iSEEK - Education

definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies:...

1 0

11 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=11 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

GRADE LEVEL EXPECTATIONS 9 GLE 5 6 7 8 9/10 1.1.1 1.1.2 1.1.3 1.1.4 EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text. EALR 1 “Phonemic Awareness and knowledge of letters are the two best predictors of how well children will learn to read.” n Linnea Ehri, Ph.D. National Reading Panel, City University of New York

16 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=16 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

pleasure reading vs. reading for information). Apply different reading rates to match text. square6 Adjust reading rate to match difficulty and type of text and the purposes for reading (e.g., skimming for facts, scan- ning for key words, and close/careful reading for understanding new or complex ideas). Fluent readers focus attention on understanding what they read, rather than concentrating on decoding the words

20 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=20 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

18 EALR COMPONENT EALR 2 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. K 1 2 3 4 2.1.5 Understand how to infer/predict meaning. square6 Use pictures and culturally relevant text read aloud and/or during shared reading to predict what will happen next; support predictions using information from the text. square6 Make inferences orally before, during, and after hearing a story using prior knowledge, story structure, and

29 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=29 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

GRADE LEVEL EXPECTATIONS 27 EALR 2: The student understands the meaning of what is read. Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. EALR 2 GLE 5 6 7 8 9/10 2.3.1 Analyze informational/expository text and literary/narrative text for similari- ties and differences and cause and effect relationships. W square6 Find similarities and differences within and between texts using text-based evi- dence (e.g., facts and

48 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=48 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

46 EALR COMPONENT EALR 4: The student sets goals and evaluates progress to improve reading. Component 4.2: Develop interests and share reading experiences. EALR 4 GLE K 1 2 3 4 4.2.1 Understand how readers choose books. square6 Choose books and share with others with teacher guidance. Understand how readers choose books. square6 Identify favorite books and share reasons for the choice with others. square6 Self-select books at an independent level and an instructional level. Understand that readers have

53 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=53 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

feelings. scan: To examine or read something quickly, but selectively, for a purpose. scanning: Examining or read something quickly, but selectively, for a purpose. schema: The accumulated knowl- edge drawn from life experiences that a person has to help under- stand concepts, roles, emotions, and events. secondary sources: Sources of information that are derived from primary or original sources. segment: The act of separating the sounds in a word in order to assist decoding or spelling. semantic mapping

54 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=54 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies: Strategies for determining the pronun- ciation and meaning of words in print.

www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

Average Rating (0 votes)

null

1 0

Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1

Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1

Average Rating (0 votes)

null

1 0

Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1

Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1

Average Rating (0 votes)

null

1 0

Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1

Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1

Average Rating (0 votes)

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

1 0

GLOSSARY prior knowledge r-controlled sound red herring rhetorical strategies root word sentences: declarative exclamatory imperative interrogative sight word standard American English syllabication theme The knowledge that stems from previous experience. Note: Prior knowl- edge is a major component of schema theories of reading comprehension in spite of the redundancy inherent in the term. The modified sound of a vowel immediately preceding /r/ in the same syllable, such as in care

90 0 http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=90 www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=90

GLOSSARY prior knowledge r-controlled sound red herring rhetorical strategies root word sentences: declarative exclamatory imperative interrogative sight word standard American English syllabication theme The knowledge that stems from previous experience. Note: Prior knowl- edge is a major component of schema theories of reading comprehension in spite of the redundancy inherent in the term. The modified sound of a vowel immediately preceding /r/ in the same syllable, such as in care

www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=90

Average Rating (0 votes)

Microsoft Word - 0519LAStandards.doc

13 13

18 18

23 23

28 28

34 34

40 40

46 46

52 52

1 0

May 19, 2003 Grade 8 1 GRADE 8 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency (Standards under this heading may be locally determined and based on the individual needs of the student.) B. Vocabulary Expansion Standard: The student will use a variety of strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new

13 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=13 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 2 1 GRADE 2 The grade level designations in the K-2 Minnesota Academic Standards are strongly recommended. However, school districts may place the K-2 standards at grade levels that accommodate their particular curriculum, provided that all standards have been mastered by the end of grade 2. I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will

18 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=18 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 3 1 GRADE 3 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will apply word recognition strategies to decode unfamiliar multi- syllabic words and will read grade-appropriate text with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis. 2. Read aloud

23 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=23 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 4 1 GRADE 4 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis in grade-appropriate text. 2. Read aloud narrative and

28 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=28 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 5 1 GRADE 5 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis, and Fluency Standard: The student will decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural analysis. 2. Read aloud narrative and expository text with

34 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=34 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 6 1 GRADE 6 I. READING AND LITERATURE Students will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and appropriate pacing. 3. Apply correct word

40 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=40 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 7 1 GRADE 7 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using cueing systems, advanced phonetic analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and comprehension at an appropriate silent

46 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=46 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 8 1 GRADE 8 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency (Standards under this heading may be locally determined and based on the individual needs of the student.) B. Vocabulary Expansion Standard: The student will use a variety of strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new

52 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=52 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

appropriate English language text. A. Word Recognition, Analysis, and Fluency (Standard under this heading may be locally determined.) B. Vocabulary Expansion Standard: The student will apply a variety of strategies to expand vocabulary. The student will: 1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and independent reading, and appropriately use these words in writing. 2. Determine the meaning of unfamiliar words and metaphors by using

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

Average Rating (0 votes)

null

1 0

target for reading on own: Sixth grade, 750,000 words annually. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by apply- ing knowledge of word origins, word relation- ships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas . Find, understand, and use specific information in a variety of texts across the subject areas to perform a task . informAtionAL text: DemonstrAte generAL

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1

target for reading on own: Sixth grade, 750,000 words annually. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by apply- ing knowledge of word origins, word relation- ships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas . Find, understand, and use specific information in a variety of texts across the subject areas to perform a task . informAtionAL text: DemonstrAte generAL

www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1

Average Rating (0 votes)

null

1 0

accountability for grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.03.RE.01 read regular words with several syllables. EL.03.RE.02 use letter-sound correspondence knowledge and structural analysis to decode words. EL.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words. EL.03.RE.04 read aloud grade-level

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1

accountability for grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.03.RE.01 read regular words with several syllables. EL.03.RE.02 use letter-sound correspondence knowledge and structural analysis to decode words. EL.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words. EL.03.RE.04 read aloud grade-level

www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1

Average Rating (0 votes)

null

1 0

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 29B High School High School Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.HS.RE.01 Read at an independent and instructional reading level appropriate to grade level

1 0 http://www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/elcm.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 29B High School High School Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.HS.RE.01 Read at an independent and instructional reading level appropriate to grade level

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

Average Rating (0 votes)

null

12 12

14 14

18 18

1 0

8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

12 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12

in silent independent reading for specific purposes. 3.1.1 H. Inquiry and Research 1. Ask and explore questions related to a topic of interest. 2. Draw conclusions from information and data gathered. 3. Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading. Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will: 3.1.2 A. Concepts About Print/Text 1. Use titles, tables of contents, and chapter headings to locate information. 2

14 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

18 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18

features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3.1.7 B. Phonological Awareness No additional indicators at this grade level. 3.1.7 C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). 2. Apply spelling rules and

www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

Average Rating (0 votes)

Back to search results

1 2 3

Pages

Send results

Total time to process: 10955ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology