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Education
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 Microsoft Word - Completed Reading.rtf
about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (elementary) P...
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about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (elementary) Published by the National Council of Teachers of English. MultiCultural Review The journal features reviews of new print and non-print resources on multicultural topics, and articles that explore current issues. Its address
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=94
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The <span class="highlight">Journal</span> <span class="highlight">of</span> Adolescent and Adult Literacy Published by the <span class="highlight">International</span> Reading Association. Language Arts (elementary) Published by the National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English. MultiCultural Review The <span class="highlight">journal</span> features reviews <span class="highlight">of</span> new print and non-print resources on multicultural topics, and articles that explore current issues. Its address
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=95
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
95 Phi Delta Kappan Reading Research Quarterly Published by <span class="highlight">International</span> Reading Association The Reading Teacher (elementary) Published by the <span class="highlight">International</span> Reading Association. School Library <span class="highlight">Journal</span> Both the print and the online versions review professional reading, books for children and young adults, audiovisual materials, and computer software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices
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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 <span class="highlight">of</span> food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire <span class="highlight">of</span> 10 questions would you ask shoppers in a supermarket if you were doing a survey <span class="highlight">of</span> 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
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
letters that represent one speech sound, such as ch for /ch/ in chin or ea for /e/ in bread. discourse A conversation; the act or result of making a formal written or spoken presentation on a subject; in linguistics, any form of oral or written communication more extensive than...
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letters that represent one speech sound, such as ch for /ch/ in chin or ea for /e/ in bread. discourse A conversation; the act or result of making a formal written or spoken presentation on a subject; in linguistics, any form of oral or written communication more extensive than a sentence. etymology The history of words; the study of the history of words. 78 California Department of Education Reposted June 9, 2009
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=86
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=86
letters that represent one speech sound, such as ch for /ch/ in chin or ea for /e/ in bread. discourse A conversation; the act or result <span class="highlight">of</span> making a formal written or spoken presentation on a subject; in <span class="highlight">linguistics</span>, any form <span class="highlight">of</span> oral or written communication more extensive than a sentence. etymology The history <span class="highlight">of</span> words; the study <span class="highlight">of</span> the history <span class="highlight">of</span> words. 78 California Department <span class="highlight">of</span> Education Reposted June 9, 2009
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=92
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=92
Selected References Copi, Irving M., and Carl Cohen. Introduction to Logic (Eighth edition). New York: Macmillan, 1990. The Literacy Dictionary: The Vocabulary <span class="highlight">of</span> Reading and Writing. Edited by Theodore L. Harris and Richard E. Hodges. Newark, Del.: <span class="highlight">International</span> Reading Association, 1995. Merriam-Webster’s Collegiate Dictionary (Tenth edition). Springfield, Mass.: Merriam-Webster, Inc., 1993. Reading/Language Arts Framework for California Public Schools, Kindergarten Through Grade Twelve
VT_04_Math GLEs_pf.indd
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learnin...
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References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment <span class="highlight">of</span> Educational Progress, 1999. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English and <span class="highlight">International</span> Reading Association. National Council <span class="highlight">of</span>
K-12
R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and s...
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R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including picture and written
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17
Strand: Writing Standard 5: Purposes, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety <span class="highlight">of</span> purposes, topics and audiences employing a wide range <span class="highlight">of</span> forms. Writing: A Variety <span class="highlight">of</span> Purposes, Topics, Forms and Audiences K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department <span class="highlight">of</span> Education Key: W.5.K.4= Writing. Standard 5. Kindergarten. 4 th Student Learning Expectation 14 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
R.10.K.6 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span>/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety <span class="highlight">of</span> sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span> which demonstrates appropriate comprehension skills, including picture and written
Microsoft Word - Content Area Reading Middle School.doc
49 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 con...
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49 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
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=47
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn to write without fear
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=49
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
49 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, 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
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=59
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
59 RAFT This chart shows examples <span class="highlight">of</span> role, audience, format and topic combinations which may be used for reflective writing exercises in various curricula areas. Role Audience Format Topic bald eagle public radio public service announcement symbols on the American currency Barbara Bush mothers advice column duties/responsibilities <span class="highlight">of</span> president calculator math students letter to the editor use <span class="highlight">of</span> calculator in the classroom heart medical community <span class="highlight">journal</span> article value <span class="highlight">of</span> exercise
7th Grade„Grade Level Expectations
“New” to 1 st Grade from Kindergarten Review Curriculum Coverage (UNIT) Other—“Carryover” or • Give details about the subject Organization See above • Sequence ideas most of the time • State the writing topic Sentence Structure See above See abo...
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“New” to 1 st Grade from Kindergarten Review Curriculum Coverage (UNIT) Other—“Carryover” or • Give details about the subject Organization See above • Sequence ideas most of the time • State the writing topic Sentence Structure See above See above Word Choice See above See above Conventions See above See above Expressive Audience (author-centered) See above See above Form • Journal entries • “All about me” stories Development • Select an interesting idea for writing
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade%20GLEs.pdf#page=3
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade...
