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 Reading/Language Arts (CA Dept. of Education)
explain shades of meaning in related words (e.g., softly and quietly). As in the fourth and fifth grades, students should continue to engage in exten sive independent reading as the primary means for increasing vocabulary knowl edge. They must continue to be giv...
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explain shades of meaning in related words (e.g., softly and quietly). As in the fourth and fifth grades, students should continue to engage in exten sive independent reading as the primary means for increasing vocabulary knowl edge. They must continue to be given ample opportunities and encouragement to read. Vocabulary instruction must still be systematic (see the vocabulary guide lines for the fourth grade). Instruction in word derivation should be a common component of instruction across the academic
35
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=35
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=35
<span class="highlight">of</span> those skills by the end <span class="highlight">of</span> the third grade is the goal <span class="highlight">for</span> all students. Students achieve those skills by building on a progression <span class="highlight">of</span> carefully specified and strategically sequenced content standards and instruction that begins in kindergarten. Proficiency is based on critical building blocks in each grade. Some <span class="highlight">of</span> the building blocks (e.g., vocabulary development, <span class="highlight">analysis</span> <span class="highlight">of</span> narrative text) span kindergarten through grade three, and others (e.g., phonemic awareness, concepts about print) are
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=36
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=36
importance <span class="highlight">of</span> struc­ tural features <span class="highlight">of</span> words (affixes) to word meaning (Beck, McKeown, and Kucan 2002). Wide reading is essential to learning vocabulary and must be an integral <span class="highlight">component</span> <span class="highlight">of</span> instruction. At first the teacher should read literary and expository texts to students, exposing them to vocabulary they are not yet able to read. As students develop proficiency in word <span class="highlight">recognition</span>, they are taught <span class="highlight">independent</span> Chapter 3 Content Standards and Instructional Practices— Kindergarten Through Research has
103
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=103
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=103
expression. The strands to be emphasized at the third-grade level are listed on the previous page under the appropriate domains. Each <span class="highlight">of</span> the strands is addressed separately with the exception <span class="highlight">of</span> the written and oral English-language conventions strand, which is integrated within appro­ priate sections. writing listeningreading Word <span class="highlight">Analysis</span>, Fluency, and Vocabulary speaking Development Decoding and Word <span class="highlight">Recognition</span> Specific decoding instruction in the earlier grades and redundancy <span class="highlight">of</span> exposure through
104
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=104
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=104
Students are also taught to spell words that have high utility <span class="highlight">for</span> meaning, spelling, and decoding. In addition to being taught structural <span class="highlight">analysis</span>, students should be taught strategies to confirm the fit <span class="highlight">of</span> the word in context. Although contextual <span class="highlight">analysis</span> has limited usefulness as a single word-<span class="highlight">recognition</span> strategy, it expands students’ capacity <span class="highlight">for</span> word <span class="highlight">analysis</span> and <span class="highlight">recognition</span> when used to confirm the accuracy <span class="highlight">of</span> words identified by decoding and structural <span class="highlight">analysis</span>. Words identified through the
124
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=124
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=124
in their understand­ ing and <span class="highlight">analysis</span> <span class="highlight">of</span> text. Many students need encouragement and structures to read independently outside class so that they can strengthen all aspects <span class="highlight">of</span> their reading development (Baker, Gersten, and Grossen 2002). Students with diagnosed needs in word <span class="highlight">recognition</span> and fluency will require the most intensive interventions in grades four through eight (Bos and Vaughn 2002; Foorman and Torgesen 2001). However, teachers in self-contained class­ rooms and content areas can assist in a
146
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=146
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=146
standards continue to emphasize the use <span class="highlight">of</span> internal, morphological, etymological, and historical word cues. In addition, students are expected to understand and explain frequently used synonyms, antonyms, and homographs. Students should continue to engage in extensive <span class="highlight">independent</span> reading as the primary means <span class="highlight">of</span> increasing vocabulary knowledge (Nagy 1998). Students should be given ample opportunities to read. In addition, vocabulary instruction must continue to be systematic (see the vocabulary guidelines <span class="highlight">for</span>
