iSEEK - Education

and analyzes the development of characters. The teacher… 1. (a) creates and adds to a list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use as a ready reference. (b) prior to reading a novel, provides students with a format for a critical review that will be completed at the end of the unit. While reading the novel, the class discusses the major components of

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logical or sequential order, clearly preserving the author's intent. (f) in biology, emphasizes that finding a cure for a disease is a problem-solution. (g) in science, has the students compare and contrast the science context from within a science fiction novel to actual science. 8. (a) provides students with a cause-effect graphic organizer. The teacher encourages the students to determine what the major event/cause of the text is as the text is being read. Once the cause

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and analyzes the development of characters. The teacher… 1. (a) creates and adds to a list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use as a ready reference. (b) prior to reading a novel, provides students with a format for a critical review that will be completed at the end of the unit. While reading the novel, the class discusses the major components of

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(a) discusses the complex literary devices and creates a classroom definition for each. Students choose a piece of literature to use as an example for each literary device to then analyze and study in-depth. (b) during a peer editing activity, students identify, discuss and explain each other’s points of view and biases in their writing. (c) has the students read a novel and explain the problem, rising and falling action, and resolution through a short essay. Then the students write a

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STANDARDS.05

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54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to

19 0 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 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

55 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=55 www.eed.state.ak.us/standards/pdf/standards.pdf#page=55

[3] 1.7.1 Distinguishing between fiction/ nonfiction, prose/poetry, short story/ drama (L) [3] 1.7.2 Identifying use of dialogue or rhyme in common forms of text The student analyzes content and structure of genres by [4] 2.7.1 Identifying the four major genres of fiction: short story, drama (plays), novel, and poetry (L) [4] 2.7.2 Identifying or explaining the characteristics of fiction and nonfiction (L) [4] 2.7.3 Identifying use of literary elements and devices (i.e., dialogue, rhyme, alliteration

56 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56 www.eed.state.ak.us/standards/pdf/standards.pdf#page=56

54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to

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Core Content For Mathematics Assessment

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to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc

146 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146

text - e.g., novel, short story, song, film, website, etc.). RD-04-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., novel, short story, song, film, website, etc.). RD-05-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., novel, short story, song, film, website, etc.).

154 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154

to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc

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Microsoft Word - readstd8g.docreadstd8g.pdf

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more appropriate-level texts. 6. (a) models to the students that summarizing is restating or translating information into your own words. Then, after reading a "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with a story organizer. As the students read a story, novel, play, or folktale, the students take notes on the graphic organizer containing beginning, middle, and ending information. (c) in

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more appropriate-level texts. 6. (a) models to the students that summarizing is restating or translating information into your own words. Then, after reading a "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with a story organizer. As the students read a story, novel, play, or folktale, the students take notes on the graphic organizer containing beginning, middle, and ending information. (c) in

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subplots, The teacher… 1. (a) models graphic organizer examples and provides maps to help students prepare a characterization of a main character. (b) models visualization of character development. (c) models story mapping. (b) after reading a novel in class, has the students go through the chapters looking for character traits. The teacher has the students select two (or more) important characters from the story. In a three- column chart (e.g., left column is titled “Character’s Name”; middle

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a novel. They discuss in cooperative groups the theme of the story and share their perceptions with the entire class. (b) uses say anything strategy to have students share their perception of the story's theme with a partner. (c) models the use of a story map and has students complete a story map. (d) models the use of sticky notes to make notes and mark passages related to the theme. 5. (a) assigns students to keep a Double-Entry Reading Log while the teacher reads a novel aloud

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Microsoft Word - Completed Reading.rtf

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that is specifically stated in a text or verbal exchange. Exposition/Expository text Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition is that portion that helps the reader to understand the background or situation in which the work is set. See Description, Narration, Persuasion Fable A short, simple story that teaches a lesson. A

