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Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important com- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n...
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Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important com- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n Dr. Terry Bergeson Superintendent of Public Instruction “ This publication is designed to help accomplish one of our most pressing challenges — teaching children how to read and how to learn by reading. Washington’s school
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=3
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
Introduction GRADE LEVEL EXPECTATIONS 1 The Grade Level Expectations emphasize the important <span class="highlight">com</span>- ponents in reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our students need competency in each of these areas to be successful readers.” n Dr. Terry Bergeson Superintendent of Public Instruction “ This publication is designed to help accomplish one of our most pressing challenges — teaching children how to read and how to learn by reading. Washington’s school
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=6
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
author. Grade 4 In fourth grade, students read skillfully with meaning and purpose using appropriate <span class="highlight">com</span>- prehension and vocabulary strategies. Students read, discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author. An Overview of K–10 Reading Instruction Grade Level Expectations describe a connected series of learning competencies necessary
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=13
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning. square6 Use text evidence to verify meaning from reference source. 1.2.2 Apply a variety of strategies to <span class="highlight">com</span>- prehend words and ideas in complex text. square6 Use word origins to determine the meaning of unknown words. square6 Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., collide, collision). square6 Use structural analysis
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=23
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
the most important text-based facts, details, and/or ideas from informa- tional/expository text. square6 Summarize the plot/message in cultur- ally relevant literary/narrative text. square6 Select, from multiple choices, a sentence that best summarizes the story or selec- tion. square6 Organize summary information for infor- mational/expository text and/or lit- erary/narrative text into a self-created graphic organizer to enhance text <span class="highlight">com</span>- prehension. Apply comprehension monitoring strategies during and after
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=24
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
text. square6 Identify and use grade-level-appropriate text features with teacher guidance. square6 Interpret information from graphs and charts with teacher guidance. square6 Identify and use icons and pull-down menus. Apply knowledge of printed and elec- tronic text features to locate and <span class="highlight">com</span>- prehend text. W square6 Identify and use grade-level appropriate text features. square6 Explain how certain text features help you understand the selection. square6 Interpret information from graphs, charts, diagrams
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=26
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
structures. square6 Recognize and use sentences, para- graphs, and chapter structure to under- stand the organization in both informational/expository text and lit- erary/narrative text. square6 Identify text written in the text organiza- tional structures of simple listing and sequential order. Apply understanding of simple text organizational structures. square6 Recognize and use previously learned text organizational structures of simple listing and sequential order to aid <span class="highlight">com</span>- prehension. square6 Identify and
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=45
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
related to the issues and themes of their historical periods (e.g., the Gold Rush, civil rights movement, post-World War II Europe). square6 Critique the contribution to society made by traditional, classic, and/or contempo- rary works of literature that deal with similar topics and problems (e.g., indi- vidual needs vs. needs of society, <span class="highlight">com</span>- munity maintenance, civil disobedience, humanity’s relationship with nature).
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=53
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
/u/ as in pup. sight words: Words that are immediately recognized as wholes and do not require word analysis for identification. simile: A figure of speech <span class="highlight">com</span>- paring two unlike things usually using like or as (e.g., “like ancient trees, we die from the top”). skim: To read or glance through quickly. story elements: The critical parts of a story include character, setting, plot, problem, solution. At upper grades the terms problem and solu- tion change to conflict and resolution. story structure
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recomm...
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KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, com- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=10
KINDERGARTEN Reading 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, <span class="highlight">com</span>- paring new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational
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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
Microsoft Word - iaf_reading.rtf
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brigh...
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[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, com-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
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http://www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
www.isbe.state.il.us/assessment/pdfs/iaf_reading.pdf#page=18
[means “more,” not “one who”] bi- (e.g., bicycle, bivalve, triangle) co- (con-, <span class="highlight">com</span>-, coll-) (e.g., coincidence, congregate, combine, collision) bio (e.g., biology, biography) -cide (e.g., fratricide, suicide) -ary (e.g., dictionary, dietary) -est (e.g., biggest, brightest) ex- (e.g., exclude, expel) demo (e.g., democratic, demographic) cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation) aud (e.g., audible, auditory) -less (e.g., careless, helpless) fact (e.g
K-12
W.6.8.10 Edit own and peer papers with emphasis on 1. All end marks 1. Com mas 1. Dash 1. Hyphen 1.
