This document provides a summary of reading literature and informational text standards from kindergarten through 5th grade. It outlines key skills in several areas for each grade level, including asking and answering questions about texts, determining central ideas and themes, analyzing word meanings, examining text structure, and comparing approaches in different texts. The skills progress in complexity from retelling stories and asking about unknown words in early grades to making inferences, distinguishing points of view, and evaluating arguments in later grades.
This document provides guidance on analyzing various aspects of written texts, including plot, characters, character profiles, protagonists and antagonists, setting, themes, language techniques, narrative viewpoint, and symbols. For each aspect, it lists steps and prompts to help structure an analysis, such as creating a plot flow chart, describing challenges faced by characters, identifying themes shown in different parts of the text, and finding examples of literary techniques and how they develop ideas. It concludes with potential essay topics and an assessment schedule focusing on analyzing texts supported by evidence.
The document discusses different types of literary tests that can be used to assess students' understanding of literature. It describes tests that evaluate students' literal comprehension, ability to reorganize information, make inferences, evaluate texts, and appreciate literary elements. Both objective and essay question formats are covered. Objective tests focus on recalling details while essay tests can better evaluate higher-order thinking skills. The document provides examples of different question types that could be used for each kind of literary testing. It also notes that objective tests are easier to grade but essay tests require evaluating both form and content.
This document contains a descriptive text about the Indonesian comedian Sule. It provides biographical information about Sule, including his full name, date and place of birth, language skills, physical appearance, and personality. It describes Sule as having a unique long hairstyle, oval face, flat nose, and slanted eyes. It notes that Sule is known for his ridiculous and funny jokes that make people smile and laugh. The document also lists some of the TV shows Sule has appeared in and mentions he can sing well, including one very famous song. The purpose of the document is to provide an example of a descriptive text and picture to teach students how to describe a person based on an image.
This document discusses seven modes of paragraph development: 1) causal analysis, 2) narrative writing, 3) definition, 4) division and classification, 5) comparison and contrast, 6) exemplification, and 7) persuasion. For each mode, the document outlines key elements and techniques writers can use, such as establishing causes and effects, using consistent point of view, providing examples, and appealing to logic, emotion, and credibility when trying to persuade. The overall purpose is to provide guidance on structuring paragraphs around these common modes of development.
This document contains a descriptive text about the Indonesian comedian Sule. It begins by providing his full name and background information, noting that he was born in 1976 in Bandung, West Java and speaks Sundanese fluently. The text then describes Sule's physical appearance, stating he has long brown and yellow hair, an oval face, flat nose, and slanting eyes. It explains that Sule is known for his ridiculous and funny personality, and that his jokes make people smile and laugh. The document concludes by listing some of the TV shows Sule has appeared in and noting that he is also a good singer.
This document provides an overview of reading and writing skills, including patterns and properties of written texts. It discusses 8 patterns of development for written texts: cause-effect, classification, comparison-contrast, definition, description, narration, persuasion, and problem-solution. It also outlines 4 key properties of written texts: organization, coherence, cohesion, language use, and language mechanics. Specific elements are described for each pattern and property, such as common signal words, text structure, punctuation, spelling, and capitalization guidelines. The document is intended to teach students how to analyze and understand different types of written works.
What is word?
Word is composed of one or more letters. A word represents an idea. ( ex: go , student, teacher…..etc. )
A word alone, however, is usually not enough to express thoughts.
What is Sentence?
A sentence is a collection of words the express a complete thought. ( ex: I study civil engineering at NPIC. )
Lesson 4 Patterns of Development in WritingTine Lachica
This document discusses five patterns of development used in writing: narration, description, definition, classification and exemplification, and comparison and contrast. Each pattern is defined and examples are provided. Characteristics, varieties, and signal words are also outlined for each pattern to help writers effectively employ the different patterns in their writing.
This document provides guidance on analyzing various aspects of written texts, including plot, characters, character profiles, protagonists and antagonists, setting, themes, language techniques, narrative viewpoint, and symbols. For each aspect, it lists steps and prompts to help structure an analysis, such as creating a plot flow chart, describing challenges faced by characters, identifying themes shown in different parts of the text, and finding examples of literary techniques and how they develop ideas. It concludes with potential essay topics and an assessment schedule focusing on analyzing texts supported by evidence.
The document discusses different types of literary tests that can be used to assess students' understanding of literature. It describes tests that evaluate students' literal comprehension, ability to reorganize information, make inferences, evaluate texts, and appreciate literary elements. Both objective and essay question formats are covered. Objective tests focus on recalling details while essay tests can better evaluate higher-order thinking skills. The document provides examples of different question types that could be used for each kind of literary testing. It also notes that objective tests are easier to grade but essay tests require evaluating both form and content.
This document contains a descriptive text about the Indonesian comedian Sule. It provides biographical information about Sule, including his full name, date and place of birth, language skills, physical appearance, and personality. It describes Sule as having a unique long hairstyle, oval face, flat nose, and slanted eyes. It notes that Sule is known for his ridiculous and funny jokes that make people smile and laugh. The document also lists some of the TV shows Sule has appeared in and mentions he can sing well, including one very famous song. The purpose of the document is to provide an example of a descriptive text and picture to teach students how to describe a person based on an image.
