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Education
Web
 7th Grade„Grade Level Expectations
(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text f...
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(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic search tools • Use teacher-selected Internet sites, search
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=14
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
• Visualize what was read for deeper understanding • Skim text to <span class="highlight">search</span> for connections between and among ideas • Use graphic organizer or other note-taking technique to record important ideas or information • Explain personal connections to the topics or information in text(s) • Restate in own words the main events in the text • Summarize while reading • Paraphrase important ideas or information After Reading 2.4a Demonstrate overall understanding of printed texts by making predictions as necessary
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
• Is understandable • Has an expressive vocabulary • Has an unpredictable plot • Has a variety of episodes/action • Has an expressive vocabulary • Interpretation of the theme or concept • Presentation of information including accuracy, clarity, and organization, • Delineation of setting 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to the topics, events
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=24
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected Internet sites, <span class="highlight">search</span>
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=26
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
information from sources 3.3a2 Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, and validity • Differentiate between primary and secondary sources • Independently select sources which are authoritative including UD Library <span class="highlight">Search</span> • Independently analyze source and information for accuracy, bias, stereotypes, and validity • Formulate conclusions based upon information relevant to a specific purpose • Use information to express ideas relevant to a
7th Grade„Grade Level Expectations
(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text f...
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(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic search tools • Use teacher-selected Internet sites, search
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
“New” to 10 th Grade from 9 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.3c Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions to enhance understanding of oral and written text • Use illustrations to construct meaning from text • Reread difficult parts slowly and carefully • Make, confirm, adjust predictions • Visualize what was read for deeper understanding • Skim text to <span class="highlight">search</span> for connections
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=24
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
plot that is developed • Has a variety of episodes/action • Has an expressive vocabulary • Interpretation of the theme or concept • Presentation of information including accuracy, clarity, and organization, • Delineation of setting 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to the topics, events, characters, actions, ideas or information in text(s) 2.7b
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=26
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
(books, television, videos/DVDs,, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select essential sources ( e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic • Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references) to access information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected Internet sites, <span class="highlight">search</span>
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=29
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review 3.3a2 Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, and validity • Synthesize information as appropriate to a specific purpose • Differentiate between primary and secondary sources • Independently select sources which are authoritative including UD Library <span class="highlight">Search</span> • Independently analyze source and information for accuracy, bias, stereotypes
7th Grade„Grade Level Expectations
sites, search engines, and data bases to access information 3.1a2 Develop and use procedures to gather information—developing and following a process for research • Formulate a research question or thesis statement • Determine a clear purpose, topic, and audience for...
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sites, search engines, and data bases to access information 3.1a2 Develop and use procedures to gather information—developing and following a process for research • Formulate a research question or thesis statement • Determine a clear purpose, topic, and audience for research • Gather information from more than one source • Locate information using appropriate sources and strategies • Read, view, listen, or interact with information and decide what is valuable for research • Extract information
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
“New” to 11 th Grade from 10 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.3c Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions to enhance understanding of oral and written text • Use illustrations to construct meaning from text • Reread difficult parts slowly and carefully • Make, confirm, adjust predictions • Visualize what was read for deeper understanding • Skim text to <span class="highlight">search</span> for connections
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=25
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
plot that is developed • Has a variety of episodes/action • Has an expressive vocabulary • Interpretation of the theme or concept • Presentation of information including accuracy, clarity, and organization, • Delineation of setting 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to the topics, events, characters, actions, ideas or information in text(s) 2.7b
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=27
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
sites, <span class="highlight">search</span> <span class="highlight">engines</span>, and data bases to access information 3.1a2 Develop and use procedures to gather information—developing and following a process for research • Formulate a research question or thesis statement • Determine a clear purpose, topic, and audience for research • Gather information from more than one source • Locate information using appropriate sources and strategies • Read, view, listen, or interact with information and decide what is valuable for research • Extract information
Strand 1: Reading Process (Kindergarten)
1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details from functional text for a specific purpose (e.g., to follow directions...
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1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr4.pdf#page=4
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr4.pdf#page=...
