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 English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, Calif...
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English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3
English-Language Arts <span class="highlight">ad</span>-<span class="highlight">hoc</span> committee deserve special recognition. Ordering Information Copies <span class="highlight">of</span> this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department <span class="highlight">of</span> Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=84
Glossary active voice A verb form <span class="highlight">in</span> which the subject <span class="highlight">of</span> the verb carries out some action. Example: He hit the ball. affix A bound (nonword) morpheme that changes the meaning or function <span class="highlight">of</span> a root or stem to which it is attached, such as the prefix <span class="highlight">ad</span>-and the suffix -ing <span class="highlight">in</span> adjoining. alliteration The repetition <span class="highlight">of</span> the same sound, usually <span class="highlight">of</span> a consonant, at the begin- ning <span class="highlight">of</span> two or more words immediately succeeding each other or at short intervals. Example: The repetition <span class="highlight">of</span> f and g <span class="highlight">in</span> fields
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=85
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=85
GLOSSARY appeal to pathos (pity) appositive archetypal criticism archetype attack <span class="highlight">ad</span> hominem bandwagon base word blend boundary climax clustering complement A common fallacy <span class="highlight">in</span> arguments, the <span class="highlight">ad</span> misericordiam approach is a special case <span class="highlight">of</span> the appeal to emotion <span class="highlight">in</span> which the altruism and mercy <span class="highlight">of</span> the audience are the special emotions to which the speaker appeals. A word or phrase that restates or modifies an immediately preceding noun. Note: An appositive is often useful as a context clue
Microsoft Word - readstd8g.docreadstd8g.pdf
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples ...
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persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples of statements from a series of advertisements demonstrating fact and opinion. Working in groups, students review enlarged copies of advertisements to determine which statements are facts and which are opinions. Then
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=14
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements <span class="highlight">in</span> magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples <span class="highlight">of</span> statements from a series <span class="highlight">of</span> advertisements demonstrating fact and opinion. Working <span class="highlight">in</span> groups, students <span class="highlight">review</span> enlarged copies <span class="highlight">of</span> advertisements to determine which statements are facts and which are opinions. Then
Core Content For Mathematics Assessment
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for...
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CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart <span class="highlight">attacks</span>, seizures) can help reduce the severity <span class="highlight">of</span> injuries and save lives. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-06-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-HS-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
Microsoft Word - Completed Reading.rtf
112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey ...
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112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of what food they eat. about what the people in this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=112
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
112 Task(s) groups and at least two items <span class="highlight">of</span> food <span class="highlight">in</span> each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire <span class="highlight">of</span> 10 questions would you ask shoppers <span class="highlight">in</span> a supermarket if you were doing a survey <span class="highlight">of</span> what food they eat. about what the people <span class="highlight">in</span> this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow <span class="highlight">in</span> order to eat
Microsoft Word - Content Area Reading Middle School.doc
58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading of informational text by involving students personally and allowing them to respond creatively. Instead...
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58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading of informational text by involving students personally and allowing them to respond creatively. Instead of students responding to text and explaining concepts through the more traditional means of essays and open-ended questions, RAFT encourages creative thinking by motivating students to reflect in
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=58
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading <span class="highlight">of</span> informational text by involving students personally and allowing them to respond creatively. Instead <span class="highlight">of</span> students responding to text and explaining concepts through the more traditional means <span class="highlight">of</span> essays and open-ended questions, RAFT encourages creative thinking by motivating students to reflect <span class="highlight">in</span>
WYOMING LANGUAGE ARTS
Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and suppo...
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Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of the standards? • What improvements are needed
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http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=5
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=5
Wyoming Language Arts Content and Performance Standards Adopted 11/19/08 5 7. The Board believes that the standards and supporting documents should align with <span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span> the standards? • What improvements are needed
Proposed New 19 TAC
include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and fe...
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include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. Source: The provisions of this §110.45 adopted to be effective September 1, 1998, 22 TexReg 7549. §110.46. Independent Study in English (One-Half to One Credit). (a) Introduction. (1) Students enrolled in
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49
include a ten- to fifteen-minute investigative documentary, <span class="highlight">ad</span> campaigns, political campaigns, or parodies to engage specific audiences; and (E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms. Source: The provisions <span class="highlight">of</span> this §110.45 adopted to be effective September 1, 1998, 22 TexReg 7549. §110.46. Independent Study <span class="highlight">in</span> English (One-Half to One Credit). (a) Introduction. (1) Students enrolled <span class="highlight">in</span>
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 <span class="highlight">in</span> 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
Microsoft Word - readstd2g.docreadstd2g.pdf
answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story m...
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answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The mobile begins at the top with the main idea, adds pieces to support the details of the story. (e) has the student use the QAR
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions <span class="highlight">in</span> order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The <span class="highlight">mobile</span> begins at the top with the main idea, adds pieces to support the details <span class="highlight">of</span> the story. (e) has the student use the QAR
Academic Standards-English/Language Arts Grade 12
to the purpose of an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifyi...
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to the purpose of an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation).
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade12.pdf#page=9
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
to the purpose <span class="highlight">of</span> an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used <span class="highlight">in</span> oral addresses including <span class="highlight">ad</span> hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes <span class="highlight">of</span> some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance <span class="highlight">of</span> the presentation).
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