This document discusses seven modes of paragraph development: 1) causal analysis, 2) narrative writing, 3) definition, 4) division and classification, 5) comparison and contrast, 6) exemplification, and 7) persuasion. For each mode, the document outlines key elements and techniques writers can use, such as establishing causes and effects, using consistent point of view, providing examples, and appealing to logic, emotion, and credibility when trying to persuade. The overall purpose is to provide guidance on structuring paragraphs around these common modes of development.
This document contains a descriptive text about the Indonesian comedian Sule. It begins by providing his full name and background information, noting that he was born in 1976 in Bandung, West Java and speaks Sundanese fluently. The text then describes Sule's physical appearance, stating he has long brown and yellow hair, an oval face, flat nose, and slanting eyes. It explains that Sule is known for his ridiculous and funny personality, and that his jokes make people smile and laugh. The document concludes by listing some of the TV shows Sule has appeared in and noting that he is also a good singer.
This document provides an overview of reading and writing skills, including patterns and properties of written texts. It discusses 8 patterns of development for written texts: cause-effect, classification, comparison-contrast, definition, description, narration, persuasion, and problem-solution. It also outlines 4 key properties of written texts: organization, coherence, cohesion, language use, and language mechanics. Specific elements are described for each pattern and property, such as common signal words, text structure, punctuation, spelling, and capitalization guidelines. The document is intended to teach students how to analyze and understand different types of written works.
What is word?
Word is composed of one or more letters. A word represents an idea. ( ex: go , student, teacher…..etc. )
A word alone, however, is usually not enough to express thoughts.
What is Sentence?
A sentence is a collection of words the express a complete thought. ( ex: I study civil engineering at NPIC. )
Lesson 4 Patterns of Development in WritingTine Lachica
This document discusses five patterns of development used in writing: narration, description, definition, classification and exemplification, and comparison and contrast. Each pattern is defined and examples are provided. Characteristics, varieties, and signal words are also outlined for each pattern to help writers effectively employ the different patterns in their writing.
This document provides instructions for a year 12 English extension collaborative novella writing assessment task. Students will work in a group to write a novella up to 40,000 words exploring whether artists should challenge the ways of thinking of their contemporaries. Each student must write a minimum of 1500 words and maximum of 2000 words in 2 chapters, developing a character and their response to this question. Students will create a plan, present character portraits, submit drafts for feedback, and a final polished copy. The novella will be entered in a competition and published online.
This document discusses what makes a text and the key components of text analysis. It defines that texts must be self-contained, well-formed, cohesive, coherent, have recognizable text types, be appropriate for their context, and have a clear purpose. It explores cohesion achieved through lexical, grammatical, and rhetorical devices and how texts use reference internally and externally. The document also examines coherence at the micro and macro level and how texts connect to their context through text type, purpose, audience and mode. Finally, it discusses how authentic texts and literary texts can be used in the classroom with adaptation and task-based strategies.
This document discusses the qualities of a good paragraph. It states that a good paragraph has unity, coherence, and paragraph development. It achieves unity by having all sentences clearly support the topic sentence. Coherence is created through logical ordering of ideas, use of transition words, repetition of key words, and parallel structure. Paragraph development includes providing evidence through examples, descriptions, comparisons, and other methods. The document provides an example of a bad paragraph that is unclear and unrelated, and an example of a good paragraph that is coherent, unified, and provides background and examples on the topic.
The document discusses different text types including news reportage, advertisements, instructions, argumentative writing, reports, and creative writing (fiction). For each text type, it provides examples of typical linguistic features and purposes. News reports aim to inform objectively using impersonal language. Advertisements aim to persuade using positive evaluations and visual elements. Instructions explain how to do things. Argumentative writing argues a position using counterarguments. Reports present facts objectively but may contain some opinion. Fiction involves imaginary characters, settings, and plots told from a point of view.
This document discusses writing as a process of communication and the relationship between speaking and writing. It addresses the challenges writers face in considering an absent reader and accommodating different contexts. The interactionist approach views writing as similar to speech and emphasizes developing reader-based writing through feedback and revision. Creating coherence involves linking ideas and using cohesive devices appropriate for the genre and audience. The goal of writing instruction is to help students choose topics and organize their ideas to be understood by readers.
This document discusses what makes a text and the key components of texts. It explains that texts must be self-contained, well-formed, hang together, make sense, and have a clear purpose. Cohesion and coherence are achieved through various linguistic devices like conjunctions, pronouns, and repetition. The context, register, topic, audience and purpose all influence the type of text that is produced. Different types of texts include classroom texts, literary texts, and authentic texts adapted for language learning. Tasks must be designed to work with texts based on factors like vocabulary, grammar complexity, and the intended skill being practiced.
