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 Strand 1: Reading Process (Kindergarten)
works of prose, poetry, and drama. PO 3. Describe the motivations of major and minor characters. PO 4. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence of setting (e.g., time...
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works of prose, poetry, and drama. PO 3. Describe the motivations of major and minor characters. PO 4. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution PO 6. Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice. PO 7. Identify the characteristics
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...
works <span class="highlight">of</span> prose, poetry, and drama. PO 3. Describe the motivations <span class="highlight">of</span> major and minor characters. PO 4. Identify the narrative point <span class="highlight">of</span> view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence <span class="highlight">of</span> setting (e.g., <span class="highlight">time</span> <span class="highlight">of</span> day or year, historical period, place, situation) on the problem and resolution PO 6. Draw conclusions about the style, mood, and meaning <span class="highlight">of</span> literary text based on the author’s word choice. PO 7. Identify the characteristics
Strand 1: Reading Process (Kindergarten)
works of prose, poetry, and drama. PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters. PO 4. Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text....
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works of prose, poetry, and drama. PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters. PO 4. Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text. PO 5. Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution. PO 6. Draw conclusions about the style, mood, and meaning of literary text based on the
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=...
works <span class="highlight">of</span> prose, poetry, and drama. PO 3. Describe a character, based upon the thoughts, words, and actions <span class="highlight">of</span> the character, the narrator’s description, and other characters. PO 4. Contrast points <span class="highlight">of</span> view (e.g., first vs. third, limited vs. omniscient) in literary text. PO 5. Analyze the influence <span class="highlight">of</span> setting (e.g., <span class="highlight">time</span> <span class="highlight">of</span> day or year, historical period, place, situation) on the problem and resolution. PO 6. Draw conclusions about the style, mood, and meaning <span class="highlight">of</span> literary text based on the
Strand 1: Reading Process (Kindergarten)
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 11 PO 4. Explain the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection. PO 5. Analyze an author’s development of time and sequence through the use of...
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READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 11 PO 4. Explain the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection. PO 5. Analyze an author’s development of time and sequence through the use of complex literary devices such as foreshadowing and flashbacks. PO 6. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 11 PO 4. Explain the writer’s use <span class="highlight">of</span> irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection. PO 5. Analyze an author’s development <span class="highlight">of</span> <span class="highlight">time</span> and sequence through the use <span class="highlight">of</span> complex literary devices such as foreshadowing and flashbacks. PO 6. Explain how meaning is enhanced through various features <span class="highlight">of</span> poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g
Strand 1: Reading Process (Kindergarten)
on how the author’s use of language evokes readers’ emotions c. analyzes the way in which the theme, or meaning of a selection, represents a view or comment on life, providing textual evidence for the identified theme d. explains the writer’s use of irony, cont...
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on how the author’s use of language evokes readers’ emotions c. analyzes the way in which the theme, or meaning of a selection, represents a view or comment on life, providing textual evidence for the identified theme d. explains the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection e. analyzes an author’s development of time and sequence through the use of complex literary devices such as foreshadowing and flashbacks f. explains how meaning
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http://www.ade.state.az.us/standards/language-arts/writing/grade11.pdf#page=9
www.ade.state.az.us/standards/language-arts/writing/grade11.pdf#page=9
on how the author’s use <span class="highlight">of</span> language evokes readers’ emotions c. analyzes the way in which the theme, or meaning <span class="highlight">of</span> a selection, represents a view or comment on life, providing textual evidence for the identified theme d. explains the writer’s use <span class="highlight">of</span> irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection e. analyzes an author’s development <span class="highlight">of</span> <span class="highlight">time</span> and sequence through the use <span class="highlight">of</span> complex literary devices such as foreshadowing and flashbacks f. explains how meaning
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