|
Education
Web
 Mississippi Language Arts Framework
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for descri...
1
0
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an
1
0
http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_K_...
2006 Mississippi Language Arts Framework-Revised KINDERGARTEN COURSE DESCRIPTION Grade K; one-year course KINDERGARTEN The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an
THIRD GRADE
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysi...
1
0
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader
1
0
http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2nd_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_2n...
teachers should review previously taught skills and objectives with a focus on increasing complexity. The term “text,” as it is used throughout the Language Arts Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension <span class="highlight">of</span> knowledge and broader
FIRST GRADE
Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies...
1
0
Framework, is defined as “a segment of spoken or written language available for description or analysis.” For the purposes of this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies for grades K-3 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of
1
0
http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1st_grade_framework.pdf#page=1
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_1s...
Framework, is defined as “a segment <span class="highlight">of</span> spoken or written language available <span class="highlight">for</span> description or <span class="highlight">analysis</span>.” <span class="highlight">For</span> the purposes <span class="highlight">of</span> this document, text may include written materials, teacher read or taped passages, visual images, or film. While competencies <span class="highlight">for</span> grades K-3 remain identical, objectives require an extension <span class="highlight">of</span> knowledge and broader, deeper application <span class="highlight">of</span> skills. A critical <span class="highlight">component</span> at each grade level is text complexity. Text complexity is indicated by such elements as sophistication <span class="highlight">of</span>
 IDAHO CONTENT STANDARDS Grade 6 Language Arts Reading Process
Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text. (725.01.a) CL: Content Limit: Assessed in the classroom, not on the ISAT.#7;6.LA.1.2.3 Identify graphic sources of information (e.g., maps, graphs, illustra...
Language Arts Booklet
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 ...
1
0
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 <span class="highlight">of</span> literary and informative texts <span class="highlight">for</span> a variety <span class="highlight">of</span> purposes. COMPREHENSION PROCESSES 2. Use strategies within the reading processes to construct meaning. CONVENTIONS and SKILLS 3. Apply knowledge <span class="highlight">of</span> the conventions <span class="highlight">of</span> language and texts to construct meaning. • Read narrative and informative texts. • Read <span class="highlight">for</span> enjoyment and to gain <span class="highlight">information</span>. • Read and follow simple directions to perform tasks. • Make reasonable predictions about what will
Illinois Reading Assessment Framework PSAE Grade 11
Summarizing and Main Idea Sequencing and Ordering Drawing Conclusions Based on Evidence Interpreting Instructions Author’s Purpose and Design Note: The reading portion of the PSAE is a combination of the ACT Assessment Reading Test component and the WorkKeys Reading for...
1
0
Summarizing and Main Idea Sequencing and Ordering Drawing Conclusions Based on Evidence Interpreting Instructions Author’s Purpose and Design Note: The reading portion of the PSAE is a combination of the ACT Assessment Reading Test component and the WorkKeys Reading for Information Assessment component. Note Added on 3/18/08: A new scoring methodology was announced that affects only reading and mathematics. For more information, please see http://www.isbe.net/assessment/listserv/2008/mar14.htm.
7
0
http://www.isbe.state.il.us/assessment/pdfs/iaf_reading_PSAEFINAL.pdf#page=7
www.isbe.state.il.us/assessment/pdfs/iaf_reading_PSAEFINAL.pdf#page=7
Summarizing and Main Idea Sequencing and Ordering Drawing Conclusions Based on Evidence Interpreting Instructions Author’s Purpose and Design Note: The reading portion <span class="highlight">of</span> the PSAE is a combination <span class="highlight">of</span> the ACT Assessment Reading Test <span class="highlight">component</span> and the WorkKeys Reading <span class="highlight">for</span> <span class="highlight">Information</span> Assessment <span class="highlight">component</span>. Note Added on 3/18/08: A new scoring methodology was announced that affects only reading and mathematics. <span class="highlight">For</span> more <span class="highlight">information</span>, please see http://www.isbe.net/assessment/listserv/2008/mar14.htm.
STANDARDS.05
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, des...
1
0
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 <span class="highlight">Analysis</span> 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 <span class="highlight">information</span> from a display to solve a problem or analyzing the validity <span class="highlight">of</span> statistical conclusions (M6.4.1 & M6.4.4) [10] S
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...
K-12
materials at independent and instructional levels R.10.8.2 Read texts that reflect contributions of different cultural groups R.10.8.3 Vary reading strategies according to text and purpose Reading a variety of informational materials for enjoyment, critical analysis...
1
0
materials at independent and instructional levels R.10.8.2 Read texts that reflect contributions of different cultural groups R.10.8.3 Vary reading strategies according to text and purpose Reading a variety of informational materials for enjoyment, critical analysis, and evaluation R.10.5.4 Read a variety of informational text, including textbooks, newspapers, magazines, and other instructional materials R.10.5.5 Identify cause/effect and problem/solution relationships R
38
0
http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=38
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=38
Strand: Reading Standard 11: Vocabulary, Word Study, and Fluency Students shall acquire and apply skills in vocabulary development and word <span class="highlight">analysis</span> to be able to read fluently. Reading: Vocabulary, Word Study, and Fluency K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department <span class="highlight">of</span> Education Key: R.11.K.4=Reading. Standard 11. Kindergarten. 4 th Student Learning Expectation 35 THE GOAL <span class="highlight">FOR</span> EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS
66
0
http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=66
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=66
materials at <span class="highlight">independent</span> and instructional levels R.10.8.2 Read texts that reflect contributions <span class="highlight">of</span> different cultural groups R.10.8.3 Vary reading strategies according to text and purpose Reading a variety <span class="highlight">of</span> informational materials <span class="highlight">for</span> enjoyment, critical <span class="highlight">analysis</span>, and evaluation R.10.5.4 Read a variety <span class="highlight">of</span> informational text, including textbooks, newspapers, magazines, and other instructional materials R.10.5.5 Identify cause/effect and problem/solution relationships R
|
