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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 4 The Terra Nova Complete Battery assesses students in fourth grade (Level 14). |
| 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. 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 Technique: Nonfiction/Analyze
The learner will be able to (ESSENTIAL) identify/analyze the author's purpose (e.g., entertain, inform, explain) and indicate the elements used to achieve that purpose.
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Author Style/Technique: Tone/Evaluate
The learner will be able to (ESSENTIAL) evaluate how an author's tone influences the text.
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Comprehend: Differences
The learner will be able to (ESSENTIAL) understand the differences of various genres.
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Point of View: Evaluate
The learner will be able to (ESSENTIAL) evaluate how author point of view influences reading materials.
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| Information Processing |
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Information:Gather/Organize/Record
The learner will be able to (IMPORTANT) retrieve, organize, and represent information (e.g. charts, maps, graphs, forms, tables, timelines), and gather and record information on a research topic using two different sources.
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Information/Study Skills: Use
The learner will be able to (IMPORTANT) use appropriate reference sources in various forms (e.g., interviews with family and community, encyclopedias, card/electronic catalogs, almanacs, magazines, newspapers, dictionaries, glossaries, and thesaurus.
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Informational Texts: Understand
The learner will be able to (IMPORTANT) understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, diaries, and internet sites).
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Materials: Skim
The learner will be able to skim materials to develop a general overview of content or to locate specific information.
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Media Effects: Identify
The learner will be able to (IMPORTANT) develop an awareness of the effects of media (e.g., television, print materials, radio, internet, magazines) on daily life.
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Media/Technology: Use
The learner will be able to (IMPORTANT) use media (e.g., photographs, films, videos, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) and use current technology as a research and communication tool for personal interest, research, and clarification.
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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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Fragment/Run-Ons Identify
The learner will be able to (ESSENTIAL) identify incomplete sentences including fragments and run-ons.
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Declarative: Change to Question
The learner will be able to (ESSENTIAL) change a declarative sentence into a question.
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Incomplete Sentences: Complete
The learner will be able to (ESSENTIAL) select the best way to correct incomplete sentences within context.
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Modifier: Misplaced/Identify
The learner will be able to (ESSENTIAL) identify a misplaced modifier in a sentence.
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Nouns, Verbs, Adj: Identify Correct
The learner will be able to (ESSENTIAL) identify the correct use of nouns (i.e., common and proper, plurals, possessives), verbs(i.e., agreement, tenses, correct and linking), and adjectives (i.e., comparison forms and articles) within context.
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Parallel Structure: Writing/Edit
The learner will be able to (ESSENTIAL) edit writing for appropriate parallel structure.
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Plurals/Contractions/Possessives: Choose
The learner will be able to (ESSENTIAL) choose the correct formation of plurals, contractions, and possessives within context.
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Predicate: Simple/Use
The learner will be able to (ESSENTIAL) write a sentence which contains a simple predicate.
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Pronouns/Adverbs: Identify Correct
The learner will be able to (ESSENTIAL) identify the correct use of pronouns (i.e., subject, object, and agreement), and adverbs (i.e., comparison forms and negatives) within context.
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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:Compound Sub/Pred
The learner will be able to (IMPORTANT) combine sentences using compound subjects and /or predicates.
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Sentence Combining: Concise/Clarity
The learner will be able to (IMPORTANT) combine two sentences concisely and with clarity of meaning.
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Sentence Structure: Grammar/Effective
The learner will be able to (IMPORTANT) write grammatically correct, effective sentences.
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Sentence Structure: Identify Complete
The learner will be able to (ESSENTIAL) identify complete sentences.
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Sentence Structure: Recognize Errors
The learner will be able to (ESSENTIAL) recognize and correct errors in sentence structure.
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Sentence Structure: Use
The learner will be able to (IMPORTANT) use correct sentence structure.
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Sentence Structure: Writing Purpose
The learner will be able to (ESSENTIAL) identify the sentence structure most appropriate for different writing purposes.
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Subject: Simple/Use
The learner will be able to (ESSENTIAL) write a sentence which contains a simple subject.
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Subject-Verb: Agreement
The learner will be able to (ESSENTIAL) use correct subject-verb agreement.
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Usage Errors: Recognize
The learner will be able to (ESSENTIAL) recognize usage errors occurring within context (i.e., double negatives, troublesome words: to, too, two, their, there, they're, its, it's) (Learning Accomplishment includes sit-sat, lay-lie).
