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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 8 The Terra Nova Complete Battery assesses students in eighth grade (Level 18). |
| 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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Point of View: Evaluate
The learner will be able to (ESSENTIAL) evaluate how author point of view influences reading materials ( e.g. first person/third person, limited/omniscient).
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| Information Processing |
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Study/Research Skills: Develop/Refine
The learner will be able to (IMPORTANT) determine appropriate reference sources (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet, CD-Roms), use various media (films, video, visual/performing arts), give credit for quoted and paraphrased information, and analyze a variety of reference sources including Websites.
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Study/Research Skills: Develop/Refine
The learner will be able to (IMPORTANT) distinguish between primary/secondary sources, evaluate resources for validity/reliability, refine skimming/scanning skills, and develop and use notes that include important concepts, summaries, and identification of reference sources.
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Study/Research Skills: Develop/Refine
The learner will be able to (IMPORTANT) evaluate the impact of bias/persuasion on daily life, recognize/identify examples of persuasive/propaganda techniques (e.g., false generalizations, loaded words, snob appeal, name-calling, bandwagon, testimonials, inconsistencies of logic), use/evaluate a variety of sources, define and apply internal (subjective) and external(objective) criteria in evaluating a given statement.
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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. 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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Adjectives: Use Appropriately
The learner will be able to (IMPORTANT) use adjectives appropriately (e.g., correct comparative and superlative forms, predicate adjectives, adjective phrases and clause).
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Adverbs: Use Appropriately
The learner will be able to (IMPORTANT) use adverbs appropriately (e.g., correct comparative and superlative forms, adverb phrases and clauses, conjunctive adverbs.
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Clauses/Phrases: Distinguish
The learner will be able to (IMPORTANT) distinguish between clauses (independent and subordinate) and phrases(verb, adjective, adverb, appositive, prepositional, verbal).
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Conjunctions: Use Appropriately
The learner will be able to (IMPORTANT) use conjunctions appropriately (e.g., coordinating, coordinating, and subordinating conjunctions to combine sentences and sentence elements.
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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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Fragment: Identify
The learner will be able to (ESSENTIAL) identify incomplete sentences.
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Gerund/Participial Phrases: Recognize
The learner will be able to (IMPORTANT) recognize and use appropriately gerund and participial phrases.
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Grammar: Use
The learner will be able to (ESSENTIAL) use correct grammar.
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Interjections: Use Appropriately
The learner will be able to (IMPORTANT) use interjections appropriately.
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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: Forms/Edit
The learner will be able to (IMPORTANT) edit writing for noun forms.
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Paragraph Clarity: Demonstrate
The learner will be able to (IMPORTANT) use subordination, apposition, coordination, and appropriate phrases (prepositional, transitional) to indicate clear relationships within a sentence or paragraph.
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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/Prepositional Phrases: Use
The learner will be able to (IMPORTANT) use prepositions and prepositional phrases appropriately (e.g., recognize them as adjective or adverb modifiers and place properly within sentence.
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Pronoun: Case/Edit
The learner will be able to (ESSENTIAL) edit written works for correct use of pronouns.
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Regional Differences: Compare
The learner will be able to (IMPORTANT) compare regional differences in dialect, speech, and usage and explore reasons for those differences.
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Run-On: Identify
The learner will be able to (ESSENTIAL) identify run-on sentences.
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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 Structure: Identify Complete
The learner will be able to (ESSENTIAL) identify complete sentences.
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Sentence Structure: Length/Variety
The learner will be able to (ESSENTIAL) write using a variety of sentence structures and lengths.
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Sentence Structure: Recognize Errors
The learner will be able to (ESSENTIAL) recognize and correct errors in sentence structure including supplying the missing elements in supplying fragments.
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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/Predicate: Identify
The learner will be able to (IMPORTANT) identify the subject/predicate of an inverted order sentence.
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Subject-Verb: Agreement
The learner will be able to (ESSENTIAL) use correct subject-verb agreement.