164
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=164
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=164
explain shades <span class="highlight">of</span> meaning in related words (e.g., softly and quietly). As in the fourth and fifth grades, students should continue to engage in exten­ sive <span class="highlight">independent</span> reading as the primary means <span class="highlight">for</span> increasing vocabulary knowl­ <span class="highlight">edge</span>. They must continue to be given ample opportunities and encouragement to read. Vocabulary instruction must still be systematic (see the vocabulary guide­ lines <span class="highlight">for</span> the fourth grade). Instruction in word derivation should be a common <span class="highlight">component</span> <span class="highlight">of</span> instruction across the academic
288
0
http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=288
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=288
279 the language arts standards. Specialists “could specialize in knowledge about the cognitive processes involved in typical acquisition <span class="highlight">of</span> academic skills, in knowl­ <span class="highlight">edge</span> about the ways in which children might go awry in acquiring important cognitive and academic skills, and in adapting instruction <span class="highlight">for</span> children with a variety <span class="highlight">of</span> cognitive and academic difficulties” (Spear-Swerling and Sternberg 1998, 401). Library Media Teachers The American Association <span class="highlight">of</span> School Librarians and the Association <span class="highlight">for</span>
372
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=372
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=372
word <span class="highlight">analysis</span>). Refers to the process used to decode words. Stu­ dents are taught multiple strategies to identify a word. This sequence progresses from decoding <span class="highlight">of</span> individual letter-sound correspondences, letter combina­ tions, phonics <span class="highlight">analysis</span> and rules, and syllabication rules to analyzing structural elements (including prefixes, suffixes, and roots). Advanced word-<span class="highlight">analysis</span> skills include strategies <span class="highlight">for</span> identifying multisyllabic words. word play. A child’s manipulation <span class="highlight">of</span> sounds and words <span class="highlight">for</span> language
Child & Adult Care Food Program (CACFP)
adult day health care, and Alzheimer's resource centers. Child Care Component Resources and information regarding child care agency participation in the federal CACFP, including a segment on sponsors who administer the program in independent child care centers and day care hom...
English Language Development Standards (CA Dept. of Education)
Reading Word Analysis Apply knowledge of cognates and false cognates to derive meaning from literature and texts in content areas. Grade Two 1.1 Recognize and use knowl edge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply kno...
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Reading Word Analysis Apply knowledge of cognates and false cognates to derive meaning from literature and texts in content areas. Grade Two 1.1 Recognize and use knowl edge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per; vowel-consonant/ consonant-vowel = sup/per). 1.3 Decode two-syllable nonsense words and regular multisyllable words. 1.4 Recognize
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http://www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=39
www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=39
Reading Word <span class="highlight">Analysis</span> Apply knowledge <span class="highlight">of</span> cognates and false cognates to derive meaning from literature and texts in content areas. Grade Two 1.1 Recognize and use knowl­ <span class="highlight">edge</span> <span class="highlight">of</span> spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply knowledge <span class="highlight">of</span> basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per; vowel-consonant/ consonant-vowel = sup/per). 1.3 Decode two-syllable nonsense words and regular multisyllable words. 1.4 Recognize
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http://www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=63
www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=63
READING Literary Response and <span class="highlight">Analysis</span> <span class="highlight">For</span> English learners to improve their English skills and reduce the likelihood that those skills will level off before the students reach fluency, they need to learn academic content along with language skills. Instruc­ tion in academic areas, such as literature, mathematics, geography, history, govern­ ment, and science, not only familiarizes learners with the content <span class="highlight">of</span> the discipline, but also, what is more important, teaches them how to use the language
Highland Park ISD
Media Interviews News Release Archive Submit a Story YouTube HPTV Curriculum & Instruction Curriculum Website Guidance & Counseling Profile for the Learner of the Future GPA Committee Feedback Facility Services Food Services Nutritional Information...
