Listo Educational Services Education of Migratory Children Proposal

Executive Summary
In an effort to mitigate the inherent educational deficiencies which are generated by the constant moving of migrant children, the No Child Left Behind Act (NCLB) has a provision under Title I, Part C. This provision is designed to provide additional assistance to migrant children who are failing, or at risk of failing to meet the State’s challenging content and performance standards and whose education has been interrupted during the regular school year. This effort is designed to alleviate the burdens of migrant children resulting from their movement between states over the course of the academic school year. Listo Educational Services, in conjunction with a Local Education Agency (LEA), will develop and implement an educational program which caters to the specific needs of migrant students and their families. Listo Educational Services is a mobile form of education, allowing migrant students to access educational tools while traveling. Each student receives a portable notebook laptop computer which is loaded with curriculum designed based off of a Basic Achievement Skills Inventory (BASI) assessment exam. The curriculum provided to the students is standardized across national norms to ensure that the child receives a customized individual lesson plan which can transfer from state to state. Outlined below are the purposes of Title I, Part C of the NCLB and the ways in which Listo Educational Services fulfills the criterion set forth by the bill.

Purpose of Migrant Education Program
Reduce educational disruptions and other problems that result from repeated moves. Ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements and State academic content and student academic achievement standards. Ensure that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner. Ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic content and student academic achievement standards that all children are expected to meet. Design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to postsecondary education or employment. Ensure that migratory children benefit from State and local systemic reforms.

Listo Educational Services Solution
Portable notebook laptop allows migrant students to take their lessons with them to any location across the nation. Pre-assessment exam is designed to produce a gradelevel equivalency score that is normalized to national standards. Listo Educational Services curriculum is designed to strongly correlate with national norms of achievement and state curriculum standards. Listo Educational Services offers students toll-free access to the Homework Help Hotline, a supplemental service that is staffed by bilingual National Tutoring Association certified tutors. Listo Educational Services platform provides children with an individualized curriculum that is customized for their own personal needs and designed to systematically increase their proficiency to levels which coincide with national standards. Listo Educational Services computers utilize Aircards which transmit real time data to our servers. This information is used to monitor students and ensure that each child receives additional assistance or curriculum adjustments based on his/her performance and need. Flexible platform allows for quick and efficient changes to be made to curriculum and implementation in accordance with any State and/or local systemic reform that may arise.

Listo Educational Services Education of Migratory Children Proposal

Objectives
1. Reduce educational disruptions and other problems that result from repeated moves. Migrant children are deprived of an unimpeded source of scholastic information. The constant migration from one part of the country to another causes them to lose the stability afforded to nonmigrant students. Students enrolled in Listo Educational Services receive a laptop computer which carries on it an individualized educational program. The laptop itself is light and portable, making it ideal for travel. The entire curriculum is programmed onto the hard-drive of the laptop allowing a migrant student to access lessons despite not having access to a stable internet connection. The battery is designed to last almost 8 hours running on normal energy usage, affording migrant students the option of working on their lessons during their travels. The amenities offered by a notebook computer ensure that migrant students are not subject to the same problems and obstacles associated with education in a classroom setting. 2. Ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, State academic content and student academic achievement standards. Migrant children are forced to cope with constant fluxes in educational criterion. Listo Educational Services addresses that issue by administering a Basic Skills Achievement Inventory (BASI) assessment to each student before their curriculum is designed. The exam is specially developed by Pearson VUE to be a state-normalized assessment that offers a set of parameters through which student skills in Mathematics and English can be measured. It was nationally normed in a diverse survey group of over 4,000 students ranging from third graders to college students, with the Survey Level assessment going through a further study of over 2,000 adults. The assessment begins at the student’s grade level, and works towards a student’s successful level of comprehension. This process focuses in on the specific and individual levels of student achievement, and where their skills and knowledge can be most augmented. The assessment is against state standards and can be adjusted on an individual basis to reflect LEA or SEA preferences. The results of the assessment are used by the program to prescribe a set of lessons that will meet the specific educational needs of the individual student. This data is used to create the student’s tailored Listo Educational Services curriculum which is designed to align with state standards. The curriculum is loaded onto a notebook computer and distributed to the student. Through the course of their study, student progress is sent via built-in Air Card to the Listo Educational Services Network where it is logged and tracked. At any time, a student’s recent work can be generated by a Listo Educational Services employee to monitor their improvement. Progress reports can be generated for parents and educators from a student’s recorded scores on post-assessment questions which follow every lesson. This feature allowed everyone involved in the education of a student, no matter where they travel, to be aware of their development and abilities.