1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, <span class="highlight">search</span> <span class="highlight">engines</span>, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive
Strand 1: Reading Process (Kindergarten)
clarity, and relevancy of functional text. PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details functional text for a sp...
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clarity, and relevancy of functional text. PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author’s
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr5.pdf#page=4
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr5.pdf#page=...
clarity, and relevancy of functional text. PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, <span class="highlight">search</span> <span class="highlight">engines</span>, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author’s
Microsoft Word - 3969.doc
bibliographic references) • electronic texts (e.g., database keyword searches, search engines, e-mail addresses) (ELA-5-H1) 37. Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias,...
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bibliographic references) • electronic texts (e.g., database keyword searches, search engines, e-mail addresses) (ELA-5-H1) 37. Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., Web sites, databases) • other media sources (e.g., community and government data, television and radio
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=38
www.doe.state.la.us/lde/uploads/3906.pdf#page=38
bibliographic references) • electronic texts (e.g., database keyword searches, <span class="highlight">search</span> <span class="highlight">engines</span>, e-mail addresses) (ELA-5-H1) 37. Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., Web sites, databases) • other media sources (e.g., community and government data, television and radio
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=43
www.doe.state.la.us/lde/uploads/3906.pdf#page=43
English Language Arts (ELA) Grade-Level Expectations 43 • print texts such as prefaces, appendices, annotations, citations, bibliographic references, and endnotes • electronic texts such as database keyword searches, <span class="highlight">search</span> <span class="highlight">engines</span>, and e- mail addresses (ELA-5-H1) 40. Locate, analyze, and synthesize information from grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=48
www.doe.state.la.us/lde/uploads/3906.pdf#page=48
(e.g., prefaces, appendices, annotations, citations, bibliographic references) • electronic texts (e.g., database keyword searches, <span class="highlight">search</span> <span class="highlight">engines</span>, e-mail addresses) (ELA-5-H1) 35. Locate, analyze, and synthesize information from a variety of complex resources, including: • multiple print texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., Web sites or databases) • other media (e.g., community
English Language Arts Performance Standard F Grade 8
assigned topics, issues, or problems and use an appropriate form to communicate their findings. Formulate research questions and focus investigation on relevant and accessible sources of information Use multiple sources to identify and locate information pertinent to research including encyclopedias...
Standard 1: Students engage in the research process
Students form insightful questions to focus research. Students form relevant questions to focus research. Students form questions that may not be either directly relevant or do not help to focus research. Students form questions that are both irrelevant and do not help to focus research. ACCESS...
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Students form insightful questions to focus research. Students form relevant questions to focus research. Students form questions that may not be either directly relevant or do not help to focus research. Students form questions that are both irrelevant and do not help to focus research. ACCESSING INFORMATION 10.1.2. Know ways to effectively search electronic databases e.g., defining key terms and using limiters to focus a search Students know an extensive variety of ways to
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=25
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=25
Students form insightful questions to focus research. Students form relevant questions to focus research. Students form questions that may not be either directly relevant or do not help to focus research. Students form questions that are both irrelevant and do not help to focus research. ACCESSING INFORMATION 10.1.2. Know ways to effectively <span class="highlight">search</span> electronic databases e.g., defining key terms and using limiters to focus a <span class="highlight">search</span> Students know an extensive variety of ways to
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Nine, page 17 STANDARD 9.9 STRAND: RESEARCH GRADE LEVEL 9 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search....
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Virginia Board of Education, 2003 Grade Nine, page 17 STANDARD 9.9 STRAND: RESEARCH GRADE LEVEL 9 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=174
Virginia Board of Education, 2003 Grade Nine, page 17 STANDARD 9.9 STRAND: RESEARCH GRADE LEVEL 9 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a <span class="highlight">search</span>. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL
Microsoft Word - English SOL 2002 & ELP Standards.doc
English Standards of Learning 47 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and...
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English Standards of Learning 47 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology.
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=53
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=5...
English Standards of Learning 47 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a <span class="highlight">search</span>. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology.
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