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bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text t...
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bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.06.02 retell through concise summarization grade-level narrative and informational text. R.CM.06.03 analyze global themes, universal truths and principles within and across texts to
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=44
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=44
<span class="highlight">text</span> features including appendices, headings, subheadings, marginal notes, keys and legends, figures, and bibliographies to enhance the understanding of key and supporting ideas. Comprehension Students will… R.CM.04.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.04.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.04.03 explain relationships among themes
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=52
graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas. Comprehension Students will… R.CM.05.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.05.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.05.03 analyze global themes, universal truths, and principles
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=60
bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.06.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.06.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.06.03 analyze global themes, universal truths and principles within and across texts to
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=68
writer’s craft and <span class="highlight">text</span> features including metaphors, similes, captions, diagrams, and appendices to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.07.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.07.03 analyze global themes, universal truths, and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=76
including graphics, author’s pages, prefaces, and marginal notes, to enhance the understanding of central, key, and supporting ideas. Comprehension Students will… R.CM.08.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in <span class="highlight">text</span> through oral and written responses. R.CM.08.02 retell through concise <span class="highlight">summarization</span> grade-level narrative and informational <span class="highlight">text</span>. R.CM.08.03 analyze global themes, universal truths, and principles within and across texts
Microsoft Word - 2nd Grade GLEs _2_
tales, and prose (fiction and nonfiction) • Distinguish between fantasy and realistic text • Distinguish between poetry and prose 4.2c Interpret the impact of author’s decisions such as word choice, style, content, and literary elements; understand the author’s inten...
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tales, and prose (fiction and nonfiction) • Distinguish between fantasy and realistic text • Distinguish between poetry and prose 4.2c Interpret the impact of author’s decisions such as word choice, style, content, and literary elements; understand the author’s intent in choosing a particular genre 4.2f Identify the effect of point of view 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Listen to and read simple stories from
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
tales, and prose (fiction and nonfiction) • Distinguish between fantasy and realistic <span class="highlight">text</span> • Distinguish between poetry and prose 4.2c Interpret the impact of author’s decisions such as word choice, style, content, and literary elements; understand the author’s intent in choosing a particular genre 4.2f Identify the effect of point of view 4.3a Respond to literary texts and media representing the <span class="highlight">diversity</span> of American cultural heritage • Listen to and read simple stories from
7th Grade„Grade Level Expectations
genders, nationalities, races, cultures, religions, and disabilities 4.1e Connect own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience 4.2a Respond to literary text by making inferences about content, events, charact...
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genders, nationalities, races, cultures, religions, and disabilities 4.1e Connect own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience 4.2a Respond to literary text by making inferences about content, events, characters, setting, and author’s decisions • Draw conclusions (strongly implied in text) about people and events in text • Make reasonable predictions as they read • Draw conclusions from a text 4.2b Understand
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade%20GLEs.pdf#page=14
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/1st%20Grade...
genders, nationalities, races, cultures, religions, and disabilities 4.1e Connect own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience 4.2a Respond to literary <span class="highlight">text</span> by making inferences about content, events, characters, setting, and author’s decisions • Draw conclusions (strongly implied in <span class="highlight">text</span>) about people and events in <span class="highlight">text</span> • Make reasonable predictions as they read • Draw conclusions from a <span class="highlight">text</span> 4.2b Understand
7th Grade„Grade Level Expectations
Other—“Carryover” or Review Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade 4.2f Identify the effect of point of view • Identify how point of view affects a literary text (e.g., how a story would be different if told from a different point of...
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Other—“Carryover” or Review Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade 4.2f Identify the effect of point of view • Identify how point of view affects a literary text (e.g., how a story would be different if told from a different point of view) • Identify how point of view impacts the reader 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Read and explain simple stories from different cultures and eras to broaden
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
summarize while reading After Reading 2.4a Demonstrate overall understanding of printed texts by making predictions as necessary • Predict likely outcomes <span class="highlight">based</span> on clues in <span class="highlight">text</span>, knowledge of <span class="highlight">text</span> structure, and knowledge of a variety of genres • Adjust previous predictions <span class="highlight">based</span> on new information in a <span class="highlight">text</span> • Identify logical, additional and/or complementary information (e.g., “next” chapter or selection) for a <span class="highlight">text</span> 2.4b Demonstrate overall understanding of technical and informative texts by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=27
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
Other—“Carryover” or Review Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade 4.2f Identify the effect of point of view • Identify how point of view affects a literary <span class="highlight">text</span> (e.g., how a story would be different if told from a different point of view) • Identify how point of view impacts the reader 4.3a Respond to literary texts and media representing the <span class="highlight">diversity</span> of American cultural heritage • Read and explain simple stories from different cultures and eras to broaden
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test" means a test where the scores are based on comparisons with a nationally representative group of students in the same grade. The meaning of the scores is tied specifically to student performance relative to the performance of the students in the norm group under very specific testi...