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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. 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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Apostrophe: Use
The learner will be able to (ESSENTIAL) correctly use apostrophes in sentences.
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Capitalization: Use Correctly
The learner will be able to (ESSENTIAL) use capitalization correctly including names, dates, addresses, the beginning of sentences, titles, titles of books, abbreviations, quotations, parts of a friendly letter.
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Colon: Use
The learner will be able to (ESSENTIAL) use a colon correctly.
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Comma: Identify Correct Use
The learner will be able to (ESSENTIAL) identify the correct use of commas.
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Endmarks: Identify
The learner will be able to (ESSENTIAL) identify declarative, interrogative, and exclamatory sentences by recognizing appropriate endmarks.
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Punctuation: Letters/Literary Titles
The learner will be able to (ESSENTIAL) identify the correct use of punctuation in letters and literary titles.
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Quotation Marks/Commas: Direct Quotation
The learner will be able to (ESSENTIAL) choose the correct use of quotation marks and commas in direct quotations Learning Accomplishment (titles).
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Quotation Mark: Identify
The learner will be able to identify the correct use of quotation marks in a sentence.
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Standard English Mech: Demo Knowledge
The learner will be able to (IMPORTANT) abbreviate words correctly.
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Standard English Mech: Demo Knowledge
The learner will be able to (IMPORTANT) continue to write legibly.
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| Listening/Speaking |
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Behaviors: Interpretive Skills
The learner will be able to (ESSENTIAL) demonstrate developmentally appropriate interpretive listening comprehension skills.
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Behaviors: Literal Skills
The learner will be able to (ESSENTIAL) demonstrate developmentally appropriate literal listening comprehension skills.
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Language Skills: Develop
The learner will be able to (IMPORTANT) develop language/listening skills by formulating and responding to questions, questions in creative responses (e.g., choral reading, discussion, dramatization, questions presentations), summarizing orally what has been learned, and participating in recitations of assigned/questions-selected passages.
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Listening/Oral Language Skills: Develop
The learner will be able to (IMPORTANT) listen attentively by facing speaker and paraphrasing what is said, using facing rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback), and understand follow and giver oral multi-step directions which may include illustrations.
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Listening/Oral Language Skills: Develop
The learner will be able to (IMPORTANT) develop language/listening skills by presenting an original or published work with a group or individually, using different voice levels and speech patterns for small groups, informal discussions, and reports, and interpreting and using a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture).
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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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Analogy: Choose Word to Complete
The learner will be able to (ESSENTIAL) choose a logical word to complete an analogy using synonyms and antonyms.
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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 including characters, theme, setting, and plot development.
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Cause/Effect: Understanding
The learner will be able to (ESSENTIAL) understand the relationship between cause and effect.
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Chart, Map, Timeline: Interpret
The learner will be able to (ESSENTIAL) interpret information using a chart, map, or timeline.
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Compare/Contrast: Reading Materials
The learner will be able to (ESSENTIAL) compare and contrast reading materials.
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Comprehension: Display Skills
The learner will be able to (ESSENTIAL) display comprehension skills.
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Content Areas: Read
The learner will be able to (IMPORTANT) develop skills for learning in content areas by developing vocabulary specific to content area, locating information using text features (e.g., maps, charts, graphics, appendices, tables of contents) using comprehension strategies (e.g., pausing, rereading, consulting other sources, asking for help), determining reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies).
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Critical Thinking: Reading Materials
The learner will be able to (ESSENTIAL) critically examine reading materials.
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Decoding Strategies: Use
The learner will be able to (IMPORTANT) use decoding strategies including knowledge of letter-sound correspondence, root words, prefixes and suffixes, syllabication, spelling patterns, word families, reading ahead, and drawing upon prior knowledge.
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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: Understanding Sentence
The learner will be able to (ESSENTIAL) understand the meaning of a sentence.
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Fact/Opinion
The learner will be able to (ESSENTIAL) distinguish between fact and opinion.
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Forms of Text: Identify
The learner will be able to (ESSENTIAL) identify different forms of text (e.g., poems, drama, fiction, non-fiction) (Learning Accomplishment also includes plays, letters, ads, biographies, novels, historical fiction).
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Generalization: Passage
The learner will be able to (ESSENTIAL) make a generalization based on passage elements.