Career/Technical Education Framework (CA Dept. of Education)
that all knowledge can be categorized under three domains: declarative, procedural, and contextual: 1. Declarative knowledge is information, including facts, events, concepts, and principles, that the learner needs to know, not what the learner needs to do. Declarative knowledge requires an u...
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that all knowledge can be categorized under three domains: declarative, procedural, and contextual: 1. Declarative knowledge is information, including facts, events, concepts, and principles, that the learner needs to know, not what the learner needs to do. Declarative knowledge requires an understanding of component parts. For example, mastery of the standard “understand the concept of profit margin” requires the foundational understanding of what profit margin is built on: variable and fixed costs
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=12
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=12
that all knowledge can be categorized under three domains: declarative, procedural, and contextual: 1. Declarative knowledge is <span class="highlight">information</span>, including facts, events, concepts, and principles, that the learner needs to know, not what the learner needs to do. Declarative knowledge requires an understanding <span class="highlight">of</span> <span class="highlight">component</span> parts. <span class="highlight">For</span> example, mastery <span class="highlight">of</span> the standard “understand the concept <span class="highlight">of</span> profit margin” requires the foundational understanding <span class="highlight">of</span> what profit margin is built on: variable and fixed costs
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=99
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=99
79 Chapter 3 Administrative and Support Services Part 1 Career Technical Education <span class="highlight">for</span> California’s Twenty-first Century tory in the community are now forming alumni programs with annual dues, <span class="highlight">recognition</span> dinners, and other opportunities <span class="highlight">for</span> support and involvement. And service clubs sometimes adopt CTE programs, supporting them with ongoing resources and funding. 4. General fund. Use <span class="highlight">of</span> general fund monies to support CTE is common in many districts. Because CTE is the primary delivery method <span class="highlight">for</span>
155
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=155
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=155
Counseling,” Professional School Counseling, Vol. 6, No. 4 (April 2003). Chapter 5 Applications <span class="highlight">of</span> CTE Foundation Standards Part 1 Career Technical Education <span class="highlight">for</span> California’s Twenty-first Century Evaluation 6 Synthesis 5 <span class="highlight">Analysis</span> 4 Application 3 Comprehension 2 Awareness 1 Assimilation–C Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Adaptation–D Students have the compe
Visual and Performing Arts Framework (CA Dept. of Education)
that1.3 Demonstrate increased communicate an idea and Describe Music character’s behavior.range and use of space, or mood. time, and force/energy 1.3 Demonstrate how voice1.4 Describe music according 1.4 Describe the concept concepts (e.g., pulse/ (diction, pace, andto its elements,...
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that1.3 Demonstrate increased communicate an idea and Describe Music character’s behavior.range and use of space, or mood. time, and force/energy 1.3 Demonstrate how voice1.4 Describe music according 1.4 Describe the concept concepts (e.g., pulse/ (diction, pace, andto its elements, using the of proportion (in face, accents, melt/collapse, volume) may be usedterminology of music. figure) as used in works weak/strong). to explore multiple of art.1.5 Classify how a variety possibilities for a live1.4
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http://www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=71
www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=71
that1.3 Demonstrate increased communicate an idea and Describe Music character’s behavior.range and use <span class="highlight">of</span> space, or mood. time, and force/energy 1.3 Demonstrate how voice1.4 Describe music according 1.4 Describe the concept concepts (e.g., pulse/ (diction, pace, andto its elements, using the <span class="highlight">of</span> proportion (in <span class="highlight">face</span>, accents, melt/collapse, volume) may be usedterminology <span class="highlight">of</span> music. figure) as used in works weak/strong). to explore multiple <span class="highlight">of</span> art.1.5 Classify how a variety possibilities <span class="highlight">for</span> a live1.4
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http://www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=111
www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=111
99 High School Arts Content Standards—Dance <span class="highlight">Component</span> Strand: 1.0 Artistic Perception Students perceive and respond, using the elements <span class="highlight">of</span> dance. They demonstrate movement skills, process sensory informa­ tion, and describe movement, using the vocabulary <span class="highlight">of</span> dance. Chapter 3 Visual and Performing Arts Content Standards Proficient Processing, Analyzing, and Responding to Sensory <span class="highlight">Information</span> Through the Language and Skills Unique to Dance Development <span class="highlight">of</span> Motor Skills, Technical Expertise, and