7th Grade„Grade Level Expectations
view affects a literary text (e.g., how a story would be different if told from a different point of view) • Analyze how point of view impacts reader 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Empathize with experienc...
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view affects a literary text (e.g., how a story would be different if told from a different point of view) • Analyze how point of view impacts reader 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Empathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities • Read and evaluate complex stories from different cultures and eras to broaden cultural awareness • Compare
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=14
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
• Predict likely outcomes <span class="highlight">based</span> on clues in <span class="highlight">text</span>, knowledge of <span class="highlight">text</span> structure, and knowledge of a variety of genres • Adjust previous predictions <span class="highlight">based</span> on new information in a <span class="highlight">text</span> • Identify logical, additional, and/or complementary information (e.g., “next” chapter or section) for a <span class="highlight">text</span> 2.4bl/T Demonstrate overall understanding of technical and informative texts by identifying <span class="highlight">text</span> features and <span class="highlight">text</span> structures • Apply essential information from <span class="highlight">text</span> features (e.g., title, author, cover, pictures
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade%20GLEs.pdf#page=31
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/9th%20Grade...
view affects a literary <span class="highlight">text</span> (e.g., how a story would be different if told from a different point of view) • Analyze how point of view impacts reader 4.3a Respond to literary texts and media representing the <span class="highlight">diversity</span> of American cultural heritage • Empathize with experiences and feelings of fictional characters <span class="highlight">based</span> on age, gender, nationalities, races, cultures, and/or disabilities • Read and evaluate complex stories from different cultures and eras to broaden cultural awareness • Compare
7th Grade„Grade Level Expectations
reader • Evaluate the effect of an author’s use of point of view such as: first vs. third, limited vs. omniscient, and subjective vs. objective 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Read and evaluate complex stor...
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reader • Evaluate the effect of an author’s use of point of view such as: first vs. third, limited vs. omniscient, and subjective vs. objective 4.3a Respond to literary texts and media representing the diversity of American cultural heritage • Read and evaluate complex stories from different cultures and eras to broaden cultural awareness • Empathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities • Compare works of
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=15
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
between and among ideas • Use graphic organizer or other note-taking technique to record important ideas or information • Explain personal connections to the topics or information in <span class="highlight">text</span>(s) • Restate in own words the main events in the <span class="highlight">text</span> • Frequently summarize while reading • Frequently paraphrase important ideas or information After Reading 2.4a Demonstrate overall understanding of printed texts by making predictions as necessary • Predict likely outcomes <span class="highlight">based</span> on clues in <span class="highlight">text</span>, knowledge
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=34
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
reader • Evaluate the effect of an author’s use of point of view such as: first vs. third, limited vs. omniscient, and subjective vs. objective 4.3a Respond to literary texts and media representing the <span class="highlight">diversity</span> of American cultural heritage • Read and evaluate complex stories from different cultures and eras to broaden cultural awareness • Empathize with experiences and feelings of fictional characters <span class="highlight">based</span> on age, gender, nationalities, races, cultures, and/or disabilities • Compare works of
7th Grade„Grade Level Expectations
influences the reader • Evaluate the effectiveness of an author’s choice of words with specific connotations to create mood • Compare styles among texts to determine effects of author’s choices • Compare characteristics and elements of various literary forms including shor...
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influences the reader • Evaluate the effectiveness of an author’s choice of words with specific connotations to create mood • Compare styles among texts to determine effects of author’s choices • Compare characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches, and novels • Evaluate an author’s decision to use a particular genre in a given situation 4.2f Identify the effect of point of view • Analyze how point of view affects a literary text
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
between and among ideas • Use graphic organizer or other note-taking technique to record important ideas or information • Explain personal connections to the topics or information in <span class="highlight">text</span>(s) • Restate in own words the main events in the <span class="highlight">text</span> • Frequently summarize while reading • Frequently paraphrase important ideas or information After Reading 2.4a Demonstrate overall understanding of printed texts by making predictions as necessary • Predict likely outcomes <span class="highlight">based</span> on clues in <span class="highlight">text</span>, knowledge
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=21
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
support and apply judgments (that may not be dichotomous) <span class="highlight">based</span> on the evaluation of complex issues in: #0;� Literary <span class="highlight">text</span> (e.g., character’s actions, morals of narratives or poems) #0;� Nonfiction • Analyze information in a <span class="highlight">text</span> to develop logical opinions 21
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grade%20GLEs.pdf#page=34
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/11th%20Grad...