Listo Educational Services Education of Migratory Children Proposal 3. Ensure that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner. Migrant children may have limited access to supportive services while traveling from one region to another. Listo Educational Services alleviates that concern by providing each child with a Homework Help Hotline card. This card has a toll-free number and personal pin that gives the student access to bilingual Spanish and English tutors certified by the National Tutoring Association. These tutors are available Sunday through Thursday from 3pm – 8pm and can assist the students with any questions they may have while going through their Listo Educational Services curriculum. Listo Educational Services employees also monitor student progress through data that comes into the server via built-in Air Cards. The server is designed to red-flag students who are performing poorly on the post-assessment questions built into the end of every lesson. This feature notifies staff members that a particular child may be struggling and the Listo Educational Services staff will contact the student and/or his family and work through any problem the child may have. Listo Educational Services will adjust curriculum accordingly if a child is struggling to ensure that the children are being challenged but not overwhelmed. Listo Educational Services can adjust to meet the unique needs of each child in the program. 4. Ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic content and student academic achievement standards that all children are expected to meet. The Listo Educational Services curriculum was built to mirror state and national standards of achievement. Using the precise assessment of the BASI, students receive a multitude of lessons tailored to increase their existing scholastic strengths and decrease the deficits in their skills. The program is designed to constantly assess and challenge the student using the same grade-level curriculum objectives for understanding used by all states in their education standards. Examples of objective correlations have been supplied in the appendix of this proposal, using Illinois curriculum as a sample. Being mobile, migratory students need a delivery system for their academics that is readily available when they are, and the Listo Educational Services platform has been developed to match the abilities, learning pace, and circumstances of every student. At the same time, the Listo Educational Services program provides students with the same rigorous educational content found in the traditional classroom. The dynamic strengths of the program makes Listo Educational Services uniquely suited to work with migrant students.

Listo Educational Services Education of Migratory Children Proposal 5. Design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school and to prepare such children to make a successful transition to postsecondary education or employment. The Listo Educational Services platform caters to the various needs of the migrant student by providing a portable tool through which tutoring can be accessed. Educational disruption is not an issue because the portable laptop can accompany the child on any trip. Students who travel may also face cultural and language barriers. The laptop is designed to help alleviate some of those burdens. Each laptop has the ability to display curriculum in Spanish and read out lessons on a screen in a foreign language. This feature can be incredibly useful to a student who is getting accustomed to the English language and culture. Familiarity with computers is also a critical part of adapting to American culture. The modern world is infused with technology and it is critical to try and bridge the digital divide while simultaneously working to close the achievement gap. 6. Ensure that migratory children benefit from State and local systemic reforms. Listo Educational Services is inherently flexible thanks in large part to a skilled team of technicians and programmers who work tirelessly to ensure that curriculum is customized and adjusted to meet the needs of each student. The flexibility of our model allows us to adapt to any sort of changes brought upon through State and/or local reforms and incorporate them into our curriculum. This flexibility can accommodate any and all State and local systemic reforms which may come to pass during a migrant student’s time in school.

