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Education
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 Reading/Language Arts (CA Dept. of Education)
expression. The strands to be emphasized at the third-grade level are listed on the previous page under the appropriate domains. Each of the strands is addressed separately with the exception of the written and oral English-language conventions strand, which is integrated within appro&...
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expression. The strands to be emphasized at the third-grade level are listed on the previous page under the appropriate domains. Each of the strands is addressed separately with the exception of the written and oral English-language conventions strand, which is integrated within appro priate sections. writing listeningreading Word Analysis, Fluency, and Vocabulary speaking Development Decoding and Word Recognition Specific decoding instruction in the earlier grades and redundancy of exposure through
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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
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
Practical Guidelines for the Education of English Language Learners: Research-Based Recomm...
speaker, reader, and writer of both languages. The adapted test is then translated back into the original language by an independent, bilingually proficient individual and the two original language tests are compared for equivalence. If the two original language versions are dee...
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speaker, reader, and writer of both languages. The adapted test is then translated back into the original language by an independent, bilingually proficient individual and the two original language tests are compared for equivalence. If the two original language versions are deemed to be different, the process is repeated, focusing on correcting those areas of the test which were not successfully adapted. Methods for Meta-Analysis c To evaluate the effectiveness of accommodating assessments for ELLs, and to
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http://centeroninstruction.org/files/ELL3-Assessments.pdf#page=28
centeroninstruction.org/files/ELL3-Assessments.pdf#page=28
speaker, reader, and writer <span class="highlight">of</span> both languages. The adapted test is then translated back into the original language by an <span class="highlight">independent</span>, bilingually proficient individual and the two original language tests are compared <span class="highlight">for</span> equivalence. If the two original language versions are deemed to be different, the process is repeated, focusing on correcting those areas <span class="highlight">of</span> the test which were not successfully adapted. Methods <span class="highlight">for</span> Meta-<span class="highlight">Analysis</span> c To evaluate the effectiveness <span class="highlight">of</span> accommodating assessments <span class="highlight">for</span> ELLs, and to
EDSITEment: The Monroe Doctrine: President Monroe and the Independence Movement in South A...
goals. To establish diplomatic relations with other countries. To formalize its independent status. To elicit empathy in comparison to America's struggle for independence. NOTE: Students may encounter the Spanish word "criollo" (English: creole). The criollos were of...
Historical and Contextual Influences on the U.S. Response to Contemporary Homelessness
analysis of population 1997 survey documents 40,000 homeless-serving programs in 21,000 locations McKinney legislation and amendments establish and fund housing and service programs specific to homeless people Other observations Tradition derived from English law that the communit...
Favorite Authors
variety of purposes and audiences. (S, L) Use Standard English in discussion and in group and independent presentations, etc. Complete projects and tasks in an organized and coherent manner. (R, W, S, L, V) Use reading as a source of ideas and information for...
Recognizing Propaganda: Loaded Language
students know what these initials stand for (Federal Communications Commission). Reveal that this is a government-funded independent agency responsible for ensuring truth in advertising. Observe that despite the efforts of this watchdog group, advertisers sometimes stretc...
CAHSEE Study Guides: English-Language Arts
Program Improvement More... School/Teacher Recognition Academic Achievement Awards Distinguished Schools Teachers of the Year More... Testing
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
GLOSSARY prior knowledge r-controlled sound red herring rhetorical strategies root word sentences: declarative exclamatory imperative interrogative sight word standard American English syllabication theme The knowledge that stems from previous experience. Note: Prior knowl- edge is a major ...
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GLOSSARY prior knowledge r-controlled sound red herring rhetorical strategies root word sentences: declarative exclamatory imperative interrogative sight word standard American English syllabication theme The knowledge that stems from previous experience. Note: Prior knowl- edge is a major component of schema theories of reading comprehension in spite of the redundancy inherent in the term. The modified sound of a vowel immediately preceding /r/ in the same syllable, such as in care
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=90
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=90
GLOSSARY prior knowledge r-controlled sound red herring rhetorical strategies root word sentences: declarative exclamatory imperative interrogative sight word standard American English syllabication theme The knowledge that stems from previous experience. Note: Prior knowl- <span class="highlight">edge</span> is a major <span class="highlight">component</span> <span class="highlight">of</span> schema theories <span class="highlight">of</span> reading comprehension in spite <span class="highlight">of</span> the redundancy inherent in the term. The modified sound <span class="highlight">of</span> a vowel immediately preceding /r/ in the same syllable, such as in care
Microsoft Word - 0519LAStandards.doc
May 19, 2003 Grade 8 1 GRADE 8 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency (Standards under this heading may be locally determined and based on the individual needs of the st...
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May 19, 2003 Grade 8 1 GRADE 8 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency (Standards under this heading may be locally determined and based on the individual needs of the student.) B. Vocabulary Expansion Standard: The student will use a variety of strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=28
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 5 1 GRADE 5 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span>, and Fluency Standard: The student will decode unfamiliar words using phonetic and structural <span class="highlight">analysis</span> and will read with fluency and expression. The student will: 1. Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural <span class="highlight">analysis</span>. 2. Read aloud narrative and expository text with
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=34
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 6 1 GRADE 6 I. READING AND LITERATURE Students will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic <span class="highlight">analysis</span> and structural <span class="highlight">analysis</span>. 2. Read narrative and expository text with fluency, accuracy and appropriate pacing. 3. Apply correct word
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=40
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 7 1 GRADE 7 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using cueing systems, advanced phonetic <span class="highlight">analysis</span> and structural <span class="highlight">analysis</span>. 2. Read narrative and expository text with fluency, accuracy and comprehension at an appropriate silent
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=46
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 8 1 GRADE 8 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> and Fluency (Standards under this heading may be locally determined and based on the individual needs <span class="highlight">of</span> the student.) B. Vocabulary Expansion Standard: The student will use a variety <span class="highlight">of</span> strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=52
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
appropriate English language text. A. Word <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span>, and Fluency (Standard under this heading may be locally determined.) B. Vocabulary Expansion Standard: The student will apply a variety <span class="highlight">of</span> strategies to expand vocabulary. The student will: 1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and <span class="highlight">independent</span> reading, and appropriately use these words in writing. 2. Determine the meaning <span class="highlight">of</span> unfamiliar words and metaphors by using
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