|
Education
Web
Viewing 1-6 of 6 total results
 Microsoft Word - English SOL 2002 & ELP Standards.doc
with one- and two-word responses. √√ d. Ask and answer questions, using simple sentences or phrases. √√ e. Respond to simple directions. √√ f. Retell familiar stories and participate in short conversations. √√ g. Demonstrate comprehension...
1
0
with one- and two-word responses. √√ d. Ask and answer questions, using simple sentences or phrases. √√ e. Respond to simple directions. √√ f. Retell familiar stories and participate in short conversations. √√ g. Demonstrate comprehension of basic oral presentations and instructions. √√ LEP 1.2 The student will develop oral communication skills. a. Communicate basic needs and wants. √√ b. Use common social greetings and simple repetitive phrases. √√ c. Respond to factual questions about texts read aloud
26
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=26
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=2...
with <span class="highlight">one</span>- and two-word responses. √√ d. Ask and answer questions, <span class="highlight">using</span> simple sentences or phrases. √√ e. Respond to simple directions. √√ f. Retell familiar stories and participate in short conversations. √√ g. Demonstrate comprehension <span class="highlight">of</span> basic oral presentations and instructions. √√ LEP 1.2 The student will develop oral communication skills. a. Communicate basic needs and wants. √√ b. Use common social greetings and simple repetitive phrases. √√ c. Respond to factual questions about texts read aloud
42
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=42
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=4...
questions with <span class="highlight">one</span>- and two-word responses. √√√ d. Ask and answer questions, <span class="highlight">using</span> simple sentences or phrases. √√√ e. Respond to simple directions. √√√ f. Retell familiar stories and participate in short conversations. √√√ g. Demonstrate comprehension <span class="highlight">of</span> basic oral presentations and instructions. √√√ LEP 1.2 The student will develop oral communication skills. a. Communicate basic needs and wants. √√√ b. Use common social greetings and simple repetitive phrases. √√√ c. Respond to factual questions about texts read
62
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=62
www.doe.virginia.gov/VDOE/Superintendent/Sols/2002/EnglishK-12.pdf#page=6...
questions with <span class="highlight">one</span>- and two-word responses. √√√√ d. Ask and answer questions, <span class="highlight">using</span> simple sentences or phrases. √√√√ e. Respond to simple directions. √√√√ f. Retell familiar stories and participate in short conversations. √√√√ g. Demonstrate comprehension <span class="highlight">of</span> basic oral presentations and instructions. √√√√ LEP 1.2 The student will develop oral communication skills. a. Communicate basic needs and wants. √√√√ b. Use common social greetings and simple repetitive phrases. √√√√ c. Respond to factual questions about
Microsoft Word - Completed Reading.rtf
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 in...
1
0
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;� <span class="highlight">Using</span> information #0;� <span class="highlight">Using</span> methods concepts, theories in new situations #0;� Solving problems <span class="highlight">using</span> required skills or knowledge #0;� Identifica- tion <span class="highlight">of</span> patterns #0;� Organization <span class="highlight">of</span> parts #0;� <span class="highlight">Recognition</span> <span class="highlight">of</span> hidden meanings #0;� Identifica
null
2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness,...
1
0
2004 136 English Language Arts The Comprehensive Model on the following page illustrates: Teaching Model of Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter of Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word Recognition Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades of Appreciation of
159
0
http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=159
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 136 English Language Arts The Comprehensive <span class="highlight">Model</span> on the following page illustrates: Teaching <span class="highlight">Model</span> <span class="highlight">of</span> Reading · Engagement and Motivation Emergent Literacy (Reason for and Appreciation (Concepts about Print, Letter <span class="highlight">of</span> Reading) Knowledge, Phonemic Awareness, Understanding Alphabetic Principle) Word <span class="highlight">Recognition</span> Vocabulary and (Phonics and Decoding, Concept Development Sight Word Development, (Dictionary Use, Inferring Meanings Spelling Development, from Context, Proper Usage, Shades <span class="highlight">of</span> Appreciation <span class="highlight">of</span>
Kansas Curricular Standard forReadingStd[1]_081709.doc
of sentences and has the students echo the teachers’ modeling by reading the same sentences using the same intonation and phrasing as the teacher. (f) uses Paired Reading or cross-age reading opportunities to provide practice in oral reading. This can be a reading pair between...
null
4. Retell a story read aloud using main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions of stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy areas of the...
1
0
4. Retell a story read aloud using main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions of stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy areas of the classroom and the library/media center. 2. Choose books related to topics of interest. Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will: 3.1.1 A. Concepts About Print 1. Match oral
11
0
http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=11
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=11
4. Retell a story read aloud <span class="highlight">using</span> main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions <span class="highlight">of</span> stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy <span class="highlight">areas</span> <span class="highlight">of</span> the classroom and the library/media center. 2. Choose books related to topics <span class="highlight">of</span> interest. Building upon knowledge and skills gained in the preceding grade, by the end <span class="highlight">of</span> Grade 1, students will: 3.1.1 A. Concepts About Print 1. Match oral
K-12 Reading
• Sample a page of text for readability and interest • Self-monitor using: #0;� Meaning #0;� Language structure #0;� Print cues • Reread • Self-correct • Clarify • Determine Importance • Generate literal, clarifying, and...
1
0
• Sample a page of text for readability and interest • Self-monitor using: #0;� Meaning #0;� Language structure #0;� Print cues • Reread • Self-correct • Clarify • Determine Importance • Generate literal, clarifying, and inferential questions • Visualize • Construct sensory images • Summarize and paraphrase • Check predictions • Interpret #0;� Literal meaning #0;� Inferential meaning • Make Connections, using #0;� Graphics #0;� Pictures • Monitor fluency (oral/silent; or text complexity
83
0
http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=83
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
• <span class="highlight">Sample</span> a page <span class="highlight">of</span> text for readability and interest • Self-monitor <span class="highlight">using</span>: #0;� Meaning #0;� Language structure #0;� Print cues • Reread • Self-correct • Clarify • Determine Importance • Generate literal, clarifying, and inferential questions • Visualize • Construct sensory images • Summarize and paraphrase • Check predictions • Interpret #0;� Literal meaning #0;� Inferential meaning • Make Connections, <span class="highlight">using</span> #0;� Graphics #0;� Pictures • Monitor fluency (oral/silent; or text complexity
|
