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 English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
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 ...
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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
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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- <span class="highlight">edge</span> is a major <span class="highlight">component</span> <span class="highlight">of</span> schema theories <span class="highlight">of</span> reading comprehension in spite <span class="highlight">of</span> the redundancy inherent in the term. The modified sound <span class="highlight">of</span> a vowel immediately preceding /r/ in the same syllable, such as in care
Microsoft Word - 0519LAStandards.doc
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 st...
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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
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span>, and Fluency Standard: The student will decode unfamiliar words using phonetic and structural <span class="highlight">analysis</span> and will read with fluency and expression. The student will: 1. Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural <span class="highlight">analysis</span>. 2. Read aloud narrative and expository text with
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> 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 <span class="highlight">analysis</span> and structural <span class="highlight">analysis</span>. 2. Read narrative and expository text with fluency, accuracy and appropriate pacing. 3. Apply correct word
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> 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 <span class="highlight">analysis</span> and structural <span class="highlight">analysis</span>. 2. Read narrative and expository text with fluency, accuracy and comprehension at an appropriate silent
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> and Fluency (Standards under this heading may be locally determined and based on the individual needs <span class="highlight">of</span> the student.) B. Vocabulary Expansion Standard: The student will use a variety <span class="highlight">of</span> strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span>, and Fluency (Standard under this heading may be locally determined.) B. Vocabulary Expansion Standard: The student will apply a variety <span class="highlight">of</span> strategies to expand vocabulary. The student will: 1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and <span class="highlight">independent</span> reading, and appropriately use these words in writing. 2. Determine the meaning <span class="highlight">of</span> unfamiliar words and metaphors by using
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2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of...
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2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of information. • Use comprehension strategies to read texts designed for early independent readers: preparation strategies self-monitoring summarizing interpreting information • Connect and compare new concepts and vocabulary with
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=184
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts Appendix B 161 3-5 Grade Span Continuum Written Language Oral Language Other Media/Technology Reading Writing Students can: • Apply phonics and structural <span class="highlight">analysis</span> to develop automatically in word <span class="highlight">recognition</span>. • Apply extended knowledge <span class="highlight">of</span> prefixes, suffixes, and root words to identify unknown words. • Use fix-up strategies when meaning breaks down (self- question, reread, visualize, read on, retell). • Apply a variety <span class="highlight">of</span> reading and thinking strategies according to purpose and
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=187
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural <span class="highlight">analysis</span> decoding high frequency words self-monitoring all sources <span class="highlight">of</span> <span class="highlight">information</span>. • Use comprehension strategies to read texts designed <span class="highlight">for</span> early <span class="highlight">independent</span> readers: preparation strategies self-monitoring summarizing interpreting <span class="highlight">information</span> • Connect and compare new concepts and vocabulary with
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rime...
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Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure of sentences. Silent and independent reading will increase, with some parts of books read aloud for emphasis, clarification, or pleasure. When they read independently, students
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45
Virginia Board <span class="highlight">of</span> Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure <span class="highlight">of</span> sentences. Silent and <span class="highlight">independent</span> reading will increase, with some parts <span class="highlight">of</span> books read aloud <span class="highlight">for</span> emphasis, clarification, or pleasure. When they read independently, students
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63
this standard, students are expected to • use text formats such as the following to preview and set a purpose <span class="highlight">for</span> reading: ° poetry features, such as lines and stanzas ° content text features, such as headings and chapter layout by topic ° functional formats, such as advertisements, flyers, and directions ° specialized type, such as bold <span class="highlight">face</span> and italics ° visually and graphically represented <span class="highlight">information</span>, such as charts, graphs, graphic organizers, pictures, and photographs • apply understanding <span class="highlight">of</span> text
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