The document provides an overview of key elements of effective paragraph structure, including unity, coherence, topic sentences, and adequate development. It discusses logical and verbal bridges to link ideas between sentences, as well as using examples, data, testimony, and other methods to fully develop topics. The document also provides guidance on integrating sources and includes an example of a well-structured multi-paragraph response.
The document outlines the English Language Arts curriculum outcomes for writing from Grades 1-9 in Saskatchewan schools. It provides learning outcomes for writing stories, poems, letters, reports and other texts. The outcomes progress from writing short sentences in Grade 1 to experimenting with different writing styles and genres, and producing multi-paragraph compositions in Grades 5-9. The document emphasizes developing writing skills in narrative, expository, descriptive and persuasive writing.
This document outlines a 30-lesson unit plan for an 8th grade English Language Arts class. The unit focuses on figures of speech, poetry forms and analysis, and culminates in a reader's theatre performance and poetry anthology project. Key elements include introducing various figures of speech through examples and activities, analyzing poetry including free verse and lyrics, and developing public speaking skills through recitation and group presentations.
This document discusses plagiarism, note-taking techniques, and proper citation methods. It defines two types of plagiarism - plagiarism of language and plagiarism of ideas. Three note-taking techniques are described: direct quotations, summarizing, and paraphrasing. Guidelines are provided for using each technique properly, including how to integrate citations. The document emphasizes the importance of citing sources to avoid plagiarism and developing one's own writing voice.
This document provides guidance on writing an essay comparing the characters of Lina and Doon from the film City of Ember. It outlines the learning intentions of revising essay writing strategies, understanding paragraphs and contentions. Key terms like TEEL framework, characters, setting, and themes are defined. The success criteria includes incorporating TEEL paragraphs and understanding contentions. Instructions are given on planning an essay comparing Lina and Doon's similarities and differences, with an example introductory paragraph following the TEEL structure.
1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It notes that speaking requires not just grammatical competence but understanding of social and cultural norms.
2) Several factors that can lead to mismatches in oral communication are explored, including lack of linguistic knowledge, different background knowledge between speakers, and differences in sociocultural expectations.
3) The document provides advice for language learners and teachers to help strengthen oral abilities, such as using compensatory strategies, engaging in activities like storytelling and discussions, and creating an supportive environment in the classroom.
This document provides an overview of the three areas of study in VCE English: 1) Reading and Responding, which involves analyzing a variety of text types and genres; 2) Creating and Presenting, where students create their own written works informed by their reading; and 3) Using Language to Persuade, where students study persuasive texts and techniques. Key terms are also defined, such as SAC (School Assessed Coursework), Areas of Study, Outcomes, and Context. Details are given about the objectives and assessments for each of the three areas of study.
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating an essay assignment and measures layout, language use, use of evidence, and coherence. The second rubric evaluates a reading assignment based on use of reading strategies, interpretation, analysis, and genre identification. Both rubrics assess students on a scale of excellent to unsatisfactory based on demonstration of skills taught in class.
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating essays and measures layout, use of language, use of evidence, and coherence. The second rubric evaluates reading comprehension based on use of reading strategies, interpretation, analysis, and understanding of genres. Both rubrics assess students on a scale of excellent to unsatisfactory.
Here are the questions with my oral responses:
1. Where is the story from?
The story is from Indonesia.
2. What is the name of the handsome man?
The handsome man's name is Batara Guru Sahala.
3. What did he catch one day while fishing?
He caught a fish that could talk.
4. What did the fish ask Batara Guru to do?
The fish asked Batara Guru to set it free.
5. What happened after Batara Guru set the fish free?
After setting the fish free, it changed into a beautiful woman.
6. Did Batara Guru and the woman get married
Elit 48 c essay #2 postmodernism and battle royal_jordanlachance
This document provides guidance for students writing an essay responding to literature from the Modernist period. It offers several potential essay topics focused on either postmodern manifestos and postmodernism, the American Dream in relation to a postmodern condition, or themes/elements from the novel Invisible Man by Ralph Ellison. The prompts are meant to help students practice rhetorical strategies like analysis, synthesis, and argumentation using textual evidence. The document outlines expectations for the essay, including length, citation style, and learning outcomes focused on skills like outlining, organizing ideas, integrating quotations, and avoiding plagiarism. It provides best practices and traps to avoid in completing the assignment successfully.
The document discusses the First Steps Reading Developmental Continuum, which was developed over 5 years in Western Australia to provide a framework for linking assessment to teaching and learning. It covers 4 areas: oral language, reading, writing, and spelling. For each area, a developmental continuum was created to identify phases in a child's development from pre-literacy to independence. The continua identify indicators that help teachers understand what children can do and inform planning. They describe typical behaviors for different phases to map progress, though acknowledge development varies between individuals.
This document discusses various aspects of reading comprehension and effective reading strategies. It addresses topics like top-down and bottom-up processing, coherence and cohesion, referencing, and features of well-written texts. It also discusses how good readers adjust their skills based on the text, use metacognition to connect different processing levels, and combine old and new strategies. Lexical accessibility and using various clues and knowledge sources are presented as ways to improve understanding.
