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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 6 The Terra Nova Complete Battery assesses students in sixth grade (Level 16). |
| 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 Intention: Evaluate
The learner will be able to (ESSENTIAL) evaluate the author's purpose in a given work.
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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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Author Technique: Nonfiction/Analyze
The learner will be able to (ESSENTIAL) analyze how authors use the elements of nonfiction to achieve their purposes.
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Comprehend: Differences
The learner will be able to (ESSENTIAL) understand the differences of various genres.
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Literary/Media Genres: Experience
The learner will be able to (IMPORTANT) read, view, and recognize various literary(e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, non-fiction) and media (e.g., music, films, videos, documentaries, the arts, photographs) genres, recognize the elements of each genre, identify the theme and determine if stated or implied, identify the plot element of exposition (i.e., introduction of characters, setting, conflict), and explore the author's development of characters/characterization (e.g., through words, speeches, actions, thoughts, narrator's comments, interactions with other characters, motivations).
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Literary/Media Genres: Experience
The learner will be able to (IMPORTANT) identify the characteristics of stereotypical and realistic characters, explore how an author creates mood, compare and contrast the elements of plot, determine the narrator's/author's point of view (i.e., first person or third person), summarize and paraphrase selected passages, demonstrate knowledge of similes, metaphors, personification, imagery, symbolism, explore deductive reasoning, and explore the concepts of foreshadowing and flashback.
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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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Voice: Develop Consistent
The learner will be able to (IMPORTANT) develop a consistent voice in original works.
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| Information Processing |
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Propaganda Techniques: Recognize
The learner will be able to (ESSENTIAL) recognize common propaganda techniques (i.e., bandwagon, loaded words, and testimonials).
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Study/Research Skills: Refine
The learner will be able to (IMPORTANT) use appropriate references (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet) recognize media as resources (e.g., on-line catalog, non-fiction books, encyclopedias, CD-ROM, Internet), use current technology, and understand a variety of reference sources (biographical sketches, letters, diaries, encyclopedia, periodicals, procedural manuals).
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Study/Research Skills: Refine
The learner will be able to (IMPORTANT) distinguish between primary and secondary sources, use the dictionary, glossary, thesaurus, and other word-referenced materials, use skimming and scanning, retrieve, organize and represent information, and develop notes that include important concepts, summaries, and identification of reference sources.
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Study/Research Skills: Refine
The learner will be able to (IMPORTANT) identify various forms of media and their impact on daily life and use a variety of materials to prepare a research paper that includes a title page and list of sources.
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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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Conjunctions: Identify Correct
The learner will be able to (ESSENTIAL) identify the correct use of conjunctions (i.e., coordinating and subordinating) within context.
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Correct Run-On Sentence: Choose
The learner will be able to (ESSENTIAL) select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements) within context.
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Correct Sentence Structure: Recognize
The learner will be able to (IMPORTANT) correct sentence fragments by supplying missing elements, use adjectival and adverbial clauses, and use transitional words to indicate relationships within and among sentences and paragraphs.
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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: Identify
The learner will be able to (ESSENTIAL) identify incomplete sentences ( fragments, run-ons).
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Interjection: Choose Appropriate
The learner will be able to (ESSENTIAL) choose the most appropriate interjection to complete a sentence.
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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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Noun/Pronoun: Forms/Edit
The learner will be able to (ESSENTIAL) edit writing for noun and pronoun forms.
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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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Prepositions/ Phrases: Identify Correct
The learner will be able to (ESSENTIAL) identify the correct use of prepositions and prepositional phrases 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 Techniques: Identify
The learner will be able to (ESSENTIAL) identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).
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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: Writing Purpose
The learner will be able to (ESSENTIAL) identify the sentence structure most appropriate for different writing purposes.
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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 (e.g., double negatives, troublesome word pairs (accept/except, capitol/capital, principle/principal, between/among, to, too, two; their, there,they're; lie, lay; sit, set).
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Variations in English Use: Recognize
The learner will be able to (IMPORTANT) explore variations in the use of English in different parts of the country.
