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Glossaryreadingglossary.pdf
play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity. 2. in a complex word, the meaningful base...
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play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity. 2. in a complex word, the meaningful base form after all affixes are removed. Note: a root may be independent, or free, as read in unreadable, or may be independent, or bound, as -liter- (from Greek for letter in illiterate. rhythm of speech – using a speaking voice with
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part <span class="highlight">of</span> a word that usually carries the main <span class="highlight">component</span> <span class="highlight">of</span> meaning and that cannot be further analyzed without loss <span class="highlight">of</span> identity. 2. in a complex word, the meaningful base form after all affixes are removed. Note: a root may be <span class="highlight">independent</span>, or free, as read in unreadable, or may be <span class="highlight">independent</span>, or bound, as -liter- (from Greek <span class="highlight">for</span> letter in illiterate. rhythm <span class="highlight">of</span> speech – using a speaking voice with
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Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- g...
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Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- gins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific information in a variety of texts across the subject
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http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
Content AnD struCture There are currently no grade 1 grade-level foundations <span class="highlight">for</span> Informational Text: Examine Content and Structure. increase word knowl- <span class="highlight">edge</span> through systematic vocabulary development; determine the meaning <span class="highlight">of</span> new words by applying knowledge <span class="highlight">of</span> word ori- gins, word relationships, and context clues; verify the meaning <span class="highlight">of</span> new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific <span class="highlight">information</span> in a variety <span class="highlight">of</span> texts across the subject
Mississippi Language Arts Framework
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for descri...
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2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_...
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an
THIRD GRADE
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysi...
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teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2nd_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2n...
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension <span class="highlight">of</span> knowledge and broader
FIRST GRADE
Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies...
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Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1st_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1s...
Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension <span class="highlight">of</span> knowledge and broader, deeper application <span class="highlight">of</span> skills. A critical <span class="highlight">component</span> at each grade level is text complexity. Text complexity is indicated by such elements as sophistication <span class="highlight">of</span>
 IDAHO CONTENT STANDARDS Grade 6 Language Arts Reading Process
Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text. (725.01.a) CL: Content Limit: Assessed in the classroom, not on the ISAT.#7;6.LA.1.2.3 Identify graphic sources of information (e.g., maps, graphs, illustra...
Language Arts Booklet
8 CONTENT STANDARDS K - 1 2 - 3 RANGE 1. Read a range of literary and informative texts for a variety of purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge of the conventions ...
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8 CONTENT STANDARDS K - 1 2 - 3 RANGE 1. Read a range of literary and informative texts for a variety of purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge of the conventions of language and texts to construct meaning. • Read narrative and informative texts. • Read for enjoyment and to gain information. • Read and follow simple directions to perform tasks. • Make reasonable predictions about what will
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=8
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
8 CONTENT STANDARDS K - 1 2 - 3 RANGE 1. Read a range <span class="highlight">of</span> literary and informative texts <span class="highlight">for</span> a variety <span class="highlight">of</span> purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge <span class="highlight">of</span> the conventions <span class="highlight">of</span> language and texts to construct meaning. • Read narrative and informative texts. • Read <span class="highlight">for</span> enjoyment and to gain <span class="highlight">information</span>. • Read and follow simple directions to perform tasks. • Make reasonable predictions about what will
Writing Assessment Framework
not. The proportion of each year’s tests devoted to each category is clearly specified in the Reading Content Category Table on page 6. These percents are estimates used to guide the general distribution of items throughout the test. In addition to overall scores, as much info...
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not. The proportion of each year’s tests devoted to each category is clearly specified in the Reading Content Category Table on page 6. These percents are estimates used to guide the general distribution of items throughout the test. In addition to overall scores, as much information as possible will be reported for each content category, making the data useful for diagnostic analysis. Framework Structure This document employs a general organizational structure designed for ease of use. The State Goal
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http://www.isbe.state.il.us/assessment/pdfs/IAFWriting.pdf#page=3
www.isbe.state.il.us/assessment/pdfs/IAFWriting.pdf#page=3
not. The proportion <span class="highlight">of</span> each year’s tests devoted to each category is clearly specified in the Reading Content Category Table on page 6. These percents are estimates used to guide the general distribution <span class="highlight">of</span> items throughout the test. In addition to overall scores, as much <span class="highlight">information</span> as possible will be reported <span class="highlight">for</span> each content category, making the data useful <span class="highlight">for</span> diagnostic <span class="highlight">analysis</span>. Framework Structure This document employs a general organizational structure designed <span class="highlight">for</span> ease <span class="highlight">of</span> use. The State Goal
Illinois Reading Assessment Framework PSAE Grade 11
Summarizing and Main Idea Sequencing and Ordering Drawing Conclusions Based on Evidence Interpreting Instructions Author’s Purpose and Design Note: The reading portion of the PSAE is a combination of the ACT Assessment Reading Test component and the WorkKeys Reading for...
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Summarizing and Main Idea Sequencing and Ordering Drawing Conclusions Based on Evidence Interpreting Instructions Author’s Purpose and Design Note: The reading portion of the PSAE is a combination of the ACT Assessment Reading Test component and the WorkKeys Reading for Information Assessment component. Note Added on 3/18/08: A new scoring methodology was announced that affects only reading and mathematics. For more information, please see http://www.isbe.net/assessment/listserv/2008/mar14.htm.
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading_PSAEFINAL.pdf#page=7
www.isbe.state.il.us/assessment/pdfs/iaf_reading_PSAEFINAL.pdf#page=7
Summarizing and Main Idea Sequencing and Ordering Drawing Conclusions Based on Evidence Interpreting Instructions Author’s Purpose and Design Note: The reading portion <span class="highlight">of</span> the PSAE is a combination <span class="highlight">of</span> the ACT Assessment Reading Test <span class="highlight">component</span> and the WorkKeys Reading <span class="highlight">for</span> <span class="highlight">Information</span> Assessment <span class="highlight">component</span>. Note Added on 3/18/08: A new scoring methodology was announced that affects only reading and mathematics. <span class="highlight">For</span> more <span class="highlight">information</span>, please see http://www.isbe.net/assessment/listserv/2008/mar14.htm.
STANDARDS.05
102 PERFORMANCE STANDARDS (Grade Level Expectations) 103PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 Analysis and Central Tendency The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions, des...
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102 PERFORMANCE STANDARDS (Grade Level Expectations) 103PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 Analysis and Central Tendency The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions, describing trends; drawing, formulating, or justifying conclusions) by [10] S&P-2 using information from a display to solve a problem or analyzing the validity of statistical conclusions (M6.4.1 & M6.4.4) [10] S
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
102 PERFORMANCE STANDARDS (Grade Level Expectations) 103PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 <span class="highlight">Analysis</span> and Central Tendency The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions, describing trends; drawing, formulating, or justifying conclusions) by [10] S&P-2 using <span class="highlight">information</span> from a display to solve a problem or analyzing the validity <span class="highlight">of</span> statistical conclusions (M6.4.1 & M6.4.4) [10] S
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