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 Layout 1
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reviews ~ rhyming couplets ~ raps Uses a variety of forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a journal excerpt). square6 Maintains a log or portfolio to track...
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reviews ~ rhyming couplets ~ raps Uses a variety of forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a journal excerpt). square6 Maintains a log or portfolio to track variety of forms/genres used. square6 Produces a variety of new forms/ genres. Examples: ~ persuasive essays ~ narrative essays ~ biographies ~ literary analyses (e.g., explains about character or main idea) ~ research reports
17 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=17 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
or synthesize to plan writing. Applies more than one strategy for generating ideas and planning writing. square6 Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece <span class="highlight">of</span> writing). square6 Maintains a <span class="highlight">journal</span> or an electronic log to collect and explore ideas; records observations, dialogue, and/or descrip- tion for later use as a basis for informa- tional or literary writing. square6 Uses a variety
25 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=25 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
effects). Demonstrates understanding <span class="highlight">of</span> different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates <span class="highlight">research</span> findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational and literary texts. square6 Writes to learn (e.g., double-entry <span class="highlight">journal</span> in math, science; portfolio selection defense). square6 Writes to examine a variety <span class="highlight">of</span>
27 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=27 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
reviews ~ rhyming couplets ~ raps Uses a variety <span class="highlight">of</span> forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a <span class="highlight">journal</span> excerpt). square6 Maintains a log or portfolio to track variety <span class="highlight">of</span> forms/genres used. square6 Produces a variety <span class="highlight">of</span> new forms/ genres. Examples: ~ persuasive essays ~ narrative essays ~ biographies ~ literary analyses (e.g., explains about character or main idea) ~ <span class="highlight">research</span> reports
30 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=30 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
topic (e.g., writes and draws in a science <span class="highlight">journal</span> about scientific observations such as the life cycle <span class="highlight">of</span> a plant or animal). square6 Includes supporting information (e.g., adjectives, explanatory sentences, examples, and personal experiences). square6 Selects appropriate title for a piece <span class="highlight">of</span> writing. Analyzes ideas, selects topic, adds detail, and elaborates. square6 Selects from a wide range <span class="highlight">of</span> topics (e.g., friendship, volcanoes). square6 Maintains focus on specific topic. square6 Provides details and/or
55 0 http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=55 www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
Heinemann, 1994. Collins, J. &amp; Sommers, E., Strategies for Struggling Writers. The Guilford Press, 1997. Caplan, R., Writers in Training: A Guide to Developing a Composition Program for Language Arts Teachers, Grades 7&ndash;12. Dale Seymour, 1994. Elbow, P., Writing With Power. Oxford University Press, 1998. &mdash;&mdash;&mdash;, &ldquo;Writing First.&rdquo; Educational Leadership, October 2004. Farnan, N., &amp; Dahl, K., &ldquo;Children&rsquo;s Writing: <span class="highlight">Research</span> and Practice.&rdquo; In J. Flood et al., eds., Handbook <span class="highlight">of</span> <span class="highlight">Research</span> on Teaching the English Language Arts
 VT_04_Math GLEs_pf.indd
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” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange,...
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” Applied Measurement in Education 14, no. 3 (2001b): 219–234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. “Teaching Children to Add and Subtract.” Journal of Mathematical Behavior 14 (1995): 283–324. DeLange, J. Mathematics Insights and Meaning. University of Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A Research Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K
138 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=138 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
&rdquo; Applied Measurement in Education 14, no. 3 (2001b): 219&ndash;234. Carpenter, Fennema, Peterson, Chiang, and Loef (1989) cited in E. Gutstein and T. Romberg. &ldquo;Teaching Children to Add and Subtract.&rdquo; <span class="highlight">Journal</span> <span class="highlight">of</span> Mathematical Behavior 14 (1995): 283&ndash;324. DeLange, J. Mathematics Insights and Meaning. University <span class="highlight">of</span> Utrecht, Netherlands, 1987. Fuson, K. Developing Mathematical Power in Whole Number Operations. A <span class="highlight">Research</span> Companion to Principles and Standards for School Mathematics, 2002. Hanson, M. R., J. R. Hayes, K
141 0 http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141 education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K&ndash;12 Language Arts Standards. Mid-continent <span class="highlight">Research</span> for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK&ndash;K. Mid-continent <span class="highlight">Research</span> for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment <span class="highlight">of</span> Educational Progress, 1999. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English and International Reading Association. National Council <span class="highlight">of</span>
 Strand 1: Reading Process (Kindergarten)
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is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, b...