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Verbs/Adjectives/Adv: Identify Correct
The learner will be able to (ESSENTIAL) identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement), adjectives (i.e., common/proper, comparative forms), and adverbs (i.e., comparative forms) within context.
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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 including to form singular nd plural possessives.
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Capitalization: Use Correctly
The learner will be able to (ESSENTIAL) use capitalization correctly including the beginning of a sentence, proper nouns, proper adjectives, parts of a letter, cities/states, titles, and titles of books.
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Comma: City/State
The learner will be able to (ESSENTIAL) use a comma between a city and state.
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Commas: Identify Correct Use
The learner will be able to (ESSENTIAL) identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, and interrupters) within context (Learning Accomplishment includes forming singular and plural possessives).
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Colons: Identify Correct Use
The learner will be able to (ESSENTIAL) identify the correct use of colons (i.e., in correct letters, preceding a list of items) within context (Learning Accomplishment includes semicolons).
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Endmark: Use
The learner will be able to (ESSENTIAL) use endmarks correctly.
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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 Mark: Identify
The learner will be able to (ESSENTIAL) identify the correct use of quotation marks in a sentence.
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Quotation Marks/Commas:Choose Correct Us
The learner will be able to (ESSENTIAL) choose the correct use of quotation marks and commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks).
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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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Oral Language/Listening Skills: Develop
The learner will be able to (IMPORTANT) active listening in formal and informal settings, know and use rules for conversation, and respond to questions from teachers and classmates.
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Oral Language/Listening Skills: Develop
The learner will be able to (IMPORTANT) organize and share information in formal and informal settings, participate in creative responses to text (e.g., dramatization, speeches), and deliver an oral presentation with a clear point, using content area information and visual aids.
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Oral Language/Listening Skills: Develop
The learner will be able to (IMPORTANT) introduce the importance of using correct stress, pitch, and juncture in oral reading and presenting, and continue to interpret and use a variety of non-verbal communication techniques to enhance meaning (e.g., posture, gestures, facial meaning, tone of voice, eye contact).
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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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After Reading: Derive Meaning
The learner will be able to (IMPORTANT) discuss similarities and differences in events and characters, find contextual support for responses to questions, for assistance in formulating ideas and questions, and for supporting personal responses (i.e., grounding students in the text), identify and interpret figurative language (idioms, similes, metaphors, hyperboles, personification, imagery, puns), demonstrate an understanding of stated and implied themes, make connections among various print and non-print texts( e.g., movies, photographs, artwork),and make connections among the various literary genres and themes with personal, historical, and cultural experiences.
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Analogy Completion: Choose Word
The learner will be able to (ESSENTIAL) specify a logical word choice to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, and functions.
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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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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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Comprehension Strategies: Use
The learner will be able to (IMPORTANT) use metacognitive and self-monitoring strategies while reading (e.g., pausing, rereading, recognizing miscues, consulting other sources, reading ahead, asking for help), engage in reading between the lines (i.e., stating implied information), create mental pictures from abstract information, relate text to prior experiences or opinions, verify or modify prereading purpose, and explore ways to interact with text (e.g., mark the text, use post-it notes, ask questions, and make comments).
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Concepts of Print: Understand
The learner will be able to (IMPORTANT) demonstrate knowledge of the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, sidebars) and to recognize that print format varies according to purpose nd genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks).
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Content Area Reading: Develop Skills
The learner will be able to (IMPORTANT) develop and maintain vocabulary specific to content areas an current events, locate information using available text features (e.g., tables of contents, maps, timelines, charts, graphics, indexes, information, and footnotes), information comprehension skills to informational text, use self-correction strategies (pausing, rereading, consulting other sources, asking for help), interacting with text (e.g., mark the text, use post-it notes, ask questions, make comments), and analyze the reliability of sources.
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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: 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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First Person: Recognize
The learner will be able to (ESSENTIAL) recognize the first person point of view in literature.
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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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Information: Locate
The learner will be able to (ESSENTIAL) locate information using available text features.