Listo Educational Services Education of Migratory Children Proposal Data & Analysis BASI Research and Process Listo Educational Services uses the Basic Achievement of Skills Inventory (BASI) standardized test for purposes of pre-testing, diagnosing, assessing and post-testing. This is also used to monitor progress and provide objective percentile increases or variances for each skill tested. The BASI is, “a versatile, multi-level, norm-referenced achievement test that helps measure math, reading, and language skills for children and adults. Developed by Achilles N. Bardos, PhD, co-author of the GAMA® (General Ability Measure for Adults) test, the BASI series comprises multi-level, normreferenced achievement tests for children and adults that may be group- or self-administered. Providing both comprehensive and survey versions, the BASI series presents a complete evaluation of academic skills. These convenient tests yield standard scores, national percentile rankings, grade equivalency, age equivalency, and performance classification by learning objective—without requiring individual administration or lengthy testing. Normed during the 2002–03 school year and highly correlated to the leading individually and group-administered achievement and intelligence tests, the BASI series provides a current, valid, and reliable assessment tool” (http://www.pearsonassessments.com/tests/basi.htm). For the objectivity, flexibility, reliability and variety of skills scored, we feel that this assessment is a perfect match for our program. The BASI is separated into timed portions based on subject. Students don’t need to worry about answering all the questions before the time runs out, they just work at whatever pace they feel comfortable, and answer the questions to the best of their ability. If students don’t know the answer for any particular question, they can move onto the next one without fear of penalty. The point of the BASI isn’t to see how many right or wrong answers students give—it is to have them share what they know with their teachers and Listo Educational Services so they may put together a curriculum suited to each individual. The curriculum is built after the BASI has been graded and scanned into the Listo Educational Services network. The results of the graded BASI are taken by our Technical Team who matches the student’s mastery of skills to the lessons and units most targeted to their individual needs. After the tailored curriculum has been generated, it is loaded onto a locked computer, set to run the Listo Educational Services tutoring software. When the computer is ready, it is distributed to the student for the tutoring to begin. Listo Educational Services Curriculum Research Listo Educational Services takes academic research, quality instructional methods and quality curriculum seriously. As a provider we carefully considered the scientific research for academic success. For this reason, we closely considered the research done by the Academy of Math and of Reading (www.autoskill.com) and have built layered curriculum into our program. We believe that evidence directly correlates differentiation in the classroom to student success. In studies outlined in their book, Leadership for Differentiating Schools and Classrooms (Tomlinson 2000), Carol Tomlinson and Susan Demirsky Allan provide scores of research for the success of this model. Of course these conclusions are not new and research for this model has its` roots in constructivists such as John Dewey, Jean Piaget and Jerome Bruner. We place a great deal of emphasis on having quality curriculum as supported through the research of Phillip Schlecty, author of Working on the Work (Schlechty 2002) and William Glasser,

Listo Educational Services Education of Migratory Children Proposal author of The Quality School (Glasser 1998) who suggest that students need quality, engaging work at their level. We go on to agree with Glasser in his next edition: The Quality School Teacher who draws a direct correlation to the dedicated instructor and student success. Each lesson and each individualized curriculum piece has an objective that correlates with a State objective, however the approach in how we administer the content is equally important. The basis our curricula implementation is Bloom’s Taxonomy (Benjamin S. Bloom; Taxonomy of Educational Objectives: Published by Allyn and Bacon, Boston MA 1984, revised by Pearson Education). In the communication arts program component, Listo Educational Services has developed a curriculum that corresponds to major reading and writing theory. After in-depth research, we are clearly aligned with the National Reading Panel findings especially related to areas of reading fluency, reading comprehension, phonics and syntax. For example, reading fluency as stated by the National Reading Panel indicates that students must read out loud with fluidity and expression and read independently for retention. Both these practices are strong anchors in our Reading Comprehension Projects. The same methodology was employed when creating the mathematical component of our programming. Proven practices of repetition, word problem variances and skill building were designed into the curriculum in order to maximize proven research. These recommendations also align to the National Council of Teachers of Mathematics’ principles and standards.

Listo Educational Services Education of Migratory Children Proposal

Evidence of Links Between Research and Program Design Reading Dimensions of Reading Phonemic Awareness Instruction Components of the Supplemental Educational Services Provider’s Instructional Program Language Usage - The Language Usage titles provide tools that assist students in mastering the written word and identifying grammar pitfalls such as subject/verb disagreement, tense shifts, double negatives, and fragments. Each of these titles also addresses sentence mechanics, including capitalization, punctuation, and diagramming. Phonetic and visual introduction of new words and word sounds.

Phonics Instruction

Building Vocabulary - Building Vocabulary provides phonetic and visual introduction to new words and words sounds. Students are exposed to numerous examples of the correct use of words and sentences. The curriculum helps to develop the student’s ability to recognize sound-letter associations and build vocabulary skills.

