iSEEK - Education

Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1

Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1

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Microsoft Word - Completed Reading.rtf

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subject matter #0;� Understanding information #0;� Grasping meaning #0;� Translating knowledge into new context #0;� Interpreting facts, comparing, contrasting #0;� Ordering, grouping, inferring causes #0;� Predicting consequences #0;� Using information #0;� Using methods concepts, theories in new situations #0;� Solving problems using required skills or knowledge #0;� Identifica- tion of patterns #0;� Organization of parts #0;� Recognition of hidden meanings #0;� Identifica

111 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=111 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

subject matter #0;� Understanding information #0;� Grasping meaning #0;� Translating knowledge into new context #0;� Interpreting facts, comparing, contrasting #0;� Ordering, grouping, inferring causes #0;� Predicting consequences #0;� Using information #0;� Using methods concepts, theories in new situations #0;� Solving problems using required skills or knowledge #0;� Identifica- tion of patterns #0;� Organization of parts #0;� Recognition of hidden meanings #0;� Identifica

doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

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Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1

Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1

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Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1

Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1

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Microsoft Word - readstdhs.docreadstdhs.pdf

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across all content areas, science, mathematics, and social studies should model using the list and require students to use the list to help determine meaning of appropriate content area vocabulary. 4. (a) directs students to illustrate posters to represent the most common types of relationships expressed in analogies, similes, and metaphors. These posters could include student-generated examples and artwork/illustrations and can be displayed in the classroom as instructional tools. (b) models how

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=6 www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

across all content areas, science, mathematics, and social studies should model using the list and require students to use the list to help determine meaning of appropriate content area vocabulary. 4. (a) directs students to illustrate posters to represent the most common types of relationships expressed in analogies, similes, and metaphors. These posters could include student-generated examples and artwork/illustrations and can be displayed in the classroom as instructional tools. (b) models how

www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...

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Reading - Eighth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation,and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=1

Reading - Eighth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation,and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05

www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=1

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Reading - Sixth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_6.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_6.pdf#page=1

Reading - Sixth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05

www.state.tn.us/education/ci/english/doc/READ_Grade_6.pdf#page=1

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Reading - Seventh Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_7.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_7.pdf#page=1

Reading - Seventh Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05

www.state.tn.us/education/ci/english/doc/READ_Grade_7.pdf#page=1

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English Language Arts Performance Standard A Grade 8

reading. Use knowledge of sentence and word structure, word origins, visual images, and context clues to understand unfamiliar words and clarify passages of text Use knowledge of the visual features of texts, such as headings and bold face print, and structures ...

dpi.wi.gov/standards/elaa8.html

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alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and ﬁ nal consonants. Word Recognition Students will… R.WS.00.05 automatically recognize a small number (about 18) of frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically

7 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7

2 KINDERGARTEN E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs, and

8 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8

alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and ﬁ nal consonants. Word Recognition Students will… R.WS.00.05 automatically recognize a small number (about 18) of frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically

16 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16

2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs

17 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17

alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.01.04 use structural cues to recognize one-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh. Word Recognition Students will… R.WS.01.05 automatically recognize frequently encountered words in and out of context with the number of words that can be read ﬂuently increasing steadily across the school year. R.WS.01.06

25 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25

2 SECOND GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs

34 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34

2 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs

35 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35

… R.WS.03.08 in context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionary. Narrative Text Students will… R.NT.03.01 explain how characters express attitudes about one another in familiar classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT.03.02 identify and describe the basic

42 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42

2 FOURTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs

50 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50

2 FIFTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs

58 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58

2 SIXTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs

66 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66

2 SEVENTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs

74 0 http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74 www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74

2 EIGHTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs

www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8

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