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Education
Web
 Strand 1: Reading Process (Kindergarten)
clarity, and relevancy of functional text. PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details functional text for a sp...
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clarity, and relevancy of functional text. PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author’s
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr5.pdf#page=4
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr5.pdf#page=...
clarity, and relevancy of functional text. PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, <span class="highlight">search</span> <span class="highlight">engines</span>, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author’s
English Language Arts Performance Standard F Grade 8
assigned topics, issues, or problems and use an appropriate form to communicate their findings. Formulate research questions and focus investigation on relevant and accessible sources of information Use multiple sources to identify and locate information pertinent to research including encyclopedias...
Microsoft Word - Content Area Reading Middle School.doc
26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it&...
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26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and Search, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=26
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and <span class="highlight">Search</span>, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=27
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
27 QUESTION-ANSWER RELATIONSHIPS Types of Questions In the Text: In my Head: Adapted from Jana Whitt, Munford Middle School RIGHT THERE Answer is stated in the text. Level 1: Green: "Go" THINK AND <span class="highlight">SEARCH</span> Answer stated in the text, but you must combine pieces of information to fully answer the question. Level 2: Yellow: "Caution" AUTHOR & ME The author gives clues that are combined with what you
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=28
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
28 QUESTION-STEMS FOR QAR - QUESTION ANSWER RELATIONSHIP Right There In the Book On the Printed Page Think and <span class="highlight">Search</span> In My Head My Prior Knowledge Author and You Author Implied Read Between the Lines Name . . . List . . . Identify . . .. Who is/are . . . Where is . . . What is . . . When is . . . How many . . . When did . . . Who did . . . Where did . . . What did . . . Give examples of . . . Retell . . . What made . . . Why did . . . The reason
7th Grade„Grade Level Expectations
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a per...
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20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
meaning from text • Visualize what was read for a deeper understanding • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Skim text to <span class="highlight">search</span> for connections between and among ideas • Restate in own words the main events in the text • Periodically summarize while reading • Periodically paraphrase important ideas or information • Use a graphic organizer or other note taking technique to record important ideas or information After Reading 2.4a Demonstrate
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=20
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
references, appendices) • Locate information using appropriate sources and strategies • Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Use text features to access information (e.g., guide words, indices, glossaries, key words, table of contents) • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access information 3.1a2 Develop and
7th Grade„Grade Level Expectations
17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Fi...
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17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes of media messages (i.e
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade%20GLEs.pdf#page=17
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade...
17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes of media messages (i.e
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade...
information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access information 3.1a2 Develop and use procedures to gather information—developing and following a process for research • Formulate a research question or thesis • Determine a clear purpose, topic, and audience for research • Gather information from more than one source • Locate information using appropriate sources and strategies • Read, view, or listen and decide what is valuable
Microsoft Word - vsc_english_gr38.doc
difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to search for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g...
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difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to search for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g. Periodically paraphrase important ideas or information h. Visualize what was read for deeper understanding i. Explain personal connections to the ideas or information in the text 3
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http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=10
mdk12.org/share/vsc/vsc_english_gr38.pdf#page=10
difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to <span class="highlight">search</span> for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g. Periodically paraphrase important ideas or information h. Visualize what was read for deeper understanding i. Explain personal connections to the ideas or information in the text 3
Layout 1
released items, and annotations square6 GLE topic search Accessing the On-line Grade Level Resources W R I T I N G I n t r o d u c t i o n www.k12.wa.us/ealrs
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released items, and annotations square6 GLE topic search Accessing the On-line Grade Level Resources W R I T I N G I n t r o d u c t i o n www.k12.wa.us/ealrs
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=14
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
released items, and annotations square6 GLE topic <span class="highlight">search</span> Accessing the On-line Grade Level Resources W R I T I N G I n t r o d u c t i o n www.k12.wa.us/ealrs
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=51
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
often used to refer to layout or visual presentation of text. Free writing: A prewriting tech- nique in which the writer drafts quickly, without stopping, editing, or self-correcting, to discover what he or she knows, thinks, or feels. Graphic organizer: A visual repre- sentation of knowledge, concepts, and ideas and their relationships within an organized frame (e.g., concept maps, word webs, story boards). Imagery: Figurative language used to produce mental pictures and appeal to the senses. I-<span class="highlight">Search</span> paper
Microsoft Word - iaf_reading.rtf
use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new,...
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use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=6
www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=6
use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to <span class="highlight">search</span> and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways. WORKING ON TEAMS Learn and contribute productively as individuals and as members of groups. In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language
7th Grade„Grade Level Expectations
in a text • Analyze strengths and weaknesses of text sources, format, and argument • Analyze completeness, accuracy of information in a text • Analyze author’s inclusion of emotional arguments 2.5l Critically…by recognizing and evaluating the literary merit of various te...
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in a text • Analyze strengths and weaknesses of text sources, format, and argument • Analyze completeness, accuracy of information in a text • Analyze author’s inclusion of emotional arguments 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations • Read a variety of texts and rate them on literary merit based on: style, purpose, characters, details, is understandable, expressive vocabulary • Revisit texts to search for connections
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade%20GLEs.pdf#page=14
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade...
in a text • Analyze strengths and weaknesses of text sources, format, and argument • Analyze completeness, accuracy of information in a text • Analyze author’s inclusion of emotional arguments 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations • Read a variety of texts and rate them on literary merit based on: style, purpose, characters, details, is understandable, expressive vocabulary • Revisit texts to <span class="highlight">search</span> for connections
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade%20GLEs.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/6th%20Grade...
“New” to 6 th Grade from 5 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Locate information using appropriate sources and strategies • Use multiple sources • Use text features to access information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access
7th Grade„Grade Level Expectations
offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by identifying the underlying purposes of m...
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offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade...
offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade%20GLEs.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/7th%20Grade...
“New” to 7 th grade from 6 th grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 3.1a1 Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information • Locate information using appropriate sources and strategies • Use multiple sources • Use text features to access information • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected Internet sites and databases to access
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