iSEEK - Education

regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences

22 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22

§110.B. Middle School (E) use effective rate, volume, pitch, and tone for the audience and setting (4-8); and (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8). (6) Reading/word identification. The student uses a variety of word recognition strategies. The student is expected to: (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8); (B) use structural analysis to identify root words with prefixes such as

29 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29

Middle School §110.B. (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences

36 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36

regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences

42 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42

middle school students continue to read on their own or listen to texts read aloud for the purpose of enjoyment. Middle school students read both printed texts and electronic media independently, bringing with them various strategies to aid in comprehension. Significant blocks of time are provided for reading both independent and instructional-level material for varied purposes such as collecting information, learning about and appreciating the writer's craft, and discovering models for their own writing

ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36

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included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.07.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level appropriate to

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1

included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.07.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level appropriate to

www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1

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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1

standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level

www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure of sentences. Silent and independent reading will increase, with some parts of books read aloud for emphasis, clarification, or pleasure. When they read independently, students

45 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45

Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure of sentences. Silent and independent reading will increase, with some parts of books read aloud for emphasis, clarification, or pleasure. When they read independently, students

63 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63

this standard, students are expected to • use text formats such as the following to preview and set a purpose for reading: ° poetry features, such as lines and stanzas ° content text features, such as headings and chapter layout by topic ° functional formats, such as advertisements, flyers, and directions ° specialized type, such as bold face and italics ° visually and graphically represented information, such as charts, graphs, graphic organizers, pictures, and photographs • apply understanding of text

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45

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Glossaryreadingglossary.pdf

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play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity. 2. in a complex word, the meaningful base form after all affixes are removed. Note: a root may be independent, or free, as read in unreadable, or may be independent, or bound, as -liter- (from Greek for letter in illiterate. rhythm of speech – using a speaking voice with

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=16 www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...

play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity. 2. in a complex word, the meaningful base form after all affixes are removed. Note: a root may be independent, or free, as read in unreadable, or may be independent, or bound, as -liter- (from Greek for letter in illiterate. rhythm of speech – using a speaking voice with

www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...

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GRADE 2

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colored using the same color. Many students believe a point is considered an edge. Realizing that a point is not an edge does not happen without exploration and discussion. Students should have multiple opportunities to color a variety of simple pictures and maps. The goal is for students to use the fewest number of colors; some possible strategies that young children may use include a guess-and-check strategy, use many colors and try to eliminate one color at a time; or use few colors and insert

15 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=15 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

colored using the same color. Many students believe a point is considered an edge. Realizing that a point is not an edge does not happen without exploration and discussion. Students should have multiple opportunities to color a variety of simple pictures and maps. The goal is for students to use the fewest number of colors; some possible strategies that young children may use include a guess-and-check strategy, use many colors and try to eliminate one color at a time; or use few colors and insert

17 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=17 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

Explanations and Examples Students are expected to: PO 2. Build vertex-edge graphs using concrete materials and explore simple properties of vertex-edge graphs • number of vertices and edges, • neighboring vertices, and • paths in a graph. Connections: M02-S2C4-03 A vertex-edge graph is a collection of vertices and edges. A vertex is a point/dot that represents an object or location. An edge connects two vertices and represents some relationship between them. The vertex-edge graph below has 4

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

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Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- gins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific information in a variety of texts across the subject

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1

Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- gins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific information in a variety of texts across the subject

www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1

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Mississippi Language Arts Framework

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2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an

1 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_framework.pdf#page=1 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_...

2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an

www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_...

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THIRD GRADE

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teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader

1 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2nd_grade_framework.pdf#page=1 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2n...

teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader

www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2n...

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FIRST GRADE

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Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of

1 0 http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1st_grade_framework.pdf#page=1 www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1s...

Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of

www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1s...

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