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Jefferson County Schools Language Arts The Tennessee English Language Arts Curriculum Framework for Kindergarten through Grade 12 was adopted by the State Board of Education on December 5, 1996. "The framework includes the Content Strands and Learning Expectations necessary to insure K-12 Tennessee students develop the language skills needed to succeed in school, in the workplace, and in their lives." Grade 2 The Terra Nova Complete Battery assesses students in second grade (Level 12). |
| Genres |
| The Genres Unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some examples of genres are science fiction, poetry, drama, British literature, and multicultural literature. |
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Author: Identify
The learner will be able to (IMPORTANT) identify favorite stories, informational text, authors, and illustrators.
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Folk Tale
The learner will be able to (IMPORTANT) read and understand folk tales and fables.
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Genre: Read Aloud/Variety/Explore
The learner will be able to (IMPORTANT) explore a variety of literature through read-alouds, tapes, and independent reading.
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Genre: Use
The learner will be able to (IMPORTANT) identify the use of different genres in reading materials (e.g., folktales, fables, fairy tales).
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Informational: Variety/Purpose/Read
The learner will be able to (IMPORTANT) read independently for a variety of purposes including for literary experience, to gain information, to purposes a task, for enjoyment, to expand vocabulary, and to build fluency.
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Poetry: Share
The learner will be able to (IMPORTANT) share storybooks, poems, environmental print, and own writing.
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| Information Processing |
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Book Parts: Identify
The learner will be able to (IMPORTANT) identify parts of a book (e.g., title, author, illustrator, table of contents, and glossary).
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Community: Information/School/Outside
The learner will be able to (IMPORTANT) identify resources available outside the classroom(e.g., family, community) family and community.
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Library: Visit
The learner will be able to (IMPORTANT) visit various libraries and check out materials.
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Nonprint: Characters/Plot/Setting
The learner will be able to (IMPORTANT) identify characters, plot, and setting in print and nonprint materials.
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Print: Identify
The learner will be able to (IMPORTANT) identify print sources of information (e.g., books, magazines, maps, charts, and graphs).
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Purposes: Variety
The learner will be able to (IMPORTANT) read and view various literary (e.g., picture books, storybooks, fairy tales, nonfiction texts, poetry, lyrics to songs) and media (e.g., illustrations, the arts, films, videos) genres.
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Research Skills: Purpose of Materials
The learner will be able to (IMPORTANT) understand the purpose of using different reference materials (e.g., dictionary, encyclopedia).
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Visual Genres: Visual Material
The learner will be able to (IMPORTANT) understand the main idea in a visual message (e.g., pictures, cartoons, posters).
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| Language Expressions |
| The Language Expressions Unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. The Language Expressions Unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. |
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Adjective: Use
The learner will be able to (IMPORTANT) correctly use adjectives (e.g., descriptive, comparative, descriptive).
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Declarative: Identify
The learner will be able to (IMPORTANT) identify and use statements, questions, and exclamatory sentences in writing and speaking.
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Fragments/Run-Ons: Identify
The learner will be able to (ESSENTIAL) identify incomplete sentences (fragments nd run-ons).
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Language Structure: Apply
The learner will be able to (IMPORTANT) apply knowledge of oral language structure.
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Noun: Use
The learner will be able to (IMPORTANT) use nouns correctly (e.g., singular and plural, common and proper, possessives).
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Pronoun: Use
The learner will be able to (IMPORTANT) use pronouns in sentences correctly(e.g., pronoun case, subject and object agreement).
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Sentence Combining
The learner will be able to (ESSENTIAL) combine multiple complete sentences into one complete sentence.
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Sentence Combining: Simple/Compound
The learner will be able to (IMPORTANT) combine simple sentences to create compound sentences.
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Sentence Structure: Coherent
The learner will be able to (IMPORTANT) use coherent sentence structure.
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Sentence Structure: Differentiate
The learner will be able to (IMPORTANT) distinguish between complete and incomplete sentences.
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Sentence Structure: Identify Complete
The learner will be able to (ESSENTIAL) identify complete sentences.
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Subject/Predicate: Simple/Use
The learner will be able to (ESSENTIAL) write a sentence which contains a simple subject and a simple predicate.
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Verb: Use
The learner will be able to (IMPORTANT) use verbs correctly (e.g., past and present tense, agreement, action and linking, irregular).
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| Language Mechanics |
| The Language Mechanics Unit includes comprehending and applying the rules that govern punctuation and capitalization when writing and editing written works. |
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Alphabetizing: Two-step
The learner will be able to (IMPORTANT) alphabetize to the second letter of a word.
