iSEEK - Education

once begun, cursive writing should be taught and practiced in a systematic, direct manner. All students should • understand that legible handwriting is an important tool of written communication. To be successful with this standard, students are expected to • wr...

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54 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=54 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=54

once begun, cursive writing should be taught and practiced in a systematic, direct manner. All students should • understand that legible handwriting is an important tool of written communication. To be successful with this standard, students are expected to • write neatly • space words in sentences • space sentences in writing • learn basic strokes for cursive.

73 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=73 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=73

Virginia Board of Education, 2003 Grade Three, page 16 STANDARD 3.8 STRAND: WRITING GRADE LEVEL 3 3.8 The student will write legibly in cursive. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • The intent of this standard is that students will understand that good handwriting is an important tool of written communication. Neat and legible handwriting is well received by the reader, while messy, hard-to-read writing may lead to misunderstanding

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=54

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see definition of onset and rime. root: The base part of a word that usually carries the meaning and cannot be further analyzed without loss of identity (e.g., unreadable― the root is read and the affixes are un and able). schema building: A process of comprehension by integrating new information with a network of prior knowledge. segmentation: Recognizing a word when the sounds are pronounced one at a time. self-monitoring: Recognizing dissonance while reading text and applying

31 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=31 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=31

whereas phonics involves the relationship between sounds and written symbols. Therefore, phonics deals with learning sound-spelling relationships and is associated with print. Most phonemic awareness tasks are purely oral. Phonemic awareness training provides the foundation on which phonics instruction is built. Thus, children need solid phonemic awareness training for phonics instruction to be effective. Phonemic awareness should be explicit and taught in a logical sequence. Phonological awareness

66 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=66 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=66

italicized). 11. Consider teaching a penmanship style most like print in books to students with disabilities in reading. 12. Allow students the choice of manuscript or cursive when using penmanship as a tool for writing. 13. Remember that the goal of penmanship instruction and practice is to produce legible documents created with fluency/automaticity. 14. Provide instruction and practice in penmanship for students to read a variety of styles of print/fonts, including cursive. Assessment Formal

71 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=71 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=71

Standard 8: Writing – Students write daily to communicate effectively for a variety of purposes and audiences. Objective Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade b. Edit writing for the spelling of a key word. b. Edit for spelling of grade level-appropriate words (e.g., would, down, made, write). b. Edit for spelling of grade level-appropriate words. b. Edit for spelling of grade level-appropriate words. b. Edit for spelling of grade

80 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=80 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=80

to identify the number of words in a sentence, break a word into syllables, and recognize and produce rhymes (rimes). phrase reading: Reading in meaningful units larger than a word, but smaller than a sentence. publish: The act or process of preparing written material for presentation to an audience, usually informally to classmates, as part of the writing process. A published piece could be as simple as a three-page picture book with one word per page written by a kindergarten student

81 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81

see definition of onset and rime. root: The base part of a word that usually carries the meaning and cannot be further analyzed without loss of identity (e.g., unreadable― the root is read and the affixes are un and able). schema building: A process of comprehension by integrating new information with a network of prior knowledge. segmentation: Recognizing a word when the sounds are pronounced one at a time. self-monitoring: Recognizing dissonance while reading text and applying

102 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=102 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=102

Objective 3: Revise by elaborating and clarifying written draft. a. Revise draft to add details, strengthen word choice, clarify main idea, and reorder content. b. Enhance fluency by using a variety of complete sentences (i.e., varied sentence length, simple and complex sentences). c. Revise writing, considering the suggestions of others. Objective 4: Edit written draft for conventions. a. Edit writing for correct capitalization and punctuation (i.e., capitals in holidays, titles, dates

106 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=106 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=106

strengthen word choice, clarify main idea, and reorder content. b. Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences (i.e., sentence length, simple and complex sentences). c. Revise writing, considering the suggestions of others. Objective 4: Edit written draft for conventions. a. Edit writing for correct capitalization and punctuation (i.e., words in a series, dialogue, complex sentences, singular possessives, abbreviations). b. Edit for spelling of

110 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=110 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=110

strengthen word choice, clarify main idea and reorder content. b. Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences and paragraphs to build ideas (e.g., varied sentence length, simple and compound sentences). c. Revise writing, considering the suggestions from others. Objective 4: Edit written draft for conventions. a. Edit writing for correct capitalization and punctuation (i.e., introductory and dependent clauses, dialogue, singular and plural

