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 LA 7-06.indd
Develop critical reading, listening, and viewing strategies. CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and f...
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Develop critical reading, listening, and viewing strategies. CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features. CE 2.1.2 Make supported inferences and draw conclusions based on
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http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=8
www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=8
STRAND 1: WRITING, SPEAKING, AND VISUAL EXPRESSION (CONT.) STANDARD 1.3 Communicate in speech, writing, and <span class="highlight">multimedia</span> using content, form, voice, and style appropriate to the audience and purpose (e.g., to reflect, persuade, inform, analyze, entertain, inspire). CE 1.3.1 Compose written, spoken, and/or <span class="highlight">multimedia</span> compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text
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http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=9
www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=9
spoken and <span class="highlight">multimedia</span> presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. CE 1.5.3 Select format and tone based <span class="highlight">on</span> the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion). CE 1.5.4 Use technology tools (e.g, word
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http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=10
www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=10
Develop critical reading, listening, and viewing strategies. CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to <span class="highlight">approach</span> the reading based <span class="highlight">on</span> purpose, genre, level of difficulty, text demands and features. CE 2.1.2 Make supported inferences and draw conclusions based <span class="highlight">on</span>
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http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=11
www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=11
Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or <span class="highlight">multimedia</span> text. CE 2.2.3 Interpret the meaning of written, spoken, and visual texts by drawing <span class="highlight">on</span> different cultural, theoretical, and critical perspectives. STANDARD 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading. CE 2.3.1 Read, listen to, and view diverse texts for multiple purposes such as learning
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visual media on the intended audience DISTINCTION (Honors) Students know and are able to do all of the above and the following: • VP-D1. Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media • VP-D2. Expand abilities in develop...
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visual media on the intended audience DISTINCTION (Honors) Students know and are able to do all of the above and the following: • VP-D1. Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media • VP-D2. Expand abilities in developing multimedia presentations • VP-D3. Research ethnical issues related to the laws, rules and regulations for the use of media
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http://www.ade.state.az.us/standards/language-arts/std4.pdf#page=2
www.ade.state.az.us/standards/language-arts/std4.pdf#page=2
visual media <span class="highlight">on</span> the intended audience DISTINCTION (Honors) Students know and are able to do all of the above and the following: • VP-D1. Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media • VP-D2. Expand abilities in developing <span class="highlight">multimedia</span> presentations • VP-D3. Research ethnical issues related to the laws, rules and regulations for the use of media
Microsoft Word - vsc_english_grprek3.doc
VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS Grades PreK – 3 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. 11/15/07 Indicators/objectives that include assessment limits are assessed on MSA. Pa...
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VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS Grades PreK – 3 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. 11/15/07 Indicators/objectives that include assessment limits are assessed on MSA. Page 10 of 36 Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 A. Comprehension of Informational Text 1. Develop comprehension skills by reading a variety of informational
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http://mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=10
mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=10
VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS Grades PreK – 3 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. 11/15/07 Indicators/objectives that include assessment limits are assessed <span class="highlight">on</span> MSA. Page 10 of 36 Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 A. Comprehension of Informational Text 1. Develop comprehension skills by reading a variety of informational
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
GRADES ELEVEN AND TWELVE Reading b. Relate literary works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. Literary Criticism 3.8 Ana...
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GRADES ELEVEN AND TWELVE Reading b. Relate literary works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. Literary Criticism 3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women’s role in organized labor). (Political approach) 3.9 Analyze the
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=66
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=66
the choice of a narrator affect characterization and the tone, plot, and credibility of a text. 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. Literary Criticism 3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language <span class="highlight">on</span> tone, mood, and theme, using the terminology of literary criticism. (Aesthetic <span class="highlight">approach</span>) 3.12 Analyze the way in which a work of literature is
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=76
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=76
GRADES ELEVEN AND TWELVE Reading b. Relate literary works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. Literary Criticism 3.8 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays <span class="highlight">on</span> a topic (e.g., suffrage, women’s role in organized labor). (Political <span class="highlight">approach</span>) 3.9 Analyze the
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• Draw supported inferences about the effects of a literary work on its audience. • Support interpretations through references to the text, other works, other authors, or to personal knowledge. expository writing: reseArCh reports/ muLtimeDiA presentAtions EL.08.WR.26 Write r...
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• Draw supported inferences about the effects of a literary work on its audience. • Support interpretations through references to the text, other works, other authors, or to personal knowledge. expository writing: reseArCh reports/ muLtimeDiA presentAtions EL.08.WR.26 Write research reports: • Specify a thesis. • use a variety of primary and secondary sources, and distinguish the nature and value of each . • include important ideas, concepts, and direct quotations from significant information sources, and
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http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=3
www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=3
• Draw supported inferences about the effects of a literary work <span class="highlight">on</span> its audience. • Support interpretations through references to the text, other works, other authors, or to personal knowledge. expository writing: reseArCh reports/ <span class="highlight">muLtimeDiA</span> presentAtions EL.08.WR.26 Write research reports: • Specify a thesis. • use a variety of primary and secondary sources, and distinguish the nature and value of each . • include important ideas, concepts, and direct quotations from significant information sources, and
Academic Standards-English/Language Arts Grade 11
1 1 Page 108 Grade 11 English/Language Arts WRITING: Applications (continued) 11.5.8 Deliver multimedia presentations that: • combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Intern...