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Capitalization: Use Correctly
The learner will be able to (IMPORTANT) use capitalization correctly (Learning Accomplishment includes names, first word of sentence, proper nouns, pronoun "I").
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Comma: Series/Items/Use
The learner will be able to (IMPORTANT) use commas correctly with items in a series of one-word items (e.g., apples, oranges, and pears).
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Contraction: Apostrophes
The learner will be able to (IMPORTANT) show an understanding of the use of apostrophes in contractions.
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Endmark: Exclamation Point/Identify/Use
The learner will be able to (IMPORTANT) use correct punctuation at the end of declarative sentences, exclamatory sentences, and questions.
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| Listening/Speaking |
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Comprehension Strategies: Use
The learner will be able to (IMPORTANT) derive meaning while reading by employing self-correction (e.g. rereading, asking for meaning), participating in discussion about text and relating meaning to personal experiences, predicting and adjusting outcomes during reading.
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Directions: Understand/Oral
The learner will be able to (IMPORTANT) understand, follow, and give oral directions.
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Discussion: Group/Participate
The learner will be able to (IMPORTANT) participate in group discussions.
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Response: Variety/Media
The learner will be able to (IMPORTANT) develop listening skills by listening for a specific purpose, using appropriate listening skills (e.g., does not interrupt, faces speaker, asks questions), following oral questions, recognizing the difference between formal and informal language, and listening and responding to a variety of media (e.g., books, audio tapes, videos).
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Strategies: Oral Language/Extend
The learner will be able to (IMPORTANT) extend oral language skills by implementing rules for conversation, responding to questions from teacher and peers, and narrating a personal story.
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| Reading Operations |
| The Reading Operations Unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). The Reading Operations Unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). |
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Analyze: Literary Selection
The learner will be able to (ESSENTIAL) analyze characters in a literary selection.
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Analyze: Relationships/Reading Materials
The learner will be able to (ESSENTIAL) analyze cause and effect relationships in reading materials.
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Analyze: Story Elements
The learner will be able to (ESSENTIAL) analyze story elements in reading materials.
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Analyze: Theme/Literary Selection
The learner will be able to (ESSENTIAL) analyze the theme of a literary selection.
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Character: Interact/Identify
The learner will be able to (IMPORTANT) identify how the main character and other characters interact with each other.
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Comprehension: Display Skills
The learner will be able to (ESSENTIAL) display comprehension skills.
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Construct Meaning: Graphic Organizers
The learner will be able to (IMPORTANT) use graphic organizers to understand text.
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Critical Thinking: Reading Materials
The learner will be able to (ESSENTIAL) critically examine reading materials.
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Draw Conclusion: Hypothesis
The learner will be able to (ESSENTIAL) develop a hypothesis based on a reading selection.
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Draw Conclusion: Reading Material
The learner will be able to (ESSENTIAL) draw conclusions about reading materials.
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Emergent Reading: Comprehend/Paragraph
The learner will be able to (IMPORTANT) recognize that groups of sentences make a paragraph and paragraphs make a story.
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Emergent Reading: Word Families/Use
The learner will be able to (IMPORTANT) use word families,word walls, and word sorts.
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Generalization: Passage
The learner will be able to (ESSENTIAL) make a generalization based on passage elements.
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Graphic Feature: Use
The learner will be able to (ESSENTIAL) use common graphical features to increase understanding of reading materials.
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Oral Words/Print Words: Match
The learner will be able to (IMPORTANT) match oral words to print words.
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Main Idea: Text/Analyze
The learner will be able to (ESSENTIAL) analyze a text's main ideas.
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Mechanics: Punctuation/Apply
The learner will be able to (IMPORTANT) apply an understanding of punctuation to clarify written works (e.g., period, question mark, exclamation mark).
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Predict Outcome: Information
The learner will be able to (ESSENTIAL) make predictions from information in written material.
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Prereading: Strategies/Apply
The learner will be able to (IMPORTANT) apply a variety of prereading strategies including making predictions, using illustrations, participating in activities to build background knowledge, creating graphic organizers (e. g. , KWL, webs, lists, story maps, charts), determining events which are real and which are fantasy, comparing and contrasting, connecting life experiences to events in the text, and determining the problem and solution in a story.
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Problem/Solution: Determine
The learner will be able to (IMPORTANT) discover the problem in a reading selection and discover its solution.
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Purposes: Establishing
The learner will be able to (IMPORTANT) establish a purpose for reading specific materials before engaging in reading.
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Read Aloud: Text/Fluency/Confidence
The learner will be able to (IMPORTANT) read text aloud with fluency, expression, accuracy, and confidence by reflecting punctuation within written text while reading orally, participating in guided, oral readings, reading a variety of texts, and demonstrating the automatic recognition of high frequency words.
