READING GRADE 6 DECODING AND WORD RECOGNITION 1. CCG

Transcription

1 DECODING AND WORD RECOGNITION 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 Recognize, pronounce words in text by using phonics ). minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) 1 Recognizes, repeats and combines English phonemes (letter sounds). 2 Recognizes and reads aloud the most common English morphemes. increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is Reads aloud one s own writing, simple sentences, or simple texts. Reads aloud passages from simple narrative and informational texts. good more complex sentences with more detail using newly acquired vocabulary to experiment and form Applies knowledge of common English morphemes (letter blends) to derive meaning from familiar literature pieces and other texts. Reads aloud narratives and informational texts and practices intonation and expression. consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Applies knowledge of word relationships, such as roots and affixes, to derive meaning from literature. Reads aloud narratives and informational text fluently and accurately with effective intonation and expression. use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Applies knowledge of word relationships, such as roots and affixes, to derive meaning from near grade level literary texts and texts in content areas. Reads aloud near grade level narrative text and informational text fluently and accurately with effective pacing, intonation and expression. English Language Arts Standards None available Read aloud gradelevel narrative text and informational text fluently and accurately with effective pacing, intonation, and expression. Read. Gr. 6 Page 1 of 18

2 DECODING AND WORD RECOGNITION (cont.) 3 None available Recognizes obvious Identifies cognates (e.g., agonía, Distinguishes between Applies knowledge of None available cognates (e.g., education, agony) and false cognates (e.g., cognates and false cognates cognates and false educación; actually, éxito, exit) in literature. in literature and texts in cognates to derive actualmente) in phrases, content areas. meaning from literature simple sentences. and texts in content areas. 4 Reads words and simple sentences about familiar topics. Reads simple narrative and expository passages about familiar topics. Reads narrative and expository texts. Reads increasingly complex narrative and expository texts. Reads near grade level narrative and expository texts. Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. Read. Gr. 6 Page 2 of 18

3 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. Skills to Support Standards: (For the purpose of noting key skills that support classroom instruction of the standards) minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) 1 Listens to, reads simple stories from a variety of informational and narrative increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is Listens to, reads and understands simple stories from a variety of narrative texts. good more complex sentences with more detail using newly acquired vocabulary to experiment and form Listens to, reads and understands text from a variety of informational and narrative texts including literature, poetry, magazines, and newspapers. consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Listens to, reads and understands a variety of informational and narrative texts including literature, poetry, magazines, newspapers, and reference materials. use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Listens to, reads, and understands near grade level text from wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information with teacher English Language Arts Standards Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. Read. Gr. 6 Page 3 of 18

4 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) 2 Makes connections to personal experiences using familiar texts. 3 Demonstrates listening comprehension of familiar texts. 4 Matches reading to purpose location of information and personal enjoyment. 5 Understands and draws upon some comprehension strategies as needed re-reading, selfcorrecting. 6 Applies knowledge of academic and social vocabulary in student s native language to recognize and correct some errors when reading familiar texts in English. Identifies key words essential to understanding Makes connections to and within texts using familiar texts. Demonstrates listening comprehension of familiar texts across the subject areas. Matches reading to purpose location of information and personal enjoyment. Understands and draws upon comprehension strategies as needed re-reading, selfcorrecting. Applies knowledge of academic and social vocabulary in student s native language and English to recognize and correct some errors when reading familiar texts. Identifies key words and phrases essential to understanding Makes connections to and within a variety of texts. Demonstrates listening comprehension of text through class and/or small group discussions across subject areas. Matches reading to purpose location of information, comprehension, and personal enjoyment. Understands and draws upon comprehension strategies as needed rereading, self-correcting, class and small group guided discussions, generating and responding to questions provided by teacher. Identifies words or phrases essential to understanding text and applies word analysis to demonstrate comprehension with teacher guidance. Makes connections to text and within texts across subject areas. Demonstrates listening comprehension of complex text through class and/or small group interpretive discussions across subject areas. Matches reading to purpose location of information, full comprehension, and personal enjoyment. Understands and draws upon a variety of comprehension strategies as needed re-reading, selfcorrecting, summarizing, class and group guided discussions, generating and responding to essential questions, and comparing information from several sources with teacher Identifies words or phrases essential to understanding text and applies word analysis or context strategies to demonstrate comprehension. Makes connections to text, within text, and among texts across the subject areas with teacher guidance. Demonstrates listening comprehension of more complex text through class and/or small group interpretive discussions across subject areas with Matches reading to purpose location of information, full comprehension, and personal enjoyment. Understands and draws upon a variety of comprehension strategies as needed rereading, self-correcting, summarizing, class and group guided discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. Identifies words or phrases essential to understanding text and applies word analysis or context strategies to demonstrate comprehension with teacher guidance. Make connections to text, within text, and among texts across the subject areas. Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas. Match reading to purpose location of information, full comprehension, and personal enjoyment. Understand and draw upon a variety of comprehension strategies as needed rereading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct. Read. Gr. 6 Page 4 of 18

