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 English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
important points in the history of English language and use com- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or...
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important points in the history of English language and use com- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=57
important points in the history of English language and use <span class="highlight">com</span>- mon word origins to determine the historical influences on English word meanings. 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the
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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interpretation of grade-level informational text across the subject areas . Examine content and structure of grade-level informational text across the subject areas . Literature Listen to text and read text to make connections and respond to a wide variety of literature of varying com- plexit...
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interpretation of grade-level informational text across the subject areas . Examine content and structure of grade-level informational text across the subject areas . Literature Listen to text and read text to make connections and respond to a wide variety of literature of varying com- plexity.
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http://www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1
interpretation of grade-level informational text across the subject areas . Examine content and structure of grade-level informational text across the subject areas . Literature Listen to text and read text to make connections and respond to a wide variety of literature of varying <span class="highlight">com</span>- plexity.
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