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Education
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included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 23B Reading analyze words, recognize...
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included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.07.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level appropriate to
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http://www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1
included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department <span class="highlight">of</span> Education Page 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD <span class="highlight">reCognition</span> EL.07.RE.01 read or demonstrate progress toward reading at an <span class="highlight">independent</span> and instructional reading level appropriate to
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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading...
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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level
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http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1
standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability <span class="highlight">for</span> grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department <span class="highlight">of</span> Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD <span class="highlight">reCognition</span> EL.08.RE.01 read or demonstrate progress toward reading at an <span class="highlight">independent</span> and instructional reading level
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rime...
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Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure of sentences. Silent and independent reading will increase, with some parts of books read aloud for emphasis, clarification, or pleasure. When they read independently, students
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45
Virginia Board <span class="highlight">of</span> Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure <span class="highlight">of</span> sentences. Silent and <span class="highlight">independent</span> reading will increase, with some parts <span class="highlight">of</span> books read aloud <span class="highlight">for</span> emphasis, clarification, or pleasure. When they read independently, students
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63
this standard, students are expected to • use text formats such as the following to preview and set a purpose <span class="highlight">for</span> reading: ° poetry features, such as lines and stanzas ° content text features, such as headings and chapter layout by topic ° functional formats, such as advertisements, flyers, and directions ° specialized type, such as bold <span class="highlight">face</span> and italics ° visually and graphically represented <span class="highlight">information</span>, such as charts, graphs, graphic organizers, pictures, and photographs • apply understanding <span class="highlight">of</span> text
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Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- g...
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Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- gins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific information in a variety of texts across the subject
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http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
Content AnD struCture There are currently no grade 1 grade-level foundations <span class="highlight">for</span> Informational Text: Examine Content and Structure. increase word knowl- <span class="highlight">edge</span> through systematic vocabulary development; determine the meaning <span class="highlight">of</span> new words by applying knowledge <span class="highlight">of</span> word ori- gins, word relationships, and context clues; verify the meaning <span class="highlight">of</span> new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific <span class="highlight">information</span> in a variety <span class="highlight">of</span> texts across the subject
Mississippi Language Arts Framework
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for descri...
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2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_...
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an
THIRD GRADE
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysi...
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teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2nd_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2n...
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension <span class="highlight">of</span> knowledge and broader
FIRST GRADE
Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies...
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Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1st_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1s...
Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension <span class="highlight">of</span> knowledge and broader, deeper application <span class="highlight">of</span> skills. A critical <span class="highlight">component</span> at each grade level is text complexity. Text complexity is indicated by such elements as sophistication <span class="highlight">of</span>
Language Arts Booklet
8 CONTENT STANDARDS K - 1 2 - 3 RANGE 1. Read a range of literary and informative texts for a variety of purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge of the conventions ...
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8 CONTENT STANDARDS K - 1 2 - 3 RANGE 1. Read a range of literary and informative texts for a variety of purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge of the conventions of language and texts to construct meaning. • Read narrative and informative texts. • Read for enjoyment and to gain information. • Read and follow simple directions to perform tasks. • Make reasonable predictions about what will
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=8
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
8 CONTENT STANDARDS K - 1 2 - 3 RANGE 1. Read a range <span class="highlight">of</span> literary and informative texts <span class="highlight">for</span> a variety <span class="highlight">of</span> purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge <span class="highlight">of</span> the conventions <span class="highlight">of</span> language and texts to construct meaning. • Read narrative and informative texts. • Read <span class="highlight">for</span> enjoyment and to gain <span class="highlight">information</span>. • Read and follow simple directions to perform tasks. • Make reasonable predictions about what will
Writing Assessment Framework
not. The proportion of each year’s tests devoted to each category is clearly specified in the Reading Content Category Table on page 6. These percents are estimates used to guide the general distribution of items throughout the test. In addition to overall scores, as much info...
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not. The proportion of each year’s tests devoted to each category is clearly specified in the Reading Content Category Table on page 6. These percents are estimates used to guide the general distribution of items throughout the test. In addition to overall scores, as much information as possible will be reported for each content category, making the data useful for diagnostic analysis. Framework Structure This document employs a general organizational structure designed for ease of use. The State Goal
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http://www.isbe.state.il.us/assessment/pdfs/IAFWriting.pdf#page=3
www.isbe.state.il.us/assessment/pdfs/IAFWriting.pdf#page=3
not. The proportion <span class="highlight">of</span> each year’s tests devoted to each category is clearly specified in the Reading Content Category Table on page 6. These percents are estimates used to guide the general distribution <span class="highlight">of</span> items throughout the test. In addition to overall scores, as much <span class="highlight">information</span> as possible will be reported <span class="highlight">for</span> each content category, making the data useful <span class="highlight">for</span> diagnostic <span class="highlight">analysis</span>. Framework Structure This document employs a general organizational structure designed <span class="highlight">for</span> ease <span class="highlight">of</span> use. The State Goal
STANDARDS.05
102 PERFORMANCE STANDARDS (Grade Level Expectations) 103PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 Analysis and Central Tendency The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions, des...
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102 PERFORMANCE STANDARDS (Grade Level Expectations) 103PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 Analysis and Central Tendency The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions, describing trends; drawing, formulating, or justifying conclusions) by [10] S&P-2 using information from a display to solve a problem or analyzing the validity of statistical conclusions (M6.4.1 & M6.4.4) [10] S
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
www.eed.state.ak.us/standards/pdf/standards.pdf#page=103
102 PERFORMANCE STANDARDS (Grade Level Expectations) 103PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 7 GRADE 8 GRADE 9 GRADE 10 <span class="highlight">Analysis</span> and Central Tendency The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating, making predictions, describing trends; drawing, formulating, or justifying conclusions) by [10] S&P-2 using <span class="highlight">information</span> from a display to solve a problem or analyzing the validity <span class="highlight">of</span> statistical conclusions (M6.4.1 & M6.4.4) [10] S
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