4th Grade SBRC Rubric
|
|
- Madeleine Harrington
- 7 years ago
- Views:
Transcription
1 READING with fluency and Determines the words then uses them when reading and writing [Reading/Vocabulary Development] Analyzes and makes inferences about varied literary text and uses text evidence to support 1(A) read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and. 2(A) determine the meaning of grade-level Latin, Greek, or other affixes; 2(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the words or multiple meaning words; 2(C) complete analogies using knowledge of antonyms and synonym (e.g., boy:girl as male:, or girl:woman as boy: );; 2(D) identify the meaning of common idioms; 2(E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. THEME AND GENERE 3(A) summarize and explain the lesson or message of a work of fiction as its theme; THEME AND GENRE 3(B) compare and contrast exploits of characters (e.g., the trickster) in traditional and classical literature. POETRY 4(A) explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse) DRAMA 5(A) describe the structural dramatic literature. FICTION 8(A) sequence and summarize the plot s main events and explain their influence on future events; FICTION 8(B) describe the interaction of characters including their relationships and the changes they undergo; Reads grade level material with no major errors, appropriate expression and pacing. affixes 4 out of 5 independently identify the relevant meaning of unfamiliar words or multiple- meaning words. complete analogies synonyms. idioms 4 out of 5 use dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. summarize and explain the lesson or message of a work of fiction as its theme. compare and contrast classic literature 4 out of 5 describe the structural elements of poetry. describe the structural dramatic literature. sequence and main events and explain their influence on future events. describe the characters including Reads grade level material with few errors and some expression. affixes 3 out of 5 identify the relevant words and multiple- meaning words. Complete analogies synonyms 4 out of 5 attempts. idioms 3 out of 5 Use dictionary or glossary to determine the meaning of unknown words. Explain the lesson or message of a work of fiction as its theme. Compare and contrast classic literature 3 out of 5 elements of poetry 3 out of 5 dramatic literature. Sequence and main events. Describe the characters and their relationships. Decodes text at an independent level. affixes identify the relevant words Complete analogies synonyms with idioms Use dictionary or glossary to determine the meaning of unknown words with Explain the lesson or message of a work of fiction as its theme Compare and contrast classic literature with elements of poetry dramatic literature Sequence and main events with Describe the characters and their relationships with
2 their relationships and changes they undergo. FICTION 8(C) identify whether the narrator or speaker of a story is first or third person. LITERARY NONFICTION 7(A) identify similarities and differences between the events and characters experiences in a fictional work and the actual events and experiences described in an author s biography or autobiography. Describes characters in works of fiction and the reasons for their actions and feelings. determine whether a nonfiction. Describes characters in works of fiction and his/her feelings. Determine whether a nonfiction 3 out of 5 Identifies characters in works of fiction. Determine whether a nonfiction with Reads independently for sustained periods of time and demonstrates understanding Analyzes and makes inferences about varied informational text and uses text evidence to support SENSORY LANGUAGE 8(A) identify the author s use of similes and metaphors to produce imagery. 9(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). CULTURE AND HISTORY 10(A) explain the difference between a stated and an implied purpose for an expository text. recognizes sensory details 4 out of 5 reads of time and can paraphrase what the reading was about. explain the difference implied purpose. Recognizes sensory details 3 out of 5 reads of time and attempts to paraphrase what the reading was about. Explain the difference implied purpose. Recognizes sensory details Inconsistently reads of time and can paraphrase what the reading was about Explain the difference implied purpose with EXPOSITORY 11(A) summarize the main idea and supporting details in text in ways that