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Verbs: Use Appropriately
The learner will be able to (IMPORTANT) use verbs appropriately (e.g., agree with the subject in person and number, verbs that do not take objects, linking verbs with predicate nouns and adjectives, verb phrases, consistency in verb tense, regular nd irregular verb forms, correct use of both simple and perfect tenses, proper use of active and passive voice, subjective mood).
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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 possessives.
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Capitalization: Use Correctly
The learner will be able to (ESSENTIAL) use capitalization correctly including beginning of sentence, proper nouns, proper adjectives, letter parts, titles, titles of books, and city/state.
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Colons/Semicolons: Use Correctly
The learner will be able to (ESSENTIAL) use colons (e.g., business letters, before a long or formal quotation) and semicolons (e.g., combining sentences, between items in a series of items already containing commas, before conjunctive adverbs) correctly.
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Comma/Endmark: Identify Correct Use
The learner will be able to (ESSENTIAL) identify the correct use of commas and endmarks.
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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: Use Correctly
The learner will be able to (IMPORTANT) demonstrate correct use of commas (e.g., after introductory words, phrases, and clauses, to set off appositives and interrupters, before a coordinating conjunction joining independent clauses to form compound sentences).
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Punctuation: Letters/Literary Titles
The learner will be able to (ESSENTIAL) identify the correct use of punctuation in a letter and in 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/Hyphens/End Marks: Use
The learner will be able to (IMPORTANT) correctly use quotation marks (e.g., to set off dialogue, around certain titles, correct use with endmarks) hyphens, and endmarks.
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Underlining/Italicizing: Use Correctly
The learner will be able to (IMPORTANT) use underlining and italicizing correctly (e.g., titles, certain words, letter, figures, foreign words).
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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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Listening/Oral Language Skills: Develop
The learner will be able to (IMPORTANT) active listening, adhere to rules for public conversation, formulate and respond to questions, and participate in creative responses to text (e.g., debates, dramatizations, speeches).
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Listening/Oral Language Skills: Develop
The learner will be able to (IMPORTANT) deliver a focused, well organized oral deliver, using multiple sources of information and visual aids, organize and share information, stories, experiences, ideas , and feelings, use correct stress, pitch, and juncture, and analyze a variety of non-verbal communication techniques and how they impact the audience and speaker.
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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: Cause/Effect Relationships
The learner will be able to (ESSENTIAL) analyze cause and effect relationships in reading materials.
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Analogy: Complete Logically
The learner will be able to (ESSENTIAL) choose a logical word or phrase to complete an analogy, using scrambled words and homophones in addition to previously learned analogies.
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Analyze: Story Elements
The learner will be able to (ESSENTIAL) analyze story elements in reading materials including characters, setting, theme, and plot development.
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Bias/Stereotyping: Identify
The learner will be able to (ESSENTIAL) identify instances of bias and stereotyping in print/non-print contexts.
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Character: How Revealed by Author
The learner will be able to (ESSENTIAL) identify how the author reveals character (e.g., physical characteristics, dialogue, what others say about him, what he does) (Learning Accomplishment includes "evaluate if the characters are stereotypical or realistic).
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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) (while reading) use (e.g.) pausing, rereading, consulting other sources, reading ahead, asking for help, read"between the lines" (i.e. change perspective among characters to determine thoughts, imagining parallel events, stating implied information, verifying/modifying prereading purposes, and exploring ways to interact with the text (e.g., mark the text, use post-it notes, ask questions, make comments).
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Comprehension Strategies: Use
The learner will be able to (IMPORTANT) (after reading) analyze, stating main idea, identifying author's purpose, discussing similarities and differences, analyze text to find answers to questions, and assessing the accuracy of the author's details including instances of bias and/or stereotyping.
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Comprehension Strategies: Use
The learner will be able to (IMPORTANT) (after reading) make connections among various genres, print, non-print texts, evaluate comprehension strategies used, and evaluate reading selections for their application to daily life (e.g., extend and reading meaning).
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Critical Thinking: Reading Materials
The learner will be able to (ESSENTIAL) critically examine reading materials.
