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 SIXTH GRADE
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (w...
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framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, -tion, -or
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_6t...
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade six. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, -tion, -or
EIGHTH GRADE
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade eight. 1. The student will use word recognition and vocabulary...
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framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade eight. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_8t...
framework. At least fifty percent (50%) of the test items on the MCT2 must match the depth-of-knowledge level assigned to that objective. State level assessments may reflect skills and objectives covered in kindergarten through grade eight. 1. The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, en-, em-, fore
SEVENTH GRADE
over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. (DOK 2) b. T...
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over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. (DOK 2) b. The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) c. The student will use grade level appropriate synonyms, antonyms, and homonyms. (DOK 2) d. The student
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http://www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7th_grade_framework.pdf#page=2
www.mde.k12.ms.us/ACAD/ID/Curriculum/LAER/LA_Framework_2006_Revised/LA_7t...
over-, anti-, inter-, super-, semi-, <span class="highlight">com</span>-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty) to determine and infer the meaning of unfamiliar words. (DOK 2) b. The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) c. The student will use grade level appropriate synonyms, antonyms, and homonyms. (DOK 2) d. The student
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