|
Education
Web
 7th Grade„Grade Level Expectations
“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine m...
1
0
“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., bio, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use prior
13
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
“New” to 9 th Grade from 8 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., <span class="highlight">bio</span>, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use prior
7th Grade„Grade Level Expectations
“New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to det...
1
0
“New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., bio, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use
14
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=14
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
“New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., <span class="highlight">bio</span>, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use
7th Grade„Grade Level Expectations
“New” to 11 th Grade from 10 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to de...
1
0
“New” to 11 th Grade from 10 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., bio, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use
15
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
“New” to 11 th Grade from 10 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) Before Reading 2.1 Use effective decoding skills to comprehend printed texts • Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine meaning of unknown words (e.g., <span class="highlight">bio</span>, derm, anti, graph, tele) • Read orally from familiar text at an appropriate rate, with accuracy and prosody 2.2 Seek meaning of unknown words as a way of comprehending texts Use
Microsoft Word - iaf_reading.rtf
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brigh...
1
0
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
18
0
http://www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) <span class="highlight">bio</span> (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
or climactic order. Research and Technology 1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information. 1.5 Compose documents with appropriate formatting by using word-processing skills and principles of desi...
1
0
or climactic order. Research and Technology 1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information. 1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). Evaluation and Revision 1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs. 37 California
45
0
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=45
or climactic order. Research and Technology 1.4 Use organizational features of electronic text (e.g., <span class="highlight">bulletin</span> boards, databases, keyword searches, e-mail addresses) to locate information. 1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). Evaluation and Revision 1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs. 37 California
Microsoft Word - Completed Reading.rtf
correctly. Example Product List: Products that can be used to demonstrate application of Thinking Skills Framework Advertisement Annotated bibliography Art gallery Biography Blueprint Board game Book cover Bulletin board Card game Chart Collage Collection with illustration Collection with n...
1
0
correctly. Example Product List: Products that can be used to demonstrate application of Thinking Skills Framework Advertisement Annotated bibliography Art gallery Biography Blueprint Board game Book cover Bulletin board Card game Chart Collage Collection with illustration Collection with narrative Comic strip Computer program Crossword puzzle Debate Detailed illustration Diary Diorama Display Drama Dramatic monologue Editorial Essay Experiment Experiment log Fable Fact file Fairy
94
0
http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=94
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
Booklist magazine reviews books, electronic media, and reference works for both adults and children. Both periodicals are published by the American Library Association, 50 E. Huron Street, Chicago, IL 60611 (http://www.ala.org/booklinks). <span class="highlight">Bulletin</span> of the Center for Children’s Books This journal provides critical annotations, indications of grade level/age, and reviews of children’s literature. It is published by Graduate School of Library and Information Science, University of Illinois and University of
95
0
http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=95
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
It also offers an extensive list of ASCD publications and other materials that can be purchased from their online store. Center for the Improvement of Early Reading Achievement (CIERA): http://www.ciera.org/ciera/. This site contains a huge collection of research reports about various aspects of early literacy. Other features include a <span class="highlight">bulletin</span> board for educators to post effective "ideas @ work," and a page of useful links to other resources. Choice Literacy: http://www.choiceliteracy.com
96
0
http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=96
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
of English: http://www.ncte.org/. This site is a rich resource for teachers of all grade levels. It offers a special section for new teachers containing features like “cybermentors,” chat rooms, and helpful links. The site also manages several online discussion forums and focused listservs as well as an online bookstore and an extensive <span class="highlight">bulletin</span> board of teaching ideas. National Endowment for the Humanities: http://www.neh.gov/. This site provides information about the wealth of summer institutes
112
0
http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=112
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
correctly. Example Product List: Products that can be used to demonstrate application of Thinking Skills Framework Advertisement Annotated bibliography Art gallery Biography Blueprint Board game Book cover <span class="highlight">Bulletin</span> board Card game Chart Collage Collection with illustration Collection with narrative Comic strip Computer program Crossword puzzle Debate Detailed illustration Diary Diorama Display Drama Dramatic monologue Editorial Essay Experiment Experiment log Fable Fact file Fairy
Colorado Model Content Standards
features of printed text such as citations, end notes, and bibliographic references to locate relevant information; • evaluating information in light of what they know and their specific needs; • using organizational features of electronic text such as bulletin boards, database ke...
