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 Proposed New 19 TAC
§110.B. Middle School (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform proced...
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§110.B. Middle School (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and (B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. (13) Reading/Media Literacy. Students use
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=4
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=4
§110.B. Middle School (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and (B) interpret factual, quantitative, or technical information presented in <span class="highlight">maps</span>, charts, illustrations, graphs, timelines, tables, and diagrams. (13) Reading/Media Literacy. Students use
Microsoft Word - 3969.doc
information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources (ELA-5-M6) Ninth Grade Reading and Responding Standard 1: 1. Extend basic and technical vocabulary using a variety of strategies, including: •...
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information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources (ELA-5-M6) Ninth Grade Reading and Responding Standard 1: 1. Extend basic and technical vocabulary using a variety of strategies, including: • use of context clues • use of knowledge of Greek and Latin roots and affixes • use of denotative and connotative meanings • tracing etymology (ELA-1-H1) 2. Identify and explain story elements, including: • the author’s
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=34
www.doe.state.la.us/lde/uploads/3906.pdf#page=34
information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and <span class="highlight">maps</span> in grade-appropriate sources (ELA-5-M6) Ninth Grade Reading and Responding Standard 1: 1. Extend basic and technical vocabulary using a variety of strategies, including: • use of context clues • use of knowledge of Greek and Latin roots and affixes • use of denotative and connotative meanings • <span class="highlight">tracing</span> etymology (ELA-1-H1) 2. Identify and explain story elements, including: • the author’s
Core Content For Mathematics Assessment
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expr...
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CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works <span class="highlight">for</span> expressive purposes and responding to artworks. Each process is critical and relies on others <span class="highlight">for</span> completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
CONTENts.PDF
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9-...
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Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=45
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
more pollution than others. • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; • recognize that some changes in the Earth’s surface, such as earthquakes and volcanic eruptions, are abrupt, while other changes happen very slowly (e.g., uplift and wearing down of mountains); and • explain how human activities (such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and waste
7th Grade„Grade Level Expectations
Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Organization • Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace tracing develop...
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Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Organization • Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace tracing development of the perspective and/or logic of the argument) • Present reasons in a logical order (weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning • Organize writing by selecting text structures
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=4
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 Organization • Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace <span class="highlight">tracing</span> development of the perspective and/or logic of the argument) • Present reasons in a logical order (weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning • Organize writing by selecting text structures
Microsoft Word - English SOL Cur Frame Grades K-12.doc
including ° haiku � a 17-syllable, delicate, unrhymed Japanese verse, usually about nature ° limerick � a 5-line, rhymed, rhythmic verse, usually humorous ° ballad � a songlike narrative poem, usually featuring rhyme, rhythm, and refrain ° free verse ʏ...
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including ° haiku � a 17-syllable, delicate, unrhymed Japanese verse, usually about nature ° limerick � a 5-line, rhymed, rhythmic verse, usually humorous ° ballad � a songlike narrative poem, usually featuring rhyme, rhythm, and refrain ° free verse � poetry with neither regular meter nor rhyme scheme. To be successful with this standard, students are expected to • use strategies for summarizing, such as ° story maps ° Somebody�Wanted�But�So • use graphic organizers, such as flow charts or story maps, to record
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=113
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=113
including ° haiku � a 17-syllable, delicate, unrhymed Japanese verse, usually about nature ° limerick � a 5-<span class="highlight">line</span>, rhymed, rhythmic verse, usually humorous ° ballad � a songlike narrative poem, usually featuring rhyme, rhythm, and refrain ° free verse � poetry with neither regular meter nor rhyme scheme. To be successful with this standard, students are expected to • use strategies <span class="highlight">for</span> summarizing, such as ° story <span class="highlight">maps</span> ° Somebody�Wanted�But�So • use graphic organizers, such as flow charts or story <span class="highlight">maps</span>, to record
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and newspapers). b. Use media (e.g., photographs, films, videos, the arts, on-line catalogs, non- fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information. c. Use current technology as a research and communication tool for personal interest, r...
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and newspapers). b. Use media (e.g., photographs, films, videos, the arts, on-line catalogs, non- fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information. c. Use current technology as a research and communication tool for personal interest, research, and clarification. d. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites). e. Utilize the dictionary
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_4.pdf#page=4
www.state.tn.us/education/ci/english/doc/READ_Grade_4.pdf#page=4
and newspapers). b. Use media (e.g., photographs, films, videos, the arts, on-<span class="highlight">line</span> catalogs, non- fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information. c. Use current technology as a research and communication tool <span class="highlight">for</span> personal interest, research, and clarification. d. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites). e. Utilize the dictionary
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