iSEEK - 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 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

90 0 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- 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

www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=90

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Microsoft Word - 0519LAStandards.doc

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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

13 0 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 of grade 2. I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will

18 0 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 Recognition, Analysis and Fluency Standard: The student will apply word recognition 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 analysis. 2. Read aloud

23 0 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 Recognition, Analysis and Fluency Standard: The student will decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis in grade-appropriate text. 2. Read aloud narrative and

28 0 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 Recognition, Analysis, and Fluency Standard: The student will decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural analysis. 2. Read aloud narrative and expository text with

34 0 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 Recognition, Analysis 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 analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and appropriate pacing. 3. Apply correct word

40 0 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 Recognition, Analysis 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 analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and comprehension at an appropriate silent

46 0 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 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

52 0 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 Recognition, Analysis, and Fluency (Standard under this heading may be locally determined.) B. Vocabulary Expansion Standard: The student will apply a variety of strategies to expand vocabulary. The student will: 1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and independent reading, and appropriately use these words in writing. 2. Determine the meaning of unfamiliar words and metaphors by using

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

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2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of information. • Use comprehension strategies to read texts designed for early independent readers: preparation strategies self-monitoring summarizing interpreting information • Connect and compare new concepts and vocabulary with

22 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=22 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

plan will remain in effect for students who entered ninth grade for the first time in or before 2002-2003. The revised plan is effective for students who enter the ninth grade for the first time in or after 2003-2004. Students who complete the requirements for an academically challenging high school program will be named North Carolina Academic Scholars and receive special recognition. Recognition The students who qualify for this special recognition • will be designated by the State Board of

184 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=184 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 English Language Arts Appendix B 161 3-5 Grade Span Continuum Written Language Oral Language Other Media/Technology Reading Writing Students can: • Apply phonics and structural analysis to develop automatically in word recognition. • Apply extended knowledge of prefixes, suffixes, and root words to identify unknown words. • Use fix-up strategies when meaning breaks down (self- question, reread, visualize, read on, retell). • Apply a variety of reading and thinking strategies according to purpose and

187 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=187 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of information. • Use comprehension strategies to read texts designed for early independent readers: preparation strategies self-monitoring summarizing interpreting information • Connect and compare new concepts and vocabulary with

www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

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8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

12 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12

in silent independent reading for specific purposes. 3.1.1 H. Inquiry and Research 1. Ask and explore questions related to a topic of interest. 2. Draw conclusions from information and data gathered. 3. Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading. Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will: 3.1.2 A. Concepts About Print/Text 1. Use titles, tables of contents, and chapter headings to locate information. 2

14 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

18 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18

features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3.1.7 B. Phonological Awareness No additional indicators at this grade level. 3.1.7 C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). 2. Apply spelling rules and

www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

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opinion surveys formal debates interviews Focus on the point of view and recognition of the values that underlie the point of view. CONTEXTUALIZED - An opinion or argument must be grounded in a particular set of values or criteria. Support for an argument depends on recognition of the soundness of the criteria. FLEXIBLE - A thorough analysis requires being able to view the same event or text from more than one point of view and recognizing the relative validity of divergent points of view. CULTURAL - The criteria

19 0 http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=19 www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=19

opinion surveys formal debates interviews Focus on the point of view and recognition of the values that underlie the point of view. CONTEXTUALIZED - An opinion or argument must be grounded in a particular set of values or criteria. Support for an argument depends on recognition of the soundness of the criteria. FLEXIBLE - A thorough analysis requires being able to view the same event or text from more than one point of view and recognizing the relative validity of divergent points of view. CULTURAL - The criteria

www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=19

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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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

45 0 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 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

63 0 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 for 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 face and italics ° visually and graphically represented information, such as charts, graphs, graphic organizers, pictures, and photographs • apply understanding of text

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45

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Glossaryreadingglossary.pdf

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play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity. 2. in a complex word, the meaningful base form after all affixes are removed. Note: a root may be independent, or free, as read in unreadable, or may be independent, or bound, as -liter- (from Greek for letter in illiterate. rhythm of speech – using a speaking voice with

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play. √ Rising Action Story Map - see graphic organizers root (words) - n. 1. the basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity. 2. in a complex word, the meaningful base form after all affixes are removed. Note: a root may be independent, or free, as read in unreadable, or may be independent, or bound, as -liter- (from Greek for letter in illiterate. rhythm of speech – using a speaking voice with

www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...

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Language Arts Booklet

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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

8 0 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 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

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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STANDARDS.05

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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

103 0 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 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

www.eed.state.ak.us/standards/pdf/standards.pdf#page=103

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Kansas Curricular Standard forReadingStd[1]_081709.doc

with them. Once the words have been mastered, the teacher has the students orally use the word in a sentence. (f) demonstrates automatic recognition of sight words. (a) demonstrates checking picture clues with syntax and visual information to confirm meaning. (b) models th...

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