iSEEK - Education

structures. CLE 3003.1.4 Consider language as a reflection of its time and culture. Checks for Understanding (Formative/Summative Assessment) #0;3 3003.1.1 Apply a variety of strategies to correct sentence fragments and run-on sentences. #0;3 3003.1.2 Know and apply a variety of sentence-combining techniques. #0;3 3003.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling. #0;3 3003.1.4 Be aware of the power of language well-used as a reflection and

1 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=1 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=1

structures. CLE 3003.1.4 Consider language as a reflection of its time and culture. Checks for Understanding (Formative/Summative Assessment) #0;3 3003.1.1 Apply a variety of strategies to correct sentence fragments and run-on sentences. #0;3 3003.1.2 Know and apply a variety of sentence-combining techniques. #0;3 3003.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling. #0;3 3003.1.4 Be aware of the power of language well-used as a reflection and

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2

cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa). State Performance Indicators SPI 3003.1.1 Demonstrate the correct use of commas and lesser-used punctuation marks (e.g., hyphens, dashes, colons) in complex and sophisticated constructions. SPI 3003.1.2 From a group of grammatically-correct sentences, choose the clearest, most coherent sentence. SPI 3003.1.3 Identify the patterns of challenging complex

www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=1

Average Rating (0 votes)

null

1 0

correct sentence fragments and run-on sentences. #0;3 3005.1.2 Know and apply a variety of sentence-combining techniques. #0;3 3005.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling. #0;3 3005.1.4 Be aware of the power of language well-used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion). #0;3 3005.1.5 Use roots and affixes to determine or clarify the meaning of specialized vocabulary

1 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=1 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=1

correct sentence fragments and run-on sentences. #0;3 3005.1.2 Know and apply a variety of sentence-combining techniques. #0;3 3005.1.3 Know and use Standard English conventions for punctuation, capitalization, and spelling. #0;3 3005.1.4 Be aware of the power of language well-used as a reflection and change agent of its time and culture (e.g., political correctness, ethnic identity, persuasion). #0;3 3005.1.5 Use roots and affixes to determine or clarify the meaning of specialized vocabulary

www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=1

Average Rating (0 votes)

Microsoft Word - readstdhs.docreadstdhs.pdf

1 0

and analyzes the development of characters. The teacher… 1. (a) creates and adds to a list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use as a ready reference. (b) prior to reading a novel, provides students with a format for a critical review that will be completed at the end of the unit. While reading the novel, the class discusses the major components of

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=13 www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

logical or sequential order, clearly preserving the author's intent. (f) in biology, emphasizes that finding a cure for a disease is a problem-solution. (g) in science, has the students compare and contrast the science context from within a science fiction novel to actual science. 8. (a) provides students with a cause-effect graphic organizer. The teacher encourages the students to determine what the major event/cause of the text is as the text is being read. Once the cause

2 0 http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=19 www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

and analyzes the development of characters. The teacher… 1. (a) creates and adds to a list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use as a ready reference. (b) prior to reading a novel, provides students with a format for a critical review that will be completed at the end of the unit. While reading the novel, the class discusses the major components of

3 0 http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=20 www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

(a) discusses the complex literary devices and creates a classroom definition for each. Students choose a piece of literature to use as an example for each literary device to then analyze and study in-depth. (b) during a peer editing activity, students identify, discuss and explain each other’s points of view and biases in their writing. (c) has the students read a novel and explain the problem, rising and falling action, and resolution through a short essay. Then the students write a

www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

Average Rating (0 votes)

null

17 17

19 19

1 0

Grade 7 Page 17 #0;3 0701.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions. State Performance Indicators 0701.7.1 Choose the most appropriate medium for a prescribed purpose and audience. 0701.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation. 0701.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to

17 0 http://www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=17 www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=17

Grade 7 Page 17 #0;3 0701.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions. State Performance Indicators 0701.7.1 Choose the most appropriate medium for a prescribed purpose and audience. 0701.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation. 0701.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to

19 0 http://www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=19 www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=19

person limited, third-person omniscient). SPI 0701.8.3 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics. SPI 0701.8.4 Determine the common characteristics of literary drama, nonfiction, novels, poetry, and short stories. SPI 0701.8.5 Identify the stated or implied theme of a literary text. SPI 0701.8.6 Identify how the author reveals character (i.e., what the author tells us, what the characters say about him or her, what the

www.state.tn.us/education/ci/english/doc/ENG_Grade_7.pdf#page=17

Average Rating (0 votes)

STANDARDS.05

19 19

55 55

56 56

1 0

54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to

19 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=19 www.eed.state.ak.us/standards/pdf/standards.pdf#page=19

18 ALASKA CONTENT STANDARDS 19 A student who meets the content standard should: 1) know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links; 2) explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally; 3) interpret population characteristics and distributions; 4) analyze how changes in technology, transportation

55 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=55 www.eed.state.ak.us/standards/pdf/standards.pdf#page=55

[3] 1.7.1 Distinguishing between fiction/ nonfiction, prose/poetry, short story/ drama (L) [3] 1.7.2 Identifying use of dialogue or rhyme in common forms of text The student analyzes content and structure of genres by [4] 2.7.1 Identifying the four major genres of fiction: short story, drama (plays), novel, and poetry (L) [4] 2.7.2 Identifying or explaining the characteristics of fiction and nonfiction (L) [4] 2.7.3 Identifying use of literary elements and devices (i.e., dialogue, rhyme, alliteration

56 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56 www.eed.state.ak.us/standards/pdf/standards.pdf#page=56

54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to

www.eed.state.ak.us/standards/pdf/standards.pdf#page=56

Average Rating (0 votes)

Core Content For Mathematics Assessment

146 146

154 154

1 0

to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc

146 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146

text - e.g., novel, short story, song, film, website, etc.). RD-04-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., novel, short story, song, film, website, etc.). RD-05-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., novel, short story, song, film, website, etc.).