Fluency

Reading - The Reading & Literature curriculum series is composed of 20 well-rounded courses for grade levels 1-12. This series contains titles in the subjects of Reading, Building Vocabulary, and Humanities. The Reading series reinforces vocabulary, grammar, language, and comprehension skills as well as literature in many different forms. Students are encouraged to recognize relationships in printed text and to develop skills for using words in practical, everyday situations. Vocabulary - Covers the identification and use of closed, open, and accented syllables, using a pronunciation key, synonyms, antonyms, and words in context, words borrowed from names and places, foreign phrases, test taking strategies, identifying sound in words. Reading Comprehension - The Reading & Literature curriculum series is composed of 20 well-rounded courses for grade levels 1-12. This series contains titles in the subjects of Reading, Building Vocabulary, and Humanities. The Reading series reinforces vocabulary, grammar, language, and comprehension skills as well as literature in many different forms. Students are encouraged to recognize relationships in printed text and to develop skills for using words in practical, everyday situations.

Vocabulary

Text Comprehension

Listo Educational Services Education of Migratory Children Proposal Evidence of Links Between Research and Program Design Mathematics Mathematical Process Standards Problem Solving Components of the Supplemental Educational Services Provider’s Instructional Program Introduction to mathematical concepts. Covers numbers and counting, ordering numbers, ordinal numbers, addition readiness, vertical addition, number sense, vertical subtraction, fact families, story problems, addition sentences, subtraction sentences, identifying the operation needed to solve a problem, ordering numbers, telling time, three dimensional figures, symmetry, and fractions. Seven review tests and one comprehensive test round out the lesson content. Covers number notation, the multiplicative property of zero, operational symbols, inverse operations of multiplication and division, rules for solving equations by adding and subtracting integers, factors and exponents, fractions, graphing on the coordinate plane, slope and intercept, decimals and percents, statistics, scatter plots, the counting principle, definitions of basic geometric terms, circles, area, volume, sine and cosine ratios, and the Pythagorean Theorem. Contains seven review tests and one comprehensive exam. This school level math prepares students for the real world. Topic areas include calculating income and/or wages based on an hourly wage, calculating salary per pay period, gross vs. net pay, FICA, tax assessment, maintaining a checkbook, electronic deposits, catalog shopping, making bulk purchases, inflationary trends, calculating monthly expenses, amortization schedules, calculating distance on a map, reading utility meters, budgets, the process of obtaining a loan for a home, automobile costs, investing money into stocks and bonds, income potential for various careers, and completing a resume. Contains five review tests and one comprehensive exam. Topic areas include algebraic expressions and equations, writing numbers in exponential form, using standard and scientific calculators, integers, absolute values, review of additive identity, like terms, using reciprocals to solve problems, evaluating expressions using order of operations, inverse operations, eliminating fractions, identification of the x and y axes, linear equations, graphing with constants, rules of exponents, binomials, trinomials, using the FOIL method, factoring out monomials, trinomial squares, and quadratic equations. Contains one review test and one comprehensive exam. Covers angles, angle terminology, reference angles, definition of sine, cosine, and tangent, definition and value of secant, cosecant, and cotangent, calculating sides of right triangles, using trig to solve real world problems, the Law of Sines and Cosines, symmetry identities, verifying trigonometric identities, sum and difference for sine, cosine, and tangent, using co-function identities, graphing trig functions, principal values, arc-length, area of circular sectors, simple harmonic motion, and frequency. Contains four review tests and one comprehensive exam.