5 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 know the meaning of words in text by using...language structure, contextual clues, and visual clues ). minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) 1 Understands and learns new vocabulary taught directly through specific topics. increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is Understands, learns and uses new vocabulary taught directly through specific topics. good more complex sentences with more detail using newly acquired vocabulary to experiment and form Understands, learns and uses new vocabulary taught directly through instruction across the subject areas with consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Understands, learns and uses new vocabulary taught directly through literary text and instruction across the subject areas with teacher use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Understands, learns, and uses new vocabulary taught directly through informational text, literary text, and instruction across the subject areas with English Language Arts Standards Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas. Read. Gr. 6 Page 5 of 18

6 VOCABULARY (cont.) 2 Develops vocabulary by listening to a familiar text with visual 3 Identifies unknown words in print by using graphic and picture clues. Develops vocabulary by listening to and discussing familiar and related texts read aloud across subject areas with visual Determines the meaning of unknown words in familiar text by using word and sentence clues. 4 None available Recognizes that words have multiple meanings. 5 Identifies simple similes. 6 Identifies synonyms in print. 7 Creates a simple dictionary of words frequently used by the student. Identifies simple similes and metaphors. Lists synonyms for common vocabulary words. Determines pronunciation and meaning using a simplified dictionary. Develops vocabulary by listening to and discussing familiar and related texts read aloud across subject areas. Determines the meaning of unknown words in narrative text by using word, sentence, and paragraph clues. Lists words with multiple meanings. Recognizes figurative language including similes and metaphors with teacher Lists synonyms and antonyms for common and academic vocabulary words. Determines pronunciation, meanings, and basic parts of speech using a simplified dictionary. Develops vocabulary by listening to and discussing familiar and conceptually challenging brief texts read aloud across subject areas with Determines the meaning of unknown words in informational and narrative text by using word, sentence, and paragraph clues. Interprets words with multiple meanings with Recognizes and interprets figurative language, including similes and metaphors with teacher Understands shades of meaning in related words with Determines pronunciations, meanings, alternate word choices, and parts of speech, using simplified dictionaries and thesauruses. Develops vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across subject areas with Determines the meaning of unknown words or words with unusual meanings in informational and narrative text by using word, sentence, and paragraph clues with Interprets words with multiple meanings with Interprets figurative language, including similes and metaphors, with Understands and explains shades of meaning in related words with teacher Determines pronunciations, meanings, alternate word choices, and parts of speech, using dictionaries and thesauruses with teacher Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas. Determine the meaning of unknown words or words with unusual meanings in informational and narrative text by using word, sentence, and paragraph clues. Interpret words with multiple meanings. Interpret figurative language, including similes, metaphors. Understand and explain shades of meaning in related words. Determine pronunciations, meanings, alternate word choices, and parts of speech, using dictionaries and thesauruses. Read. Gr. 6 Page 6 of 18

7 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 Locate information ). minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) 1 Reads newspaper ads, simple directions, and catalogs with peer and increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is Reads simple textbooks, directions, letters, magazines, some sections of newspapers, bus routes, and catalogs with peer and good more complex sentences with more detail using newly acquired vocabulary to experiment and form Reads textbooks, simple biographical sketches, letters, diaries, directions, magazines, news stories, bus routes, and catalogs with peer and teacher consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Reads textbooks, simple biographical sketches, letters, diaries, directions, procedures, magazines, essays, editorials, news stories, bus routes, and catalogs with teacher or peer use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Reads textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, editorials, news stories, periodicals, bus routes, and catalogs with English Language Arts Standards Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, bus routes, and catalogs. Read. Gr. 6 Page 7 of 18