Mississippi College and Career Readiness Standards fIlonaThornburg83
Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Third Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 99-September 2016
Third Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
RL.3.1
Ask and answer questions
to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers ask questions before,
during, and after reading.
Readers answer questions
(who, what, when, where,
why, and how) about specific
details from the text.
Authors of literature include
characters, a setting, and
major events.
Readers visualize key
elements within the text.
A student should understand
(Conceptual Understanding)
Readers are always
questioning the text as they
read, including beyond the
text (inferential questions).
Readers listen to their inner
conversation as they read.
Asking and answering
questions about the text
prompts the reader to
examine what information
they lack or what parts of the
text are confusing.
Read closely in order to cite
information from the text in
order to ask and answer
questions.
A student should be able to do
(Evidence of Knowledge)
Provide oral and written
explanations that show
understanding of a text,
using examples from the text
to justify response/thinking.
Reference details and/or
examples in a text when
explaining the basis for the
answers.
Read a text and answer
questions about the text.
Read a text and ask
questions about the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
questioning/question, ask, answer, text, summarize, text evidence, explicitly stated
College- and Career-Readiness Standards for English Language Arts
Page 3 of 99-September 2016
Third Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
RL.3.2
Recount stories, including
fables, folktales, and myths
from diverse cultures;
determine the central
message, lesson, or moral
and explain how it is
conveyed through key
details in the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers understand
characteristics of stories,
fables, folktales, and myths.
Readers determine the
central message, moral, or
lesson of a story.
Readers know the difference
between a central idea and
key details in a story.
Readers know the
characteristics of an effective
retelling/recounting of
events from a story.
A student should understand
(Conceptual Understanding)
Authors of litera ...
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
This document provides instructions for a year 12 English extension collaborative novella writing assessment task. Students will work in a group to write a novella up to 40,000 words exploring whether artists should challenge the ways of thinking of their contemporaries. Each student must write a minimum of 1500 words and maximum of 2000 words in 2 chapters, developing a character and their response to this question. Students will create a plan, present character portraits, submit drafts for feedback, and a final polished copy. The novella will be entered in a competition and published online.
This document discusses what makes a text and the key components of text analysis. It defines that texts must be self-contained, well-formed, cohesive, coherent, have recognizable text types, be appropriate for their context, and have a clear purpose. It explores cohesion achieved through lexical, grammatical, and rhetorical devices and how texts use reference internally and externally. The document also examines coherence at the micro and macro level and how texts connect to their context through text type, purpose, audience and mode. Finally, it discusses how authentic texts and literary texts can be used in the classroom with adaptation and task-based strategies.
This document discusses the qualities of a good paragraph. It states that a good paragraph has unity, coherence, and paragraph development. It achieves unity by having all sentences clearly support the topic sentence. Coherence is created through logical ordering of ideas, use of transition words, repetition of key words, and parallel structure. Paragraph development includes providing evidence through examples, descriptions, comparisons, and other methods. The document provides an example of a bad paragraph that is unclear and unrelated, and an example of a good paragraph that is coherent, unified, and provides background and examples on the topic.
The document discusses different text types including news reportage, advertisements, instructions, argumentative writing, reports, and creative writing (fiction). For each text type, it provides examples of typical linguistic features and purposes. News reports aim to inform objectively using impersonal language. Advertisements aim to persuade using positive evaluations and visual elements. Instructions explain how to do things. Argumentative writing argues a position using counterarguments. Reports present facts objectively but may contain some opinion. Fiction involves imaginary characters, settings, and plots told from a point of view.
This document discusses writing as a process of communication and the relationship between speaking and writing. It addresses the challenges writers face in considering an absent reader and accommodating different contexts. The interactionist approach views writing as similar to speech and emphasizes developing reader-based writing through feedback and revision. Creating coherence involves linking ideas and using cohesive devices appropriate for the genre and audience. The goal of writing instruction is to help students choose topics and organize their ideas to be understood by readers.
This document discusses what makes a text and the key components of texts. It explains that texts must be self-contained, well-formed, hang together, make sense, and have a clear purpose. Cohesion and coherence are achieved through various linguistic devices like conjunctions, pronouns, and repetition. The context, register, topic, audience and purpose all influence the type of text that is produced. Different types of texts include classroom texts, literary texts, and authentic texts adapted for language learning. Tasks must be designed to work with texts based on factors like vocabulary, grammar complexity, and the intended skill being practiced.
The document provides an overview of key elements of effective paragraph structure, including unity, coherence, topic sentences, and adequate development. It discusses logical and verbal bridges to link ideas between sentences, as well as using examples, data, testimony, and other methods to fully develop topics. The document also provides guidance on integrating sources and includes an example of a well-structured multi-paragraph response.
The document outlines the English Language Arts curriculum outcomes for writing from Grades 1-9 in Saskatchewan schools. It provides learning outcomes for writing stories, poems, letters, reports and other texts. The outcomes progress from writing short sentences in Grade 1 to experimenting with different writing styles and genres, and producing multi-paragraph compositions in Grades 5-9. The document emphasizes developing writing skills in narrative, expository, descriptive and persuasive writing.