Reasoning and Proof

Communication

Connections

Representation

Listo Educational Services Education of Migratory Children Proposal Evidence of Listo Educational Services Effectiveness in Study The Instructional Program was originally introduced in 1994. This award-winning Learning System helps learners achieve measurable results wherever it is used. There are numerous studies showing the effectiveness of the Listo Educational Services platform: • A study involved four elementary schools in a suburb of Chicago, Illinois, over the course of two school years. This study examined the effects of the implementation of the Listo Educational Services Learning System on academic achievement as indexed by the Iowa Tests of Basic Skills. The schools where the use of the Listo Educational Services Learning System was encouraged and used more had greater gains in both reading and mathematics as measured by the Iowa Tests of Basic Skills. The full study is included in attachments and a third party review of the research is available at http://www.amered.com/docs/dist159_review.pdf. • A study was undertaken to scientifically establish the assessments in the Listo Educational Services platform are valid assessments of their specific academic content areas. The method used in this paper is to investigate the magnitude of agreement (criterion validity) between a standard Listo Educational Services mathematical assessment and the mathematical portion of the well known Iowa Tests of Basic Skills. The study sought to investigate the correlations between the mathematical portions of the ITBS and a specific Listo Educational Services mathematical assessment for seventh grade students are and to provide evidence that the Listo Educational Services assessment is valid. The results indicate that the Listo Educational Services assessment tests are valid and have value for educators beyond their prescriptive function. Listo Educational Services assessments allow educators to identify students who are poor performers in advance of their state mandated assessments and more importantly with enough time to direct limited resources to helping those students in need. The full text of the study is included in the Attachments and available at http://www.amered.com/docs/research/A+LSMathAssessmentandITBS.pdf and a third party review of the study is available at http://www.amered.com/docs/research/ReviewofA+LSMathAssessmentandITBS.pdf . • Another study to investigated the magnitude of agreement (criterion validity) between a standard Listo Educational Services reading assessment and the reading portion of the Oklahoma Performance Index (OPI). This study showed a highly significant correlation coefficient. Further, the study showed the reading assessment to be valid across both genders and a diverse set of ethnic background. The full text of this study is included in the Attachments and a third party review of the study is available at http://www.amered.com/docs/research/ReviewofCriterionValidityALSReadingAssessmentandOPI 7thGr.pdf • This final study reports on the results in one urban school as they implemented a computeraided instruction program to supplement mathematics instruction. Results showed that the school's achievement as compared to national norms increased over successive years not only in mathematics but also in the area of Language Arts. The vast majority of these students were learning English as a second language. The results are indicative of noteworthy improvements in Mathematics. The text of the summary of this study is included in the Attachments. The full text of the study is available at http://www.amered.com/docs/St_Pius_Report.pdf.

Listo Educational Services Education of Migratory Children Proposal

IL BNS Standards Correlation EXAMPLES Reading Comprehension IL Standard – LA.1.B.1c Language Arts Reading/Comprehension Early Elementary (1-3) LA.1.B.1c Apply reading strategies to improve understanding and fluency: Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions). BNS Lesson - 3.E.11.R.RC: Drawing Conclusions Overview: In BNS Lesson 3.E.11.R.RC, students begin with a guide section that focuses on using information presented in writing to derive context clues to make conclusions about the text. In small, manageable steps, the guide presents a story, and takes the student through the process of indentifying context clues. It begins with, “Look for clues that tell what Ted is doing: Ted climbed higher and higher. He thought the trail would never end. Later, Ted sat down to rest.” The guide presents the text, and then illuminates the process of identification, “Let's look at the clues: Ted climbed higher and higher. He thought the trail would never end. Later, he sat down to rest.” Through the rest of the guide, the program takes the student through different stories and scenarios to find clues and form conclusions. After this comprehensive presentation, students work through a practice section, applying the ideas from the guide to problems of their own. The program assists students not only in identifying the correct answers, but clarifies why the answers are correct. Fully prepared, students take the examination portion of the lesson to assess their mastery.

Listo Educational Services Education of Migratory Children Proposal

Language Mechanics IL Standard – LA.3.A.1 Language Arts Writing Early Elementary (1-3) LA.3.A.1 Use correct grammar, spelling, punctuation, capitalization and structure: Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech. BNS Lesson – 3.E.16.W.LM: Sentences I Overview: In BNS Lesson 2.E.16.W.LM, the students begin with the guide, which assists them in understanding subject/verb agreement. It starts by reviewing verbs, their forms, and their proper usage, “What kinds of things do you like to do at recess? Do you run, jump, swing, and play? Words like run and jump are called action verbs.” The guide continues by showing examples of action verbs, and helps the student to identify them in sentences. Using this process, the guide covers linking verbs, subject identification, and verb tenses. After learning from the guide, students apply the skills in the practice portion. The program takes the student through problem sets covering the elements of sentence structure they reviewed. Students are assisted by the curriculum, through prompts and clarification, towards the correct answers.