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is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that
1 0 http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=1 www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=1
Writing Standard Articulated by Grade Level Grade 5 Italics denotes a repetition <span class="highlight">of</span> a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department <span class="highlight">of</span> Education &ndash; Standards Based Teaching and Learning Approved June 28, 2004 1 Strand 1: Writing Process <span class="highlight">Research</span> has
7 0 http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7 www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7
Expository Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on <span class="highlight">research</span>, observation, and/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety <span class="highlight">of</span> expository forms (e.g., essay, summary
9 0 http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9 www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9
is the writer&rsquo;s reaction to a literary selection. The response includes the writer&rsquo;s interpretation, analysis, opinion, and/or feelings about the piece <span class="highlight">of</span> literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that
 Strand 1: Reading Process (Kindergarten)
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response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal...
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response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that
1 0 http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=1 www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=1
Writing Standard Articulated by Grade Level Grade 4 Italics denotes a repetition <span class="highlight">of</span> a performance objective (learned in an earlier grade) that is to be applied to more complex writing. The bulleted (lettered) items within a performance objective indicate specific content to be taught. Words shown in bold print are referenced in the glossary. Arizona Department <span class="highlight">of</span> Education &ndash; Standards Based Teaching and Learning Approved June 28, 2004 Strand 1: Writing Process <span class="highlight">Research</span> has
6 0 http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6 www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6
writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on <span class="highlight">research</span>, observation, and/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety <span class="highlight">of</span> expository forms (e.g., essay, summary, newspaper article
8 0 http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8 www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8
response is the writer&rsquo;s reaction to a literary selection. The response includes the writer&rsquo;s interpretation, analysis, opinion, and/or feelings about the piece <span class="highlight">of</span> literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that
 Strand 1: Reading Process (Kindergarten)
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the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book...
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the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence of events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature
6 0 http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6 www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6
writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a thesis based on <span class="highlight">research</span>, observation, and/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety <span class="highlight">of</span> expository forms (e.g., summary, newspaper article, reflective paper
8 0 http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8 www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8
the writer&rsquo;s reaction to a literary selection. The response includes the writer&rsquo;s interpretation, analysis, opinion, and/or feelings about the piece <span class="highlight">of</span> literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature
 Language Arts Booklet
knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gat...
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knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose and topic. • Write to reflect on learning (e.g., learning log, journal). • Write to communicate and report information from research. • Write for literary response and expression. • Adapt writing
13 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=13 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
knowledge <span class="highlight">of</span> the qualities <span class="highlight">of</span> good writing to improve own writing. &bull; Publish&ndash;in a variety <span class="highlight">of</span> ways&ndash;selected finished products. &bull; Apply knowledge <span class="highlight">of</span> spelling, punctuation, and grammar to write text(s) and correct errors. &bull; Cite sources used in gathering information. &bull; Write using forms appropriate to purpose and topic. &bull; Write to reflect on learning (e.g., learning log, <span class="highlight">journal</span>). &bull; Write to communicate and report information from <span class="highlight">research</span>. &bull; Write for literary response and expression. &bull; Adapt writing
 K-12 Reading
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal
33 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by&hellip; Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
49 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 6-8 Page 49 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by&hellip; Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
65 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 9-12 Page 65 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by&hellip; Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
 cover.indd
08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resourc...
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08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented final project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, and replicate authors
77 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77
08.02 write an historical expository piece such as a <span class="highlight">journal</span>, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate <span class="highlight">research</span> questions that demonstrate critical evaluation <span class="highlight">of</span> multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented &#64257;nal project using the writing process. Writing Process Students will&hellip; W.PR.08.01 set a purpose, consider audience, and replicate authors
 K-12
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R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and s...
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R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including picture and written
17 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17
Strand: Writing Standard 5: Purposes, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety <span class="highlight">of</span> purposes, topics and audiences employing a wide range <span class="highlight">of</span> forms. Writing: A Variety <span class="highlight">of</span> Purposes, Topics, Forms and Audiences K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department <span class="highlight">of</span> Education Key: W.5.K.4= Writing. Standard 5. Kindergarten. 4 th Student Learning Expectation 14 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS
32 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
R.10.K.6 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span>/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety <span class="highlight">of</span> sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span> which demonstrates appropriate comprehension skills, including picture and written
 Language Arts Framework Goals, Competencies, and Suggested Objectives
Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student...
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Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text to determine the appropriate use of advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past
4 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10th_grade_framework.pdf#page=4 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10...
Catalog descriptions 5) Editorials e. The student will <span class="highlight">research</span> a topic comparing and/or contrasting information from a variety <span class="highlight">of</span> sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text to determine the appropriate use <span class="highlight">of</span> advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past
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