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 Strand 1: Reading Process (Kindergarten)
clarity, and relevancy of functional text. PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details functional text for a sp...
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clarity, and relevancy of functional text. PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author’s
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr5.pdf#page=4
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr5.pdf#page=...
clarity, and relevancy of functional text. PO 1. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, <span class="highlight">search</span> <span class="highlight">engines</span>, signs, manuals, instructions, recipes, labels, forms). PO 2. Interpret details functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). Concept 3: Persuasive Text Explain basic elements of argument in text and their relationship to the author’s
7th Grade„Grade Level Expectations
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a per...
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20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
meaning from text • Visualize what was read for a deeper understanding • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Skim text to <span class="highlight">search</span> for connections between and among ideas • Restate in own words the main events in the text • Periodically summarize while reading • Periodically paraphrase important ideas or information • Use a graphic organizer or other note taking technique to record important ideas or information After Reading 2.4a Demonstrate
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=20
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
references, appendices) • Locate information using appropriate sources and strategies • Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Use text features to access information (e.g., guide words, indices, glossaries, key words, table of contents) • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access information 3.1a2 Develop and
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