Listo Educational Services Education of Migratory Children Proposal

Math Computation IL Standard – M.8.A.1a Mathematics Early Elementary (1-3) M.8.A.1a Describe numerical relation-ships using variables and patterns: Identify, describe and extend simple geometric and numeric patterns. BNS Lesson – 3.M.13.M.MC: Overview: In BNS Lesson 3.M.13.M.MC students are introduced to the basic concepts of multiplication. The guide uses images to supplement the text, creating a visual representation for the ideas of factors and products. It begins by using a situation with three packs of gum, each containing five pieces. The guide takes the student step-by-step through the process of multiplication. It goes over the codification of mathematical language as a function, “When you say ‘three times four,’ you are thinking of adding the number FOUR THREE TIMES.” The guide continues by using visual representations of dots to show that 3 x 2 is the same as 2 x 3; the image shows three sets of two dots, and two sets of three dots—all which when counted for a total, equal six. The guide finishes by clarifying the rules of multiplication when factors are 1 or 0. The practice portion takes the student through various problems using the basic concepts of multiplication. As with the guide, the entire practice lesson focuses on introductory multiplication using the numbers 2, 3, and 5. The last portions of the practice cover the problems using the numbers 1, and 0. After being guided by the program through the practice portion, students finish with an examination to assess their mastery and understanding of what they have learned.

Listo Educational Services Education of Migratory Children Proposal

Math Application IL Standard - M.8.A.1b Mathematics Early Elementary (1-3) M.8.A.1b Describe numerical relation-ships using variables and patterns: Solve simple number sentences (e.g., 2 + o = 5). BNS Lesson – 3.M.16.M.MA In BNS Lesson 3.M.16.M.MA, the student begins with a guided instructional covering problem solving in the form of algebraic substitution presented in story form. The guide begins with a basic story problem, “Mary is 4 years older than John. Mary is 13. How old is John?” Having presented the problem, the guide moves into interpretation with the student, “Read the problem carefully. What do you know? What do you need to know? We know Mary is 4 years older than John and we know Mary is 13. We need to find John’s age.” The guided portion moves through the basic interpretation of text-presented mathematics by taking the word problem and putting it into algebraic expression by using variables to represent unknowns. The guide finishes by reviewing negative numbers and integers. After the guided review, the program assists students through a practice portion, where the concepts just covered are put to practical use. The practice allows students to choose incorrectly, and then moves them through prompted aid towards the correct answers. When the student feels comfortable with their progress in the practice portion, they may move on to the examination, which assesses their comprehension of what they learned.

Subject
Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas: Identify questions and gather information. Reading III Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas: Identify questions and gather information. Reading III Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas: Identify questions and gather information. Reading III Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas: Identify questions and gather information. Reading III

Objective

Grade

ID

Outcome

A+LS Title

A+LS Lessons

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.A.1a

Five W Questions

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.A.1a

Generalizations

Listo Educational Services Education of Migratory Children Proposal

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.A.1a

Story Details

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.A.1a

Summarizing & Paraphrasing

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.A.1b

Writing III

Information

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.B.1a

Writing III

Information

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.B.1a

Writing III

Writing Process 3

Example of Listo Educational Services State Correlation (Illinois)

Language Arts Applied Language Arts/Research Applied Language Arts/Research Early Elementary (1-3) LA.5.B.1b Early Elementary (1-3) LA.5.B.1b

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.B.1a

Writing III Writing III Writing III

Writing Process 6 Information Writing Process 6

Language Arts

Language Arts

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.C.1a

Writing III

Book Reports

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.C.1a

Writing III

Expository Writing

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.C.1a

Writing III

Letters

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.C.1a

Language Arts

Applied Language Arts/Research

Early Elementary (1-3)

LA.5.C.1b

Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas: Locate information using a variety of resources. Analyze and evaluate information acquired from various sources: Select and organize information from various sources for a specific purpose. Analyze and evaluate information acquired from various sources: Select and organize information from various sources for a specific purpose. Analyze and evaluate information acquired from various sources: Select and organize information from various sources for a specific purpose. Analyze and evaluate information acquired from various sources: Cite sources used. Analyze and evaluate information acquired from various sources: Cite sources used. Apply acquired information, concepts and ideas to communicate in a variety of formats: Write letters, reports and stories based on acquired information. Apply acquired information, concepts and ideas to communicate in a variety of formats: Write letters, reports and stories based on acquired information. Apply acquired information, concepts and ideas to communicate in a variety of formats: Write letters, reports and stories based on acquired information. Apply acquired information, concepts and ideas to communicate in a variety of formats: Write letters, reports and stories based on acquired information. Apply acquired information, concepts and ideas to communicate in a variety of formats: Use print, nonprint, human and technological resources to acquire and use information.

Writing III

Narratives

Writing III

Information