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Education
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effects). Demonstrates understanding of different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information...
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effects). Demonstrates understanding of different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational and literary texts. square6 Writes to learn (e.g., double-entry journal in math, science; portfolio selection defense). square6 Writes to examine a variety of
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=17
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
or synthesize to plan writing. Applies more than one strategy for generating ideas <span class="highlight">and</span> planning writing. square6 Generates ideas prior to organizing them <span class="highlight">and</span> adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece <span class="highlight">of</span> writing). square6 Maintains a <span class="highlight">journal</span> or an electronic log to collect <span class="highlight">and</span> explore ideas; records observations, dialogue, <span class="highlight">and</span>/or descrip- tion for later use as a basis for informa- tional or literary writing. square6 Uses a variety
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=25
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
effects). Demonstrates understanding <span class="highlight">of</span> different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, <span class="highlight">and</span> to entertain a specified audience (e.g., applies for a job, communicates <span class="highlight">research</span> findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational <span class="highlight">and</span> literary texts. square6 Writes to learn (e.g., double-entry <span class="highlight">journal</span> in math, science; portfolio selection defense). square6 Writes to examine a variety <span class="highlight">of</span>
K-12 Reading
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 3-5 Page 33 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 6-8 Page 49 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 9-12 Page 65 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
Language Arts Booklet
knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sourc...
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knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose and topic. • Write to reflect on learning (e.g., learning log, journal). • Write to communicate and report information from research. • Write for literary response and expression. • Adapt writing
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=13
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
knowledge <span class="highlight">of</span> the qualities <span class="highlight">of</span> good writing to improve own writing. • Publish–in a variety <span class="highlight">of</span> ways–selected finished products. • Apply knowledge <span class="highlight">of</span> spelling, punctuation, <span class="highlight">and</span> grammar to write text(s) <span class="highlight">and</span> correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose <span class="highlight">and</span> topic. • Write to reflect on learning (e.g., learning log, <span class="highlight">journal</span>). • Write to communicate <span class="highlight">and</span> report information from <span class="highlight">research</span>. • Write for literary response <span class="highlight">and</span> expression. • Adapt writing
Strand 1: Reading Process (Kindergarten)
is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journa...
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is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that
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http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7
www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7
Expository Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas <span class="highlight">and</span> content. The writing supports a thesis based on <span class="highlight">research</span>, observation, <span class="highlight">and</span>/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels <span class="highlight">and</span> legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety <span class="highlight">of</span> expository forms (e.g., essay, summary
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http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9
www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9
is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, <span class="highlight">and</span>/or feelings about the piece <span class="highlight">of</span> literature <span class="highlight">and</span> selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that
Strand 1: Reading Process (Kindergarten)
response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g.,...
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response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that
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http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6
www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6
writing includes nonfiction writing that describes, explains, informs, or summarizes ideas <span class="highlight">and</span> content. The writing supports a thesis based on <span class="highlight">research</span>, observation, <span class="highlight">and</span>/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels <span class="highlight">and</span> legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety <span class="highlight">of</span> expository forms (e.g., essay, summary, newspaper article
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http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8
response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, <span class="highlight">and</span>/or feelings about the piece <span class="highlight">of</span> literature <span class="highlight">and</span> selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that
Standard 1: Students engage in the research process
choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and...
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choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify and include the characteristics of different genres i.e., personal narrative, expository, informational, journal writing, letter writing Students write in an extensive variety of genres. Students
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http://www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59
www.dpi.state.nd.us/standard/content/ELA/ELA.pdf#page=59
choice. Students make no significant errors in vocabulary choice. Students make a few significant errors or many minor errors in vocabulary choice. Students make many significant errors in vocabulary choice. 2.3.7. Write over time to produce longer, more complex texts 2.3.8. Identify <span class="highlight">and</span> include the characteristics <span class="highlight">of</span> different genres i.e., personal narrative, expository, informational, <span class="highlight">journal</span> writing, letter writing Students write in an extensive variety <span class="highlight">of</span> genres. Students
Strand 1: Reading Process (Kindergarten)
the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal...
1
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the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence of events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature
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http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6
www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6
writing includes non-fiction writing that describes, explains, or summarizes ideas <span class="highlight">and</span> content. The writing supports a thesis based on <span class="highlight">research</span>, observation, <span class="highlight">and</span>/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels <span class="highlight">and</span> legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety <span class="highlight">of</span> expository forms (e.g., summary, newspaper article, reflective paper
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http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8
the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, <span class="highlight">and</span>/or feelings about the piece <span class="highlight">of</span> literature <span class="highlight">and</span> selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature
DRAFT
50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries t...
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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
48 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling <span class="highlight">and</span> thinking as they interact with literary or informational texts. It allows students to record their thoughts <span class="highlight">and</span> emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings <span class="highlight">and</span> thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
50 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, <span class="highlight">and</span> feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
Microsoft Word - English SOL 2002 & ELP Standards.doc
expand vocabulary and concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge of prefixes, suffixes, antonyms, and synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to resea...
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expand vocabulary and concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge of prefixes, suffixes, antonyms, and synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to research a topic. a. Identify appropriate questions. X √√ b. Collect information, using the resources of the media center. X √√ c. Organize information for presentation. X √√ Writing: Students at proficiency level 3 can write multiparagraph compositions, journal entries, personal
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=48
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=4...
expand vocabulary <span class="highlight">and</span> concept development. a. Use context to read unfamiliar words. √√√ b. Use knowledge <span class="highlight">of</span> prefixes, suffixes, antonyms, <span class="highlight">and</span> synonyms to read unfamiliar words. √√√ LEP 3.8 The student will use information resources to <span class="highlight">research</span> a topic. a. Identify appropriate questions. X √√ b. Collect information, using the resources <span class="highlight">of</span> the media center. X √√ c. Organize information for presentation. X √√ Writing: Students at proficiency level 3 can write multiparagraph compositions, <span class="highlight">journal</span> entries, personal
Microsoft Word - readstdhs.docreadstdhs.pdf
symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and...
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symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and other activities relating to the components. After completing the novel, students conduct research concerning the critical review and write the response in the sections according to each of the major components listed and described above.
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
symbolism, foreshadowing, etc. as they apply to the novel • theme-primary <span class="highlight">and</span> secondary, explicit <span class="highlight">and</span> implicit, <span class="highlight">and</span> • evaluation-reactions <span class="highlight">and</span> opinions concerning the novel with justifications/explanations students also complete <span class="highlight">journal</span> entries <span class="highlight">and</span> other activities relating to the components. After completing the novel, students conduct <span class="highlight">research</span> concerning the critical review <span class="highlight">and</span> write the response in the sections according to each <span class="highlight">of</span> the major components listed <span class="highlight">and</span> described above.
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