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1 1 Page 108 Grade 11 English/Language Arts WRITING: Applications (continued) 11.5.8 Deliver multimedia presentations that: • combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media- generated images. • select an appropriate medium for each element of the presentation. • use the selected media skillfully, editing appropriately, and monitoring for quality. • test the audience’s
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade11.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
1 1 Page 108 Grade 11 English/Language Arts WRITING: Applications (continued) 11.5.8 Deliver <span class="highlight">multimedia</span> presentations that: • combine text, images, and sound and draw information from many sources, including television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, and electronic media- generated images. • select an appropriate medium for each element of the presentation. • use the selected media skillfully, editing appropriately, and monitoring for quality. • test the audience’s
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the creative mind wielding that tool. National Council of Teachers of English Resolution on Technology (2005) Resolved, that the National Council of Teachers of English square6 encourage preservice, inservice, and staff development programs that will focus on new literacies, multime...
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the creative mind wielding that tool. National Council of Teachers of English Resolution on Technology (2005) Resolved, that the National Council of Teachers of English square6 encourage preservice, inservice, and staff development programs that will focus on new literacies, multimedia composition, and a broadened concept of literacy; square6 encourage research and develop models of district, school, and classroom policies that would promote multimedia composition; square6 encourage integrating multimedia
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=7
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
the creative mind wielding that tool. National Council of Teachers of English Resolution <span class="highlight">on</span> Technology (2005) Resolved, that the National Council of Teachers of English square6 encourage preservice, inservice, and staff development programs that will focus <span class="highlight">on</span> new literacies, <span class="highlight">multimedia</span> composition, and a broadened concept of literacy; square6 encourage research and develop models of district, school, and classroom policies that would promote <span class="highlight">multimedia</span> composition; square6 encourage integrating <span class="highlight">multimedia</span>
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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 22B Grade 6 Grade 6 expository writing: re...
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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 22B Grade 6 Grade 6 expository writing: reseArCh reports/ muLtimeDiA presentAtions EL.06.WR.25 Write research reports: • Pose relevant questions that are focused enough to be thoroughly answered in the report. • identify credible sources. • Support the main idea or ideas
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http://www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=3
www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=3
standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 22B Grade 6 Grade 6 expository writing: reseArCh reports/ <span class="highlight">muLtimeDiA</span> presentAtions EL.06.WR.25 Write research reports: • Pose relevant questions that are focused enough to be thoroughly answered in the report. • identify credible sources. • Support the main idea or ideas
English Voluntary State Curriculum
VOLUNTARY STATE CURRICULUM FOR ENGLISH GRADES 9-12 Standard 3: The student will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. ECLG 2 Indicator 3.1: The student will compose written, oral, and...
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VOLUNTARY STATE CURRICULUM FOR ENGLISH GRADES 9-12 Standard 3: The student will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. ECLG 2 Indicator 3.1: The student will compose written, oral, and multimedia presentations in a variety of formats and for a variety of audiences and purposes. ECLG 2.1 *=English HSA Assessment Limit ECLG= English Core Learning
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http://mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=15
mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=15
VOLUNTARY STATE CURRICULUM FOR ENGLISH GRADES 9-12 Standard 3: The student will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. ECLG 2 Indicator 3.1: The student will compose written, oral, and <span class="highlight">multimedia</span> presentations in a variety of formats and for a variety of audiences and purposes. ECLG 2.1 *=English HSA Assessment Limit ECLG= English Core Learning
Core Content For Mathematics Assessment
CCA 4.1 Elementary Mathematics AUGUST 2006 Bold – State Assessment Content Standard 62 Italics – Supporting Content Standard Coordinate Geometry MA-EP-3.3.1 Students will locate points on a grid representing a positive coordinate system. MA-04-3.3.1 Students will identify...
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CCA 4.1 Elementary Mathematics AUGUST 2006 Bold – State Assessment Content Standard 62 Italics – Supporting Content Standard Coordinate Geometry MA-EP-3.3.1 Students will locate points on a grid representing a positive coordinate system. MA-04-3.3.1 Students will identify and graph ordered pairs on a positive coordinate system scaled by ones or locate points on a grid. DOK 2 MA-05-3.3.1 Students will identify and graph ordered pairs on a positive coordinate system scaled by ones, twos
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=65
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=65
CCA 4.1 Elementary Mathematics AUGUST 2006 Bold – State Assessment Content Standard 62 Italics – Supporting Content Standard Coordinate Geometry MA-EP-3.3.1 Students will locate points <span class="highlight">on</span> a grid representing a positive coordinate <span class="highlight">system</span>. MA-04-3.3.1 Students will identify and graph ordered pairs <span class="highlight">on</span> a positive coordinate <span class="highlight">system</span> scaled by ones or locate points <span class="highlight">on</span> a grid. DOK 2 MA-05-3.3.1 Students will identify and graph ordered pairs <span class="highlight">on</span> a positive coordinate <span class="highlight">system</span> scaled by ones, twos
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