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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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Culture/Ethnicity: Determine Influence
The learner will be able to (ESSENTIAL) determine the influence of culture and ethnicity on the themes and issues of literary texts.
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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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Elements: Recognize
The learner will be able to (ESSENTIAL) recognize literary elements that shape meaning within context (e.g.. symbolism, foreshadowing, flashback, irony, mood, and tone).
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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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Figures of Speech: Identify
The learner will be able to (ESSENTIAL) identify examples within context of similes, metaphors, context, onomatopoeia, personification, and hyperbole) (Learning Accomplishment includes idioms, imagery, puns).
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Fluency/Expression: Demonstrate
The learner will be able to (IMPORTANT) participate in guided reading, read, using appropriate expression and rate, adjust speed based on the purpose for reading, read on a daily basis, and demonstrate the ability to read fluently from a variety of texts (e.g., paired reading, choral reading read alongs).
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Foreign Phrases: Recognize Common
The learner will be able to (ESSENTIAL) recognize commonly used foreign phrases (e.g., bon jour, hasta la vista, bon voyage, mi casa es su casa, e pluribus unum, c'est la vie).
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Genres: Distinguish Among
The learner will be able to (ESSENTIAL) distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics.
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Inference: Information
The learner will be able to (ESSENTIAL) make inferences from information in written material (Learning Accomplishment includes non-print).
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Information: Locate
The learner will be able to (ESSENTIAL) locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, tables of contents, and appendices).
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Literary Device: Techniques/Analyze
The learner will be able to (ESSENTIAL) analyze literary techniques.
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Key Words/Headings: Use
The learner will be able to (ESSENTIAL) select information using key words and headings.
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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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Motivation for Reading: Create/Sustain
The learner will be able to (IMPORTANT) read daily, visit many print rich environments, select reading material according to personal criteria (e.g., personal interest, knowledge of authors, text knowledge, text genres, recommendations), relate literary experiences, develop awareness of literature that reflects diverse society, and maintain personal reading log/list.
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Persuasive: Bias/Evaluate
The learner will be able to (ESSENTIAL) evaluate authors' biases in reading materials.
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Phonemic Awareness: Use
The learner will be able to (IMPORTANT) use prior knowledge to explore texts (e.g., read poetry aloud, use knowledge of history, read "between the lines", determine how meaning is expressed in various genres),become conscious of the sounds of language (e.g., poems, music lyrics, books on tape, read-alouds), evaluate patterns of rhyme and rhythm.
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Point of View: Influence on Story
The learner will be able to (ESSENTIAL) determine how a story changes if the point of view is changed.
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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: Use
The learner will be able to (IMPORTANT) relate importance of selections to learning and life, analyze significant words to be found in text, make predictions, relate print/non-print to personal experiences, historical knowledge, current events and cultural background.
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Prereading Strategies: Use
The learner will be able to (IMPORTANT) establish purpose for reading(e.g., understanding, interpret, enjoy, solve problems, answer specific questions, discover information, review models of writing), use reference sources to build writing, use previously learned strategies(e.g., skimming, scanning, prior knowledge), and preview text features.
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Propaganda: Recognize Techniques
The learner will be able to (ESSENTIAL) recognize and identify the techniques of propaganda (i.e. bandwagon, loaded words, and testimonials).
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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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Sequence: Use/Understand
The learner will be able to (ESSENTIAL) use sequence to understand reading materials.
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Sound Devices: Identify
The learner will be able to (ESSENTIAL) identify examples of sound devices (e.g., rhyme, alliteration, assonance, slant rhyme, repetition, internal rhyme) (Learning Accomplishment includes "evaluate" and onomatopoeia, accent, evaluate).
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Sounds of Language: Phonemic Awareness
The learner will be able to (IMPORTANT) evaluate patterns of rhyme and rhythm, and develop an awareness of sounds through a variety of auditory experiences (e.g., poems, music lyrics, books on tape, read alouds.