114 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=114 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=114

strengthen word choice, clarify main idea, and reorder content. b. Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences and paragraphs to build ideas (e.g., varied sentence length, simple and compound sentences). c. Revise writing, considering the suggestions from others. Objective 4: Edit written draft for conventions. a. Edit writing for correct capitalization and punctuation (i.e., introductory and dependent clauses, dialogue, singular and plural

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=81

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Microsoft Word - 0519LAStandards.doc

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keyboarding skills. The student will: 1. Write legibly in cursive. 2. Format handwritten and word-processed documents correctly. III. SPEAKING, LISTENING AND VIEWING The student will speak clearly and effectively for a variety of purposes and audiences and actively listen to, view and evaluate oral communication and media. A. Speaking and Listening Standard: Students will demonstrate understanding and communicate effectively through listening and speaking. The student will: 1

38 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=38 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

keyboarding skills. The student will: 1. Write legibly in cursive. 2. Format handwritten and word-processed documents correctly. III. SPEAKING, LISTENING AND VIEWING The student will speak clearly and effectively for a variety of purposes and audiences and actively listen to, view and evaluate oral communication and media. A. Speaking and Listening Standard: Students will demonstrate understanding and communicate effectively through listening and speaking. The student will: 1

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

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K-12

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Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work. Writing: Conventions K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: W.6.K.4= Writing. Standard 6. Kindergarten. 4 th Student Learning Expectation 16 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 W.6.2.5 Combine sentences

19 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19

Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work. Writing: Conventions K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: W.6.K.4= Writing. Standard 6. Kindergarten. 4 th Student Learning Expectation 16 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 W.6.2.5 Combine sentences

21 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=21 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=21

Use question marks W.6.2.13 Use apostrophes for contractions and singular possessives W.6.2.14 Use exclamation marks for emphasis W.6.2.15 Use comma in dates and addresses W.6.3.16 Use commas in a series and greeting and closing of a letter W.6.3.17 Use simple abbreviations W.6.3.18 Use sentence meaning to determine correct ending punctuation W.6.4.15 Use apostrophe with plural possessives W.6.4.16 Use quotation marks and commas with dialogue W

22 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=22 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=22

right with return sweep W.6.K.9 Leave spaces between words W.6.K.10 Use correct letter formation W.6.1.9 Write with the format of lines and spaces provided by the selected paper W.6.1.10 Print legibly by forming letters and leaving spaces between words and sentences W.6.2.16 Write legibly in manuscript W.6.3.19 Write legibly in cursive W.6.3.20 Indent to show paragraphs W.6.4.20 Format writing appropriately according to audience, purpose, and form W

arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19

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English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)

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(prog-ress or pro-gress) and is used for learning the meaning of new words that can be decoded or pronounced but are not yet in the reader’s speaking vocabulary; it is a primary strategy. decoding The ability and willingness to sound out words by generating all the sounds into a recognizable word (technically called phonological recoding). The ability to get the meaning of a word quickly, effortlessly, and unconsciously after a brief visual scan, such as in automaticity with individual words (which is

26 0 http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=26 www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=26

cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence. Research 1.3 Understand the structure and organization of various reference materials (e.g., dictio- nary, thesaurus, atlas, encyclopedia). Evaluation and Revision 1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. 2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain

31 0 http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=31 www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=31

paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention. 1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question). Penmanship

47 0 http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=47 www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=47

Written and Oral English Language Conventions GRADE SIX WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Use simple

86 0 http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=86 www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=86

(prog-ress or pro-gress) and is used for learning the meaning of new words that can be decoded or pronounced but are not yet in the reader’s speaking vocabulary; it is a primary strategy. decoding The ability and willingness to sound out words by generating all the sounds into a recognizable word (technically called phonological recoding). The ability to get the meaning of a word quickly, effortlessly, and unconsciously after a brief visual scan, such as in automaticity with individual words (which is

www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=86

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communicate with a peer or adult who speaks that language • use verbal and nonverbal skills to improve communication with others. This is evident, for example, when students: s act as hosts for open house at school s participate in small group discussions in class s give morning announcements over the public address system s participate in school assemblies and club meetings. 2. Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with

