iSEEK - Education

communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). DOK 2 PL-HS-1.1.2 Students will apply and justify effective strategies for responding to stress, conflict, peer pressure, bullying and harassment (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict resolution, anger management, time management, refusal skills, self-advocacy). DOK 3 PL-HS-1.1.3 Students will identify and explain

112 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=112 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=112

respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship). DOK 2 PL-06-1.1.2 Students will recommend effective strategies (e.g., communication, problem solving, decision-making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure and bullying. DOK 2 PL-07-1.1.2 Students will recommend and justify effective strategies (e.g., communication, problem solving

125 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=125 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=125

communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). DOK 2 PL-HS-1.1.2 Students will apply and justify effective strategies for responding to stress, conflict, peer pressure, bullying and harassment (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict resolution, anger management, time management, refusal skills, self-advocacy). DOK 3 PL-HS-1.1.3 Students will identify and explain

163 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=163 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=163

of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage. RD-09-5.0.3 Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). RD-10-5.0.3 Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). DOK 3 RD-11-5.0.3 Students will analyze the author’s

260 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260

influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. High School The Use of Geographic Tools SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3 SS-HS-4.1.2 Students will explain

261 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=261 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=261

CCA 4.1 High School Social Studies AUGUST 2006 Bold – State Assessment Content Standard 258 Italics – Supporting Content Standard Regions SS-HS-4.2.1 Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region). SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of

312 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312

CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 309 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.1.3 In Transactive Writing, • Students will communicate as an informed writer to provide new insight through informing, persuading or analyzing. • Students will develop

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=125

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SIXTH GRADE

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evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3) 1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing

4 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6th_grade_framework.pdf#page=4 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...

evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3) 1) Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing, graphic organizers, peer discussion, reading, viewing

www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...

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EIGHTH GRADE

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stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, glittering generalities, false syllogisms, etc). 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length

4 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8th_grade_framework.pdf#page=4 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...

stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, glittering generalities, false syllogisms, etc). 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length

www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...

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SEVENTH GRADE

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stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of

4 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7th_grade_framework.pdf#page=4 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7t...

stereotypes, bandwagon, plain folks, tabloid thinking, shock tactics and fear, intertextual references, card stacking, slanted words, etc). 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts increasing complexity and length. [Note: Editing will be tested as a part of

www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7t...

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Microsoft Word - writingstd7.docwritingstd7.pdf

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appropriate for the purpose and audience. (Voice: prewriting, drafting, revising: N,E,T,P) 9. Selects words that are suitable and precise, which create appropriate imagery (e.g. Explicit nouns, vivid verbs, natural The teacher… • Instructs the students to use a simple paragraph to revise word choice with a thesaurus (book or computer) changing an assigned number of words to a higher and appropriate level of diction. • Leads students in brainstorming elements of a story line centering around a given picture

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appropriate for the purpose and audience. (Voice: prewriting, drafting, revising: N,E,T,P) 9. Selects words that are suitable and precise, which create appropriate imagery (e.g. Explicit nouns, vivid verbs, natural The teacher… • Instructs the students to use a simple paragraph to revise word choice with a thesaurus (book or computer) changing an assigned number of words to a higher and appropriate level of diction. • Leads students in brainstorming elements of a story line centering around a given picture

www.ksde.org/LinkClick.aspx?fileticket=RDSSiP2tCB8%3d&tabid=1726&mid=8022...

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Standard 8: Writing Writing is a process of selecting, organizing, and developing ideas; expressing ideas in effective language; arranging them in logical sequences; and presenting them in standard forms of spelling, handwriting, or word processing. We write to discover what we know, think, and believe, and to communicate with others. Research shows that learning to write well requires frequent practice. Students who learn to write as a process of planning, drafting, and revising develop

65 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=65 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=65

Standard 8: Writing Writing is a process of selecting, organizing, and developing ideas; expressing ideas in effective language; arranging them in logical sequences; and presenting them in standard forms of spelling, handwriting, or word processing. We write to discover what we know, think, and believe, and to communicate with others. Research shows that learning to write well requires frequent practice. Students who learn to write as a process of planning, drafting, and revising develop

