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Education
Web
 Language Arts Booklet
or demands. Because no single reading strategy, study technique, or writing process is best for all students, it is inappropriate to teach a single way of approaching all language tasks. Instead, we must help every student to acquire a range of strategies and to learn how to choose an...
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or demands. Because no single reading strategy, study technique, or writing process is best for all students, it is inappropriate to teach a single way of approaching all language tasks. Instead, we must help every student to acquire a range of strategies and to learn how to choose and apply those that best fit his or her needs and the literacy situation at hand. Technological resources: An informational resource using newer technologies such as computer software, computer networks, databases, CD-ROMs
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=28
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
or demands. Because no single reading strategy, study technique, or writing process is best for all students, it is inappropriate to teach a single way <span class="highlight">of</span> approaching all language tasks. Instead, we must help every student to acquire a range <span class="highlight">of</span> strategies and to learn how to choose and apply those that best fit his or her needs and the literacy situation at hand. Technological resources: An informational resource using newer technologies such as <span class="highlight">computer</span> software, <span class="highlight">computer</span> <span class="highlight">networks</span>, databases, CD-ROMs
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. Research and Technology 1.4 Plan and condu...
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coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. Research and Technology 1.4 Plan and conduct multiple-step information searches by using computer networks and modems. 1.5 Achieve an effective balance between researched information and original ideas. Evaluation and Revision 1.6 Revise writing for
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=59
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=59
coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. Research and Technology 1.4 Plan and conduct multiple-step information searches by using <span class="highlight">computer</span> <span class="highlight">networks</span> and modems. 1.5 Achieve an effective balance between researched information and original ideas. Evaluation and Revision 1.6 Revise writing for
STANDARDS.05
ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks; 4) manage and maintain technology tools; and...
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ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks; 4) manage and maintain technology tools; and 5) diagnose and solve common technology problems. A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources of information from a variety of media
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=32
www.eed.state.ak.us/standards/pdf/standards.pdf#page=32
ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a <span class="highlight">computer</span> to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide <span class="highlight">networks</span>; 4) manage and maintain technology tools; and 5) diagnose and solve common technology problems. A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources <span class="highlight">of</span> information from a variety <span class="highlight">of</span> media
VT_04_Math GLEs_pf.indd
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learnin...
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References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of
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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–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research 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 <span class="highlight">International</span> Reading Association. National Council <span class="highlight">of</span>
K-12 Reading
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
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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… 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>
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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… 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>
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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… 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>
K-12
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
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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
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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
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information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively. This is evident, for example, when students: s demonstrate how to perform an intricate task, such as how to operate a computer pro...
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information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively. This is evident, for example, when students: s demonstrate how to perform an intricate task, such as how to operate a computer program or conduct a laboratory experiment s write an extended research report on a complex issue or topic that documents sources of information and is well organized to convey overarching ideas and supporting evidence and details s write a
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http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=10
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=10
information and making use <span class="highlight">of</span> a wide range <span class="highlight">of</span> grammatical constructions and vocabulary to achieve an individual style that communicates effectively. This is evident, for example, when students: s demonstrate how to perform an intricate task, such as how to operate a <span class="highlight">computer</span> program or conduct a laboratory experiment s write an extended research report on a complex issue or topic that documents sources <span class="highlight">of</span> information and is well organized to convey overarching ideas and supporting evidence and details s write a
Microsoft Word - 06.029.0004.doc
(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, pe...
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(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , computer networks), evaluating the usefulness and quality of information and ideas based on purpose, experiences, texts and graphics. (iii
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=9
(ii) Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by: conducting research (with assistance) from a variety <span class="highlight">of</span> sources for assigned or self-selected projects (e.g., using print and non-print texts, artifacts, people, libraries, databases, , <span class="highlight">computer</span> <span class="highlight">networks</span>), evaluating the usefulness and quality <span class="highlight">of</span> information and ideas based on purpose, experiences, texts and graphics. (iii
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to use simple computer writing applications during some parts of the writing process. 3.2.1 B. Writing as a Product (resulting in a product or publication) 1. Produce finished writings to share with class and/or for publication. 2. Produce stories from personal experiences. 3. Show and...
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to use simple computer writing applications during some parts of the writing process. 3.2.1 B. Writing as a Product (resulting in a product or publication) 1. Produce finished writings to share with class and/or for publication. 2. Produce stories from personal experiences. 3. Show and talk about own writing for classroom audience. 4. Collect favorite works to place in personal writing folder. 3.2.1 C. Mechanics, Spelling, and Handwriting 1. Write all upper and lowercase letters of the alphabet from
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=24
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=24
to use simple <span class="highlight">computer</span> writing applications during some parts <span class="highlight">of</span> the writing process. 3.2.1 B. Writing as a Product (resulting in a product or publication) 1. Produce finished writings to share with class and/or for publication. 2. Produce stories from personal experiences. 3. Show and talk about own writing for classroom audience. 4. Collect favorite works to place in personal writing folder. 3.2.1 C. Mechanics, Spelling, and Handwriting 1. Write all upper and lowercase letters <span class="highlight">of</span> the alphabet from
CONTENts.PDF
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 experience...
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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
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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 <span class="highlight">of</span> discrete mathematics to analyze and model a variety <span class="highlight">of</span> real-world situations that involve recurring relationships, sequences, <span class="highlight">networks</span>, 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 <span class="highlight">of</span> simple <span class="highlight">networks</span> that represent everyday situations; • identify and
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