This document outlines a 30-lesson unit plan for an 8th grade English Language Arts class. The unit focuses on figures of speech, poetry forms and analysis, and culminates in a reader's theatre performance and poetry anthology project. Key elements include introducing various figures of speech through examples and activities, analyzing poetry including free verse and lyrics, and developing public speaking skills through recitation and group presentations.
This document discusses plagiarism, note-taking techniques, and proper citation methods. It defines two types of plagiarism - plagiarism of language and plagiarism of ideas. Three note-taking techniques are described: direct quotations, summarizing, and paraphrasing. Guidelines are provided for using each technique properly, including how to integrate citations. The document emphasizes the importance of citing sources to avoid plagiarism and developing one's own writing voice.
This document provides guidance on writing an essay comparing the characters of Lina and Doon from the film City of Ember. It outlines the learning intentions of revising essay writing strategies, understanding paragraphs and contentions. Key terms like TEEL framework, characters, setting, and themes are defined. The success criteria includes incorporating TEEL paragraphs and understanding contentions. Instructions are given on planning an essay comparing Lina and Doon's similarities and differences, with an example introductory paragraph following the TEEL structure.
1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It notes that speaking requires not just grammatical competence but understanding of social and cultural norms.
2) Several factors that can lead to mismatches in oral communication are explored, including lack of linguistic knowledge, different background knowledge between speakers, and differences in sociocultural expectations.
3) The document provides advice for language learners and teachers to help strengthen oral abilities, such as using compensatory strategies, engaging in activities like storytelling and discussions, and creating an supportive environment in the classroom.
This document provides an overview of the three areas of study in VCE English: 1) Reading and Responding, which involves analyzing a variety of text types and genres; 2) Creating and Presenting, where students create their own written works informed by their reading; and 3) Using Language to Persuade, where students study persuasive texts and techniques. Key terms are also defined, such as SAC (School Assessed Coursework), Areas of Study, Outcomes, and Context. Details are given about the objectives and assessments for each of the three areas of study.
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating an essay assignment and measures layout, language use, use of evidence, and coherence. The second rubric evaluates a reading assignment based on use of reading strategies, interpretation, analysis, and genre identification. Both rubrics assess students on a scale of excellent to unsatisfactory based on demonstration of skills taught in class.
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating essays and measures layout, use of language, use of evidence, and coherence. The second rubric evaluates reading comprehension based on use of reading strategies, interpretation, analysis, and understanding of genres. Both rubrics assess students on a scale of excellent to unsatisfactory.
Here are the questions with my oral responses:
1. Where is the story from?
The story is from Indonesia.
2. What is the name of the handsome man?
The handsome man's name is Batara Guru Sahala.
3. What did he catch one day while fishing?
He caught a fish that could talk.
4. What did the fish ask Batara Guru to do?
The fish asked Batara Guru to set it free.
5. What happened after Batara Guru set the fish free?
After setting the fish free, it changed into a beautiful woman.
6. Did Batara Guru and the woman get married
Elit 48 c essay #2 postmodernism and battle royal_jordanlachance
This document provides guidance for students writing an essay responding to literature from the Modernist period. It offers several potential essay topics focused on either postmodern manifestos and postmodernism, the American Dream in relation to a postmodern condition, or themes/elements from the novel Invisible Man by Ralph Ellison. The prompts are meant to help students practice rhetorical strategies like analysis, synthesis, and argumentation using textual evidence. The document outlines expectations for the essay, including length, citation style, and learning outcomes focused on skills like outlining, organizing ideas, integrating quotations, and avoiding plagiarism. It provides best practices and traps to avoid in completing the assignment successfully.
The document discusses the First Steps Reading Developmental Continuum, which was developed over 5 years in Western Australia to provide a framework for linking assessment to teaching and learning. It covers 4 areas: oral language, reading, writing, and spelling. For each area, a developmental continuum was created to identify phases in a child's development from pre-literacy to independence. The continua identify indicators that help teachers understand what children can do and inform planning. They describe typical behaviors for different phases to map progress, though acknowledge development varies between individuals.
This document discusses various aspects of reading comprehension and effective reading strategies. It addresses topics like top-down and bottom-up processing, coherence and cohesion, referencing, and features of well-written texts. It also discusses how good readers adjust their skills based on the text, use metacognition to connect different processing levels, and combine old and new strategies. Lexical accessibility and using various clues and knowledge sources are presented as ways to improve understanding.
Mississippi College and Career Readiness Standards fIlonaThornburg83
Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Third Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 99-September 2016
Third Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
RL.3.1
Ask and answer questions
to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers ask questions before,
during, and after reading.
Readers answer questions
(who, what, when, where,
why, and how) about specific
details from the text.
Authors of literature include
characters, a setting, and
major events.
Readers visualize key
elements within the text.
A student should understand
(Conceptual Understanding)
Readers are always
questioning the text as they
read, including beyond the
text (inferential questions).
Readers listen to their inner
conversation as they read.