8 READ TO PERFORM A TASK (cont.) 2 Points out text features, such as the title, table of contents, and chapter headings, illustrations, charts. Locates information in titles, table of contents, chapter headings, illustrations, charts and tables. 3 None available Identifies some structural features of newspapers. 4 Follows single-step directions for classroom activities. Follows simple two-step directions for classroom activities. Locates information in titles, table of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts and tables. Identifies the structural features of newspapers. Follows multiple-step instructions with teacher Locates information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables. Identifies the structural features of newspapers and magazines and uses the features to obtain information. Follows multiple-step instructions for preparing simple applications (includes all examples). Locates information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text with teacher Identifies the structural features of newspapers, magazines, and online information and uses the features to obtain information with teacher Follows multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership) with Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level Identify the structural features of newspapers, magazines, and online information, and use the features to obtain information. Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership). Read. Gr. 6 Page 8 of 18

9 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 Demonstrate literal comprehension ). minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) 1 Creates pictures, lists, charts, and tables to identify the sequence of events in simple informational texts. 2 Reads simple text and responds to factual comprehension questions by using key words or phrases and graphic organizers or diagrams. increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is Identifies sequence of events and the main ideas of literary text and text in content areas by using phrases or simple sentences. Reads and responds to simple informational texts by using phrases and/or simple sentences and graphic organizers or diagrams to answer factual comprehension questions. good more complex sentences with more detail using newly acquired vocabulary to experiment and form Identifies sequence of events, the main ideas and details of informational materials, literary text and text in content areas by using simple sentences. Clarifies understanding of informational texts through the use of graphic organizers, diagrams or simple outlines. consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Identifies and explains sequence of events, the main ideas, critical details and opinions of informational materials, literary texts, and texts in content area. Clarifies understanding of informational texts by creating graphic organizers, diagrams or simple outlines. use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Identifies and/or summarizes sequence of events, the main ideas, critical details and opinions of informational materials, literary text, and texts in content areas and in practical selections. Clarifies understanding of informational texts by creating simple outlines, graphic organizers, diagrams, logical notes, or summaries. English Language Arts Standards Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections. Clarify understanding of informational texts by creating simple outlines, graphic organizers, diagrams, logical notes, or summaries. Read. Gr. 6 Page 9 of 18

10 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 Demonstrate inferential comprehension ). minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) 1 Predicts future outcomes supported by simplified text, illustrations, and 2 Makes statements about a simple 3 Infers the main idea of a picture book. increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is Predicts future outcomes supported by simplified text and illustrations. Makes statements about a simple text, supporting them with accurate examples from the Infers the main idea of a simple text with illustrations when it is not explicitly stated. good more complex sentences with more detail using newly acquired vocabulary to experiment and form Predicts future outcomes supported by simplified Makes statements and conclusions about a text, supporting them with accurate examples from the Infers the main idea of a simple text when it is not explicitly stated. consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Predicts future outcomes supported by near grade level Makes reasonable logical statements and conclusions about a text, supporting them with accurate examples from the Infers the main idea when it is not explicitly stated. use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Predicts future outcomes supported by the text with Makes reasonable, logical statements, conclusions, and inferences about a text, supporting them with accurate examples from the text with teacher Infers the main idea when it is not explicitly stated and supports it with evidence from the text with English Language Arts Standards Predict future outcomes supported by the Make reasonable, logical statements, conclusions, and inferences about a text, supporting them with accurate examples from the Infer the main idea when it is not explicitly stated, and support with evidence from the Read. Gr. 6 Page 10 of 18

11 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 Demonstrate evaluative comprehension ). minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is 1 None available Draws conclusions about the author s overall purpose of specific information in the 2 Distinguishes between fact and opinion in simple texts with Distinguishes between fact and opinion in simple texts. good more complex sentences with more detail using newly acquired vocabulary to experiment and form Draws conclusions about the author s overall purpose of specific information in the Distinguishes between fact and opinion in texts with consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Draws conclusions about the author s overall purpose and inclusion of specific information in the Distinguishes between fact and opinion in. use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Draws conclusions about the author s overall purpose as well as the author s placement and inclusion of specific information in the text with Distinguishes among facts, supported inferences, and opinions in text with teacher English Language Arts Standards Draw conclusions about the author s overall purpose as well as the author s placement and inclusion of specific information in the Distinguish among facts, supported inferences, and opinions in Read. Gr. 6 Page 11 of 18

