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 Reading/Language Arts (CA Dept. of Education)
16 Chapter 2 Goal and Key Components of Effective Language Arts Instruction Effective instructional programs and materials can greatly influence the amount and rate of learning in classrooms. additional courses and opportunities outside the school day and year are pro vided for st...
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16 Chapter 2 Goal and Key Components of Effective Language Arts Instruction Effective instructional programs and materials can greatly influence the amount and rate of learning in classrooms. additional courses and opportunities outside the school day and year are pro vided for students having difficulties with reading. • The school extends learning time for all students by promoting independent reading outside school in daily at-home reading assignments and expectations, use of summer
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=25
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=25
16 Chapter 2 Goal and Key Components <span class="highlight">of</span> Effective Language Arts Instruction Effective instructional programs and materials can greatly influence the amount and rate <span class="highlight">of</span> learning in classrooms. additional courses and opportunities outside the school day and year are pro­ vided for students having difficulties with reading. • The school extends learning <span class="highlight">time</span> for all students by promoting independent reading outside school in daily at-home reading assignments and expectations, use <span class="highlight">of</span> summer
185
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=185
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=185
such as a think sheet that maps for students the basic structure <span class="highlight">of</span> an argument (e.g., the main problem, the author’s position, statements in support <span class="highlight">of</span> the author’s position, statements against the author’s position) and allows them to record and map the author’s argument • <span class="highlight">Scheduling</span> ample opportunities throughout the year for students to read in­ creasingly more complex arguments • Providing <span class="highlight">systematic</span> feedback to students on their analysis and evaluation <span class="highlight">of</span> an author’s arguments • Integrating
277
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=277
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=277
curriculum as needed—should result in many more students reading. It should significantly reduce the number <span class="highlight">of</span> students identified as having learning problems or learning disabilities. No single approach is as effective in teaching students to read, par­ ticularly in teaching those who have difficulty in reading, as <span class="highlight">systematic</span>, explicit instruction emphasizing phonemic awareness, decoding, and phonics. Nevertheless, some students with learning disabilities affecting the <span class="highlight">processing</span> <span class="highlight">of</span> oral or written language
371
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=371
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=371
<span class="highlight">of</span> sequen­ tial speech sounds composed <span class="highlight">of</span> a vowel sound or a vowel-consonant combina­ tion. <span class="highlight">systematic</span> instruction. The strategic design and delivery <span class="highlight">of</span> instruction that ex­ amines the nature <span class="highlight">of</span> the objective to be learned and selects and sequences the essential skills, examples, and strategies necessary to achieve the objective by (1) allocating sufficient <span class="highlight">time</span> to essential skills; (2) <span class="highlight">scheduling</span> information to minimize confusion on the part <span class="highlight">of</span> the learner; (3) introducing information in
Career/Technical Education Framework (CA Dept. of Education)
parameters is essential to the rest of the process and helps instructors clarify for themselves exactly what they will teach and assess. Standard Energy and Utilities C6.0 Students understand management procedures and processes as they occur in a public utilities industry project. Standard su...
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parameters is essential to the rest of the process and helps instructors clarify for themselves exactly what they will teach and assess. Standard Energy and Utilities C6.0 Students understand management procedures and processes as they occur in a public utilities industry project. Standard subcomponent Energy and Utilities C6.2 Use scheduling systems to plan sequences of events in public utilities industry projects. Course level o Introductory o Concentration xo Capstone Concepts Benchmarks What
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=66
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=66
parameters is essential to the rest <span class="highlight">of</span> the process and helps instructors clarify for themselves exactly what they will teach and assess. Standard Energy and Utilities C6.0 Students understand management procedures and processes as they occur in a public utilities industry project. Standard subcomponent Energy and Utilities C6.2 Use <span class="highlight">scheduling</span> systems to plan sequences <span class="highlight">of</span> events in public utilities industry projects. Course level o Introductory o Concentration xo Capstone Concepts Benchmarks What
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=104
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=104
classes to substitutes, who can be difficult to procure in California, and the cost is relatively high. 4. Providing compensation for weekend or summer work. This mechanism is excel- lent for generating longer blocks <span class="highlight">of</span> <span class="highlight">time</span>. The downside is that it is sporadic and that some teachers will not participate, even when compensated. Obvi- ously, there are also budget implications. 5. <span class="highlight">Scheduling</span> common preparation periods. Although such <span class="highlight">scheduling</span> can cre- ate challenges, a school may benefit significantly from
Career/Technical Education Standards (CA Dept. of Education)
fundamentals of metallurgy associated with energy extraction processes, energy conservation systems, and energy storage. C5.6 Understand the basic concepts of heat transfer and flow. C6.0 Students understand management procedures and processes as they occur in a public utilities indust...
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fundamentals of metallurgy associated with energy extraction processes, energy conservation systems, and energy storage. C5.6 Understand the basic concepts of heat transfer and flow. C6.0 Students understand management procedures and processes as they occur in a public utilities industry project: C6.1 Understand the use of blueprints in job estimation applications, maintenance planning and procedures, and job specification analysis for a public utilities industry project. C6.2 Use scheduling systems to
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http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=143
www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=143
fundamentals <span class="highlight">of</span> metallurgy associated with energy extraction processes, energy conservation systems, and energy storage. C5.6 Understand the basic concepts <span class="highlight">of</span> heat transfer and flow. C6.0 Students understand management procedures and processes as they occur in a public utilities industry project: C6.1 Understand the use <span class="highlight">of</span> blueprints in job <span class="highlight">estimation</span> applications, maintenance planning and procedures, and job specification analysis for a public utilities industry project. C6.2 Use <span class="highlight">scheduling</span> systems to
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