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 English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
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, Calif...
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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
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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 <span class="highlight">ad</span>-<span class="highlight">hoc</span> committee deserve special recognition. Ordering Information Copies <span class="highlight">of</span> 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 <span class="highlight">of</span> 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
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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 <span class="highlight">in</span> which the subject <span class="highlight">of</span> the verb carries out some action. Example: He hit the ball. affix A bound (nonword) morpheme that changes the meaning or function <span class="highlight">of</span> a root or stem to which it is attached, such as the prefix <span class="highlight">ad</span>-and the suffix -ing <span class="highlight">in</span> adjoining. alliteration The repetition <span class="highlight">of</span> the same sound, usually <span class="highlight">of</span> a consonant, at the begin- ning <span class="highlight">of</span> two or more words immediately succeeding each other or at short intervals. Example: The repetition <span class="highlight">of</span> f and g <span class="highlight">in</span> fields
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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 <span class="highlight">ad</span> hominem bandwagon base word blend boundary climax clustering complement A common fallacy <span class="highlight">in</span> arguments, the <span class="highlight">ad</span> misericordiam approach is a special case <span class="highlight">of</span> the appeal to emotion <span class="highlight">in</span> which the altruism and mercy <span class="highlight">of</span> 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
Core Content For Mathematics Assessment
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...
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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
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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 <span class="highlight">attacks</span>, seizures) can help reduce the severity <span class="highlight">of</span> injuries and save lives. DOK 2
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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 <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-06-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle
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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 <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-HS-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
WYOMING LANGUAGE ARTS
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 suppo...
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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
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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 <span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span> the standards? • What improvements are needed
CONTENts.PDF
Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experience...
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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=32
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Content Standard 10: Discrete Mathematics Students will use the concepts and processes <span class="highlight">of</span> discrete mathematics to analyze and model a variety <span class="highlight">of</span> real-world situations that involve recurring relationships, sequences, <span class="highlight">networks</span>, combinations and permutations. Educational experiences <span class="highlight">in</span> Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models <span class="highlight">of</span> simple <span class="highlight">networks</span> that represent everyday situations; • identify and
Academic Standards-English/Language Arts Grade 12
to the purpose of an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifyi...
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to the purpose of an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation).
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade12.pdf#page=9
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
to the purpose <span class="highlight">of</span> an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used <span class="highlight">in</span> oral addresses including <span class="highlight">ad</span> hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes <span class="highlight">of</span> some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance <span class="highlight">of</span> the presentation).
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