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and me. Incorrect examples: ~ Me and Juanita went to the store. ~ She gave candy to me and Juanita. ~ She gave the candy to Juanita and I. square6 Uses among (more than two) vs. between (two). square6 Uses conjunctions logically (e.g., I like dogs, but I am allergic to them.). square6 Uses prepositi...
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and me. Incorrect examples: ~ Me and Juanita went to the store. ~ She gave candy to me and Juanita. ~ She gave the candy to Juanita and I. square6 Uses among (more than two) vs. between (two). square6 Uses conjunctions logically (e.g., I like dogs, but I am allergic to them.). square6 Uses prepositions correctly (e.g., in the past, from one to another). square6 Uses collective nouns (e.g., cache, herd). EALR 3: The student writes clearly and effectively. Component 3.3: Knows and applies writing conventions
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=42
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
and me. Incorrect examples: ~ Me and Juanita went to the store. ~ She gave candy to me and Juanita. ~ She gave the candy to Juanita and I. square6 Uses among (more than two) vs. between (two). square6 Uses conjunctions logically (e.g., I like dogs, but I am allergic to them.). square6 Uses prepositions correctly (e.g., <span class="highlight">in</span> the past, from one to another). square6 Uses collective nouns (e.g., <span class="highlight">cache</span>, herd). EALR 3: The student writes clearly and effectively. Component 3.3: Knows and applies writing conventions
Language Arts Booklet
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=1
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
1 Setting high and challenging literacy expectations is one step toward assuring that all students will have the literacy, language, and learning skills needed to live productive and successful lives. The literacy expectations for Hawaii’s students are made explicit <span class="highlight">in</span> the Language Arts Content Standards. The Language Arts Content Standards are premised on the belief that all students can learn and that literacy is for all students, not just some. The standards are aimed at developing students who can
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=4
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
literature is <span class="highlight">in</span> the imaginative use of language and <span class="highlight">in</span> its ability to engage us <span class="highlight">in</span> understanding self, society, and the world around us. • Language is governed by conventions. To ensure effective communication, language users must use the most commonly recognized forms of English. Knowledge of the conventions is needed to comprehend and construct text. Readers need to know and use spelling-to-sound correspondences; writers need to know and use grammatical conventions; speakers need to
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=6
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Benchmarks identify what students should know and be able to do at critical points of development at the elementary, middle, and high school years. The Language Arts benchmarks are specific enough to enable users of the standards to understand what students need to learn. While they do not mandate particular instructional approaches or instructional materials, they make clear what is expected of students. The Language Arts Benchmarks are presented <span class="highlight">in</span> grids on the following pages. The grids must be read
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=8
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happen <span class="highlight">in</span> a story. • Draw on personal experiences and prior knowledge to comprehend text. • Select and organize information to tell a story. • Show knowledge of the foundations of literacy--concepts about print, phonemic awareness, experience with text--when reading text. • Apply letter knowledge, spelling-sound word recognition strategies, and meaning-based word recognition strategies to decode unknown words <span class="highlight">in</span> text. • Demonstrate increasing fluency, including the ability to read frequently occurring
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=10
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
10 CONTENT STANDARDS K - 1 2 - 3 RESPONSE 4. Respond to texts from a range of stances: initial understanding, personal, interpretive, critical. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as readers, and find value and satisfaction <span class="highlight">in</span> reading and sharing reading experiences with others. DIVERSITY 6. Interact thoughtfully with texts that represent diversity <span class="highlight">in</span> language, perspective, and/or culture. • Identify favorite part of story and give reasons for choice. • Share information from
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=11
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11 4 - 5 6 - 8 9 - 12 • State the important ideas and interpret author's message, theme, or generalization. • Compare own ideas with ideas <span class="highlight">in</span> text, and analyze similarities and differences. • Demonstrate a critical response by representing text <span class="highlight">in</span> another form, genre, or medium. • Indicate preferences of reading materials and authors. • Read more about a topic on one's own and for own purposes. • Interact thoughtfully with each other about texts that represent diverse perspectives. • Support own
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=12
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and ideas with others. • Identify topics for writing by drawing from personal experiences and experiences with texts. • Generate ideas by using strategies such as drawing, role playing, and talking. • Expand writing by adding simple details. • Share writing with others. • Apply knowledge of print conventions, sound symbol relations, and sentence sense <span class="highlight">in</span> writing. • Apply knowledge of punctuation and use capitals and periods correctly <span class="highlight">in</span> writing. • Write using different forms (e.g., stories, poems
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=14
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
14 CONTENT STANDARDS K - 1 2 - 3 RHETORIC 4. Use rhetorical devices to craft writing appropriate to audience and purpose. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as writers, and find value and satisfaction <span class="highlight">in</span> writing and sharing writing with others. DIVERSITY 6. Understand diversity <span class="highlight">in</span> language, perspective, and culture <span class="highlight">in</span> order to craft texts that represent diverse thinking and expression. PRODUCE WRITING THAT • Communicates meaning to a reader(s). • Uses description and details to
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=16
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information, directions, explanations. • Participate <span class="highlight">in</span> dramatic and interpretive oral activities (e.g., role playing, puppetry, choral reading). • Demonstrate give and take <span class="highlight">in</span> communication and respond appropriately to what is said. • Ask questions for clarification. • Listen attentively by focusing attention on a speaker's message. • Speak clearly and expressively using verbal and nonverbal language (e.g., eye contact, facial expression, vocal variety, and gestures). • Adjust language (e.g, pronunciation
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=18
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
18 CONTENT STANDARDS K - 1 2 - 3 RHETORIC 4. Adapt messages appropriate to audience, purpose, and situation. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as communicators, and find value and satisfaction <span class="highlight">in</span> sharing ideas with others. DIVERSITY 6. Understand diversity <span class="highlight">in</span> language, perspective, and/or culture and use speaking and listening to foster understanding. • Use examples and explanations to make ideas clearer. • Present ideas <span class="highlight">in</span> an order that is easy to follow. • Use clear language