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Reading Behaviors: Apply
The learner will be able to (ESSENTIAL) apply meaning while reading.
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Reading Behaviors: Independent/Daily
The learner will be able to (IMPORTANT) improve reading comprehension by reading independently on a daily basis.
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Reading Behaviors: Literacy Activities
The learner will be able to (IMPORTANT) participate in various literacy activities voluntarily (e.g. self-select books and stories).
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Reading Behaviors: Literary/Relate
The learner will be able to (IMPORTANT) relate literary experiences to others (e.g., book reports, sharing favorite stories).
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Reading Behaviors: Personal Enjoyment
The learner will be able to (IMPORTANT) read on his/her own for pleasure.
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Reality/Fantasy
The learner will be able to (ESSENTIAL) distinguish between reality and fantasy.
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Response: Creative
The learner will be able to (IMPORTANT) respond creatively to written material (e.g., choral reading, discussion, and dramatization).
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Sequence: Use/Understand
The learner will be able to (ESSENTIAL) use sequence to understand reading materials.
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Stories: Compare/Contrast
The learner will be able to (IMPORTANT) compare and contrast different stories.
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Sharing: Take Part/Reading
The learner will be able to (IMPORTANT) take part in shared reading.
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Strategies: Extend Information
The learner will be able to (ESSENTIAL) extend information beyond passage ideas while reading.
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Strategies: Reading to Learn/Curriculum
The learner will be able to (IMPORTANT) develop skills to facilitate reading to learn across the curriculum by developing content specific vocabulary, and using text features to locate information (e.g. charts, maps, and illustrations).
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Strategies: Vocabulary/Using
The learner will be able to (ESSENTIAL) use vocabulary to understand what is read.
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Summary: Content/Classroom/Learned
The learner will be able to (IMPORTANT) summarize the content of what has been learned in the classroom.
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Understanding: Check
The learner will be able to (IMPORTANT) check for understanding after reading by recalling the sequence of events, drawing conclusions, restating story events, recognizing cause and effect, and recognizing the main idea.
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| Spelling |
| The Spelling Unit includes studying language and word structure knowledge to discern the correct spelling of words. It includes skills related to editing passages for correct spelling by making connections between spelling, meaning, and structure. |
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Consonant: Blends
The learner will be able to (IMPORTANT) spell basic short and long vowel words and consonant blend patterns.
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Irregular Word: Plural Nouns
The learner will be able to (IMPORTANT) spell regular and irregular plural nouns correctly (e.g., boy/boys, child/children).
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Spelling: High Frequency/Spell
The learner will be able to (IMPORTANT) regularly spell high frequency words correctly.
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Spelling: Use/Grade Level/Appropriate
The learner will be able to (IMPORTANT) use correct spelling for words that are appropriate to his/her grade level.
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Strategies: Dictionary
The learner will be able to (IMPORTANT) use a dictionary to check his/her spelling and to spell words correctly.
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| Vocabulary |
| The Vocabulary Unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning. The Vocabulary Unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning. |
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Base Word: Suffixes/Add
The learner will be able to (IMPORTANT) add suffixes to base words (e.g., -ed, -ing, -es).
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Context: Word Meaning/Multiple
The learner will be able to (IMPORTANT) identify simple multi-meaning words based on the appropriate meaning for the context.
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Expand: Read/Out Loud
The learner will be able to (IMPORTANT) expand vocabulary by reading out loud.
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Listening: Oral/Develop
The learner will be able to (IMPORTANT) develop vocabulary by listening to orally read literature, participating in discussions, and reading self-selected and assigned texts.
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Strategies: Structural/Analysis/Use
The learner will be able to (IMPORTANT) use structural analysis and knowledge of letter-sound correspondence to decode words.
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Strategies: Variety
The learner will be able to (ESSENTIAL) apply a variety of vocabulary strategies.
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| Word Analysis |
| The Word Analysis Unit focuses on examining word structure and sound. It includes topics such as consonants, vowels, rhyming, and word building. The Word Analysis Unit focuses on examining word structure and sound. It includes topics such as consonants, vowels, rhyming, and word building. |
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Word: Analysis Skills
The learner will be able to (ESSENTIAL) demonstrate developmentally appropriate word analysis skills.
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Auditory Discrimination: Awareness/Sound
The learner will be able to (IMPORTANT) create awareness of sounds of language by frequent exposure to various auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).
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Contraction: Identify
The learner will be able to (IMPORTANT) recognize common abbreviations and contractions.
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Decode: Strategies/Use
The learner will be able to (IMPORTANT) use a variety of strategies to decode words including sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs).
