forms listed. B. Elements <span class="highlight">of</span> Composition Standard: The student will engage <span class="highlight">in</span> a writing process, with attention <span class="highlight">to</span> organization, focus, <span class="highlight">quality</span> <span class="highlight">of</span> ideas and a purpose. The student will: 1. Create <span class="highlight">multiple</span> paragraph compositions that state, maintain and use details <span class="highlight">in</span> a logical order <span class="highlight">to</span> <span class="highlight">support</span> a main idea. 2. Create narratives
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=49
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 8 4 1. Create <span class="highlight">multiple</span> paragraph compositions that state, maintain and use details <span class="highlight">in</span> a logical order <span class="highlight">to</span> <span class="highlight">support</span> a main idea. 2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language <span class="highlight">to</span> engage audiences. 3. Create informative reports, including gathering material, formulating ideas <span class="highlight">based</span> on gathered material, organizing information and editing for logical progression. 4. Create reports that employ word
Layout 1
GRADE LEVEL EXPECTATIONS 37 W R I T I N G E A L R 3 GLE 5 6 7 8 9/10 3.3.2 Spells words appropriate for the grade level accurately. square6 Uses spelling rules and patterns from previous grades. square6 Spells high-frequency words correctly. square6 Uses multiple strategies to spell. E...
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GRADE LEVEL EXPECTATIONS 37 W R I T I N G E A L R 3 GLE 5 6 7 8 9/10 3.3.2 Spells words appropriate for the grade level accurately. square6 Uses spelling rules and patterns from previous grades. square6 Spells high-frequency words correctly. square6 Uses multiple strategies to spell. Examples: ~ Visual patterns (e.g., -ion endings) ~ Sound patterns (e.g., easily confused endings -able / -ible, -ant /-ent) ~ Affixes (e.g., pre-, in-, un-, -ed, -ing, -graph) ~ Rules (e.g., “i” before “e” rule) square6 Self
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=39
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
GRADE LEVEL EXPECTATIONS 37 W R I T I N G E A L R 3 GLE 5 6 7 8 9/10 3.3.2 Spells words appropriate for the grade level accurately. square6 Uses spelling rules and patterns from previous grades. square6 Spells high-frequency words correctly. square6 Uses <span class="highlight">multiple</span> strategies <span class="highlight">to</span> spell. Examples: ~ Visual patterns (e.g., -ion endings) ~ Sound patterns (e.g., easily confused endings -able / -ible, -<span class="highlight">ant</span> /-ent) ~ Affixes (e.g., pre-, <span class="highlight">in</span>-, un-, -ed, -ing, -graph) ~ Rules (e.g., “i” before “e” rule) square6 Self
cover.indd
setting, characters, and events in narrative text. R.NT.00.04 identify how authors/illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters. R.NT.00.05 respond to individual and multiple t...
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setting, characters, and events in narrative text. R.NT.00.04 identify how authors/illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters. R.NT.00.05 respond to individual and multiple texts by fi nding evidence, discussing, illustrating, and/or writing to refl ect, make meaning, and make connections. Informational Text Students will… R.IT.00.01 identify and describe the basic form and purpose of a variety of informational genre
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=9
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=9
setting, characters, and events <span class="highlight">in</span> narrative text. R.NT.00.04 identify how authors/illustrators use literary devices including pictures and illustrations <span class="highlight">to</span> <span class="highlight">support</span> the understanding <span class="highlight">of</span> settings and characters. R.NT.00.05 respond <span class="highlight">to</span> individual and <span class="highlight">multiple</span> texts by fi nding evidence, discussing, illustrating, and/or writing <span class="highlight">to</span> refl ect, make meaning, and make connections. Informational Text Students will… R.IT.00.01 identify and describe the basic form and purpose <span class="highlight">of</span> a variety <span class="highlight">of</span> informational genre
7th Grade„Grade Level Expectations
“New” to 9 th Grade from 8 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review #0;� Incorporates information from more than one source #0;� Includes information relevant to topic and purpose #0;� Identifies source...
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“New” to 9 th Grade from 8 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review #0;� Incorporates information from more than one source #0;� Includes information relevant to topic and purpose #0;� Identifies source of information #0;� Fulfills the identified purpose as clearly indicated #0;� Utilizes an organizational plan for combining paragraphs to address a designated purpose and topic #0;� Incorporates information from multiple sources #0;� Summarizes and paraphrases
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=26
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
“New” <span class="highlight">to</span> 9 th Grade from 8 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review #0;� Incorporates information from more than one <span class="highlight">source</span> #0;� Includes information relevant <span class="highlight">to</span> topic and purpose #0;� Identifies <span class="highlight">source</span> <span class="highlight">of</span> information #0;� Fulfills the identified purpose as clearly indicated #0;� Utilizes an organizational plan for combining paragraphs <span class="highlight">to</span> address a designated purpose and topic #0;� Incorporates information from <span class="highlight">multiple</span> sources #0;� Summarizes and paraphrases
Academic Standards-English/Language Arts Grade 11
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support...
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11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. 11.6.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. 11.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade11.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
11.6.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. 11.6.3 Apply appropriate manuscript conventions <span class="highlight">in</span> writing — including title page presentation, pagination, spacing, and margins — and integration <span class="highlight">of</span> <span class="highlight">source</span> and <span class="highlight">support</span> material by citing sources within the text, using direct quotations, and paraphrasing. 11.6.4 Identify and correctly use clauses, both main and subordinate; phrases, including gerund, infinitive, and participial; and the mechanics <span class="highlight">of</span> punctuation, such
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