The Grout Museum Excursion Navigation

 

 

For Teachers

National Standards Continued

Language Arts

Selected Language Arts Standards developed by Mid-content Research for Education and Learning

Immigration
Industrialization
Reading
Previews text (e.g., skims material; uses pictures, textual clues, and text format)
X
X
Establishes and adjusts purposes for reading (e.g., to understand, interpret, enjoy, solve problems, predict outcomes, answer a specific question, form an opinion, skim for facts; to discover models for own writing)
X
X
Uses a variety of strategies to extend reading vocabulary (e.g., uses definition, restatement, example, comparison and contrast to verify word meanings)
X
X

Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes)

X
X

Use a variety of context clues to decode unknown words (e.g., draws on earlier reading, reads ahead)

X
X
Uses word reference materials (e.g., glossary, dictionary, thesaurus) to determine the meaning and pronunciation, of unknown words
X
X
Makes, confirms, and revises simple predictions about what will be found in a text (e.g., uses prior knowledge and ideas presented in text, illustrations, titles, topic sentences, key words, and foreshadowing clues)
X
X
Uses specific strategies to clear up confusing parts of a text (e.g., pauses, rereads the text, consults another source, represents abstract information as mental pictures, draws upon background knowledge, asks for help)
X
X
Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts
X
X

Writing
Prewriting: Uses a variety of prewriting strategies (e.g., makes outlines, uses published pieces as writing models, constructs critical standards, brainstorms, builds background knowledge)
X
X
Drafting and Revising: Uses a variety of strategies to draft and revise written work (e.g., analyzes and clarifies meaning, makes structural and syntactical changes, uses an organizational scheme, uses sensory words and figurative language, rethinks and rewrites for different audiences and purposes, checks for a consistent point of view and for transitions between paragraphs, uses direct feedback to revise compositions)
X
X

Editing and Publishing: Uses a variety of strategies to edit and publish written work (e.g., eliminates slang; edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; proofreads using reference materials, word processor, and other resources; edits for clarity, word choice, and language usage; uses a word processor or other technology to publish written work)

  X
X

Uses content, style, and structure (e.g., formal or informal language, genre, organization) appropriate for specific audiences (e.g., public, private) and purposes (e.g., to entertain, to influence, to inform)

  X
X

Writes expository compositions (e.g., states a thesis or purpose; presents information that reflects knowledge about the topic of the report; organizes and presents information in a logical manner, including an introduction and conclusion; uses own words to develop ideas; uses common expository structures and features, such as compare-contrast or problem-solution)

  X
X

Writes persuasive compositions (e.g., engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; 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)

  X
X

Writes compositions that address problems/solutions (e.g., identifies and defines a problem in a way appropriate to the intended audience, describes at least one solution, presents logical and well-supported reasons)

  X
X

Gathering And Using Information For Research Purposes
Gathers data for research topics from interviews (e.g., prepares and asks relevant questions, makes notes of responses, compiles responses)
X
X
Determines the appropriateness of an information source for a research topic
X
X
Organizes information and ideas from multiple sources in systematic ways (e.g., time lines, outlines, notes, graphic representations)
X
X
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, addresses different perspectives on a topic, achieves balance between research information and original ideas, integrates a variety of information into a whole, draws conclusions)
X
X
Uses appropriate methods to cite and document reference sources (e.g., footnotes, bibliography)
X
X

 

 
Bottom of Journal
Immigration Industrialization For Teachers Library Search Grout Museum Excursion Home CampSilos Excursions! Grout Museum District