12 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) 3 None available Draws conclusions about reasons for actions in a simplified 4 Identifies examples of compare-contrast in simple texts with illustrations. 5 Compares and contrasts two familiar objects. 6 Identifies main idea of a simple Identifies examples of compare-contrast. Compares and contrasts two familiar objects or events using pictures, objects, illustrations or other graphic organizers. Identifies main idea of simple text and connects it to familiar topics. Draws conclusions about reasons for actions based on an analysis of information in simplified text with teacher Identifies examples of compare and contrast and cause and effect. Compares and contrasts information on the same topic from two simple texts. Connects main ideas by identifying their relationships to known ideas and related topics. Draws conclusions about reasons for actions based on an analysis of information in the Identifies text that uses compare-and-contrast and cause-and-effect organizational pattern. Compares and contrasts information on the same topic after reading two passages or articles on a familiar topic with teacher Connects and clarifies main ideas by identifying their relationships to known information, ideas and related topics. Draws conclusions about reasons for actions or beliefs based on an analysis of information in the text with Identifies and analyzes text that uses compare-andcontrast and cause-andeffect organizational patterns with teacher Compares and contrasts information on the same topic after reading two passages or articles with Connects and clarifies main ideas by identifying their relationships to multiple sources, known information and ideas, and related topics with Draw conclusions about reasons for actions or beliefs based on an analysis of information in the Identify and analyze text that uses the compare-and-contrast and cause-and-effect organizational patterns. Compare and contrast information on the same topic after reading two passages or articles. Connect and clarify main ideas by identifying their relationships to multiple sources, known information and ideas, and related topics. Read. Gr. 6 Page 12 of 18

13 LITERATURE LISTEN TO AND READ LITERARY TEXT 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) 1 Listens to simple historical and culturally significant text to enhance the study of other subjects with increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is Listens to simple historical and culturally significant texts to enhance the study of other subjects. good more complex sentences with more detail using newly acquired vocabulary to experiment and form Listens to text and reads simple historical or culturally significant texts that enhance the study of other subjects. consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Listens to text and reads text to respond to historically or culturally significant works of literature. use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Listens to text and reads text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects with English Language Arts Standards Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects. 2 Demonstrates listening comprehension of simple literary text with illustrations. Demonstrates listening comprehension of simple literary text through small group directed discussion. Demonstrates listening comprehension of literary text through class and/or small group directed discussions. Demonstrates listening comprehension of literary text through interpretive class and/or small group discussions with teacher Demonstrates listening comprehension of complex literary text through class and/or small group discussions. Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions. Read. Gr. 6 Page 13 of 18

14 LITERATURE LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 Demonstrate literal comprehension ). minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) 1 Identifies the sequence of events in simple literary selections supported by graphics, illustrations or pictures. increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is Identifies sequence of events and the main ideas of simple literary selections supported by graphics, illustrations or pictures. 2 None available Identifies the speaker in a simple story. good more complex sentences with more detail using newly acquired vocabulary to experiment and form Identifies sequence of events, main ideas and details of literary selections. Identifies the speaker and recognizes third person narration. consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Identifies and explains sequence of events, main ideas, supporting details of literary selections. Identifies the speaker and recognizes first person narration. use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Identifies and/or summarizes sequence of events, main ideas, and supporting details of literary selections with Identifies the speaker and recognizes the difference between first and thirdperson narration with English Language Arts Standards Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Identify the speaker and recognize the difference between first and thirdperson narration (e.g., autobiography compared with biography). Read. Gr. 6 Page 14 of 18