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Information: Select Sources
The learner will be able to (ESSENTIAL) select sources from which to gather information on a given topic and determine their reliability.
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Information: Locate/Verify
The learner will be able to (ESSENTIAL) locate and verify information to support opinions, predictions, and conclusions.
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Independently: Read
The learner will be able to (IMPORTANT) read independently for a variety of purposes including for literary experience, to gain information, to information a task, for enjoyment, to expand vocabulary, and to build fluency.
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Inference: Information
The learner will be able to (ESSENTIAL) make inferences from information in written material.
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Literary Device: Techniques/Analyze
The learner will be able to (ESSENTIAL) analyze literary techniques.
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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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Meaning: Use Aids to Determine
The learner will be able to (ESSENTIAL) use knowledge of root words, affixes, syllabication and/or spelling patterns as aids in determining meaning within context.
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Motivation for Reading: Develop/Sustain
The learner will be able to (IMPORTANT) visit libraries/media centers, book fair, book stores and other print rich environments, use personal criteria to select reading material (personal interest, knowledge of authors, text difficulty, text genres, recommendations of others) read daily, relate literary experiences (book discussions, literary circles, writing, oral presentations, artistic expressions), experience an awareness of literature that reflects a writing society, maintain a personal reading list or log, and engage in reading as a leisure activity.
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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: Analyze Ideas
The learner will be able to (ESSENTIAL) determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved.
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Pre-reading Strategies: Use
The learner will be able to (IMPORTANT) continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to identify information, to discover models of writing), use personal experiences to build background, use previously learned strategies (e.g., skimming, scanning), preview text, using (e.g., illustrations, captions, graphs, diagrams, headings, subheadings, footnotes), and explore significant words to be encountered in the text.
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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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Prior Knowledge: Understand Text
The learner will be able to (ESSENTIAL) use prior knowledge to understand texts.
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Purpose: Determine Author's
The learner will be able to (ESSENTIAL) determine the author's purpose for writing a selection (i.e., to inform, to persuade, to entertain, to share emotions).
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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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Reading Skills: Develop
The learner will be able to (IMPORTANT) demonstrate the ability to read fluently with expression, accuracy, and with poise from a variety of texts (e.g., paired reading, choral reading, guided reading, read alongs, and readers' theater).
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Reality/Fantasy
The learner will be able to (ESSENTIAL) distinguish between reality and fantasy.
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Rhyme/Rhythm: Identify
The learner will be able to (ESSENTIAL) identify patterns of rhyme and rhythm.
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Response: Connection/Text
The learner will be able to (ESSENTIAL) make connections among reading 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 SPI includes print and non-print 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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Sound: Analyze Effects
The learner will be able to (ESSENTIAL) recognize and analyze and the effects of sound in context (i.e., onomatopoeia, alliteration, accent, rhyme, and repetition) (also repeated exposure to (e.g., poems, music lyrics, books on tape, read alouds).
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Specific Phrases: Analyze
The learner will be able to (ESSENTIAL) analyze the use of similes, metaphors, personification, and hyperbole within context.
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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 (ESSENTIAL) know of a variety of strategies which aid comprehension.
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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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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 common text features to make meaning from text (i.e. newspapers and textbooks).
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Text Format: Recognize Determinant
The learner will be able to (ESSENTIAL) recognize that purpose determines text format.
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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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Consonant: Silent/Double/Variant
The learner will be able to (ESSENTIAL) spell words with silent consonants , double letters, and variant spelling correctly.
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Correct Spelling: Identify
The learner will be able to (ESSENTIAL) identify the correct spelling of plurals and possessives.
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Correct/Incorrect Spelling: Identify
The learner will be able to (ESSENTIAL) identify correctly and incorrectly 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 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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Standard English Spelling: Recognize
The learner will be able to (IMPORTANT) correctly spell high-frequency, commonly misspelled grade level words, content specific words, and affixed words (e.g., mis+spell=misspell).