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http://www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=123
www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=123
111 High School Arts Content Standards—Theatre <span class="highlight">Component</span> Strand: 1.0 Artistic Perception Students observe their environment and respond, using the elements <span class="highlight">of</span> theatre. They also observe formal and informal works <span class="highlight">of</span> theatre, film/video, and electronic media and respond, using the vocabulary <span class="highlight">of</span> theatre. Proficient Processing, Analyzing, and Responding to Sensory <span class="highlight">Information</span> Through the Language and Skills Unique to Theatre Development <span class="highlight">of</span> the Vocabulary <span class="highlight">of</span> Theatre 1.1 Use the vocabulary <span class="highlight">of</span>
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http://www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=145
www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=145
133 understanding <span class="highlight">of</span> the importance <span class="highlight">of</span> presenting dance solely <span class="highlight">for</span> its own <span class="highlight">recognition</span> and aesthetic <span class="highlight">analysis</span>. Collections <span class="highlight">of</span> student work in dance may include documentation <span class="highlight">of</span> their learning through journal writing; reflections on dance performances or master classes; videos <span class="highlight">of</span> work; research papers on California choreographers, <span class="highlight">for</span> ex- ample; and charts <span class="highlight">of</span> lighting designs. The collections may then be put on a CD and serve the students well in their continuing academic or professional pursuits. By
John Skilton's Baseball Links
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Career/Technical Education Standards (CA Dept. of Education)
strategies to support the main proposition. b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic. c. Explain the perceived reason or reasons for the similarities and differ ences in historical recor...
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strategies to support the main proposition. b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic. c. Explain the perceived reason or reasons for the similarities and differ ences in historical records with information derived from primary and secondary sources to support or enhance the presentation. d. Include information from all relevant perspectives and take into consid eration the validity and reliability of sources. e. Include a
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http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=65
www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=65
strategies to support the main proposition. b. Analyze several historical records <span class="highlight">of</span> a single event, examining critical relationships between elements <span class="highlight">of</span> the research topic. c. Explain the perceived reason or reasons <span class="highlight">for</span> the similarities and differ­ ences in historical records with <span class="highlight">information</span> derived from primary and secondary sources to support or enhance the presentation. d. Include <span class="highlight">information</span> from all relevant perspectives and take into consid­ eration the validity and reliability <span class="highlight">of</span> sources. e. Include a
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http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=209
www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=209
Accounting Services Pathway PATHWAY STANDARD A. Accounting Services Pathway Students in the Accounting Services Pathway learn how to design, install, maintain, and use general accounting systems and prepare, analyze, and verify financial reports and related economic <span class="highlight">information</span> to help make important financial decisions <span class="highlight">for</span> an organi­ zation. Accounting is an essential aspect <span class="highlight">of</span> every business institution and organization. <span class="highlight">Analysis</span> <span class="highlight">of</span> business transactions, preparation <span class="highlight">of</span> financial statements, and
Child Nutrition Information and Payment System (CNIPS)
of CNIPS (Dated 23-Dec-2009) Back to Top School Nutrition Program Implementation Frequently Asked Questions for SNP (Dated Feb-2009) A list of frequently asked questions concerning School Nutrition Programs segments in the Child Nutrition Information and Payment Syst...
Sheep Are Highly Adept at Recognizing Faces, Study Shows
and gradually fade, Kendrick measured the responses from cells in a part of the sheep's brain known to control facial recognition. Sheep were shown mug shots of unfamiliar and familiar sheep while an electrode measured cell activity in their brains. "Sheep, like humans, ha...
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