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Standards Based

Teachers and staff using Talk/Write in their classrooms will be working toward language arts standards as outlined by the California Department of Education (CDE). Similar standards exist in other states; therefore, a Standards chart is provided so that teachers may easily access this infor-mation for planning and programming purposes. (See Standards Chart below.)

Talk/Write promotes the integration of verbal and literacy skills as described in the CDE language arts standards:

Reading, writing, listening, and speaking are not disembodied skills. Each exists in context and in relation to the others. These skills must not be taught independently of one another. Rather, they need to be developed in the context of a rich, substantive core curriculum that is not only geared to achieving these standards per se but also toward applying language art skills to achieve success in other curricular areas.”

(California Department of Education Language Arts Standards, 1998)

The CDE thus promotes (1) learning through instructional activities integrating listening, speaking, reading, and writing with subsequent improvement of students skills in these areas; and (2) the student’s independent ability to apply skills in a variety of situations.

In the Standards chart below, an asterisk [*] indicates that activities in that unit teach to the listed standard. Darkened print indicates that a specific skill listed in that standard is taught. The whole standard is targeted if there is no darkened print. Information within parentheses ( )names relevant specific skills and lessons taught in the Talk/Write program:

 

Standard

Main Manual: Units 1-2

*Editing Unit

Reading

*
1.1 Identify literal and figurative meanings of words (Language arts terminology, e.g. “thesis,” “Introduction, “persuade,””proof,”etc.) *
1.2. Distinguish between the denotative and connotative word meanings/Interpret these. (Language arts terms) *
2.7 Critique the logic of documents. (In student essays, essay models) *
2.8 Evaluate credibility of an author’s argument or defense of a claim (In student essays, essay models) *

Writing

1.1 Establish coherent thesis and maintain consistent focus. *
1.2 Use precise language, action verbs, and sensory details. *
1.9 Revise writing to improve coherence and organization. *
2.4 Write persuasive compositions. *

English Language Conventions

1.1 Identify and correctly use clauses and mechanics of punctuation. *
1.2 Understand sentence construction and proper English usage (Complete sentences, fragments, run-ons, modifying phrases/clauses; optional packet for pronoun agreement/reference) *
1.3 Demonstrate understanding of English usage and control of grammar, paragraph and sentence structure, diction, and syntax. (Complete sentences, fragments, run-ons, modifying phrases/clauses) * *
1.4 Use correct spelling. (Via compensatory methods,i.e. substituting words, list of frequently misspelled words, etc.) *
1.5 Use correct manuscript format. (For five-paragraph essays.) * *

Listening and Speaking

1.1 Form judgments and support these with convincing evidence. *
1.3 Choose logical patterns of organization. *
1.4 Choose appropriate techniques for developing the introduction and conclusion. *
1.5 Produce concise notes for extemporaneous delivery. *
1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s presentation. *

 

*The Editing Unit is available for purchase separate of TW writing program.

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Provide services and products that help the teacher teach and the learner learn in the most effective and efficient ways possible. Communicate with teachers in order to create, as well as  test in real classroom environments, services and products so that they best meet student and teacher needs.

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