iSEEK - Education

Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultures. Eighth Grade Knowledge Base Indicators Instructional Examples The student… 1. identifies common structures and stylistic elements in literature, folklore, and myths from a variety of cultures

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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultures. Eighth Grade Knowledge Base Indicators Instructional Examples The student… 1. identifies common structures and stylistic elements in literature, folklore, and myths from a variety of cultures

www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...

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(i.e., man v. man, man v. nature, man v. himself). i. Explore subplots in literary selections and films. j. Compare and contrast between or among stories/events the elements of the plot. k. Determine the narrator's/author's point of view (i.e. first person, third person, limited or omniscient). l. Explore and explain how a story changes or an event is perceived if the point of view is changed. m. Summarize, paraphrase, and evaluate selected passages for discussion and/or written assignments or

6 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6 www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6

(i.e., man v. man, man v. nature, man v. himself). i. Explore subplots in literary selections and films. j. Compare and contrast between or among stories/events the elements of the plot. k. Determine the narrator's/author's point of view (i.e. first person, third person, limited or omniscient). l. Explore and explain how a story changes or an event is perceived if the point of view is changed. m. Summarize, paraphrase, and evaluate selected passages for discussion and/or written assignments or

www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=6

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

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KNOWLEDGE, SKILLS, AND PROCESSES • Students will recognize that Internet resources and electronic databases complement books and the traditional library as key avenues for accessing, organizing, and presenting information. • Students will acquire skills in evaluating resources, both print and electronic. • Students will become adept at embedding information accessed electronically in a research document. All students should • understand how to use electronic databases and online resources to conduct research

24 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=24 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=24

Virginia Board of Education, 2003 Grade One, page 3 STANDARD 1.2 STRAND: ORAL LANGUAGE GRADE LEVEL 1 1.2 The student will continue to expand and use listening and speaking vocabularies. a) Increase oral descriptive vocabulary. b) Begin to ask for clarification and explanation of words and ideas. c) Follow simple two-step oral directions. d) Give simple two-step oral directions. e) Use singular and plural nouns. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS

27 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=27 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=27

first grade, they should have a reading vocabulary of 300 to 500 sight words and be able to decode single-syllable words. These concepts and skills will be learned through systematic explicit direct instruction, individual and small-group activities, and time spent exploring and reading books and other print material. Through reading decodable books, students will build fluency and automaticity in using their knowledge of phonetic principles and print to read. Reading and listening to both fiction and

48 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=48 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=48

such as un-, re-, dis-, pre-, and mis- • demonstrate an understanding of common suffixes, such as -er, -y, -ful, -less, -est, and -ly • demonstrate an understanding of the meaning of contractions • demonstrate an understanding of what the apostrophe signifies in singular possessive words (e.g., Mary�s) • identify simple abbreviations, including those for titles (e.g., Mr., Mrs., Ms., and Dr.), calendar words (e.g., Jan., Feb., Mon., Tue.), and address words (e.g., St., Rd.) • supply synonyms and antonyms for a

174 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174

KNOWLEDGE, SKILLS, AND PROCESSES • Students will recognize that Internet resources and electronic databases complement books and the traditional library as key avenues for accessing, organizing, and presenting information. • Students will acquire skills in evaluating resources, both print and electronic. • Students will become adept at embedding information accessed electronically in a research document. All students should • understand how to use electronic databases and online resources to conduct research

227 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=227 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=227

or the American Psychological Association (APA). f) Edit copies for correct use of language, spelling, punctuation, and capitalization. g) Proofread final copy and prepare document for publication or submission. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • Students will research topics and develop documented papers that support a thesis. A documented paper is the result of following a process leading to discovery of information that is then

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174

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audibly with expression in communicating ideas. d. Speak in complete sentences. Objective 2: Develop language through viewing media and presenting. a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction). b. Use a variety of formats (e.g., show and tell, drama, sharing of books and personal writings, choral readings, informational reports, retelling experiences and stories in sequence) in presenting with

85 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=85 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=85

Kindergarten Language Arts Standard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting. Objective 1: Develop language through listening and speaking. a. Listen attentively. b. Listen and demonstrate understanding by responding appropriately (e.g., follow two-step directions). c. Speak clearly and audibly with expression in communicating ideas. d. Speak in complete sentences. Objective 2: Develop

89 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=89 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=89

audibly with expression in communicating ideas. d. Speak in complete sentences. Objective 2: Develop language through viewing media and presenting. a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction). b. Use a variety of formats (e.g., show and tell, drama, sharing of books and personal writings, choral readings, informational reports, retelling experiences and stories in sequence) in presenting with

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=89

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and apply basic spelling patterns. 6. Write legibly to meet district standards. 3.2.2 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Create written texts for others to read. 2. Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas. 3. Use writing as a tool for learning self-discovery and reflection. 4. Use reading and technology to support writing. 5. Write in a variety of simple genres to satisfy personal, academic, and

24 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=24 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=24