Asking and answering
questions about the text
prompts the reader to
examine what information
they lack or what parts of the
text are confusing.
Read closely in order to cite
information from the text in
order to ask and answer
questions.
A student should be able to do
(Evidence of Knowledge)
Provide oral and written
explanations that show
understanding of a text,
using examples from the text
to justify response/thinking.
Reference details and/or
examples in a text when
explaining the basis for the
answers.
Read a text and answer
questions about the text.
Read a text and ask
questions about the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
questioning/question, ask, answer, text, summarize, text evidence, explicitly stated
College- and Career-Readiness Standards for English Language Arts
Page 3 of 99-September 2016
Third Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
RL.3.2
Recount stories, including
fables, folktales, and myths
from diverse cultures;
determine the central
message, lesson, or moral
and explain how it is
conveyed through key
details in the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers understand
characteristics of stories,
fables, folktales, and myths.
Readers determine the
central message, moral, or
lesson of a story.
Readers know the difference
between a central idea and
key details in a story.
Readers know the
characteristics of an effective
retelling/recounting of
events from a story.
A student should understand
(Conceptual Understanding)
Authors of litera ...
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
Teaching ELL students in a common core worldKeith Pruitt
Workshop done in Decatur City Schools, Alabama. This looks at Common Core and the impact on teaching ELL in Comprehension, Vocabulary, Academic Language and Writing. 5 Hour workshop.
The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulnesshurdlefast
This document provides instructions for writing a literary analysis paper. It explains that a literary analysis involves making an argument about a piece of writing using evidence from the text to support a thesis statement. It outlines the key elements of literature that may be analyzed, such as plot, setting, characters, themes, and symbols. The document also provides guidance on how to start an analysis, including carefully reading the work, taking notes, identifying patterns and focus areas, and developing a thesis statement. It concludes by offering tips on outlining the essay and incorporating evidence from the text to support the thesis in the introduction, body, and conclusion sections.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
This document provides guidance on how to write a successful literary analysis paper. It explains that a literary analysis argues a specific thesis about a work's attributes using evidence from the text. It outlines how to analyze essential elements like theme, plot, characters, setting, point of view, and rhetorical devices. It emphasizes developing a clear, original thesis and supporting it through paragraphs that link back to the thesis. The conclusion reiterates focusing the paper on a significant thesis and coherent organization.
DLL_ENGLISH 4_Q1_W5_Identify the structure, purpose and language features @ed...SheenaClairedelaPe
This Daily Lesson Log document outlines the objectives, content, learning resources, and procedures for an English lesson for 4th grade students over the course of a week. The lesson focuses on identifying the structure, purpose, and language features of different text types such as narratives, information reports, procedures, and arguments. The document also notes that the creator/editor of the DLL does not claim ownership over its contents and does not permit the document to be sold or shared without permission.
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives, prompts, and ways to proceed with a close reading. Students are instructed to choose a poem from the list provided and write a 500-750 word essay examining how elements in the poem create tension and resolve into a unified whole. The document provides detailed guidance on analyzing poetic form, language, imagery and how these elements work together to convey an overall meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
for Language and Evaluation Assessment. A. Rationale of Literature Testing
Literature is a humanities subject, but it is
part of most language subject in schools. For
years, it was the focus of the curricula of
bachelor’s degrees in arts and education major
in English. Today, the bulk of the subjects in
an English major course are language not
literature, but the latter continues to be
integrated in the language program because of
its potential benefits. Stern (1987) in her article, “ Expanded
Dimensions to Literature in ESL/EFL: An
Integrated Approach ,” stressed the great
influence of literature to language learning.
According to her linguistically, literature can help
students master the vocabulary and grammar of
the language as well as the four language skills.
It can help promote reading comprehension by
presenting special challenges to readers that
demand their learning to put into practice
specific reading strategies. Moreover, it provides
the subject matter, the context, and inspiration
for numerous written and oral activities so that a
single literary work becomes the central focus of
a classroom study unit.
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning to write a clear response to literature using rhetorical strategies and critical thinking. Students are prompted to choose one of four poems and write a 500-750 word thesis-driven essay examining how the poem achieves an "organic unity" by resolving tensions between its elements. The document provides steps for close reading, identifying tensions, forming a hypothesis, and showing how all parts contribute to the poem's meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
The document discusses narrative text structure and how to teach comprehension of narratives. It defines narratives and their key elements, including protagonist, problem, response, consequence, resolution and theme. It recommends using story grammar and graphic organizers to help students understand narrative elements and structure. Teachers can explicitly teach story grammar to improve comprehension and recall of narrative texts.
The document discusses differentiating instruction using Bloom's Revised Taxonomy to meet the needs of all students. It provides examples of making learning objectives less or more challenging by modifying action verbs and cognitive demand. Teachers are encouraged to flexibly adjust their approach, curriculum, and presentation of information based on student needs.
This document provides guidance for writing an essay analyzing a poem using the New Critical approach. It instructs students to choose one of three provided poems and write a 500-750 word thesis-driven essay examining how elements of the poem work together to create an "organic unity." The document outlines the steps of close reading a poem, identifying tensions and how they are resolved, and using evidence from the text to support an argument about the poem's overall meaning. It also provides expectations, previously learned skills, best practices, and things to avoid in completing the assignment successfully.
