iSEEK - Education

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

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

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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

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

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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

5 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=5 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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

9 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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

32 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=32 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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

www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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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

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

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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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Microsoft Word - iaf_writing_PSAEFINAL.doc

Category Table. In addition to an overall PSAE Writing score, ACT English Test and ACT Writing Test scores, and a combined ACT Writing score, as much information as possible will be reported....

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Category Table. In addition to an overall PSAE Writing score, ACT English Test and ACT Writing Test scores, and a combined ACT Writing score, as much information as possible will be reported.

2 0 http://www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=2 www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=2

Category Table. In addition to an overall PSAE Writing score, ACT English Test and ACT Writing Test scores, and a combined ACT Writing score, as much information as possible will be reported.

www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=2

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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

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr12.pdf#page...

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Strand 1: Reading Process (Kindergarten)

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logical manner d. provides support adequate to the literary selection (e.g. short poem vs. novel) (See R08-S2C1) Concept 6: Research Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product. PO 1. Write a summary of information from sources (e.g. encyclopedias, websites, experts) that includes: a

9 0 http://www.ade.state.az.us/standards/language-arts/writing/grade8.pdf#page=9 www.ade.state.az.us/standards/language-arts/writing/grade8.pdf#page=9

logical manner d. provides support adequate to the literary selection (e.g. short poem vs. novel) (See R08-S2C1) Concept 6: Research Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product. PO 1. Write a summary of information from sources (e.g. encyclopedias, websites, experts) that includes: a

www.ade.state.az.us/standards/language-arts/writing/grade8.pdf#page=9

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Microsoft Word - 3969.doc

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sources, technical documents, Internet sources, and literary texts, connect to real-life situations and other texts or represent a view or comment on life (ELA-1-H4) Standard 6: 6. Compare and/or contrast cultural elements including a group’s history, perspectives, and language found in multicultural texts in oral and written responses (ELA-6-H1) 7. Analyze connections between historical contexts and the works of authors, including Sophocles and Shakespeare (ELA-6-H2) 8. Analyze recurrent themes in

39 0 http://www.doe.state.la.us/lde/uploads/3906.pdf#page=39 www.doe.state.la.us/lde/uploads/3906.pdf#page=39

sources, technical documents, Internet sources, and literary texts, connect to real-life situations and other texts or represent a view or comment on life (ELA-1-H4) Standard 6: 6. Compare and/or contrast cultural elements including a group’s history, perspectives, and language found in multicultural texts in oral and written responses (ELA-6-H1) 7. Analyze connections between historical contexts and the works of authors, including Sophocles and Shakespeare (ELA-6-H2) 8. Analyze recurrent themes in

www.doe.state.la.us/lde/uploads/3906.pdf#page=39

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Strand 1: Reading Process (Kindergarten)

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READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 4 PO 6. Identify the speaker or narrator in a literary selection. PO 7. Identify all aspects of the setting (e.g., time of day or year, historical period, place, situation). PO 8. Compare (and contrast) the characters, events, and setting in a literary selection. PO 9. Identify characteristics and structural elements (e.g., imagery, rhyme, verse, rhythm, meter) of poetry. PO 10. Identify common forms of literature (e.g., poetry

3 0 http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr4.pdf#page=3 www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr4.pdf#page=...

READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 4 PO 6. Identify the speaker or narrator in a literary selection. PO 7. Identify all aspects of the setting (e.g., time of day or year, historical period, place, situation). PO 8. Compare (and contrast) the characters, events, and setting in a literary selection. PO 9. Identify characteristics and structural elements (e.g., imagery, rhyme, verse, rhythm, meter) of poetry. PO 10. Identify common forms of literature (e.g., poetry

www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr4.pdf#page=...

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