3.2.K D. Writing Forms, Audiences, and Purposes (exploring a variety of writing) 1. Communicate personal response to literature through drawing, telling, or writing. 2. Show and talk about favorite work samples (drawing or writing) with teacher and family. Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will: 3.2.1 A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Begin to generate ideas for writing through talking, sharing

25 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=25 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=25

and apply basic spelling patterns. 6. Write legibly to meet district standards. 3.2.2 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Create written texts for others to read. 2. Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas. 3. Use writing as a tool for learning self-discovery and reflection. 4. Use reading and technology to support writing. 5. Write in a variety of simple genres to satisfy personal, academic, and

29 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=29 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=29

13. Understand and apply the elements of a scoring rubric to improve and evaluate writing. 14. Reflect on own writing, noting strengths and setting goals for improvement. 3.2.5 B. Writing as a Product (resulting in a formal product or publication) 1. Expand knowledge of characteristics and structures of selected genres. 2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based). 3. Write grade appropriate, multi-paragraph, expository pieces across

31 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=31 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=31

expository writing and indent appropriately in own writing. 8. Edit writing for correct grammar usage, capitalization, punctuation, and spelling. 9. Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work. 10. Write legibly in manuscript or cursive to meet district standards. 3.2.6 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to

www.nj.gov/education/cccs/2004/s3_lal.pdf#page=25

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Microsoft Word - 3969.doc

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• 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, investigative reports, and business letters (ELA-5-M4) 47. Give credit for borrowed information

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

English Language Arts (ELA) Grade-Level Expectations 22 43. Locate and integrate information from grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) • electronic sources (e.g., Web sites, databases, audio and video tapes, films, documentaries) for use in researching a topic (ELA-5-M2) 44. Locate, gather, and select information using data-gathering strategies, including

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

• 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, investigative reports, and business letters (ELA-5-M4) 47. Give credit for borrowed information

www.doe.state.la.us/lde/uploads/3906.pdf#page=26

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STANDARDS.05

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and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world. SG3 Students develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s). SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base. G1–History

119 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=119 www.eed.state.ak.us/standards/pdf/standards.pdf#page=119

and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world. SG3 Students develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s). SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base. G1–History

144 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=144 www.eed.state.ak.us/standards/pdf/standards.pdf#page=144

describing how Alaska’s strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5) The student demonstrates an understanding of the discovery, impact, and role of natural resources by: AH. CPD 3 using texts/ sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil discovery, “sustained yield” in the Alaska Constitution) in Alaska’s development and in the

www.eed.state.ak.us/standards/pdf/standards.pdf#page=119

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Proposed New 19 TAC

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for persuasive effect; (E) apply modes of reasoning such as induction and deduction to think critically; and (F) recognize logical and illogical arguments in text. (9) The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) compare text events with his/her own and other readers' experiences; and (B) recognize and discuss literary themes and connections that cross cultures. Source: The provisions of this

35 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=35 ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=35

High School §110.C. (9) Reading/culture. The student reads widely, including world literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across cultures. The student is expected to: (A) recognize distinctive and shared characteristics of cultures through reading; and (B) compare text events with his/her own and other readers' experiences. (10) Reading/literary response. The student expresses and supports responses to various types of texts. The

52 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=52 ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=52

for persuasive effect; (E) apply modes of reasoning such as induction and deduction to think critically; and (F) recognize logical and illogical arguments in text. (9) The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) compare text events with his/her own and other readers' experiences; and (B) recognize and discuss literary themes and connections that cross cultures. Source: The provisions of this

54 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=54 ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=54

student inquires through reading and researching self-selected and assigned topics. The student is expected to: (A) generate relevant, interesting, and researchable questions; (B) locate appropriate print and non-print information using text and technical resources, including databases; (C) use text organizers such as overviews, headings, and graphic features to locate and categorize information; (D) organize and record new information in systematic ways such as notes, charts, and graphic organizers; (E

ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=52

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through interactive learning. d. Recognize that in studying language arts they will learn the strategies necessary for acquiring academic knowledge, achieving common academic standards, and learning independently. 3. Demonstrate Understanding of the Nature...

www.schools.utah.gov/curr/core/corepdf/LA7-12.pdf

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Microsoft Word - Completed Reading.rtf

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meaning that is suggested by text or verbal exchange, but is not specifically provided. Inferences The forming of a conclusion from premises rather than explicit information provided in a passage. Inferring Merging prior knowledge with text clues to draw conclusions. Interactive writing Instructional strategy in which the teacher and students collaboratively share the writing responsibility to compose a coherent text. Internal rhyme Rhyme that occurs within a single line of poetry. For example, in the

78 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=78 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

meaning that is suggested by text or verbal exchange, but is not specifically provided. Inferences The forming of a conclusion from premises rather than explicit information provided in a passage. Inferring Merging prior knowledge with text clues to draw conclusions. Interactive writing Instructional strategy in which the teacher and students collaboratively share the writing responsibility to compose a coherent text. Internal rhyme Rhyme that occurs within a single line of poetry. For example, in the

doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

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