This document provides a unit-by-unit alignment of the CKLA Kindergarten curriculum to the Common Core State Standards for English Language Arts. It shows which standards are addressed in each unit of the curriculum. The standards cover key areas like reading literature, reading informational texts, reading foundations, including print concepts, phonological awareness, phonics and word recognition, and fluency. An 's' indicates the standard is addressed in that particular unit.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each category.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each domain of English language arts.
This document provides guidance on how to write a successful literary analysis paper. It discusses developing an argumentative thesis statement that makes an original interpretation of the text. It also outlines how to structure the paper with an introduction that presents the thesis and a body that supports it with evidence from the text. The conclusion should reiterate the key points without simply restating them. Character analysis, literary elements, rhetorical devices, and establishing a controlling idea for each paragraph are also covered.
The document provides guidance on analyzing texts to identify themes and central ideas. It explains that themes are statements about broader ideas that a text conveys regarding people, society or the world. Themes may be explicitly stated or inferred, and texts can have multiple themes. Students must support their analysis of themes with specific evidence from the text, including direct quotations and discussion of textual elements. The document also discusses how themes may develop and change over the course of a text.
English Analysing Themes and Ideas Presentation Beige Pink Lined Style_202308...JohannaSinadjan2
The document provides guidance on analyzing texts to identify themes and central ideas. It defines themes as explicit ideas that convey what a text says about topics like people or society. Students should determine multiple themes in a text and how they develop over the course. Strong analysis requires citing textual evidence, such as quotations, and explaining how language and structure convey themes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
K
1
2
3
4
5
With prompting and support, ask and answer questions about key
details in a text.
Ask and answer questions about key details in a text.
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
Ask and answer such questions as who?, what?, where?, when?,
why?, and how? To demonstrate understanding of key details in a
text.
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4. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
K
1
2
3
4
5
With prompting and support, retell familiar stories, including key
details.
Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain
how it is conveyed through key details in a text.
Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or
how the speaker in a poem reflects upon a topic; summarize the text.
Recount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.
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5. Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
K
1
2
3
4
5
With prompting and support, identify characters, settings, and major
events in a story.
Describe characters, settings, and major events in a story, using key
details.
Describe characters in a story (e.g., their traits, motivations, or
feelings)and explain how their actions contribute to the sequence of
events.
Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character’s thoughts,
words, or actions).
Compare and contrast two or more character’s settings, or events in a
story or drama, drawing on specific details in the text (e.g., how
characters interact).
Describe how characters in a story respond to major events and
challenges.
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6. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
K
1
2
3
4
5
Ask and answer questions about unknown words in a text.
Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
Determine the meaning of words and phrases as they are used in a
text, distinguishing literal from non literal language.
Determine the meaning of words and phrases as they are used in a
text, including those that allude to significant characters found in
mythology (e.g., Herculean).
Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story , poem,
or song.
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7. Analyze the structure of texts, including how specific texts, including
how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and
the whole.
K
1
2
3
4
5
Recognize common types of texts (e.g., storybooks, poems).
Explain major differences between books that tell stories and books
that give information, drawing on wide reading of a range of text
types.
Refers to parts of stories, dramas, and poems when writing or speaking
about a text, using terms such as chapter, scene, and stanza;
describe how each successive part builds on earlier sections.
Explain major differences between poems, drama, and prose and
refer to the structural elements of poems (e.g., verse, rhythm, meter)
and drama ( e.g., casts of characters, settings, descriptions, dialogue,
stage directions) when writing or speaking about a text.
Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
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8. Asses how point of view or purpose shapes the content and style of
text.
K
1
2
3
4
5
With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
Identify who is telling the story at various points in the text.
Distinguish their own point of view from that of the narrator or those of
the characters.
Compare and contrast the point of view from which different stories
are narrated, including the difference between first-and-third person
narrations.
Describe how a narrator’s or speaker’s point of view influences how
events are described.
Acknowledge differences in points of view of characters, including by
speaking in a different voice for each character when reading
dialogue aloud.
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9. Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
K
1
2
3
4
5
With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in
a story an illustration depicts).
Use illustrations and details in a story to describe its characters, setting,
or events.
Explain how specific aspects of a text’s illustrations contribute to what
is conveyed by the words in a story (e.g., create mood, emphasize
aspects of a character or setting).
Make connections between the text of a story or drama and a visual
or oral presentation of the text, identifying where each version reflects
specific descriptions and directions in the text.
Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or
plot.
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10. Analyze how two or more texts address similar themes or topics to
build knowledge or to compare the approaches the authors take.
K
1
2
3
4
5
With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
Compare and contrast the adventures and experiences of characters
in stories.
Compare and contrast the themes, settings, and plots of stories written
by the same author about the same or similar characters (e.g., in
books from series).
Compare and contrast the treatment of similar themes and topics
(e.g., opposition of good and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional literature from different cultures.