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=19
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19 4 - 5 6 - 8 9 - 12 • Support ideas with research information as well as personal experience and knowledge. • Organize ideas to give clarity to messages. • Use language that is clear and understood by the listener(s). • Use delivery appropriate to audience and situation. • Demonstrate confidence <span class="highlight">in</span> speaking situations that enables one to become an active participant. • Know that cultural differences may affect communication and accept shared responsibility for understanding. • Use facts
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=25
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Braunger, J. & Lewis, J.P. (1997). Building a Knowledge Base <span class="highlight">in</span> Reading. Portland, Oregon: Northwest Regional Educational Laboratory. Griffin, P., Smith, P. G., Burrill, L. E. (1995). The American Literacy Profile Scales: A Framework for Authentic Assessment. Portsmouth, NH: Heinemann. Hansche, L. N. (1998). Meeting the Requirements of Title I--Handbook for the Development of Performance Standards. U.S. Department of Education & The Council of Chief State School Officers. Hawai‘i Department of
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=27
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events or tells a story. Phonics: Generally used to refer to the <span class="highlight">system</span> of sound-letter relationships used <span class="highlight">in</span> reading and writing. Phonics begins with the understanding that each letter (or grapheme) of the English alphabet stands for one or more sounds (or phonemes). Prior knowledge: Knowledge that stems from previous experience. Note: Prior knowledge is a key component of schema theories of reading comprehension <span class="highlight">in</span> spite of the redundancy inherent <span class="highlight">in</span> the term. Recursive: Characterized by moving back and
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=28
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and laser discs. Text structure: The temporal and spatial arrangement of elements <span class="highlight">in</span> a written, oral, or visual text. For example, the text structure of a narrative film might involve moving back and forth among different time periods <span class="highlight">in</span> recounting events; or the text structure of an argumentative essay might involve a linear arrangement of definitions, arguments, evidence, counterarguments, and rebuttal. Textual features: Characteristics of print texts such as sound-letter correspondence, sentence
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=29
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=30
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
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ability to be involved <span class="highlight">in</span> complex thinking and problem solving. • The ability to recognize and produce quality performance and quality products. The real test of the standards is their applicability and usefulness <span class="highlight">in</span> the classroom to improve student learning. Raising our expectations is but the first step; it’s what we do with the standards - living up to them - that will ultimately make us a performance oriented <span class="highlight">system</span>. We are about to embark on an important journey that will challenge how we think, feel
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=32
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Microsoft Word - Completed Reading.rtf
112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of what food the...
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112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of what food they eat. about what the people in this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=112
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
112 Task(s) groups and at least two items of food <span class="highlight">in</span> each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers <span class="highlight">in</span> a supermarket if you were doing a survey of what food they eat. about what the people <span class="highlight">in</span> this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow <span class="highlight">in</span> order to eat
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Copyright � 2003 by the Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 http://www.pen.k12.va.us All rights reserved. Reproduction of materials contained herein for instructional purposes in Virginia classrooms is permitted. Superintendent of Public Instruc...
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Copyright � 2003 by the Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 http://www.pen.k12.va.us All rights reserved. Reproduction of materials contained herein for instructional purposes in Virginia classrooms is permitted. Superintendent of Public Instruction Jo Lynne DeMary Assistant Superintendent for Instruction Patricia I. Wright Office of Elementary Instructional Services Linda Poorbaugh, Director Barbara F. Jones, Reading & Language Arts Specialist Office of Middle
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=2
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=2
Copyright � 2003 by the Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 http://www.pen.k12.va.us All rights reserved. Reproduction of materials contained herein for instructional purposes <span class="highlight">in</span> Virginia classrooms is permitted. Superintendent of Public Instruction Jo Lynne DeMary Assistant Superintendent for Instruction Patricia I. Wright Office of Elementary Instructional Services Linda Poorbaugh, Director Barbara F. Jones, Reading & Language Arts Specialist Office of Middle
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=107
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=107
Virginia Board of Education, 2003 Grade Six, page 3 STANDARD 6.2 STRAND: ORAL LANGUAGE GRADE LEVEL 6 6.2 The student will listen critically and express opinions <span class="highlight">in</span> oral presentations. a) Distinguish between fact and opinion. b) Compare and contrast viewpoints. c) Present a convincing argument. d) Paraphrase what is heard. e) Summarize what is heard. f) Use grammatically correct language and vocabulary appropriate to audience, topic, and purpose. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=134
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=134
Virginia Board of Education, 2003 Grade Seven, page 13 STANDARD 7.7 STRAND: READING GRADE LEVEL 7 7.7 The student will apply knowledge of appropriate reference materials. a) Use print and electronic sources to locate information <span class="highlight">in</span> books and articles. b) Use graphic organizers to organize information. c) Synthesize information from multiple sources. d) Credit primary and secondary sources. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • The
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=141
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=141
interviewing process as a strategy for learning. • Synthesis involves higher-order thinking and is a result of forming either a concrete or abstract whole from the logical relation of parts. All students should • synthesize information gathered <span class="highlight">in</span> an interview • organize information for written and oral presentations • present findings <span class="highlight">in</span> written and oral form. To be successful with this standard, students are expected to • determine the purpose of the interview • select a subject for the interview • create and record
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