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 English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recomm...
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KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, <span class="highlight">com</span>- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
important points in the history of English language and use <span class="highlight">com</span>- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the
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grades. square6 Uses commas in appositives (e.g., Bob, the dog, was fun.). square6 Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”). square6 Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your roo...
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grades. square6 Uses commas in appositives (e.g., Bob, the dog, was fun.). square6 Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”). square6 Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your room.’ “). square6 Uses parentheses correctly (e.g., “A hypothesis (prediction) is a critical com- ponent of a scientific investigation.”). square6 Uses a semi-colon between two inde- pendent clauses connected by a con- junctive adverb (e.g., I
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=23
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
on one draft over several days or weeks adjusting work to fit the time frame. square6 Allots amount of time for each stage of writing process for on-demand writing. square6 Adjusts the number of drafts for on- demand tasks. Uses knowledge of time constraints to adjust writing process. square6 Writes for both on-demand and extended writing projects. square6 Writes to meet a deadline. square6 Adjusts the number of drafts to <span class="highlight">com</span>- pensate for time allotted. square6 Adapts amount of time spent prewriting in
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=41
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
grades. square6 Uses commas in appositives (e.g., Bob, the dog, was fun.). square6 Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”). square6 Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your room.’ “). square6 Uses parentheses correctly (e.g., “A hypothesis (prediction) is a critical <span class="highlight">com</span>- ponent of a scientific investigation.”). square6 Uses a semi-colon between two inde- pendent clauses connected by a con- junctive adverb (e.g., I
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=52
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
per- sonal reflections about their reading. Response journals can include lists of words to learn, goals for reading (e.g., number of books or pages read), things they do well as readers, predictions made prior to and during reading, thoughts, pic- tures, feelings, questions, or con- nections to other texts. Responses can be made before, during, and after reading. Recursive: Writing does not follow a linear process. The act of <span class="highlight">com</span>- posing involves prewriting, drafting, revising, editing, and publishing
K-12
W.6.8.10 Edit own and peer papers with emphasis on 1. All end marks 1. Com mas 1. Dash 1. Hyphen 1.
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W.6.8.10 Edit own and peer papers with emphasis on 1. All end marks 1. Com mas 1. Dash 1. Hyphen 1.
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=57
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=57
W.6.8.10 Edit own and peer papers with emphasis on 1. All end marks 1. <span class="highlight">Com</span> mas 1. Dash 1. Hyphen 1.
SIXTH GRADE
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (w...
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framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, -tion, -or
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, -tion, -or
EIGHTH GRADE
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade eight. 1. The student will use word recognition and vocabulary...
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framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade eight. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade eight. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, en-, em-, fore
SEVENTH GRADE
over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. (DOK 2) b. T...
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over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. (DOK 2) b. The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) c. The student will use grade level appropriate synonyms, antonyms, and homonyms. (DOK 2) d. The student
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7t...
over-, anti-, inter-, super-, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. (DOK 2) b. The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) c. The student will use grade level appropriate synonyms, antonyms, and homonyms. (DOK 2) d. The student
Language Arts Booklet
rooms in which all of the Language Arts standards are realized and the General Learner Outcomes become evident. Students are engaged in com- plex thinking and problem solving about topics and issues. Reading, writing, listening, and speaking are tools that enable them to construct logical...
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rooms in which all of the Language Arts standards are realized and the General Learner Outcomes become evident. Students are engaged in com- plex thinking and problem solving about topics and issues. Reading, writing, listening, and speaking are tools that enable them to construct logical sequences and understand the conclu- sions to which they lead; formulate hypotheses and theories and predict outcomes; make inferences and draw conclusions; understand logical rela- tionships and synthesize and create
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=3
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
rooms in which all of the Language Arts standards are realized and the General Learner Outcomes become evident. Students are engaged in <span class="highlight">com</span>- plex thinking and problem solving about topics and issues. Reading, writing, listening, and speaking are tools that enable them to construct logical sequences and understand the conclu- sions to which they lead; formulate hypotheses and theories and predict outcomes; make inferences and draw conclusions; understand logical rela- tionships and synthesize and create
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and structural clues. EL.07.RE.11 Demonstrate understanding of idioms and com- parisons, such as analogies, metaphors, and similes, in prose (informational and literary text) and poetry. EL.07.RE.12 Clarify word meanings through the use of definition, inference, example, restatement, or contr...
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and structural clues. EL.07.RE.11 Demonstrate understanding of idioms and com- parisons, such as analogies, metaphors, and similes, in prose (informational and literary text) and poetry. EL.07.RE.12 Clarify word meanings through the use of definition, inference, example, restatement, or contrast. EL.07.RE.13 use knowledge of greek, latin, and anglo-Saxon roots and word parts to understand subject-area vocabulary. reAD to perform A tAsk EL.07.RE.14 read textbooks; biographical sketches; letters; diaries
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http://www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1
and structural clues. EL.07.RE.11 Demonstrate understanding of idioms and <span class="highlight">com</span>- parisons, such as analogies, metaphors, and similes, in prose (informational and literary text) and poetry. EL.07.RE.12 Clarify word meanings through the use of definition, inference, example, restatement, or contrast. EL.07.RE.13 use knowledge of greek, latin, and anglo-Saxon roots and word parts to understand subject-area vocabulary. reAD to perform A tAsk EL.07.RE.14 read textbooks; biographical sketches; letters; diaries
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interpretation of grade-level informational text across the subject areas . Examine content and structure of grade-level informational text across the subject areas . Literature Listen to text and read text to make connections and respond to a wide variety of literature of varying com- plexit...
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interpretation of grade-level informational text across the subject areas . Examine content and structure of grade-level informational text across the subject areas . Literature Listen to text and read text to make connections and respond to a wide variety of literature of varying com- plexity.
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http://www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1
interpretation of grade-level informational text across the subject areas . Examine content and structure of grade-level informational text across the subject areas . Literature Listen to text and read text to make connections and respond to a wide variety of literature of varying <span class="highlight">com</span>- plexity.
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