Compare and contrast stories in the same genre (e.g., mysteries, and
adventure stories) on their approaches to similar themes and topics.
Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures
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12. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
K
1
2
3
4
5
With prompting and support, ask and answer questions about key
details in a text.
Ask and answer questions about key details in a text.
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Anchor1
13. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
K
1
2
3
4
5
With prompting and support, identify the main topic and retell key
details of a text.
Identify the main topic and retell key details of a text.
Determine the main idea of a text; recount the key details and explain
how they support the main idea.
Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
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14. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
K
1
2
3
4
5
Ask and answer questions about unknown words in a text.
Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
Determine the meaning of words and phrases as they are used in a
text, distinguishing literal from non literal language.
Determine the meaning of words and phrases as they are used in a
text, including those that allude to significant characters found in
mythology (e.g., Herculean).
Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story , poem,
or song.
Anchor
15. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
K
1
2
3
4
5
Ask and answer questions about unknown words in a text.
Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
Determine the meaning of words and phrases as they are used in a
text, distinguishing literal from non literal language.
Determine the meaning of words and phrases as they are used in a
text, including those that allude to significant characters found in
mythology (e.g., Herculean).
Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story , poem,
or song.
Anchor
16. Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
K
1
2
3
4
5
With prompting and support, describe the connection between two
individuals, events, ideas, or pieces of information in a text.
Describe the connection between two individuals, events, ideas, or
pieces of information in a text.
Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text,
using language that pertains to time, sequence, and cause-effect.
Explain events, procedures, ideas, or concepts in a historical, scientific,
or technical text, including what happened and why, based on
specific information in the text.
Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
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17. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
K
1
2
3
4
5
With prompting and support, ask and answer questions about
unknown words in a text.
Ask and answer questions to help determine or clarify the meaning of
words or phrases in a text.
Determine the meaning of general academic and domain specific
words and phrases in a text relevant to a grade 3 topic or subject
area.
Determine the meaning of general academic and domain specific
words or phrases in a text relevant to a grade 4 topic or subject area.
Determine the meaning of general academic and domain specific
words or phrases in a text relevant to a grade 5 topic or subject area.
Determine the meaning of words and phrases in a text relevant to a
grade 2 topic or subject area.
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18. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
K
1
2
3
4
5
Identify the front cover, back cover, and title page of a book.
Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information
in a text.
Use text features and search tools ( e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
Describe the overall structure (e.g., chronology, comparison, cause-
effect, problem-solution) of events, ideas, concepts, or information in
a text or part of a text.
Compare and contrast the overall structure (e.g., chronology,
comparison, cause-effect, problem-solution) of events, ideas,
concepts, or information in two or more texts.
Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
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19. Assess how point of view or purpose shapes the content and style of a
text.
K
1
2
3
4
5
Name the author and illustrator of a text and define the role of each
in presenting the ideas or information in a text.
Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
Distinguish their own point of view from that of the author of a text.
Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the
information provided.
Analyze multiple accounts of the same vent or topic, noting important
similarities and differences in the point of view they represent.
Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
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20. Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
K
1
2
3
4
5
With prompting and support, describe the relationship between
illustrations and the text in which they appear (e.g., what person,
place, thing, or idea in the text an illustration depicts).
Use the illustrations and details in a text to describe its key ideas.
Use information gained from illustrations (e.g., maps, photographs)
and the words in a text to demonstrate understanding of the text
(e.g., where, when, why, and how key events occur).
Interpret information presented visually, orally, or quantitatively (e..g.,
in charts, graphs, diagrams, timelines, animations, or interactive
elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears.
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify text.
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21. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiently of the evidence.
K
1
2
3
4
5
Identify the reasons an author gives to support points in a a text.
Identify the reasons an author gives to support points in a text.
Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison; cause-effect; first, second,
third in a sequence.
Explain how an author uses reasons to support particular points in a
text.
Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
Describe how reasons support specific points the author makes in a
text.
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22. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authirs
take.
K
1
2
3
4
5
With prompting and support, identify basic similarities in and
differences between two texts on the same topic.
Identify basic similarities in and differences between two texts on the
same topic (e.g., in illustrations, descriptions, or procedures).
Compare and contrast the most important points and key details
presented in two texts on the same topic.
Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably.
Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
Compare and contrast the most important points presented by two
texts on the same topic.
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23. Read and comprehend complex literary and informational texts
independently and proficiently.
K
1
2
3
4
5
Actively engage in group reading activities with purpose and
understanding.
With prompting and support, read informational texts appropriately for
grade 1.
By the end of the year, read and comprehend informational texts, including
history/ social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently.
By the end of the year, read and comprehend informational texts, including
history/ social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently , with scaffolding as needed at the high end of
the range.
By the end of the year, read and comprehend informational texts, including
history/ social studies, science, and technical texts, at the high end of the
grades 4-5 text complexity band independently and proficiently.
By the end of the year, read and comprehend informational texts, including
history/ social studies, science, and technical texts, in the grades 2-3 text
complexity band proficiently , with scaffolding as needed at the high end of
the range.
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