76 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=76 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

that is specifically stated in a text or verbal exchange. Exposition/Expository text Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition is that portion that helps the reader to understand the background or situation in which the work is set. See Description, Narration, Persuasion Fable A short, simple story that teaches a lesson. A

80 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=80 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

80 Novel An extended work of fiction. Like a short story, a novel is essentially the product of a writer’s imagination. Because the novel is much longer than the short story, the writer can develop a wider range of characters and a more complex plot. See Fiction, Short story Ode A complex generally long lyric poem on a serious subject Onomatopoeia The use of a word whose sound suggests its meaning (e.g. clang, buzz, twang). Onset The part of the syllable that precedes the vowel (e.g. /h/ in hop, and

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CONTENts.PDF

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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

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and share examples of events from the novel that illustrate inconsistencies between characters’ words and actions. • interpret the text by using prior knowledge and experiences; K-4: Students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within a work. Example: Students read Encyclopedia Brown, then use their experience to role play a scene in which Encyclopedia solves a problem for a character from another story

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family’s life had been like before the events described in the novel, supporting their inferences with references to the novel. 9-12: Students will use the literary elements of a text (theme, symbolism, imagery, conflict, etc.) to draw conclusions about a text. Example: Students meet in groups to share their interpretations of the symbolism in Maya Angelou’s poem, “Caged Bird,” then report the group’s findings to the class. K-12 PERFORMANCE STANDARDS • understand that a single text may elicit a

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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

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Layout 1

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situa- tional changes (e.g., a child might say “yup” at home, but would be expected to say “yes” at school). letter patterns: Common letter groupings that represent specific sounds (e.g., /ing/ in string and /ough/ in enough). literary devices: Techniques used to convey or enhance an author’s message or voice (e.g., idiom, figu- rative language, exaggeration, dia- logue, and imagery). literary/narrative genres: Categories used to classify literary works, usually by form, technique, or content (e.g., novel

52 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=52 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

situa- tional changes (e.g., a child might say “yup” at home, but would be expected to say “yes” at school). letter patterns: Common letter groupings that represent specific sounds (e.g., /ing/ in string and /ough/ in enough). literary devices: Techniques used to convey or enhance an author’s message or voice (e.g., idiom, figu- rative language, exaggeration, dia- logue, and imagery). literary/narrative genres: Categories used to classify literary works, usually by form, technique, or content (e.g., novel

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those periods s read and interpret works of recognized literary merit from sev- eral world cultures and recognize the distinguishing features of those cultural traditions s view stage or film productions of a major play or novel and dis- cuss the interpretation of the work that is evident in the produc- tion. 2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves

14 0 http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=14 www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=14

those periods s read and interpret works of recognized literary merit from sev- eral world cultures and recognize the distinguishing features of those cultural traditions s view stage or film productions of a major play or novel and dis- cuss the interpretation of the work that is evident in the produc- tion. 2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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standard, students are expected to • analyze the use of dialogue, special effects, music, and set to interpret characters • compare and contrast character development in a play as compared to that in other literary forms, such as a short story or novel • identify and describe dramatic conventions, such as ° aside ° monologue, including soliloquy ° irony - dramatic - verbal - situational.

186 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=186 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=186

standard, students are expected to • analyze the use of dialogue, special effects, music, and set to interpret characters • compare and contrast character development in a play as compared to that in other literary forms, such as a short story or novel • identify and describe dramatic conventions, such as ° aside ° monologue, including soliloquy ° irony - dramatic - verbal - situational.

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=186

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Strand 1: Reading Process (Kindergarten)

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READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 12 PO 5. Analyze characteristics of sub genres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial. PO 6. Describe the function of dialogue, scene design, soliloquies, asides, and/or character foils in dramatic literature. PO 7. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm

3 0 http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page=3 www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page...

READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 12 PO 5. Analyze characteristics of sub genres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial. PO 6. Describe the function of dialogue, scene design, soliloquies, asides, and/or character foils in dramatic literature. PO 7. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm

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