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W.6.8.10 Edit own and peer papers with emphasis on 1. All end marks 1. Com mas 1. Dash 1. Hyphen 1.
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=57
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=57
W.6.8.10 Edit own and peer papers with emphasis on 1. All end marks 1. <span class="highlight">Com</span> mas 1. Dash 1. Hyphen 1.
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
Microsoft Word - Content Area Reading Middle School.doc
misinterpret be (L, against, to a great degree)—beset milli (L, thousand)—millipede, millionaire bi (G, two)—biannual Multi (L, many)—multitude, multiple centi (L, one hundred)—century, centennial non (L, not)—noncompliant, non-responsive circum (L, around)—...
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misinterpret be (L, against, to a great degree)—beset milli (L, thousand)—millipede, millionaire bi (G, two)—biannual Multi (L, many)—multitude, multiple centi (L, one hundred)—century, centennial non (L, not)—noncompliant, non-responsive circum (L, around)—circumvent ob (L, against)—object, obverse co (L, together, with)—cooperate over (L, too much)—overspend, overdo com, con (L, together, with)—committee, convene per (L, through, very)—permeate, perspective contra (L, against)—contradict, contrindicate peri
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=75
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
misinterpret be (L, against, to a great degree)—beset milli (L, thousand)—millipede, millionaire bi (G, two)—biannual Multi (L, many)—multitude, multiple centi (L, one hundred)—century, centennial non (L, not)—noncompliant, non-responsive circum (L, around)—circumvent ob (L, against)—object, obverse co (L, together, with)—cooperate over (L, too much)—overspend, overdo <span class="highlight">com</span>, con (L, together, with)—committee, convene per (L, through, very)—permeate, perspective contra (L, against)—contradict, contrindicate peri
Language Arts Booklet
rooms in which all of the Language Arts standards are realized and the General Learner Outcomes become evident. Students are engaged in com- plex thinking and problem solving about topics and issues. Reading, writing, listening, and speaking are tools that enable them to construct logical...
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rooms in which all of the Language Arts standards are realized and the General Learner Outcomes become evident. Students are engaged in com- plex thinking and problem solving about topics and issues. Reading, writing, listening, and speaking are tools that enable them to construct logical sequences and understand the conclu- sions to which they lead; formulate hypotheses and theories and predict outcomes; make inferences and draw conclusions; understand logical rela- tionships and synthesize and create
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=3
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
rooms in which all of the Language Arts standards are realized and the General Learner Outcomes become evident. Students are engaged in <span class="highlight">com</span>- plex thinking and problem solving about topics and issues. Reading, writing, listening, and speaking are tools that enable them to construct logical sequences and understand the conclu- sions to which they lead; formulate hypotheses and theories and predict outcomes; make inferences and draw conclusions; understand logical rela- tionships and synthesize and create
Microsoft Word - Completed Reading.rtf
compactness and intense unity. Poetry insists on the specific and the concrete. See Prose, Meter Point of view The vantage point from which a story is told. In the first person or narrative point of view, the story is told by one of the characters. In the third person or omniscient point of view, so...
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compactness and intense unity. Poetry insists on the specific and the concrete. See Prose, Meter Point of view The vantage point from which a story is told. In the first person or narrative point of view, the story is told by one of the characters. In the third person or omniscient point of view, someone outside the story tells the story. Prefix A word part that is added to the beginning of a base word that changes the sense or meaning of the root or base word (e.g. re-, dis-, com-). See Suffix, Root Primary
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=81
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
compactness and intense unity. Poetry insists on the specific and the concrete. See Prose, Meter Point of view The vantage point from which a story is told. In the first person or narrative point of view, the story is told by one of the characters. In the third person or omniscient point of view, someone outside the story tells the story. Prefix A word part that is added to the beginning of a base word that changes the sense or meaning of the root or base word (e.g. re-, dis-, <span class="highlight">com</span>-). See Suffix, Root Primary
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