English Language Arts [electronic resource] : Common Curriculum Goals; Curriculum Mapping, End of Fifth Grade.
Based on common curriculum goals outlined by the Oregon Department of Education, this curriculum map is designed to assist fifth grade teachers in evaluating and revising their current curriculum. Instructions describe how teachers can effectively use the material provided to gather information and...
Saved in:
| Online Access: |
Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1986.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED276011 | ||
| 099 | |f ERIC DOC # |a ED276011 | ||
| 110 | 1 | |a Oregon. |b Department of Education. | |
| 245 | 1 | 0 | |a English Language Arts |h [electronic resource] : |b Common Curriculum Goals; Curriculum Mapping, End of Fifth Grade. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1986. | ||
| 300 | |a 43 p. | ||
| 500 | |a ERIC Document Number: ED276011. | ||
| 500 | |a ERIC Note: For other guides in this series, see CS 210 058-062. |5 ericd. | ||
| 520 | |a Based on common curriculum goals outlined by the Oregon Department of Education, this curriculum map is designed to assist fifth grade teachers in evaluating and revising their current curriculum. Instructions describe how teachers can effectively use the material provided to gather information and tally and analyze results. The map consists of two main sections. The receptive section focuses on those skills that allow students to receive and process information so as to help students use listening, reading, and literature skills to better understand human experiences and to share cultural commonalities and differences. The expressive section focuses on those skills used in producing communication so as to help students use writing and speaking skills in a variety of modes of communication and self-expression. Each section contains a number of objectives for students completing fifth grade. These subsections are arranged on a grid for rating based on the following categories: (1) time spent on instruction and feedback; (2) degree to which current course goals reflect the common curriculum goals; (3) quality and quantity of instruction and practice; (4) preservice and inservice education and experience; (5) questions; and (6) comments. (JD) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Communication Skills. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Evaluation. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Criteria. |2 ericd. |
| 650 | 1 | 7 | |a Evaluation Utilization. |2 ericd. |
| 650 | 0 | 7 | |a Grade 5. |2 ericd. |
| 650 | 0 | 7 | |a Intermediate Grades. |2 ericd. |
| 650 | 1 | 7 | |a Language Arts. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED276011 |h Other scheme |i web |n 1 |