Louise Spear-Swerling After a long period of neglect in education, attention to teaching handwriting in the primary grades may finally be returning. This attention can benefit many youngsters, including those with learning disabilities LDs involving handwriting, which may accompany reading disabilities, writing disabilities, nonverbal learning disabilities, and attention deficit hyperactivity disorder. Although word-processing programs and assistive technology are undeniably boons to children with writing problems, technological advances do not eliminate the need for explicit teaching of handwriting.
Print this page The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.
Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.
They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking.
They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning.
They also know that different disciplines call for different types of evidence e. They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers and listeners. Students cite specific evidence when offering an oral or written interpretation of a text. They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline.
They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
They come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together.
Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively.
Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.Course materials, exam information, and professional development opportunities for AP teachers and coordinators.
Department Vision: Our goal is to ensure that all students at all levels achieve science literacy, for science is the key to their future.. Science is for all students.; Science literacy is a combination of concepts and skills.
Science has practical applications in the real world and for students' lives. The importance of teaching academic vocabulary. Vocabulary instruction is essential to effective math instruction. Not only does it include teaching math-specific terms such as "percent" or "decimal," but it also includes understanding the difference between the mathematical definition of a word and other definitions of that word.
•Main Campus - Courses offered on the Main Campus in Parkersburg (includes online and hybrid). •Jackson County Center - Courses offered at the Jackson County Center in Ripley (includes online and hybrid).
•Online Courses - Courses offered % online. •Hybrid Courses - Combination on campus/online caninariojana.com meetings are required. •Express Courses - Courses offered over a .
The Purdue University Online Writing Lab serves writers from around the world and the Purdue University Writing Lab helps writers on Purdue's campus. The page you are trying to access has moved. The Connecticut State Department of Education has a new website.
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