English Language Framework for California Public Schools, Kindergarten through Grade Twelve.
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| Title: | English Language Framework for California Public Schools, Kindergarten through Grade Twelve. |
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| Authors: | California State Dept. of Education, Sacramento. |
| Peer Reviewed: | N |
| Page Count: | 81 |
| Publication Date: | 1976 |
| Document Type: | Reports - Descriptive |
| Descriptors: | Educational Objectives, Educational Philosophy, Elementary Secondary Education, English Curriculum, Individual Differences, Language Arts, Literature Programs, Program Descriptions, Program Design, Program Evaluation, Program Guides, Writing (Composition) |
| Geographic Terms: | California |
| Abstract: | This booklet is an update of the "English Language Framework for California Public Schools: Kindergarten Through Grade Twelve" published in 1968. One of the functions of this framework is "to provide a structure which integrates evidence, suggests action, and articulates new ideas and relationships." The document is divided into seven major sections. "Philosophical Considerations: Student, Process, Content" examines the focus of the student, process in the English Language Arts, and content as a component of learning. "The Student as Language User and Interpreter: Goals and Objectives" examines program objectives and goals for the student. "Language Arts and Operations: Process" examines such topics as oral language, listening and speaking, reading, composing, and valuing."Language Areas: Content" examines language study, literature, and media. The fifth section examines evaluation efforts. The sixth chapter examines models for the English Language Arts program. The final chapter, "Contemporary Issues," examines concern for individuals, organization of curriculum, the teachers' roles, the need for good public relations, and the use of tests. (TS) |
| Entry Date: | 1976 |
| Accession Number: | ED120817 |
| Database: | ERIC |
| Abstract: | This booklet is an update of the "English Language Framework for California Public Schools: Kindergarten Through Grade Twelve" published in 1968. One of the functions of this framework is "to provide a structure which integrates evidence, suggests action, and articulates new ideas and relationships." The document is divided into seven major sections. "Philosophical Considerations: Student, Process, Content" examines the focus of the student, process in the English Language Arts, and content as a component of learning. "The Student as Language User and Interpreter: Goals and Objectives" examines program objectives and goals for the student. "Language Arts and Operations: Process" examines such topics as oral language, listening and speaking, reading, composing, and valuing."Language Areas: Content" examines language study, literature, and media. The fifth section examines evaluation efforts. The sixth chapter examines models for the English Language Arts program. The final chapter, "Contemporary Issues," examines concern for individuals, organization of curriculum, the teachers' roles, the need for good public relations, and the use of tests. (TS) |
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