“New” to 1 st Grade from Kindergarten Review Curriculum Coverage (UNIT) Other—“Carryover” or • Give details about the subject Organization See above • Sequence ideas most <span class="highlight">of</span> the time • State the writing topic Sentence Structure See above See above Word Choice See above See above Conventions See above See above Expressive Audience (author-centered) See above See above Form • <span class="highlight">Journal</span> entries • “All about me” stories Development • Select an interesting idea for writing
Glossaryreadingglossary.pdf
References √ : Harris, T. L. & Hodges, R.E., Eds. The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark, DE: International Reading Association. 1995 Glossary - Page 26 April 28, 2004
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References √ : Harris, T. L. & Hodges, R.E., Eds. The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark, DE: International Reading Association. 1995 Glossary - Page 26 April 28, 2004
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=24
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
group <span class="highlight">of</span> words sharing a particular or common phonic element, as /ī t/ spelled ite in bite, kite, despite. 2. a group <span class="highlight">of</span> words sharing the same root or base, as phon- in phonetic, phonation, and telephone. √ word <span class="highlight">journal</span> – a record students keep <span class="highlight">of</span> words they are unfamiliar with in a notebook. Students determine the meaning <span class="highlight">of</span> words through context, dictionary use, or class discussion. word recognition - 1. the process <span class="highlight">of</span> determining the pronunciation and some degree <span class="highlight">of</span> meaning <span class="highlight">of</span> a word in
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=26
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
References √ : Harris, T. L. & Hodges, R.E., Eds. The Literacy Dictionary: The Vocabulary <span class="highlight">of</span> Reading and Writing. Newark, DE: <span class="highlight">International</span> Reading Association. 1995 Glossary - Page 26 April 28, 2004
Microsoft Word - vsc_english_gr38.doc
on discussion of common experiences using techniques, such as, graphic organizers, journal writing, listing, webbing, and discussion of prior experiences A. Writing 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers a. Generat...
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on discussion of common experiences using techniques, such as, graphic organizers, journal writing, listing, webbing, and discussion of prior experiences A. Writing 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers a. Generate and select topics using techniques, such as, graphic organizers, journal writing, free writing, listing, webbing, and discussion of prior experiences
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http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=36
mdk12.org/share/vsc/vsc_english_gr38.pdf#page=36
on discussion <span class="highlight">of</span> common experiences using techniques, such as, graphic organizers, <span class="highlight">journal</span> writing, listing, webbing, and discussion <span class="highlight">of</span> prior experiences A. Writing 1. Compose texts using the prewriting and drafting strategies <span class="highlight">of</span> effective writers and speakers a. Generate and select topics using techniques, such as, graphic organizers, <span class="highlight">journal</span> writing, free writing, listing, webbing, and discussion <span class="highlight">of</span> prior experiences
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(Examples only, not an exhaustive list) SPEAKING/LISTENING for: greetings introductions conversations group discussions customer service WRITING of: notes e-mail messages memos friendly letters acknowledgments READING of: notes friendly letters e-mail journal entries Focus on th...
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(Examples only, not an exhaustive list) SPEAKING/LISTENING for: greetings introductions conversations group discussions customer service WRITING of: notes e-mail messages memos friendly letters acknowledgments READING of: notes friendly letters e-mail journal entries Focus on the relationship and the establishing of trust and harmony between people. INTERPERSONAL - Social communication aims at getting to know another person or being together with others. IMMEDIATE - Social language is primarily the
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http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=23
(Examples only, not an exhaustive list) SPEAKING/LISTENING for: greetings introductions conversations group discussions customer service WRITING <span class="highlight">of</span>: notes e-mail messages memos friendly letters acknowledgments READING <span class="highlight">of</span>: notes friendly letters e-mail <span class="highlight">journal</span> entries Focus on the relationship and the establishing <span class="highlight">of</span> trust and harmony between people. INTERPERSONAL - Social communication aims at getting to know another person or being together with others. IMMEDIATE - Social language is primarily the
Microsoft Word - English SOL Cur Frame Grades K-12.doc
• recognize the literary characteristics of the major chronological eras. To be successful with this standard, students are expected to • identify literary forms, such as ° epic ° tragedy ° comedy ° sonnet and other poetic forms ° essay ° journal/diary...
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• recognize the literary characteristics of the major chronological eras. To be successful with this standard, students are expected to • identify literary forms, such as ° epic ° tragedy ° comedy ° sonnet and other poetic forms ° essay ° journal/diary ° satire • identify the literary characteristics of specific eras, such as ° Anglo-Saxon/Medieval period ° Tudor/Renaissance period ° Neoclassical period ° Restoration Age ° Romantic and Victorian periods ° Modern and Postmodern periods • recognize major themes and
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=219
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=219
• recognize the literary characteristics <span class="highlight">of</span> the major chronological eras. To be successful with this standard, students are expected to • identify literary forms, such as ° epic ° tragedy ° comedy ° sonnet and other poetic forms ° essay ° <span class="highlight">journal</span>/diary ° satire • identify the literary characteristics <span class="highlight">of</span> specific eras, such as ° Anglo-Saxon/Medieval period ° Tudor/Renaissance period ° Neoclassical period ° Restoration Age ° Romantic and Victorian periods ° Modern and Postmodern periods • recognize major themes and
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