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Reading - Eighth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation,and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop or...
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Reading - Eighth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation,and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_8.pdf#page=1
Reading - Eighth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation,and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding <span class="highlight">of</span> the concepts <span class="highlight">of</span> print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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Reading - Sixth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop or...
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Reading - Sixth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_6.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_6.pdf#page=1
Reading - Sixth Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding <span class="highlight">of</span> the concepts <span class="highlight">of</span> print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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Reading - Seventh Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop...
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Reading - Seventh Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding of the concepts of print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_7.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_7.pdf#page=1
Reading - Seventh Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Continue to develop oral language and listening skills. 1.02 Develop an understanding <span class="highlight">of</span> the concepts <span class="highlight">of</span> print. 1.03 Expand reading skills through phonemic awareness. 1.04 Use decoding strategies to read unfamiliar words. 1.05
English Language Arts Performance Standard A Grade 8
reading. Use knowledge of sentence and word structure, word origins, visual images, and context clues to understand unfamiliar words and clarify passages of text Use knowledge of the visual features of texts, such as headings and bold face print, and structures ...
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alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial...
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alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and fi nal consonants. Word Recognition Students will… R.WS.00.05 automatically recognize a small number (about 18) of frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
2 KINDERGARTEN E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs, and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
alphabetic principle, that sounds in words are expressed by the letters <span class="highlight">of</span> the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few <span class="highlight">one</span>-syllable words when presented completely out <span class="highlight">of</span> context. Begin to associate letters and sounds, particularly initial and fi nal consonants. Word <span class="highlight">Recognition</span> Students will… R.WS.00.05 automatically recognize a small number (about 18) <span class="highlight">of</span> frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
alphabetic principle, that sounds in words are expressed by the letters <span class="highlight">of</span> the alphabet. R.WS.01.04 use structural cues to recognize <span class="highlight">one</span>-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh. Word <span class="highlight">Recognition</span> Students will… R.WS.01.05 automatically recognize frequently encountered words in and out <span class="highlight">of</span> context with the number <span class="highlight">of</span> words that can be read fluently increasing steadily across the school year. R.WS.01.06
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
2 SECOND GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
2 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
… R.WS.03.08 in context, determine the meaning <span class="highlight">of</span> words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms <span class="highlight">using</span> strategies and resources including context clues, concept mapping, and the dictionary. Narrative Text Students will… R.NT.03.01 explain how characters express attitudes about <span class="highlight">one</span> another in familiar classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT.03.02 identify and describe the basic
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
2 FOURTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
2 FIFTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
2 SIXTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
2 SEVENTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
2 EIGHTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
TO:Nonaccredited Private School Officialsreadstd5g[1]_081709.doc
to provide practice in oral reading. This can be a reading pair between a student with an adult or a student with another student. One person in the pair must be able to model good reading fluency. (c) models for students while reading aloud by using a Think Aloud strategy....
 IDAHO CONTENT STANDARDS Grade 6 Language Arts Reading Process
derivatives, to assist in decoding words. #7;6.LA.1.4.2 Read abbreviations appropriate to grade level. CL: Content Limit: Assessed in the classroom, not on the ISAT.#7;#7;#7;#7;Goal 1.5: Acquire Decoding Skills Using Syllabication#7;6.LA.1.5.1 Apply spelling and syllabication rules to aid...
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