maintain meaning; EXPOSITORY 11(B) distinguish fact from opinion in a text and explain how to verify what is a fact; EXPOSITORY 11(C) describe explicit and implicit ideas in texts organized by cause-and-effect, sequence, or comparison; EXPOSITORY TEXT 11(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of PERSUASIVE 12(A) explain how an author uses language to present information to influence what the reader thinks or does. PROCEDURAL 13(A) determine the needed to carry out a procedure (e.g., following a recipe); and explains main ideas and events. distinguish fact from opinion in a text, and explain how to verify what is a fact. describe explicit cause ideas in texts organized by cause- and- effect, sequence, or comparison. use multiple text features to gain an overview of explain how the author uses language to present information to influence what the reader things or does. determine the procedure. and identifies main ideas and events from a list. Distinguish fact from opinion in a text. Describe explicit cause ideas in texts. Use at least two different text features to gain an overview of Attempts to explain how the author uses language to present information to influence what the reader things or does. procedure 3 out of 5 Recalls main ideas and events from a variety of read- aloud texts. Distinguish fact from opinion in a text with Describe explicit cause ideas in texts with Use text features to gain an overview of with Identify what the author is trying to persuade the reader to think or do with procedure with
3 Knows when and how to apply a flexile range of reading strategies WRITING Uses elements of the writing process to compose text PROCEDURAL 13(B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). FIG19 (A) establish purposes for reading selected texts based upon own or others desired outcome to enhance ; FIG19 (B) ask literal, interpretive, and evaluative questions of text; Fig19 (C) monitor and adjust (e.g., using background knowledge, creating sensory images, rereading a portion aloud); FIG19 (D) make inferences about text and use textual evidence to support understanding; FIG19 (E) summarize information in text, maintaining meaning and logical order; and FIG19 (F) make connections between literary and informational texts with similar ideas and provide textual evidence. 15(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic journals); 15(B) develop drafts by categorizing ideas and organizing them into paragraphs; text 4 out of 5 Establishes purpose for reading based on desired outcomes to enhance. Asks questions to deepen the meaning of text; may explain how the questions enhance (metacognition). Identifies problems at word, sentence, or schema level; can articulate and use a strategy to fix breakdown, usually at the word or sentence level. Draws conclusions and/or makes predictions and can explain the source of the conclusion or prediction. Stops frequently to reflect on text meaning; uses own schema and story elements to enhance meaning; may identify key themes. Relates background knowledge/ experience to text and expands the interpretations of text by using schema; may discuss schema related to author, text structure; Detailed evidence shows time spent Develop drafts by categorizing ideas and organizing them into paragraphs. text 3 out of 5 Compares different purposes for reading a variety of texts. Asks questions only to clarify meaning. Identifies difficulties, breakdown is often at word level, little or no sense of the need to solve the problem; main strategy is to sound it out. Draws conclusions or makes predictions that are consistent with the text or schema. Stops periodically to identify text events and may incorporate schema into interpretation. Makes simple connections but cannot explain them, or the connections are irrelevant to the text Some evidence that shows time spent Some evidence shows development of drafts by categorizing ideas and organizing them into paragraphs text States the purpose for reading. Asks only literal questions. Little or no conscious awareness of reading process. Attempts to make predictions or draw conclusions, without using the text or by using the text inappropriately to defend the statement. Stops occasionally or at the end of the text and identifies some text elements. Makes no connections between text and background knowledge Little to no time spent Little to no evidence shows development drafts by categorizing ideas and organizing them into paragraphs.
