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1 |
Listening |
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The student listens to spoken English to develop communicative competence in social and academic language use. |
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1.1 |
The student uses English to process and construct meaning.
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1.1.2
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The student follows complex multi-step directions.
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1.1.3
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The student identifies the segments of spoken words.
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1.1.7
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The student recognizes the differences of intonation with information questions, exclamations, commands, and statements.
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1.1.8
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The student demonstrates ability to correct language by recognizing subtle errors in forms and structures.
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1.1.9
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The student identifies the main idea of a long grade-appropriate passage.
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1.1.10
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The student makes inferences and draws conclusions from long grade-appropriate passages.
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1.1.11
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The student identifies key details from long grade-appropriate passages.
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2 |
Speaking |
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The student speaks English in socially and academically appropriate ways. |
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2.1 |
The student uses English to convey meaning in spoken form.
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2.1.1
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The student uses appropriate voice tone and register based on purpose, audience, and subject matter.
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2.1.2
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The student responds to needs by asking higher-level questions (inferential) appropriate to the situation.
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2.1.3
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The studnet negotiates and initiates social conversations by questioning and soliciting information.
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2.1.4
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The student uses correct grammatical forms, approximating native speakers of the same age.
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2.1.5
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The student retells stories in greater detail including characters, setting, plot.
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2.1.6
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The student responds to questions using well-developed sentences or phrases.
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2.1.7
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The student tells a complete story about a picture or sequence of pictures.
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3 |
Reading |
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The student reads a variety of texts in English to achieve academic success in the content areas. |
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3.1 |
The student uses word analysis strategies to decode accurately.
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3.1.2
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The student applies knowledge of word structure to identify advanced words.
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3.1.3
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The student idenfities, segments, and combines syllables within multi-syllabic words.
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3.1.7
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The student demonstrates understanding of prefixes, suffixes, and roots (e.g., anti-, fore-, -tion, -ous, employ, view).
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3.1.9
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The student recognizes words such as compound words, base words, and inflections (e.g., steamboat, forget, wealth, -en, -ier, -iest).
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3.2 |
The student uses vocabulary skills to develop fluency.
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3.2.1
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The student demonstrates comprehension of advanced vocabulary in context.
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3.2.2
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The student identifies advanced sight words.
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3.2.3
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The student identifies the correct usage from multiple-meanings words.
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3.2.4
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The student identifies difficult synonyms and antonyms.
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3.2.5
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The student identifies and understands idioms and figures of speech in written text.
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3.2.6
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The student identifies and understands analogies in written text.
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3.3 |
The student uses comprehension skills to acquire knowledge.
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3.3.1
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The student analyzes structures of text for chronological ordering.
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3.3.2
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The student uses prior knowledge to anticipate meaning and make sense of text across grade levels.
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3.3.3
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The student paraphrases and summarizes text to recall, inform, or organize ideas.
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3.3.4
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The student responds to stories by answering questions using key ideas, factual information, and details with well developed sentences.
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3.3.5
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The student understands and follows complex multiple-step written directions.
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3.3.6
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The student uses appropriate resources (e.g., dictionary, glossary, thesaurus, computer) to define the meaning of unfamliar words.
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3.3.7
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The student identifies the main idea of a long, grade-appropriate passage.
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3.3.8
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The student identifies and uses text features such as table of contents, index, and glossary to locate and organize information.
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3.3.9
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The student identifies and analyzes story, plot, setting, character, point of view, problem and resolution.
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3.3.10
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The student draws inferences and conclusions from a long, grade-appropriate passages.
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3.3.11
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The student monitors own reading and self-corrects.
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3.3.12
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The student distinguishes between fiction and non-ficition.
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3.3.13
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The student identifies different literary forms.
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3.3.14
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The student identifies purposes for reading (e.g., to find out, to understand, to interpret, to enjoy, to solve problems).
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3.3.15
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The student identifies how style, tone, and mood contribute to the effect of the text.
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3.3.16
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The student distinguishes fact and opinion in various texts.
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3.3.17
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The student identifies varied reading sources such as diaries, journals, textbooks, newspapers, letters, and electronic texts.
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4 |
Writing |
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The student writes narrative, expository, technical, and persuasive text in English to achieve academic success in the content areas. |
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4.1 |
The student uses ideas and content in writing.
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4.1.1
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The student writes a paragraph with clear beginning, middle, and end with details to support the main idea - related to a prompt.
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4.1.2
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The student writes compositions which contain elements including setting, sequence of events and character.
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4.2 |
The student uses organization in writing.
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4.2.1
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The student clarifies and classifies information.
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4.2.2
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The student uses sequence and transitional words correctly (e.g., therefore, however, previously).
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4.2.3
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The student writes compositions which include introductory, supporting, and concluding paragraphs.
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4.2.4
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The student writes using a variety of text structures (e.g., compare/contrast, descriptive, cause-effect, and problem solution).
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4.3 |
The student uses voice in writing.
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4.3.1
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The student writes with the ability to reflect personal experience.
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4.3.2
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The student uses personal expression, which might include humor, and contains evidence of originaliy and liveliness.
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4.3.3
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The student applies use of voice that is appropriate to purpose and audience.
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4.4 |
The student uses word choice in writing.
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4.4.1
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The student uses common nouns.
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4.4.2
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The student uses decriptive words and phrases including adverbs, possessive adjectives, comparative/superlatives (e.g., big, bigger, biggest, and modifiers; e.g., much, more, less, few).
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4.4.3
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The student uses a greater variety of prepositions in phrases (e.g., around the school).
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4.4.4
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The student uses synonymous verb forms (e.g., yell/scream, perform/act).
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4.4.5
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The student uses complex synonyms and antonyms 9e.g., cramped, spacious).
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4.4.6
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The student uses all pronouns forms (e.g., demonstrative, relative).
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4.4.7
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The student uses definite and indefinite articles.
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4.4.8
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The student uses regular and irregular plurals correctly.
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4.4.9
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The student uses prefixes and suffixes correctly.
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4.5 |
The student uses sentence fluency in writing.
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4.5.1
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The student writes complete compound and/or complex sentences in correct word order.
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4.5.2
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The student writes complex and/or compound sentences using two conjunctions and/or relative pronouns.
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4.5.3
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The student uses correct subject/verb agreement with varied tenses.
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4.5.4
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The student uses all tenses.
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4.6 |
The student uses conventions in writing.
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4.6.4
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The student uses commas in all instances, correct ending punctuation, apostrophes in possessives and contractions and quotation marks.
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4.6.6
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The student uses appropriate paragraph format (indentation and alignment).
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4.6.7
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The student spells most words correctly.
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4.7 |
The student uses the writing process.
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4.7.1
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The student uses all steps of the writing process, including independent revising and editing.
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