21 0 http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=21 www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=21

communicate with a peer or adult who speaks that language • use verbal and nonverbal skills to improve communication with others. This is evident, for example, when students: s act as hosts for open house at school s participate in small group discussions in class s give morning announcements over the public address system s participate in school assemblies and club meetings. 2. Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with

www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=21

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STANDARDS.05

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Identifying and/or correcting mistakes in punctuation (i.e., quotation marks for dialogue, commas in dates, salutations and closings in letters, and commas in a series) and capitalization [6] 2.3.4 Identifying and/or correcting mistakes in usage (i.e., subject/verb agreement, verb tense, sentence fragments and run-on sentences, possessives, and pronouns) The student writes and edits using conventions of Standard English. W1.3 a. Use a variety of simple sentence structures and basic rules of punctuation and

38 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=38 www.eed.state.ak.us/standards/pdf/standards.pdf#page=38

36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards and provide guidelines for nurturing and building in students the rich and varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what

70 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=70 www.eed.state.ak.us/standards/pdf/standards.pdf#page=70

Identifying and/or correcting mistakes in punctuation (i.e., quotation marks for dialogue, commas in dates, salutations and closings in letters, and commas in a series) and capitalization [6] 2.3.4 Identifying and/or correcting mistakes in usage (i.e., subject/verb agreement, verb tense, sentence fragments and run-on sentences, possessives, and pronouns) The student writes and edits using conventions of Standard English. W1.3 a. Use a variety of simple sentence structures and basic rules of punctuation and

www.eed.state.ak.us/standards/pdf/standards.pdf#page=70

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Microsoft Word - vsc_english_gr38.doc

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E. Handwriting 1. Produce writing that is legible to the audience a. Use manuscript fluently when appropriate to the task b. Form upper and lower case letters using cursive writing c. Use connecting strokes to write continuous text for daily assignments d. Use cursive writing for independent assignments to build accuracy and automaticity e. Use word processing technology when appropriate E. Handwriting 1. Produce writing that is legible to the

54 0 http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=54 mdk12.org/share/vsc/vsc_english_gr38.pdf#page=54

E. Handwriting 1. Produce writing that is legible to the audience a. Use manuscript fluently when appropriate to the task b. Form upper and lower case letters using cursive writing c. Use connecting strokes to write continuous text for daily assignments d. Use cursive writing for independent assignments to build accuracy and automaticity e. Use word processing technology when appropriate E. Handwriting 1. Produce writing that is legible to the

mdk12.org/share/vsc/vsc_english_gr38.pdf#page=54

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Microsoft Word - Completed Writing_LVS.doc

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77 Writing Standards Indicator 2: Students can apply Standard English conventions in their writing. Kindergarten K.W.2.1 (Application) Students can write a simple sentence using a capital letter and phonetic spelling. K.W.2.2 (Application) Students can write the letters that match sounds in words. K.W.2.3 (Application) Students can write upper- and lower-case letters. 1 st Grade 1.W.2.1 (Application) Students can write complete sentences using capital letters and periods. 1.W.2.2

27 0 http://doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Writing_LVS.pdf#page=27 doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Wri...

or cursive with proper spacing of words and sentences. (Application) 3.W.2.4 Students can identify and incorporate interjections in the writing process.

28 0 http://doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Writing_LVS.pdf#page=28 doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Wri...

• write a friendly letter, thank you notes, and invitations; • capitalize geographical names, holidays, special events, titles of books and stories, and titles of people; • use commas when writing dates, city and state, and items in a series; • write in manuscript and/or cursive with proper spacing of words and sentences; • identify and incorporate interjections in the writing process. Basic Third grade students performing at the basic level: • write a statement and a question; • write

77 0 http://doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Writing_LVS.pdf#page=77 doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Wri...

77 Writing Standards Indicator 2: Students can apply Standard English conventions in their writing. Kindergarten K.W.2.1 (Application) Students can write a simple sentence using a capital letter and phonetic spelling. K.W.2.2 (Application) Students can write the letters that match sounds in words. K.W.2.3 (Application) Students can write upper- and lower-case letters. 1 st Grade 1.W.2.1 (Application) Students can write complete sentences using capital letters and periods. 1.W.2.2

doe.sd.gov/contentstandards/languagearts/writing_LVS/docs/Completed%20Wri...

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cover.indd

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6 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Spelling Students will… W.SP.03.01 in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell

30 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=30 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=30

complete sentences, nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns. Spelling Students will… W.SP.02.01 in the context of writing, correctly spell frequently encountered words (e.g., two-syllable words including common preﬁxes and sufﬁxes); for less frequently encountered words use structural cues (e.g., letter/sound, rimes) and environmental sources (e.g., word walls, word lists). Handwriting Students will

38 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=38 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=38

6 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Spelling Students will… W.SP.03.01 in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell

www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=38

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