4 Writes literary texts to express feelings and ideas 15(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; 15(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; 15(E) revise final draft in response to feedback from peers and teacher and publish written work for a specific 16(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; Revise drafts for coherence, organization, use of simple/compound sentences, and Edits drafts for grammar, mechanics, and spelling using a rubric. Revise final draft in response to feedback and publish written work for a specific stories that build the plot to a climax and contain details about the characters and setting. drafts for coherence, organization, use of simple/compound sentences, and Attempts to edit drafts for grammar, mechanics, and spelling using a rubric. final draft in response to feedback and publish written work for a specific stories that move sequence of events that contains details about character and setting. drafts by adding or deleting a word, phrase, or sentence. Little to no time spent editing drafts for grammar, mechanics, and spelling. No effort is made to revise final draft in response to feedback and publish written work for a specific stories that include a beginning, middle, and end. Writes about personal experiences Writes expository texts to communicate ideas and information 16(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). 17(A) write about important personal experiences. 18(A) create brief compositions that: establish a central idea in a topic sentence; include supporting sentences with facts, details and explanations; contain a concluding statement; 18(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); write poems that convey sensory details using patterns of verse. write important personal experiences that move sequence of events. Write brief compositions that: establish a central idea in a topic sentence; include supporting sentences with facts, details and explanations; contain a concluding statement. Write letters tailored to a specific audience for a specific purpose and uses appropriate conventions. Write poems that convey sensory details and attempts to use patterns of verse. Attempts to write important personal experiences that move sequence of events. Creates a single paragraph with a topic sentences and supporting facts or details. Writes to an audience around a topic and includes the parts of a letter. Write poems that convey sensory details and attempts to use patterns of verse with Writes about personal experiences with Writes multiple sentence descriptions that include a topic and details. Writes to an audience with loosely related facts, details, or opinions. Writes persuasive texts to influence the attitudes of a specific audience 18(C) write responses to literary or expository texts and provide evidence from the text to demonstrate 19(A) write persuasive essays for appropriate audiences that establish a position and use supporting details. write responses to literary or expository text and provide evidence to demonstrate write persuasive essays for an appropriate audience that establishes position and includes supporting details. Write responses to literary or expository text and attempt to provide evidence to demonstrate Write persuasive essays for an audience, establish a position, include details. Write responses to literary or expository text Write brief persuasive essays that establish a position
5 CONVENTIONS Understands and uses correct functions of grammar when speaking and writing [Conventions] Writes legibly and uses appropriate capitalization and punctuation [Handwriting, Capitalization, Punctuation] Uses spelling patterns, roots, and affixes to spell correctly 20(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: verbs (irregular); nouns (singular/plural/common/proper); adjectives (descriptive/comparative/superlative); adverbs (frequency); prepositions (location/time/direction/detail); reflexive pronouns; correlative conjunctions, timeorder transition words and transitions that indicate a conclusion; 20(B) use the complete subject and the complete predicate in a sentence; and 20(C) use complete simple and compound sentences with correct subject-verb agreement. 21(A) write legibly by selecting cursive script or manuscript printing as appropriate; 21(B) use capitalization for: historical events and documents; titles of books, stories, and essays; languages, races, and nationalities; and 21(C) recognize and use punctuation marks, including: commas in compound sentences; quotation marks. 22(A) spell words with more advanced orthographic patterns and rules: plural rules; irregular plurals; double consonants in middle of words; other ways to spell sh; silent letters; 22(B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-); 22(C) spell commonly used homophones (e.g., there, they re, their; two, too, to); 22(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings. use and understand the function of various parts of speech 4 out of 5 use the complete subject and the complete predicate in a sentence 4 out of 5 use complete simple and compound sentences with correct subject- verb agreement 4 out of 5 Write fluidly and legibly in cursive, allowing margins and correct spacing between letters in a word and words in a sentence. Capitalizes historical events and documents, titles of books, stories and essays, languages, races, and nationalities. Uses commas in compound sentences and quotation marks. Knows and uses irregular plurals, double consonants in the middle of the word, other ways to spell sh, and silent letters. spell base words and roots with affixes 4 out of 5 spell commonly used homophones 4 out of 5 use spelling patterns/rules as well as print and electronic resources to correct spelling. Use and understand the function of various parts of speech 3 out of 5 Use the complete subject and the complete predicate in a sentence 3 out of 5 Use complete simple and compound sentences with correct subject- verb agreement 3 out of 5 Writes in cursive attending to proper letter formation and spacing. Capitalizes the first word of a sentence, proper nouns, months and days of the week; the salutation and closing of a letter. Uses apostrophes in contractions, possessives commas in a series and in dates. Knows and uses spelling patterns for consonant doubling, changing the ending to ies, and common homophones (hair- hare). Spell base words and roots with affixes 3 out of 5 Spell commonly used homophones 3 out of 5 Attempts to use spelling patterns/rules as well as print and electronic resources to correct spelling. Use and understand the function of various parts of speech with Use the complete subject and the complete predicate in a sentence with Use complete simple and compound sentences with correct subject- verb agreement with Writes combining cursive and manuscript. Capitalizes the first word of a sentence and proper nouns. Uses basic punctuation. Spells three- and four- letter short vowel words Spell base words and roots with affixes with Spell commonly used homophones with teacher support. Use spelling patterns/rules as well as print and electronic resources to correct spelling
Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy
4 th Grade Reading and Writing TEKS 4th Nine Weeks Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy Figure 19: Reading/Comprehension Skills. Students use a flexible range
More informationMinnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
More informationGrade 4 Writing Assessment. Eligible Texas Essential Knowledge and Skills
Grade 4 Writing Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 4 Writing Assessment Reporting Category 1: Composition The student will demonstrate an ability to compose a variety
More informationFocus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies
3 rd Grade Reading and Writing TEKS 3 rd Nine Weeks Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies Figure 19: Reading/Comprehension Skills.
More informationLANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
More informationPerformance Indicators-Language Arts Reading and Writing 3 rd Grade
Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound
More informationMcDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8
McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationKINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
More informationCRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
More informationLanguage Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationReading VIII Grade Level 8
Reading VIII Reading VIII introduces students to a variety of topics to enrich their reading experience including: understanding common misspellings using prefixes, suffixes, root words, and forming compounds
More informationCommon Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationLanguage Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationGrade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
More informationWords Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade
TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
More informationReading IV Grade Level 4
Reading IV Reading IV introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds using phonetic clues and diacritical marks to identify
More informationCommon Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed
More informationAK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
More informationThis image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:
More informationThird Grade Language Arts Learning Targets - Common Core
Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1
More informationDate Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
More information2016-2017 Curriculum Catalog
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 400 COURSE OVERVIEW... 1 UNIT 1: JESUS, OUR EXAMPLE... 3 UNIT 2: WORKING WITH INFORMATION... 3 UNIT 3: THE STORY OF OUR
More informationIndiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationSIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
More informationPre K Kindergarten Students will be able to:
Pre K Kindergarten Students will be able to: Handle book appropriately, holding right side up and turning pages one at a time. Recognize that English is written from left to right, top to bottom. Identify
More information2016-2017 Curriculum Catalog
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 600 COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3: READING SKILLS... 4 UNIT 4:
More informationYear 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
More informationThis image cannot currently be displayed. Course Catalog. Language Arts 400. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 400 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: READING AND WRITING... 3 UNIT 2: READING FOR MEANING... 3 UNIT
More informationReading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7
Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:
More informationGrade 3 Reading Assessment. Eligible Texas Essential Knowledge and Skills
Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 3 Reading Assessment Genres Assessed: Literary Informational Fiction (Readiness) Expository (Readiness) Literary Nonfiction
More informationGrade 3 LA. 3. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 55
Grade 3 LA. 3. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 55 Grade 3: Reading Process Phonics/Word Analysis Standard: The student demonstrates knowledge
More informationExpository Reading and Writing By Grade Level
Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or
More informationGrade 4 Reading Comprehension Sample Selections and Items Test Information Document
Grade 4 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
More informationGrade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
More informationREADING KINDERGARTEN
READING KINDERGARTEN Concepts about print Identify the front cover, back cover, and title page of a book. Follow words from left to right and from top to bottom on the printed page. Understand that printed
More informationDetermine two or more main ideas of a text and use details from the text to support the answer
Strand: Reading Nonfiction Topic (INCCR): Main Idea 5.RN.2.2 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications
More informationGrade 8 Reading Assessment. Eligible Texas Essential Knowledge and Skills
Grade 8 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Reading Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting)
More informationMs Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
More information10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words
Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.