1
0
features of printed text such as citations, end notes, and bibliographic references to locate relevant information; • evaluating information in light of what they know and their specific needs; • using organizational features of electronic text such as bulletin boards, database keyword searches, and e-mail addresses to locate information when technology is available; • using strategies to gain information from journals, research studies, and technical documents; and • using available technology to access
13
0
http://www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=13
www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=13
features of printed text such as citations, end notes, and bibliographic references to locate relevant information; • evaluating information in light of what they know and their specific needs; • using organizational features of electronic text such as <span class="highlight">bulletin</span> boards, database keyword searches, and e-mail addresses to locate information when technology is available; • using strategies to gain information from journals, research studies, and technical documents; and • using available technology to access
18
0
http://www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=18
www.cde.state.co.us/cdeassess/documents/OSA/standards/reading.pdf#page=18
Colorado Model Content Standards For Reading and Writing Page Index: Terms and Topics abbreviations 10 academic 14, 17 accuracy 11 adjectives 10 adverbs 10 alphabetizing 13 analysis 8, 11 appendices 14 articulate 11 audience 4, 7-9 author 11, 16 autobiographies 6, 17 bibliography 14 book report 7 books 8 borrowed information 14 <span class="highlight">bulletin</span> boards 14 business communications 8 capitalization 4, 9, 10 captions 13 career 6, 8, 14 career issues 17 catalog 14 cause/effect relationship 7 CD-ROM 14 chapter heading
Microsoft Word - Content Area Reading Middle School.doc
bene (L, good)—beneficial photo (G, light) —photosynthesis biblio (G, book)—bibliography phys (G, nature) —physical bio (G, life)—biology, biography poly (G, many)—polygamy, polymorphous cap (L, head) —captain, capitol porto (L, to carry)—transp...
1
0
bene (L, good)—beneficial photo (G, light) —photosynthesis biblio (G, book)—bibliography phys (G, nature) —physical bio (G, life)—biology, biography poly (G, many)—polygamy, polymorphous cap (L, head) —captain, capitol porto (L, to carry)—transportation, porter ced, cede, ceed (L, to go or yield)—antecedent, secede, proceed puls, pel (L, to drive)—pulsate, compel cess, (L, to go or yield) —process quir, ques (L, to ask or say)—question, inquire chronos (G, time)—chronological, chronometer rect (L
76
0
http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=76
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
bene (L, good)—beneficial photo (G, light) —photosynthesis biblio (G, book)—bibliography phys (G, nature) —physical <span class="highlight">bio</span> (G, life)—biology, biography poly (G, many)—polygamy, polymorphous cap (L, head) —captain, capitol porto (L, to carry)—transportation, porter ced, cede, ceed (L, to go or yield)—antecedent, secede, proceed puls, pel (L, to drive)—pulsate, compel cess, (L, to go or yield) —process quir, ques (L, to ask or say)—question, inquire chronos (G, time)—chronological, chronometer rect (L
Microsoft Word - 3969.doc
English Language Arts (ELA) Grade-Level Expectations 26 • complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) • electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) • frequently accessed and bookm...
1
0
English Language Arts (ELA) Grade-Level Expectations 26 • complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) • electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) • frequently accessed and bookmarked Web addresses • organizational features of electronic texts (e.g., bulletin boards, databases, keyword searches, e-mail addresses) (ELA-5-M1) 42. Locate and integrate information from grade-appropriate
26
0
http://www.doe.state.la.us/lde/uploads/3906.pdf#page=26
www.doe.state.la.us/lde/uploads/3906.pdf#page=26
English Language Arts (ELA) Grade-Level Expectations 26 • complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) • electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) • frequently accessed and bookmarked Web addresses • organizational features of electronic texts (e.g., <span class="highlight">bulletin</span> boards, databases, keyword searches, e-mail addresses) (ELA-5-M1) 42. Locate and integrate information from grade-appropriate
Microsoft Word - readstd2g.docreadstd2g.pdf
in the story. The teacher can arrange the music notes on the bulletin board. (c) conducts group discussions in literature circles explaining the conflicts in a story. The teacher has the student discuss the author’s ideas and how they relate to their own ideas. (d) models story map...
1
0
in the story. The teacher can arrange the music notes on the bulletin board. (c) conducts group discussions in literature circles explaining the conflicts in a story. The teacher has the student discuss the author’s ideas and how they relate to their own ideas. (d) models story mapping. (The instructional examples provided in this document are only examples of teaching strategies and are not intended to endorse any one specific idea or concept. These examples should not be used
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
in the story. The teacher can arrange the music notes on the <span class="highlight">bulletin</span> board. (c) conducts group discussions in literature circles explaining the conflicts in a story. The teacher has the student discuss the author’s ideas and how they relate to their own ideas. (d) models story mapping. (The instructional examples provided in this document are only examples of teaching strategies and are not intended to endorse any one specific idea or concept. These examples should not be used
|
