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Education
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definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies:...
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definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies: Strategies for determining the pronun- ciation and meaning of words in print.
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=16
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
pleasure reading vs. reading <span class="highlight">for</span> <span class="highlight">information</span>). Apply different reading rates to match text. square6 Adjust reading rate to match difficulty and type <span class="highlight">of</span> text and the purposes <span class="highlight">for</span> reading (e.g., skimming <span class="highlight">for</span> facts, scan- ning <span class="highlight">for</span> key words, and close/careful reading <span class="highlight">for</span> understanding new or complex ideas). Fluent readers focus attention on understanding what they read, rather than concentrating on decoding the words
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=53
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
feelings. scan: To examine or read something quickly, but selectively, <span class="highlight">for</span> a purpose. scanning: Examining or read something quickly, but selectively, <span class="highlight">for</span> a purpose. schema: The accumulated knowl- <span class="highlight">edge</span> drawn from life experiences that a person has to help under- stand concepts, roles, emotions, and events. secondary sources: Sources <span class="highlight">of</span> <span class="highlight">information</span> that are derived from primary or original sources. segment: The act <span class="highlight">of</span> separating the sounds in a word in order to assist decoding or spelling. semantic mapping
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=54
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic <span class="highlight">analysis</span>, using context clues ) word families: A collection <span class="highlight">of</span> words that share common ortho- graphic rimes (e.g., thank, prank, dank). word <span class="highlight">recognition</span> strategies: Strategies <span class="highlight">for</span> determining the pronun- ciation and meaning <span class="highlight">of</span> words in print.
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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...
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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
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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 <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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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...
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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
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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 <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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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...
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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
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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 <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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=13
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 2 1 GRADE 2 The grade level designations in the K-2 Minnesota Academic Standards are strongly recommended. However, school districts may place the K-2 standards at grade levels that accommodate their particular curriculum, provided that all standards have been mastered by the end <span class="highlight">of</span> grade 2. 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
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=18
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 3 1 GRADE 3 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 apply word <span class="highlight">recognition</span> strategies to decode unfamiliar multi- syllabic words and will read grade-appropriate text with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural <span class="highlight">analysis</span>. 2. Read aloud
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=23
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...
May 19, 2003 Grade 4 1 GRADE 4 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> in grade-appropriate text. 2. Read aloud narrative and
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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
DRAFT
4 STANDARD Standard: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text. Learning Expectation: Develop independent pre-reading strategies to facilitate co...
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4 STANDARD Standard: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text. Learning Expectation: Develop independent pre-reading strategies to facilitate comprehension. a) Develop strategies to access prior knowledge and to make predictions. b) Preview text for format and key elements. c) Identify and define content specific vocabulary. Learning Expectation: The student will use interactive
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7
4 STANDARD Standard: The student will develop the reading skills necessary <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, and evaluation <span class="highlight">of</span> print and non-print text. Learning Expectation: Develop <span class="highlight">independent</span> pre-reading strategies to facilitate comprehension. a) Develop strategies to access prior knowledge and to make predictions. b) Preview text <span class="highlight">for</span> format and key elements. c) Identify and define content specific vocabulary. Learning Expectation: The student will use interactive
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target for reading on own: Sixth grade, 750,000 words annually. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by apply- ing knowledge of word origins, word relation- ships, and context clues; verify the meaning ...
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target for reading on own: Sixth grade, 750,000 words annually. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by apply- ing knowledge of word origins, word relation- ships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas . Find, understand, and use specific information in a variety of texts across the subject areas to perform a task . informAtionAL text: DemonstrAte generAL
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http://www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el06.pdf#page=1
target <span class="highlight">for</span> reading on own: Sixth grade, 750,000 words annually. increase word knowl- <span class="highlight">edge</span> through systematic vocabulary development; determine the meaning <span class="highlight">of</span> new words by apply- ing knowledge <span class="highlight">of</span> word origins, word relation- ships, and context clues; verify the meaning <span class="highlight">of</span> new words; and use those new words accurately across the subject areas . Find, understand, and use specific <span class="highlight">information</span> in a variety <span class="highlight">of</span> texts across the subject areas to perform a task . informAtionAL text: DemonstrAte generAL
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accountability for grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.03.RE.01 read regular words with several syllables. EL.03...
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accountability for grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.03.RE.01 read regular words with several syllables. EL.03.RE.02 use letter-sound correspondence knowledge and structural analysis to decode words. EL.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words. EL.03.RE.04 read aloud grade-level
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http://www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1
accountability <span class="highlight">for</span> grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 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.03.RE.01 read regular words with several syllables. EL.03.RE.02 use letter-sound correspondence knowledge and structural <span class="highlight">analysis</span> to decode words. EL.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words. EL.03.RE.04 read aloud grade-level
Microsoft Word - SocialStudiesGLEs.doc
evaluate how history shapes the present and future. Component 4.1: Understands historical chronology. Component 4.2: Understands and analyzes causal factors that have shaped major events in history. Component 4.3: Understands that there are multiple perspectives and interpretat...
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evaluate how history shapes the present and future. Component 4.1: Understands historical chronology. Component 4.2: Understands and analyzes causal factors that have shaped major events in history. Component 4.3: Understands that there are multiple perspectives and interpretations of historical events. Component 4.4: Uses history to understand the present and plan for the future. Social Studies EALR 5: SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to conduct research
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=5
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=5
evaluate how history shapes the present and future. <span class="highlight">Component</span> 4.1: Understands historical chronology. <span class="highlight">Component</span> 4.2: Understands and analyzes causal factors that have shaped major events in history. <span class="highlight">Component</span> 4.3: Understands that there are multiple perspectives and interpretations <span class="highlight">of</span> historical events. <span class="highlight">Component</span> 4.4: Uses history to understand the present and plan <span class="highlight">for</span> the future. Social Studies EALR 5: SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to conduct research
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