iSEEK - Education

bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa, raison d’être, laissez faire, bête noire, en masse, in absentia, sub rosa, schadenfreude, noblesse oblige, sine qua non, deus ex machina, doppelgänger, coup d’état).

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2

bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa, raison d’être, laissez faire, bête noire, en masse, in absentia, sub rosa, schadenfreude, noblesse oblige, sine qua non, deus ex machina, doppelgänger, coup d’état).

11 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11

sufficiency of evidence used to support or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3005.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3005.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2

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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2

English III Page 2 #0;3 3003.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc

3 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3

English III Page 3 SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre

13 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13

sufficiency of evidence used to support or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3003.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3003.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

14 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14

in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy

www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14

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

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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

3 0 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 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

84 0 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 in which the subject of the verb carries out some action. Example: He hit the ball. affix A bound (nonword) morpheme that changes the meaning or function of a root or stem to which it is attached, such as the prefix ad-and the suffix -ing in adjoining. alliteration The repetition of the same sound, usually of a consonant, at the begin- ning of two or more words immediately succeeding each other or at short intervals. Example: The repetition of f and g in fields

85 0 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 ad hominem bandwagon base word blend boundary climax clustering complement A common fallacy in arguments, the ad misericordiam approach is a special case of the appeal to emotion in which the altruism and mercy of 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

www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=3

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Microsoft Word - readstd8g.docreadstd8g.pdf

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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

1 0 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 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

www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...

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Core Content For Mathematics Assessment

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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

127 0 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 attacks, seizures) can help reduce the severity of injuries and save lives. DOK 2

295 0 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 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-06-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle

313 0 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 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

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313

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Microsoft Word - Completed Reading.rtf

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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

112 0 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 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

doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

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Microsoft Word - Content Area Reading Middle School.doc

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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

58 0 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 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

www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...

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WYOMING LANGUAGE ARTS

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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

5 0 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 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

www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=5

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Proposed New 19 TAC

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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

49 0 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, 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

ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=49

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English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu

3 0 http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3 www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3

English II Page 3 SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3002.1.15 Proofread a written passage for errors in punctuation and/or capitalization and/or spelling. SPI 3002.1.16 Use a sample reference source to determine aspects of a given word (e.g., spelling, part of speech, definition, cognates, etymology, synonyms). SPI 3002.1.17 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu

www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=3

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