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Standard English Spelling: Recognize
The learner will be able to (IMPORTANT) proofread for accuracy of spelling, maintain a consciousness of correct spelling across content areas,and use electronic and print tools (e.g., spell check, dictionaries, word walls, charts) to determine correct spelling.
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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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Variety of Words: Spell
The learner will be able to (ESSENTIAL) spell affixes, root words, compound words and homonyms correctly.
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Vowels: Spell Correctly
The learner will be able to (ESSENTIAL) correctly spell words with long and short vowels, diphthongs, digraphs, and 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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Appropriate: Select
The learner will be able to (ESSENTIAL) select words appropriately.
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Base Word: Root/Identify
The learner will be able to (ESSENTIAL) identify root words.
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Context: Word Meaning
The learner will be able to (ESSENTIAL) infer word meaning from context.
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Matching: Word with Meaning
The learner will be able to (ESSENTIAL) identify the definition of a vocabulary word.
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Multimeaning Words: Meaning
The learner will be able to (ESSENTIAL) choose the correct meaning of multiple meaning words in context.
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Prefix/Suffix: Identify
The learner will be able to (ESSENTIAL) identify the prefix and/or suffix in a given word.
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Reading Vocabulary: Expand
The learner will be able to (IMPORTANT) continue to foster word consciousness (work play, word walls, graphic organizers, nuances of words, new and unusual words), explore mnemonic devices (e.g., rhyming words, vocabulary cartoons, kinesthetic) to acquire new vocabulary, use the correct word to complete an analogy, and recognize widely used foreign words (e.g., bon jour, hasta la vista).
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Reading Vocabulary: Expand
The learner will be able to (IMPORTANT) increase knowledge of roots, prefixes, and suffixes to infer word meanings, determine the meaning of words using context clues, dictionaries, electronic sources, glossaries, and other resources, replace unknown words with appropriate synonyms and/or antonyms to determine meaning, and continue to use meaning synonyms, antonyms, homonyms, and multiple meaning words in reading, writing, and speaking.
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Reading Vocabulary: Expand
The learner will be able to (IMPORTANT) expand reading vocabulary by listening to literature, participating in class discussions, reading self-selected and or/assigned text, and reading from a wide variety of print and non-print texts and literary genres.
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Strategies: Meaning/Category
The learner will be able to (ESSENTIAL) identify and determine the meaning of a word by using knowledge of categories.
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Strategies: Variety
The learner will be able to (ESSENTIAL) apply a variety of vocabulary strategies.
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Syllabication: Identify Number
The learner will be able to (ESSENTIAL) identify the number of syllables in a given word.
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Unfamiliar Words: Use Aids
The learner will be able to (ESSENTIAL) use context clues, dictionaries, electronic sources, and glossaries as aids in determining the meanings of context words.
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Vocabulary: Read/Identify/Understand
The learner will be able to (ESSENTIAL) read, identify, and understand grade specific vocabulary words.
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Words: Select Appropriate
The learner will be able to (ESSENTIAL) select appropriate synonyms, antonyms, and homonyms within context.
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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. |
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Compound Word: Components/Identify
The learner will be able to (ESSENTIAL) identify compounds and both words in a compound word.
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Consonants/Blends/ Digraphs: Identify
The learner will be able to (ESSENTIAL) identify consonants, consonant blends, and consonant digraphs.
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Contraction: Meaning
The learner will be able to (ESSENTIAL) recognize the meaning of contractions.
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Orally Read: Identify Word/Sight
The learner will be able to (ESSENTIAL) identify an orally read sight word.
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Sounds: Relationship/Understand
The learner will be able to (ESSENTIAL) understand the relationship between sounds and symbols.
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Vowel: Variant
The learner will be able to (ESSENTIAL) identify variant vowel sounds.
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Vowel Sounds: Recognize
The learner will be able to (ESSENTIAL) long and short vowel sounds, digraphs, diphthongs and r-controlled vowel sounds.
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Word: Analysis Skills
The learner will be able to (ESSENTIAL) demonstrate developmentally appr |