15 LITERATURE LITERARY TEXT: DEVELOP AN INTERPRETATION 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 Analyze the author s ideas and make supported interpretations of the selection ). minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) 1 Predicts future outcomes supported by simplified text, illustrations, and 2 Identifies different characters in simple and familiar literary texts. 3 Identifies settings in simple literary texts. increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is Predicts future outcomes supported by simplified text and illustrations. Describes a character in a brief and familiar literary text by identifying the actions of the character. Describes the setting of a brief and familiar literary good more complex sentences with more detail using newly acquired vocabulary to experiment and form Predicts future outcomes supported by simplified Determines a character s traits by identifying the thoughts and actions of the character. Identifies the conflict and its resolution of a simple literary consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Predicts future outcomes supported by near grade level Determines characters traits through characters actions and words. Identifies and describes the influence of setting on the conflict and its resolution. use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Predicts future outcomes supported by the text with Determines characters traits by what the characters say in narration and dialogue with teacher Analyzes the influence of setting on the conflict and its resolution with teacher English Language Arts Standards Predict future outcomes supported by the Determine characters traits by what the characters say in narration and dialogue. Analyze the influence of setting on the conflict and its resolution. Read. Gr. 6 Page 15 of 18

16 LITERATURE LITERARY TEXT: DEVELOP AN INTERPRETATION (cont.) 4 Identifies the theme of a simple literary Identifies a recurring theme across several simple literary texts. Identifies and examines a recurring theme across several literary texts. Identifies and examines recurring themes across literary works (e.g., good and evil, loyalty and betrayal). Identifies and examines the development of themes in literary works with Identify and examine the development of themes in literary works. 5 None available Infers the main idea of a simple text with illustrations when it is not explicitly stated. Infers the main idea of a simple text when it is not explicitly stated. Infers the main idea when it is not explicitly stated. Infers the main idea when it is not explicitly stated. Infer the main idea when it is not explicitly stated. 6 None available Makes conclusions and statements about simple texts. Makes conclusions and statements about texts. Makes reasonable statements and conclusions about a text, supporting them with examples. Makes reasonable inferences, statements, and conclusions about a text, supporting them with accurate examples, with Make reasonable inferences, statements, and conclusions about a text, supporting them with accurate examples. Read. Gr. 6 Page 16 of 18

17 LITERATURE LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 Evaluate how the form of a literary work and the use of literary devices contribute to the work s message and impact ). minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a errors are observed. (bear, brown) increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is good more complex sentences with more detail using newly acquired vocabulary to experiment and form 1 None available None available Identifies the author s use of techniques to influence readers attitudes and feelings (e.g., use of first person, exaggeration, logic contributes to believability of plots and settings) with support from peers and teacher. consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively standard grammar with few random errors. (Can bears live in the forest if they find food there?) Identifies and describes the author s use of techniques to influence readers attitudes and feelings (e.g., use of first person sets a particular tone, exaggeration sets a humorous tone, structure is used to build suspense, logic contributes to believability of plots and settings, figurative language influences tone) with support from peers and teacher. use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?) Evaluates the author s use of techniques to influence readers attitudes and feelings (e.g., use of first person sets a particular tone, exaggeration sets a humorous tone, structure is used to build suspense, logic contributes to believability of plots and settings, figurative language influences tone) with English Language Arts Standards Evaluate the author s use of techniques to influence readers attitudes and feelings (e.g., use of first person sets a particular tone, exaggeration sets a humorous tone, structure is used to build suspense, logic contributes to believability of plots and settings, figurative language influences tone). Read. Gr. 6 Page 17 of 18

18 LITERATURE LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) 2 None available Identifies some literary elements in poetry. 3 None available Identifies characteristics of fiction and nonfiction. Identifies several literary elements and techniques in poetry (e.g., figurative language, rhythm, repetition, and rhyme). Identifies characteristics of poetry, drama, fiction, and nonfiction. Defines how meaning is conveyed in poetry through word choice and figurative language, sentence structure, punctuation, rhythm, repetition, and rhyme. Identifies the characteristics of poetry, drama, fiction, and nonfiction and explains the appropriateness of the literary forms chosen by an author for a specific purpose with peer and Defines how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, rhythm, repetition, and rhyme. Identifies and analyzes the characteristics of poetry, drama, fiction, and nonfiction and explains the appropriateness of the literary forms chosen by an author for a specific purpose with peer and Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction, and explain the appropriateness of the literary forms chosen by an author for a specific purpose. Read. Gr. 6 Page 18 of 18