More informationGrading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the
READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level
More informationKey Ideas and Details
FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine
More informationFSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
More informationCST and CAHSEE Academic Vocabulary
CST and CAHSEE Academic Vocabulary Grades K 12 Math and ELA This document references Academic Language used in the Released Test Questions from the 2008 posted CAHSEE Released Test Questions (RTQs) and
More informationWriting Common Core KEY WORDS
Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary
More informationAs Approved by State Board 4/2/09
Improving students' ability to learn, communicate, and collaborate through literacy education As Approved by State Board 4/2/09 Nebraska Language Arts Standards As approved by State Board 4/2/09 Table
More informationAcademic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
More informationGrade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:
Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide
More informationCommon Core Progress English Language Arts. Grade 3
[ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationStudents will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationHow To Understand And Understand A Text From A Grade 5 To Grade 5
Strand: Reading Standards for Literature Grade: 3 Grade: 4 Grade: 5 Cluster 1: Key Ideas and Details LAFS.3.RL.1.1 Ask and answer questions to demonstrate understanding to a text, referring explicitly
More information5 th Grade Language Arts Curriculum Map 1 st Nine Weeks. Resources. Practices. Standards & Elements Essential Questions Assessments Best
5 th Grade Language Arts Curriculum Map 1 st Nine Weeks Standards & Elements Essential Questions Assessments Best Practices Writing ELA5W1 a.selects a focus, and organizational structure, and a point of
More informationStudents will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationCURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1
Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)
More informationEnglish 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
More informationMontgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
More informationInterpreting areading Scaled Scores for Instruction
Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should
More informationthe treasure of lemon brown by walter dean myers
the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,
More informationTeacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
More informationInspiration Standards Match: Virginia
Inspiration Standards Match: Virginia Standards of Learning: English Language Arts Middle School Meeting curriculum standards is a major focus in education today. This document highlights the correlation
More informationMeeting the Standard in North Carolina
KINDERGARTEN 1.02 Demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rhymes). 1.03 Recognize and name upper and lower case letters of the alphabet.
More informationPTE Academic Preparation Course Outline
PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The
More informationFIFTH GRADE IMAGINE IT! BLUE BAND UNIT OVERVIEW UNIT 1: Heritage
UNIT 1: Heritage Unit 1: Lesson 1 Writing a list Compound words Common/ proper nouns Paragraph structure Listen to directions Verbs/verb phrases Direct/indirect objects Unit 1: Lesson 2 Prefixes tele-
More informationEvaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
Practical Writing Intermediate Level Scoring Rubric for a Friendly Letter (to be used upon completion of Lesson 4) Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
More informationGrade 3 Reading Comprehension Sample Selections and Items Test Information Document
Grade 3 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
More informationWritten Language Curriculum Planning Manual 3LIT3390
Written Language Curriculum Planning Manual 3LIT3390 TABLE OF CONTENTS Language Usage Curriculum... 1 Language Usage I... 2 Language Usage II... 4 Language Usage III... 6 Language Usage IV... 8 Language
More information3rd Grade - ELA Writing
3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
More informationEnglish Language Arts Standards of the Archdiocese of Detroit
A Correlation of Pearson ilit 45, 2016 To the English Language Arts Standards of the Introduction This document demonstrates how meets English Language Arts Standards of the. Correlation references are
More informationTeacher Name : J. Pigg Class/Grade Level: 6 th Reading 2 nd Six Weeks Unit Title: Unit 02: Exploring Fiction and Drama
TeacherName:J.Pigg Class/GradeLevel:6 th Reading 2 nd SixWeeks UnitTitle:Unit02:ExploringFictionandDrama TEKS:06NELA02 Reading/Vocabulary Development. Students understand new vocabulary and use it when
More informationKey Information about the Reading Language Arts Program/Harcourt Brace Collections Fourth Grade
Key Information about the Reading Language Arts Program/Harcourt Brace Collections Fourth Grade The Lakewood City Schools Language Arts Program is aligned with the Ohio Academic Content Standards, K 12
More informationContextual Understanding, Conceptual Understanding, Structural Understanding, and Tools and Resources
