|
Education
Web
Enabling a Student with Developmental Delays
computer. She was reading at about a second grade level and her sight recognition, and comprehension were surprisingly solid. To capitalize on these skills, we decided to try a Macintosh computer with a "talking" word prediction program. New programs were just coming on the marke...
NYTimes People: Dittemore, Ron D.
archival articles published in The New York Times. ARTICLES ABOUT RON D. DITTEMORE Newest First | Oldest First Page: 1 | 2 | 3 | Next >> NASA Report Says Nothing Could Have Saved Shuttle By JOHN SCHWARTZ No amount of effort could have saved the damaged Columbia space shuttle from...
Science, Technology and the CIA
They are the men and women of CIA's Directorate of Science and Technology, the little known organization responsible for pushing the art of spying beyond the edge of reality." James Bamford Best-selling author of The Puzzle Palace and Body ...
 null
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 ...
1
0
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
1
0
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
null
news stories, and almanacs . EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding. EL.05.RE.19 Find information in specialized materials (e....
1
0
news stories, and almanacs . EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding. EL.05.RE.19 Find information in specialized materials (e.g., thesaurus, almanac, newspaper). EL.05.RE.20 Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product) . increase word knowl- edge through systematic vocabulary development
1
0
http://www.ode.state.or.us/teachlearn/real/documents/el05.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el05.pdf#page=1
news stories, and almanacs . EL.05.RE.18 Use the features <span class="highlight">of</span> informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find <span class="highlight">information</span> and support understanding. EL.05.RE.19 Find <span class="highlight">information</span> in specialized materials (e.g., thesaurus, almanac, newspaper). EL.05.RE.20 Follow multiple-step directions (e.g., <span class="highlight">for</span> completing an experiment or an activity or <span class="highlight">for</span> using a product) . increase word knowl- <span class="highlight">edge</span> through systematic vocabulary development
Proposed New 19 TAC
regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and o...
1
0
regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences
22
0
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22
§110.B. Middle School (E) use effective rate, volume, pitch, and tone <span class="highlight">for</span> the audience and setting (4-8); and (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8). (6) Reading/word identification. The student uses a variety <span class="highlight">of</span> word <span class="highlight">recognition</span> strategies. The student is expected to: (A) apply knowledge <span class="highlight">of</span> letter-sound correspondences, language structure, and context to recognize words (4-8); (B) use structural <span class="highlight">analysis</span> to identify root words with prefixes such as
29
0
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29
Middle School §110.B. (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences <span class="highlight">for</span> different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing <span class="highlight">information</span> (4-8); (C) present dramatic interpretations <span class="highlight">of</span> experiences
36
0
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36
regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences <span class="highlight">for</span> different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing <span class="highlight">information</span> (4-8); (C) present dramatic interpretations <span class="highlight">of</span> experiences
42
0
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42
middle school students continue to read on their own or listen to texts read aloud <span class="highlight">for</span> the purpose <span class="highlight">of</span> enjoyment. Middle school students read both printed texts and electronic media independently, bringing with them various strategies to aid in comprehension. Significant blocks <span class="highlight">of</span> time are provided <span class="highlight">for</span> reading both <span class="highlight">independent</span> and instructional-level material <span class="highlight">for</span> varied purposes such as collecting <span class="highlight">information</span>, learning about and appreciating the writer's craft, and discovering models <span class="highlight">for</span> their own writing
null
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...
1
0
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
1
0
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
Layout 1
GRADE LEVEL EXPECTATIONS 9 GLE 5 6 7 8 9/10 1.1.1 1.1.2 1.1.3 1.1.4 EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text. EALR 1 “Phonemic Awareness and knowledge...
1
0
GRADE LEVEL EXPECTATIONS 9 GLE 5 6 7 8 9/10 1.1.1 1.1.2 1.1.3 1.1.4 EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text. EALR 1 “Phonemic Awareness and knowledge of letters are the two best predictors of how well children will learn to read.” n Linnea Ehri, Ph.D. National Reading Panel, City University of New York
11
0
http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=11
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 9 GLE 5 6 7 8 9/10 1.1.1 1.1.2 1.1.3 1.1.4 EALR 1: The student understands and uses different skills and strategies to read. <span class="highlight">Component</span> 1.1: Use word <span class="highlight">recognition</span> skills and strategies to read and comprehend text. EALR 1 “Phonemic Awareness and knowledge <span class="highlight">of</span> letters are the two best predictors <span class="highlight">of</span> how well children will learn to read.” n Linnea Ehri, Ph.D. National Reading Panel, City University <span class="highlight">of</span> New York
|