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=65

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Microsoft Word - 3969.doc

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34 34

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English Language Arts (ELA) Grade-Level Expectations 34 • works cited lists and/or bibliographies (ELA-5-M3) 44. Use word processing and/or other technology to draft, revise, and publish a variety of works, including documented research reports with bibliographies (ELA-5-M4) 45. Give credit for borrowed information following acceptable use policy, including: • integrating quotations and citations • using endnotes • creating bibliographies and/or works cited lists (ELA-5-M5) 46. Interpret

22 0 http://www.doe.state.la.us/lde/uploads/3906.pdf#page=22 www.doe.state.la.us/lde/uploads/3906.pdf#page=22

• surveying • interviewing • paraphrasing (ELA-5-M3) 45. Generate grade-appropriate research reports that include information presented in a variety of forms, including: • visual representations of data/information • graphic organizers (e.g., outlines, timelines, charts, webs) • bibliographies (ELA-5-M3) 46. Use word processing and/or other technology to draft, revise, and publish a variety of works, including compositions and reports (ELA-5-M4) 47 Give credit for borrowed information following

34 0 http://www.doe.state.la.us/lde/uploads/3906.pdf#page=34 www.doe.state.la.us/lde/uploads/3906.pdf#page=34

English Language Arts (ELA) Grade-Level Expectations 34 • works cited lists and/or bibliographies (ELA-5-M3) 44. Use word processing and/or other technology to draft, revise, and publish a variety of works, including documented research reports with bibliographies (ELA-5-M4) 45. Give credit for borrowed information following acceptable use policy, including: • integrating quotations and citations • using endnotes • creating bibliographies and/or works cited lists (ELA-5-M5) 46. Interpret

www.doe.state.la.us/lde/uploads/3906.pdf#page=34

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

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this standard, students are expected to • understand setting as time, place, and duration in a story • understand plot as ° the development of the central conflict and resolution ° the sequence of events in the story ° the writer�s map for what happens, how it happens, to whom it happens, and when it happens • understand that character traits are revealed by ° what a character says ° what a character thinks ° what a character does ° how other characters respond to the character • understand internal and

111 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=111 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=111

this standard, students are expected to • understand setting as time, place, and duration in a story • understand plot as ° the development of the central conflict and resolution ° the sequence of events in the story ° the writer�s map for what happens, how it happens, to whom it happens, and when it happens • understand that character traits are revealed by ° what a character says ° what a character thinks ° what a character does ° how other characters respond to the character • understand internal and

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=111

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The expectation for reading at all grade levels is that students will read widely. It is important for all students, including students with disabilities and second language learners, to have multiple opportunities to participate in read-alouds, shared and individual reading of high quality materials. Guided repeated oral reading is an effective way of helping students improve their comprehension and fluency skills. Many studies have found that students who become fluent readers read a great deal (National

5 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=5 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=5

The expectation for reading at all grade levels is that students will read widely. It is important for all students, including students with disabilities and second language learners, to have multiple opportunities to participate in read-alouds, shared and individual reading of high quality materials. Guided repeated oral reading is an effective way of helping students improve their comprehension and fluency skills. Many studies have found that students who become fluent readers read a great deal (National

www.nj.gov/education/cccs/2004/s3_lal.pdf#page=5

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Microsoft Word - writingstd8.docwritingstd8.pdf

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print sources). (Organization: prewriting, drafting, revising: N,E,T,P) 6. Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution. (Organization: prewriting, drafting, revising: N,E,T,P) 7. Selects transitions to connect ideas within and between paragraphs. (Organization: prewriting, drafting, revising: N,E,T,P) 8. Selects original and compelling vocabulary and/or figurative language appropriate for the purpose and

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print sources). (Organization: prewriting, drafting, revising: N,E,T,P) 6. Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution. (Organization: prewriting, drafting, revising: N,E,T,P) 7. Selects transitions to connect ideas within and between paragraphs. (Organization: prewriting, drafting, revising: N,E,T,P) 8. Selects original and compelling vocabulary and/or figurative language appropriate for the purpose and

www.ksde.org/LinkClick.aspx?fileticket=z41R5fbDIOQ%3d&tabid=1726&mid=8022...

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