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Generalizations: State
The learner will be able to (IMPORTANT) state reasonable generalizations in reference to two pieces of text on a similar topic.
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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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Independently: Read
The learner will be able to (IMPORTANT) read independently each day to increase fluency, accuracy, confidence, and expression by paired reading, guided oral reading,shared reading, choral reading, recorded reading echo reading, by reading from a variety of texts (e.g., poetry, drama, current events, novels), and by using appropriate punctuation, expression, and rate.
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Inference: Information
The learner will be able to (ESSENTIAL) make inferences from information in written material.
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Information Sources: Locate/Select
The learner will be able to (ESSENTIAL) locate and select sources from which to gather information, predictions, and conclusions.
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Literary Device: Techniques/Analyze
The learner will be able to (ESSENTIAL) analyze literary techniques.
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Main Idea: Stated
The learner will be able to (ESSENTIAL) determine and analyze the main idea stated in a passage.
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Motivation for Reading: Sustain
The learner will be able to (IMPORTANT) visit libraries, media centers, book fairs, read daily from self-selected materials(using personal interest, authors, text difficulty, genres, recommendations of others), beginning a personal reading list, choosing to read as a leisure activity, and experiencing literature which reflects a diverse society.
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Parts of Book: Use
The learner will be able to (ESSENTIAL) use table of contents, title page, and glossary to locate information (Learning Accomplishment includes title, chapter title, and index).
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Persuasive: Bias/Evaluate
The learner will be able to (ESSENTIAL) evaluate authors' biases in reading materials.
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Plot: Climax
The learner will be able to (ESSENTIAL) recognize plot climax in reading selections including fairy tales, folk tales fables, and myths.
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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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Prefixes/Suffixes/Root Words: Use
The learner will be able to (ESSENTIAL) use prefixes, suffixes, and root words as aids in determining meaning within context.
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Prereading Strategies: Use
The learner will be able to (IMPORTANT) use prereading strategies including setting a purpose for reading (e.g. to understand, to enjoy, to solve problems, to locate information), organize prior knowledge using webbing, mapping, brainstorming, listing), using text features to preview (e.g. illustrations, graphs, diagrams, headings), making predictions, and exploring significant words to be encountered in the text.
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Prior Knowledge: Understand Text
The learner will be able to (IMPORTANT) use prior knowledge to understand texts.
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Problem/Solution: Recognize
The learner will be able to (ESSENTIAL) determine the problem of a story and recognize its solution.
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Questions: Aid Understanding
The learner will be able to (ESSENTIAL) generate questions to aid understanding while reading.
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Reading Behaviors: Apply
The learner will be able to (ESSENTIAL) apply meaning while reading.
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Reading Behaviors: Initial Understanding
The learner will be able to (ESSENTIAL) demonstrate an initial understanding of a text.
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Reading Behaviors: Monitoring Reading
The learner will be able to (ESSENTIAL) monitor reading comprehension.
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Reality/Fantasy
The learner will be able to (ESSENTIAL) distinguish between reality and fantasy.
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Response: Connection/Text
The learner will be able to (ESSENTIAL) make connections among reading materials.
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Rhyming Patterns: Understand
The learner will be able to (IMPORTANT) understand rhyming patterns in printed materials.
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Sequence: Identify Order
The learner will be able to (ESSENTIAL) identify the order of events which occur within a reading selection (fiction/non-fiction) and print/non-print.
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Similes/Metaphors: Interpret
The learner will be able to (ESSENTIAL) identify and interpret similes and metaphors (Learning Accomplishment includes idioms, imagery, personification).
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Similarities/Differences: Discuss
The learner will be able to (IMPORTANT) discuss similarities and differences in events and characters using evidence cited in two or three texts.
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Sequence: Use/Understand
The learner will be able to (ESSENTIAL) use sequence to understand reading materials.
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Sounds of Language: Recognize
The learner will be able to (ESSENTIAL) recognize the sounds of language (i.e., alliteration, rhyme, and repetition) (Learning Accomplishment also includes poetry, music, lyrics, books on tape, sound effects, read-alouds, onomatopoeia, rhythm. beat).
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Sources: Use To Determine Meaning
The learner will be able to (ESSENTIAL) determine the meaning of unfamiliar words/multiple meaning words using context clues, dictionaries, and glossaries.
