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2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of...
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2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of information. • Use comprehension strategies to read texts designed for early independent readers: preparation strategies self-monitoring summarizing interpreting information • Connect and compare new concepts and vocabulary with
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=184
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts Appendix B 161 3-5 Grade Span Continuum Written Language Oral Language Other Media/Technology Reading Writing Students can: • Apply phonics and structural <span class="highlight">analysis</span> to develop automatically in word <span class="highlight">recognition</span>. • Apply extended knowledge <span class="highlight">of</span> prefixes, suffixes, and root words to identify unknown words. • Use fix-up strategies when meaning breaks down (self- question, reread, visualize, read on, retell). • Apply a variety <span class="highlight">of</span> reading and thinking strategies according to purpose and
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=187
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural <span class="highlight">analysis</span> decoding high frequency words self-monitoring all sources <span class="highlight">of</span> <span class="highlight">information</span>. • Use comprehension strategies to read texts designed <span class="highlight">for</span> early <span class="highlight">independent</span> readers: preparation strategies self-monitoring summarizing interpreting <span class="highlight">information</span> • Connect and compare new concepts and vocabulary with
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