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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: 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 text features (e,g, sidebars, footnotes, and endnotes) to determine meaning (Learning Accomplishment includes questions at end of chapter/unit, maps, charts, timelines, graphics, indexes, glossaries, tables of content).
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Theme: Identify
The learner will be able to (ESSENTIAL) identify the theme of a given reading passage (SPI includes implied themes).
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Title: Identify Appropriate
The learner will be able to (ESSENTIAL) identify an appropriate title to reinforce the main idea of a passage or paragraph.
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Variety of Purposes: Read
The learner will be able to (IMPORTANT) read independently for a variety of purposes including for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency.
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Various Genres: Experience Elements
The learner will be able to (IMPORTANT) read/recognize various literary/media (E.g., novels, science fiction, poetry, suspense, music, film, videos, documentaries), explore the elements that determine types of fiction(e.g., suspense/mystery), evaluate words/phrases used to create mood, and determine the elements of plot and trace them using a graphic organizer (e.g., exposition, rising action, climax, falling action, resolution/denouement).
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Various Genres: Experience Elements
The learner will be able to (IMPORTANT) distinguish among various types of conflict (i.e., man v. man, man v. nature, man v. himself) explore subplots, compare and contrast among stories/events, and explore and explain how a story changes if point of view changes.
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Various Genres: Experience Elements
The learner will be able to (IMPORTANT) summarize, paraphrase, evaluate passages, use deductive reasoning to extend understanding, determine the differences among non-fiction materials (e.g., letters, memoirs, diaries, journals, documentaries, autobiographies, biographies, educational, informational, and technical texts), and explore the concept of allusion.
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Word: Environment
The learner will be able to (ESSENTIAL) recognize words found in the immediate environment.
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Words: Recognize Specific
The learner will be able to (ESSENTIAL) recognize and identify words within context that reveal particular time periods and cultures (Learning Accomplishment includes "(regions").
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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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Variety of Words: Spell Correctly
The learner will be able to (ESSENTIAL) spell root words, affixes, compound words, and homonyms correctly.
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Consonant: Silent/Double Letters
The learner will be able to (ESSENTIAL) spell words with silent consonants and double letters correctly.
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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: Use Correctly
The learner will be able to (IMPORTANT) spell high-frequency, grade level, and specific content words correctly.
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Spelling: Contractions
The learner will be able to (ESSENTIAL) spell words with contractions correctly.
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Spelling: Use Correctly
The learner will be able to (IMPORTANT) recognize incorrectly spelled words, spell affixed words correctly, and spell correctly commonly used foreign words and expressions.
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Spelling: Use Correct
The learner will be able to (IMPORTANT) proofread /edit for spelling using various strategies including electronic and print tools(e.g., spell check, dictionaries, word walls, charts) and maintain a consciousness walls correct spelling across the content areas.
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Spelling: Variant
The learner will be able to (ESSENTIAL) correctly spell words with variant spellings.
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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: Spell Correctly
The learner will be able to (ESSENTIAL) correctly spell words with long/short vowel sounds, digraphs, diphthongs, 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. 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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Multiple Meaning: Recognize
The learner will be able to (ESSENTIAL) recognize multiple meaning words within context and replace with an appropriate synonym or antonym.
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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) analyze and use mnemonic devices(e.g., rhyming words, vocabulary cartoons, kinesthetic)consider word etymology and semantic change, use connotation/denotation, and discover ways by which a language acquires new words.
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Reading Vocabulary: Expand
The learner will be able to (IMPORTANT) analyze word meanings using roots, prefixes, suffixes, use context clues, dictionaries, electronic sources, glossaries to discover word meanings, read and view a wide variety of print-/non-print media, participate in class discussions, read self-selected and assigned texts, and foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, power words.
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Reading Vocabulary: Expand
The learner will be able to (IMPORTANT) evaluate the use of synonyms, homonyms, antonyms, and multiple meaning words to determine how they assist with understanding, recognize the historical influences on and changes to the English language, and recognize that word choices create a mood to set a tone.
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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. |