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Language
Arts
(Grades 3-5)
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Writing
GATHERS AND
USES INFORMATION FOR RESEARCH PURPOSES
- Uses a variety of strategies to identify topics to
investigate (e.g., brainstorms, lists questions, uses
idea webs)
- Uses multiple representations of information (e.g.,
maps, charts, photos) to find information for research
topics
- Uses graphic organizers to gather and record
information for research topics (e.g., notes, charts,
graphs)
- Compiles information into written reports or
summaries
- Gathers data for research topics from interviews
(e.g., prepares and asks relevant questions, makes notes
of responses, compiles responses)
- Uses a computer catalog to gather information for
research topics (search engines)
- Uses a variety of resource materials to gather
information for research topics (e.g., magazines,
newspapers, dictionaries, schedules, journals, phone
directories, globes, atlases, almanacs)
- Determines the appropriateness of an information
source for a research topic
- Organizes information and ideas from multiple sources
in systematic ways (e.g., time lines, outlines, notes,
graphic representations, database)
- Writes research papers (e.g., separates information
into major components based on a set of criteria,
examines critical relationships between and among
elements of a research topic, integrates a variety of
information into a whole)
USES
GRAMMATICAL AND MECHANICAL CONVENTIONS IN WRITTEN
COMPOSITIONS
- Uses nouns in written compositions (e.g., uses plural
and singular naming words; forms regular and irregular
plurals of nouns; uses common and proper nouns; uses
nouns as subjects)
- Uses verbs in written compositions (e.g., uses a wide
variety of action verbs, past and present verb tenses,
simple tenses, forms of regular verbs, verbs that agree
with the subject)
- Uses adjectives in written compositions (e.g.,
indefinite, numerical, predicate adjectives)
- Uses adverbs in written compositions (e.g., to make
comparisons)
- Uses coordinating conjunctions in written
compositions (e.g., links ideas using connecting
words)
- Uses negatives in written compositions (e.g., avoids
double negatives)
- Uses conventions of spelling in written compositions
(e.g., spells high frequency, commonly misspelled words
from appropriate grade-level list; uses a dictionary and
other resources to spell words; uses initial consonant
substitution to spell related words; uses vowel
combinations for correct spelling)
- Uses conventions of capitalization in written
compositions (e.g., titles of people; proper nouns
[names of towns, cities, counties, and states; days
of the week; months of the year; names of streets; names
of countries; holidays]; first word of direct
quotations; heading, salutation, and closing of a
letter)
- Uses conventions of punctuation in written
compositions (e.g., uses periods after imperative
sentences and in initials, abbreviations, and titles
before names; uses commas in dates and addresses and
after greetings and closings in a letter; uses
apostrophes in contractions and possessive nouns; uses
quotation marks around titles and with direct quotations;
uses a colon between hour and minutes)
DEMONSTRATES
COMPETENCE IN THE GENERAL SKILLS AND STRATEGIES FOR THE
WRITING PROCESS
- Prewriting: Uses prewriting strategies to plan
written work (e.g., uses graphic organizers, story maps,
and webs; groups related ideas; takes notes; brainstorms
ideas)
- Drafting and Revising: Uses strategies to draft and
revise written work (e.g., elaborates on a central idea;
writes with attention to voice, audience, word choice,
tone, and imagery; uses paragraphs to develop separate
ideas)
- Editing and Publishing: Uses strategies to edit and
publish written work (e.g., edits for grammar,
punctuation, capitalization, and spelling at a
developmentally appropriate level; considers page format
[paragraphs, margins, indentations, titles];
selects presentation format; incorporates photos,
illustrations, charts, and graphs)
- Evaluates own and others' writing (e.g., identifies
the best features of a piece of writing, determines how
own writing achieves its purposes, asks for feedback,
responds to classmates' writing)
(Grades 6-8)
- Writes persuasive
compositions (e.g., develops a controlling idea that
conveys a judgment; creates and organizes a structure
appropriate to the needs and interests of a specific
audience; arranges details, reasons, examples, and/or
anecdotes persuasively; excludes information and
arguments that are irrelevant; anticipates and addresses
reader concerns and counter arguments; supports arguments
with detailed evidence, citing sources of information as
appropriate)
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Technology
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SOCIAL ETHICAL
AND HUMAN ISSUES
- Students practice responsible use of technology
systems, information, and software.
- Students develop positive attitudes toward technology
uses that support lifelong learning, collaboration,
personal pursuits, and productivity.
TECHNOLOGY
PRODUCTIVITY TOOLS
- Students use technology tools to enhance learning,
increase productivity, and promote creativity.
- Students use productivity tools to collaborate in
constructing technology-enhanced models, preparing
publications, and producing other creative works.
TECHNOLOGY
COMMUNICATION TOOLS
- Students use telecommunications to collaborate,
publish, and interact with peers, experts, and other
audiences.
- Students use a variety of media and formats to
communicate information and ideas effectively to multiple
audiences.
TECHNOLOGY
RESEARCH TOOLS
- Students use technology to locate, evaluate, and
collect information from a variety of sources.
- Students use technology tools to process data and
report results.
- Students evaluate and select new information
resources and technological innovations based on the
appropriateness to specific tasks.
TECHNOLOGY
PROBLEM-SOLVING AND DECISION-MAKING TOOLS
- Students use technology resources for solving
problems and making informed decisions.
- Students employ technology in the development of
strategies for solving problems in the real world.
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