influences the reader • Evaluate the effectiveness of an author’s choice of words with specific connotations to create mood • Compare styles among texts to determine effects of author’s choices • Compare characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches, and novels • Evaluate an author’s decision to use a particular genre in a given situation 4.2f Identify the effect of point of view • Analyze how point of view affects a literary <span class="highlight">text</span>
SIXTH GRADE
2006 Mississippi Language Arts Framework-Revised g. The student will analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language). (DOK 3) 2. The student will apply strategies and skills to comprehend, respond to, interpret, or...
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2006 Mississippi Language Arts Framework-Revised g. The student will analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language). (DOK 3) 2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity. a. The student will apply knowledge of text features, parts of a book, text structures, and genres to understand, gain
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6th_grade_framework.pdf#page=3
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...
2006 Mississippi Language Arts Framework-Revised g. The student will analyze and evaluate vocabulary usage <span class="highlight">based</span> on appropriateness for context and purpose (e.g., formal and informal language). (DOK 3) 2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity. a. The student will apply knowledge of <span class="highlight">text</span> features, parts of a book, <span class="highlight">text</span> structures, and genres to understand, gain
Numbers, Number Sense, and Computation
Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository text. All indicators are based on grade-appropriate text and skills. All indicators are use...
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Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository text. All indicators are based on grade-appropriate text and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 After Reading Strategies 2.K.3 I/L With assistance, use after
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=4
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=4
students read and write daily. In addition, they monitor student learning and adjust instruction <span class="highlight">based</span> on assessments and standards. Nevada teachers use a variety of instructional strategies and grade-appropriate materials aligned to the standards and help students make connections between their academic and social lives through reading, writing, listening, and speaking. Nevada teachers view <span class="highlight">diversity</span> as a strength and recognize its impact on student learning. The Nevada English Language Arts
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=20
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=20
Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 Before Reading Strategies 2.K.1 I/L Demonstrate concept of print
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=22
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=22
Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 After Reading Strategies 2.K.3 I/L With assistance, use after
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=23
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=23
Nevada English Language Arts Standards Content Standard 2.0 Students use reading process skills and strategies to build comprehension. All indicators include both literary and expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 2.5.3 I/L Select after reading strategies appropriate to <span class="highlight">text</span>
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=32
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=32
Nevada English Language Arts Standards Content Standard 3.0 Students read literary <span class="highlight">text</span> to comprehend, interpret, and evaluate authors, cultures, and times. All indicators are <span class="highlight">based</span> on literary <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 Cultures and Time Periods 3.K.7 I/L With
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=33
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=33
Nevada English Language Arts Standards Content Standard 3.0 Students read literary <span class="highlight">text</span> to comprehend, interpret, and evaluate authors, cultures, and times. All indicators are <span class="highlight">based</span> on literary <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 3.5.7 I/L Explain the influence of historical
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=34
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=34
Nevada English Language Arts Standards Content Standard 3.0 Students read literary <span class="highlight">text</span> to comprehend, interpret, and evaluate authors, cultures, and times. All indicators are <span class="highlight">based</span> on literary <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 Responding to <span class="highlight">Text</span> 3.K.9 I/L With assistance, make
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=35
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=35
Nevada English Language Arts Standards Content Standard 3.0 Students read literary <span class="highlight">text</span> to comprehend, interpret, and evaluate authors, cultures, and times. All indicators are <span class="highlight">based</span> on literary <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 3.5.9 I/L Make connections to self, other <span class="highlight">text</span>
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=42
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=42
Nevada English Language Arts Standards Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes. All indicators are <span class="highlight">based</span> on expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 Cultures and Times 4.K.4 I/L With
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=43
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=43
Nevada English Language Arts Standards Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes. All indicators are <span class="highlight">based</span> on expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: 6 7 8 9-12 4.5.4 I/L Explain the influence of
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http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=44
www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=44
Nevada English Language Arts Standards Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes. All indicators are <span class="highlight">based</span> on expository <span class="highlight">text</span>. All indicators are <span class="highlight">based</span> on grade-appropriate <span class="highlight">text</span> and skills. All indicators are used to aid comprehension. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 4.0 Expository <span class="highlight">Text</span> 35 Predictions, Inferenc es, and Conclusions
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