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effects). Demonstrates understanding of different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information...
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effects). Demonstrates understanding of different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates research findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational and literary texts. square6 Writes to learn (e.g., double-entry journal in math, science; portfolio selection defense). square6 Writes to examine a variety of
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=17
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
or synthesize to plan writing. Applies more than one strategy for generating ideas <span class="highlight">and</span> planning writing. square6 Generates ideas prior to organizing them <span class="highlight">and</span> adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece <span class="highlight">of</span> writing). square6 Maintains a <span class="highlight">journal</span> or an electronic log to collect <span class="highlight">and</span> explore ideas; records observations, dialogue, <span class="highlight">and</span>/or descrip- tion for later use as a basis for informa- tional or literary writing. square6 Uses a variety
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=25
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
effects). Demonstrates understanding <span class="highlight">of</span> different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, <span class="highlight">and</span> to entertain a specified audience (e.g., applies for a job, communicates <span class="highlight">research</span> findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational <span class="highlight">and</span> literary texts. square6 Writes to learn (e.g., double-entry <span class="highlight">journal</span> in math, science; portfolio selection defense). square6 Writes to examine a variety <span class="highlight">of</span>
K-12 Reading
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 3-5 Page 33 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 6-8 Page 49 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written <span class="highlight">and</span> Oral Communication June, 2006 Writing <span class="highlight">and</span> Oral Communication 9-12 Page 65 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, <span class="highlight">and</span> during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
Language Arts Booklet
knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sourc...
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knowledge of the qualities of good writing to improve own writing. • Publish–in a variety of ways–selected finished products. • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose and topic. • Write to reflect on learning (e.g., learning log, journal). • Write to communicate and report information from research. • Write for literary response and expression. • Adapt writing
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=13
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
knowledge <span class="highlight">of</span> the qualities <span class="highlight">of</span> good writing to improve own writing. • Publish–in a variety <span class="highlight">of</span> ways–selected finished products. • Apply knowledge <span class="highlight">of</span> spelling, punctuation, <span class="highlight">and</span> grammar to write text(s) <span class="highlight">and</span> correct errors. • Cite sources used in gathering information. • Write using forms appropriate to purpose <span class="highlight">and</span> topic. • Write to reflect on learning (e.g., learning log, <span class="highlight">journal</span>). • Write to communicate <span class="highlight">and</span> report information from <span class="highlight">research</span>. • Write for literary response <span class="highlight">and</span> expression. • Adapt writing
Strand 1: Reading Process (Kindergarten)
is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journa...
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is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that
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http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7
www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=7
Expository Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas <span class="highlight">and</span> content. The writing supports a thesis based on <span class="highlight">research</span>, observation, <span class="highlight">and</span>/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels <span class="highlight">and</span> legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety <span class="highlight">of</span> expository forms (e.g., essay, summary
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http://www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9
www.ade.state.az.us/standards/language-arts/writing/grade5.pdf#page=9
is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, <span class="highlight">and</span>/or feelings about the piece <span class="highlight">of</span> literature <span class="highlight">and</span> selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R05-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. conflict/resolution (See R05-S2C1) PO 3. Write a response that
Strand 1: Reading Process (Kindergarten)
response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g.,...
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response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence of events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that
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http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6
www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=6
writing includes nonfiction writing that describes, explains, informs, or summarizes ideas <span class="highlight">and</span> content. The writing supports a thesis based on <span class="highlight">research</span>, observation, <span class="highlight">and</span>/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels <span class="highlight">and</span> legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety <span class="highlight">of</span> expository forms (e.g., essay, summary, newspaper article
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http://www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade4.pdf#page=8
response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, <span class="highlight">and</span>/or feelings about the piece <span class="highlight">of</span> literature <span class="highlight">and</span> selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R04-S2C1) PO 2. Write a book report or review that identifies the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. conflict/resolution (See R04-S2C1) PO 3. Write a response that
Strand 1: Reading Process (Kindergarten)
the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal...
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the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. PO 1. Write a reflection to a literature selection (e.g., journal entry, book review). (See R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence of events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature
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http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6
www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=6
writing includes non-fiction writing that describes, explains, or summarizes ideas <span class="highlight">and</span> content. The writing supports a thesis based on <span class="highlight">research</span>, observation, <span class="highlight">and</span>/or experience. PO 1. Record information (e.g., observations, notes, lists, charts, map labels <span class="highlight">and</span> legends) related to the topic. PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information PO 3. Write in a variety <span class="highlight">of</span> expository forms (e.g., summary, newspaper article, reflective paper
8
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http://www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade3.pdf#page=8
the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, <span class="highlight">and</span>/or feelings about the piece <span class="highlight">of</span> literature <span class="highlight">and</span> selected elements within it. PO 1. Write a reflection to a literature selection (e.g., <span class="highlight">journal</span> entry, book review). (See R03-S2C1) PO 2. Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence <span class="highlight">of</span> events e. problem/solution (See R03-S2C1) PO 3. Write a response to a literature
cover.indd
08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple...
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08.02 write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations. W.GN.08.03 formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented final project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, and replicate authors
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=77
08.02 write an historical expository piece such as a <span class="highlight">journal</span>, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes <span class="highlight">and</span>/or annotations. W.GN.08.03 formulate <span class="highlight">research</span> questions that demonstrate critical evaluation <span class="highlight">of</span> multiple resources, perspectives, <span class="highlight">and</span> arguments/counter-arguments that culminate in a presented final project using the writing process. Writing Process Students will… W.PR.08.01 set a purpose, consider audience, <span class="highlight">and</span> replicate authors
Language Arts Framework Goals, Competencies, and Suggested Objectives
Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate....
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Catalog descriptions 5) Editorials e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. a. The student will analyze text to determine the appropriate use of advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past
4
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10th_grade_framework.pdf#page=4
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_10...
Catalog descriptions 5) Editorials e. The student will <span class="highlight">research</span> a topic comparing <span class="highlight">and</span>/or contrasting information from a variety <span class="highlight">of</span> sources to present findings. (DOK 4) 4. The student will use Standard English grammar, mechanics, <span class="highlight">and</span> sentence structure to communicate. a. The student will analyze text to determine the appropriate use <span class="highlight">of</span> advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present <span class="highlight">and</span> past
Core Content For Mathematics Assessment
CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 196 Italics – Supporting Content Standard SC-08-3.4.4 Students will describe and explain patterns found within groups of organisms in order to make biological classifications of...
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CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 196 Italics – Supporting Content Standard SC-08-3.4.4 Students will describe and explain patterns found within groups of organisms in order to make biological classifications of those organisms. Observations and patterns found within groups of organisms allow for biological classifications based on how organisms are related. DOK 2 SC-08-3.4.5 Students will understand that multicellular animals have
199
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=199
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=199
CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 196 Italics – Supporting Content Standard SC-08-3.4.4 Students will describe <span class="highlight">and</span> explain patterns found within groups <span class="highlight">of</span> organisms in order to make <span class="highlight">biological</span> classifications <span class="highlight">of</span> those organisms. Observations <span class="highlight">and</span> patterns found within groups <span class="highlight">of</span> organisms allow for <span class="highlight">biological</span> classifications based on how organisms are related. DOK 2 SC-08-3.4.5 Students will understand that multicellular animals have
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