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Syllabication: Word/Read
The learner will be able to (IMPORTANT) apply syllabication to aid in reading unfamiliar words.
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Unfamiliar Words: Known/Decode
The learner will be able to (IMPORTANT) use known words to decode unfamiliar words.
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Unfamiliar Word: Meaning/Determine
The learner will be able to (IMPORTANT) determine the meaning of unfamiliar words (e.g., picture dictionary, picture clues, context clues, structural analysis).
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Word: Target/Sound/Add/Remove/Modify
The learner will be able to (IMPORTANT) add, remove, or modify target sounds to change words.
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Word Rhymes
The learner will be able to (IMPORTANT) identify and produce rhyming words.
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| Writing |
| The Writing Unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are expository, narrative, poetry, and drama. The Writing Unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are expository, narrative, poetry, and drama. |
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Across Curriculum: Information/Science
The learner will be able to (IMPORTANT) summarize information learned in science.
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Across Curriculum: Math Journals
The learner will be able to (IMPORTANT) write in math journals, compose math stories, and write explanations for problem solving.
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Across Curriculum: Social Studies
The learner will be able to (IMPORTANT) compose stories using information learned in social studies.
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Clarity: Words/Phrases/Enhance
The learner will be able to (IMPORTANT) identify words or phrases that could enhance clarification after writing a story.
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Composition: Variety
The learner will be able to (IMPORTANT) experience publishing opportunities by sharing completed work, using technology to publish writing, incorporating photographs/illustrations, and preparing a variety of written works (e.g., individual, classroom, published books, stories, and book reports).
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Detail: Relevant/Choose
The learner will be able to (ESSENTIAL) choose details relevant to the topic of a written work.
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Dictate: Story
The learner will be able to (IMPORTANT) dictate or write a story (e.g., tape recorder, adult, older student).
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Drafting: Process/First Drafts/Compose
The learner will be able to (IMPORTANT) use the writing process to compose first drafts.
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Drafting: Reread
The learner will be able to (IMPORTANT) reread drafts.
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Edit: Capitalization
The learner will be able to (ESSENTIAL) edit sentences for capitalization errors.
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Edit: Complete/Sentence
The learner will be able to (IMPORTANT) edit for the use of complete sentences.
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Edit: Proofreading/Resources/Classroom
The learner will be able to (IMPORTANT) use classroom sources when proofreading (e.g. word walls, picture dictionaries, teacher, peers, appropriate technology, student generated word books).
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Edit: Punctuation
The learner will be able to (ESSENTIAL) edit for correct use of punctuation.
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Evaluating Writing: Self
The learner will be able to (IMPORTANT) evaluate his/her own written products and the written products of others by using a simple rubric , small group discussion and shared work, reviewing personal collection to determine progress.
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Expressive: Opinion
The learner will be able to (IMPORTANT) express opinion and judgments through writing.
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Focus: Sharpen
The learner will be able to (IMPORTANT) sharpen the focus of a written work.
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Language Structure: Elements/Use
The learner will be able to (IMPORTANT) use the elements of language when writing and editing (e.g., endmarks, capitalization, and commas in a series).
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Manuscript: Use/Legible
The learner will be able to (IMPORTANT) use legible manuscript when writing.
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Opinion: Samples/Maintain/Judgements
The learner will be able to (IMPORTANT) with teacher's aid, maintain samples of writings and illustrations expressing opinions and judgements (e.g., portfolio, journals, student-made books).
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Own Writing: Read/Explain
The learner will be able to (IMPORTANT) read and explain one's own writings.
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Purposes: Thoughts/Forms
The learner will be able to (IMPORTANT) use a variety of prewriting strategies including brainstorming, selecting a focus, constructing graphs organizers, writing key thoughts and questions, recording reactions and observations, and using a variety of informational sources.
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Revise: Descriptive Detail/Provide
The learner will be able to (IMPORTANT) revise to clarify and refine writing (e.g., rearrange words, sentences, paragraphs) and provide more descriptive detail.
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Revise: First Draft
The learner will be able to (IMPORTANT) revise a first draft based on suggestions and comments from the teacher.
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Response: Literature
The learner will be able to (IMPORTANT) write a response to literature including describing characters, setting, events, writing a different ending, writing about favorite character or art of story, composing a note or questions for a favorite author, and summarizing.
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Sequence: Events
The learner will be able to (IMPORTANT) order events logically and sequentially when writing.
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Sequence: Identify
The learner will be able to (ESSENTIAL) identify correct sentence sequence.
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Story Elements: Experiences
The learner will be able to (IMPORTANT) write narrative account with a beginning, middle, end, write accounts of personal experience, write group stories with a beginning, middle, end, and use legible handwriting.
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