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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: Knowing
The learner will be able to (IMPORTANT) know of a variety of strategies which aid comprehension including formulating clarifying questions, predicting outcomes, using metacognitive and self-monitoring strategies (e.g., rereading, identifying miscues, reading ahead, asking for help, drawing on earlier reading), creating mental images, making inferences, drawing conclusions, expressing reactions, and verifying or modifying the pre-reading purpose.
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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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Structure: Increase Understanding
The learner will be able to (ESSENTIAL) use text structure to increase understanding of reading materials.
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Summary: Passage
The learner will be able to (ESSENTIAL) summarize a reading passage in his/her own words.
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Support: Examine
The learner will be able to (ESSENTIAL) examine the adequacy of support in reading materials.
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Synonyms/Antonyms/Homonyms: Select
The learner will be able to (ESSENTIAL) select appropriate synonyms, antonyms, and homonyms within context.
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Synthesizing: Information/Multiple Texts
The learner will be able to (ESSENTIAL) demonstrate skills for constructing meaning by synthesizing information from multiple written texts.
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Techniques: Persuasive/Analyze
The learner will be able to (ESSENTIAL) analyze persuasive techniques.
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Text Features: Use
The learner will be able to (ESSENTIAL) use headings, graphics, and captions to make meaning from texts (Learning Accomplishment includes also key words, side bars).
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Theme: Identify
The learner will be able to (IMPORTANT) identify the theme of a given reading passage.
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Variety of Purposes: Read
The learner will be able to (IMPORTANT) read independently for a variety of purposes including literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, to build fluency.
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Various Genres: Experience
The learner will be able to (IMPORTANT) identify and describe the main and other characters, considering the importance of actions, motives, and appearances,comparing and contrasting events and versions of the same story, and distinguishing between first and third person points of view.
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Word: Environment
The learner will be able to (ESSENTIAL) recognize words found in the immediate environment.
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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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Affix/Root Words/Homonyms/Compound: Spel
The learner will be able to (ESSENTIAL)spell affixes, root words,compound words, and homonyms correctly.
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Consonant: Silent/Double
The learner will be able to (ESSENTIAL) spell words with silent consonants and double letters correctly.
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Correct Spelling: Identify
The learner will be able to (ESSENTIAL) identify correctly spelled words in context.
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Irregular Words
The learner will be able to (ESSENTIAL) correctly write words with irregular spelling.
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Prefixes/Suffixes
The learner will be able to (ESSENTIAL) correctly spell words that have a prefix and/or a suffix.
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Schwa Sound
The learner will be able to (ESSENTIAL) correctly spell words which have a schwa sound.
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Spelling: Contractions
The learner will be able to (ESSENTIAL) spell words with contractions correctly.
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Spelling: Variant
The learner will be able to (ESSENTIAL) correctly spell words with variant spellings.
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Standard English Spelling:Demo Knowledge
The learner will be able to (IMPORTANT) demonstrate knowledge of standard English spelling by spelling high frequency words correctly, spelling plurals and possessives correctly, using knowledge of root words, prefixes, suffixes, and structural analysis to spell words correctly, and identifying and correctly spelling homonyms in context.
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Standard English Spelling:Demo Knowledge
The learner will be able to (IMPORTANT) demonstrate knowledge of standard English spelling by spelling correctly commonly knowledge grade level words, spelling correctly words commonly used in content specific vocabulary, and recognizing misspelled words in context.
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Standard English Spelling:Demo Knowledge
The learner will be able to (IMPORTANT) demonstrate knowledge of standard English spelling by determining correct spelling of words utilizing electronic and print tools (e.g., spell checkers, dictionaries, lists, word walls, charts), proofreading and editing for accuracy of spelling, and developing a consciousness toward correct spelling across all subject areas.
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Strategies: Word Parts
The learner will be able to (ESSENTIAL) use knowledge of similar word parts to spell words correctly.
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Structural Units: Identify
The learner will be able to (ESSENTIAL) identify the correct spelling of structural units.
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Vowels:Long/Short, Digraphs, Diphthongs/
The learner will be able to (ESSENTIAL) correctly spell words with diphthongs, digraphs, long and short vowels, and words where the vowel sound is influenced by the letter "r".
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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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Antonym/Synonym: Define
The learner will be able to (ESSENTIAL) define antonyms and synonyms.
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