Prentice Hall Writing and Grammar: Communication In Action 2004, Gold Level Ohio Academic Content Standards, Grade-Level Indicators, English Language Arts (Grade 9) Grade Nine Phonemic Awareness, Word
More informationUnits of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
More informationCorrelation to the Common Core State Standards for English Language Arts, Grade 3
Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights
More informationScope and Sequence/Essential Questions
Scope and Sequence/Essential Questions Scope and Sequence 8th Grade Language First Six Weeks Week SPI Essential Question Checks for Understanding Week 1 0801.1.5 How can you identify and correctly place
More informationStandards and progression point examples
English Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: explain the directionality of printed texts (ACELA1433 Concepts
More informationMansfield City Schools ELA Pacing Guide Grade 6 Reading
ACQUISITION OF VOCABULARY AV 6.1 - Define the meaning of unknown words by using context clues and the author's use of definition, restatement and example. AV6.6 - Apply the knowledge of prefixes, suffixes
More informationLANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
More informationGrades 6 8. correlated to the. Oregon English/Language Arts Grade-Level Standards. Grades 6 8
Grades 6 8 correlated to the Oregon English/Language Arts Grade-Level Standards Grades 6 8 McDougal Littell Grade 6 correlated to the Oregon English/Language Arts Grade-level Standards Grade 6 READING
More informationHow To Read With A Book
Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships
More informationGRADE 4. Curriculum Package. (September 2010)
GRADE 4 Curriculum Package (September 2010) For ease of reference, this Grade 4 Curriculum Package compiles all Prescribed Learning Outcomes and from within each subject-based Integrated Resource Package
More informationMStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
More informationIndex. 344 Grammar and Language Workbook, Grade 8
Index Index 343 Index A A, an (usage), 8, 123 A, an, the (articles), 8, 123 diagraming, 205 Abbreviations, correct use of, 18 19, 273 Abstract nouns, defined, 4, 63 Accept, except, 12, 227 Action verbs,
More information240Tutoring Reading Comprehension Study Material
240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts
More informationFifth Grade in California Public Schools. and the Common Core State Standards
A Look at Fifth Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT
More informationReading: The student reads and comprehends text across the curriculum.
Curricular Standards for Reading Education Kansas L iterature Reading with Purpose Course 1 2007 STANDARDS Standard 1: Reading Reading: The student reads and comprehends text across the curriculum. Benchmark
More informationPrentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8)
Standard 1: Reading EIGHTH GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. No standards
More informationHoughton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the
Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3 correlated to the Common Core State Standards English Language Arts Grade 3 RL.3.1 Reading Standards for Literature Key Ideas and
More informationMassachusetts Tests for Educator Licensure
Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development
More informationENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes
More informationLivingston Public Schools Scope and Sequence K 6 Grammar and Mechanics
Grade and Unit Timeframe Grammar Mechanics K Unit 1 6 weeks Oral grammar naming words K Unit 2 6 weeks Oral grammar Capitalization of a Name action words K Unit 3 6 weeks Oral grammar sentences Sentence
More informationthank you, m'am by langston hughes
thank you, m'am by langston hughes item analyses for all standards: vocabulary, reading, writing, conventions grade grade 8 grades 9 & 0 iv vi vii reading standard.0 --word analysis, fluency, and systematic
More informationGLOSSARY. APA The style manual for documenting the use of sources in researched writing that is prescribed by the American Psychological Association.
GLOSSARY ANALYSIS 1. Level four of Bloom s Taxonomy of Educational Objectives. 2. Separating into basic parts for detailed study. 3. The detailed examination of anything complex. 4. In literature, the
More informationREADY NCEXTEND2 End-of-Grade English Language Arts (ELA)/Reading Grades 3-8 Assessments
READY NCEXTEND2 End-of-Grade English Language Arts (ELA)/Reading Grades 3-8 Assessments NCEXTEND2 ELA/Reading Grades 3-8 Achievement Level Ranges (Cut Scores) Subject Grade Level 1 Level 2 Level 3 Level
More informationThird Grade in California Public Schools. and the Common Core State Standards
A Look at Third Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT
More informationNew Jersey Core Curriculum Content Standards: For Language Arts Literacy
For STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS
More informationGrade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered
Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)
More informationPENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
More information