154 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154

to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154

Average Rating (0 votes)

Microsoft Word - readstd8g.docreadstd8g.pdf

1 0

more appropriate-level texts. 6. (a) models to the students that summarizing is restating or translating information into your own words. Then, after reading a "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with a story organizer. As the students read a story, novel, play, or folktale, the students take notes on the graphic organizer containing beginning, middle, and ending information. (c) in

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=10 www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...

more appropriate-level texts. 6. (a) models to the students that summarizing is restating or translating information into your own words. Then, after reading a "how to" article, the students summarize and list the steps in proper sequence. (b) provides students with a story organizer. As the students read a story, novel, play, or folktale, the students take notes on the graphic organizer containing beginning, middle, and ending information. (c) in

2 0 http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=16 www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...

subplots, The teacher… 1. (a) models graphic organizer examples and provides maps to help students prepare a characterization of a main character. (b) models visualization of character development. (c) models story mapping. (b) after reading a novel in class, has the students go through the chapters looking for character traits. The teacher has the students select two (or more) important characters from the story. In a three- column chart (e.g., left column is titled “Character’s Name”; middle

3 0 http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=17 www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...

a novel. They discuss in cooperative groups the theme of the story and share their perceptions with the entire class. (b) uses say anything strategy to have students share their perception of the story's theme with a partner. (c) models the use of a story map and has students complete a story map. (d) models the use of sticky notes to make notes and mark passages related to the theme. 5. (a) assigns students to keep a Double-Entry Reading Log while the teacher reads a novel aloud

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

Average Rating (0 votes)

Microsoft Word - Completed Reading.rtf

76 76

80 80

1 0

that is specifically stated in a text or verbal exchange. Exposition/Expository text Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition is that portion that helps the reader to understand the background or situation in which the work is set. See Description, Narration, Persuasion Fable A short, simple story that teaches a lesson. A

76 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=76 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

that is specifically stated in a text or verbal exchange. Exposition/Expository text Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition is that portion that helps the reader to understand the background or situation in which the work is set. See Description, Narration, Persuasion Fable A short, simple story that teaches a lesson. A

80 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=80 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

80 Novel An extended work of fiction. Like a short story, a novel is essentially the product of a writer’s imagination. Because the novel is much longer than the short story, the writer can develop a wider range of characters and a more complex plot. See Fiction, Short story Ode A complex generally long lyric poem on a serious subject Onomatopoeia The use of a word whose sound suggests its meaning (e.g. clang, buzz, twang). Onset The part of the syllable that precedes the vowel (e.g. /h/ in hop, and

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

Average Rating (0 votes)

CONTENts.PDF

5 5

9 9

32 32

1 0

Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

5 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=5 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

and share examples of events from the novel that illustrate inconsistencies between characters’ words and actions. • interpret the text by using prior knowledge and experiences; K-4: Students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within a work. Example: Students read Encyclopedia Brown, then use their experience to role play a scene in which Encyclopedia solves a problem for a character from another story

9 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

family’s life had been like before the events described in the novel, supporting their inferences with references to the novel. 9-12: Students will use the literary elements of a text (theme, symbolism, imagery, conflict, etc.) to draw conclusions about a text. Example: Students meet in groups to share their interpretations of the symbolism in Maya Angelou’s poem, “Caged Bird,” then report the group’s findings to the class. K-12 PERFORMANCE STANDARDS • understand that a single text may elicit a

32 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=32 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

Average Rating (0 votes)

Layout 1

1 0

situa- tional changes (e.g., a child might say “yup” at home, but would be expected to say “yes” at school). letter patterns: Common letter groupings that represent specific sounds (e.g., /ing/ in string and /ough/ in enough). literary devices: Techniques used to convey or enhance an author’s message or voice (e.g., idiom, figu- rative language, exaggeration, dia- logue, and imagery). literary/narrative genres: Categories used to classify literary works, usually by form, technique, or content (e.g., novel

52 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=52 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

situa- tional changes (e.g., a child might say “yup” at home, but would be expected to say “yes” at school). letter patterns: Common letter groupings that represent specific sounds (e.g., /ing/ in string and /ough/ in enough). literary devices: Techniques used to convey or enhance an author’s message or voice (e.g., idiom, figu- rative language, exaggeration, dia- logue, and imagery). literary/narrative genres: Categories used to classify literary works, usually by form, technique, or content (e.g., novel

www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

Average Rating (0 votes)

Back to search results

1 2 3

Pages

Send results

Total time to process: 6073ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology