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 Career/Technical Education Framework (CA Dept. of Education)
137 Part II Industry Sectors 137 This publication, the California Career Technical Education Framework, provides resources for implementing the California Career Technical Education Model Curriculum Standards.1 Part II of this publication deals with 15 industry sectors. Each sector c...
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137 Part II Industry Sectors 137 This publication, the California Career Technical Education Framework, provides resources for implementing the California Career Technical Education Model Curriculum Standards.1 Part II of this publication deals with 15 industry sectors. Each sector contains a brief introduction and sample standards-aligned curricula for an industry’s career pathways, including the following: • Sample course sequences • Foundation and pathway standards appropriate to a sample course
157
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=157
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=157
137 Part II Industry Sectors 137 This publication, the California Career Technical Education Framework, provides resources for implementing the California Career Technical Education <span class="highlight">Model</span> Curriculum Standards.1 Part II <span class="highlight">of</span> this publication deals with 15 industry sectors. Each sector contains a brief introduction and <span class="highlight">sample</span> standards-aligned curricula for an industry’s career pathways, including the following: • <span class="highlight">Sample</span> course sequences • Foundation and pathway standards appropriate to a <span class="highlight">sample</span> course
Reading/Language Arts (CA Dept. of Education)
words within a word. Examples: depart, report.) 3. Teaching what is most useful 4. Making clear the limitations of structural analysis 5. Using extended text in opportunities for application Cunningham provides a model for reading big words that combines reading, meaning, and sp...
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words within a word. Examples: depart, report.) 3. Teaching what is most useful 4. Making clear the limitations of structural analysis 5. Using extended text in opportunities for application Cunningham provides a model for reading big words that combines reading, meaning, and spelling and extends the steps by teaching (1) prefixes that are useful from a meaning standpoint (e.g., re-); (2) suffixes that are most useful (e.g., -ly, -er, -ful); and (3) a few useful roots (e.g., play, work, agree
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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
words within a word. Examples: depart, report.) 3. Teaching what is most useful 4. Making clear the limitations <span class="highlight">of</span> structural analysis 5. <span class="highlight">Using</span> extended text in opportunities for application Cunningham provides a <span class="highlight">model</span> for reading big words that combines reading, meaning, and spelling and extends the steps by teaching (1) prefixes that are useful from a meaning standpoint (e.g., re-); (2) suffixes that are most useful (e.g., -ly, -er, -ful); and (3) a few useful roots (e.g., play, work, agree
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
four through eight should receive at least two hours <span class="highlight">of</span> language arts instruction each day. 5. Monitor student progress and adjust the instruction and time allocations accordingly. The proficiency <span class="highlight">of</span> all students in the fundamental <span class="highlight">areas</span> <span class="highlight">of</span> reading, includ­ ing word <span class="highlight">recognition</span>, fluency, academic language, and comprehension strate­ gies, must be determined. Once students have mastered the code, they may need additional assistance in a number <span class="highlight">of</span> <span class="highlight">areas</span> (Baker, Gersten, and Grossen 2002; Howell and Nolet
English Language Development Standards (CA Dept. of Education)
Reading Word Analysis Grade One: Decoding and Word Recognition 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1.11 Read common, irregul...
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Reading Word Analysis Grade One: Decoding and Word Recognition 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of). 1.12 Use knowledge of vowel digraphs and r-controlled letter- sound associations to read words. 1.13 Read compound words and contractions. 1.14 Read
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http://www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=37
www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf#page=37
Reading Word Analysis Grade <span class="highlight">One</span>: Decoding and Word <span class="highlight">Recognition</span> 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, <span class="highlight">of</span>). 1.12 Use knowledge <span class="highlight">of</span> vowel digraphs and r-controlled letter- sound associations to read words. 1.13 Read compound words and contractions. 1.14 Read
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