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1 |
Reading |
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The student reads and comprehends text across the curriculum. |
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1.1 |
The student uses skills in alphabetics to construct meaning from text.
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1.1.1
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The student uses decoding skills that include knowledge of structural analysis automatically when reading.
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1.2 |
The student reads fluently.
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1.2.1
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The student uses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes, colons, semi-colons, dashes) to read fluently at instructional or independent reading levels.
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1.2.2
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The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech.
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1.2.3
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The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.
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1.2.4
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The student uses a variety of word-recognition strategies (e.g., practicing words in isolation, practicing reading words in text, orthographic patterns) to read fluently.
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1.2.5
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The student adjusts reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts.
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1.3 |
The student expands vocabulary.
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1.3.1
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The student determines the meaning of words or phrases by using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs.
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1.3.2
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The student identifies and uses synonyms, antonyms, homophones, and homographs to determine the meaning of words.
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1.3.3
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The student uses a dictionary or a glossary to determine an appropriate definition of a word or uses a thesaurus to expand vocabulary.
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1.3.4
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The student determines meaning of words through knowledge of word structure (e.g., compound nouns, contractions, *root words, *prefixes, *suffixes).
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1.3.5
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The student determines meaning of figurative language by interpreting similes, metaphors, and idioms.
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1.3.6
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The student identifies the connotation and denotation of new words.
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1.4 |
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
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1.4.1
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The student identifies characteristics of narrative, expository, technical, and persuasive texts.
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1.4.2
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The student understands the purpose of text features (e.g., *title, *graphs and charts, *table of contents, *pictures/illustrations, *boldface type, *italics, glossary, index, headings, subheadings, topic, and summary sentences, captions) and uses such as features to locate information in and to gain meaning from appropriate-level texts.
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1.4.3
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The student uses prior knowledge and content to make, revise, and confirm predictions.
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1.4.4
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The student generates and responds logically to literal, inferential, and critical thinking question before, during, and after reading the text.
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1.4.5
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The student uses information from the text to make inferences and draw conclusions.
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1.4.6
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The student identifies text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect).
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1.4.7
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The student compares and contrasts information (e.g., topics, characters' traits, themes, problem-solution, cause-effect relationships) in one or more appropriate-level text(s) and identifies compare/contrast signal words.
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1.4.8
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The student links causes and effects in appropriate-level narrative and expository texts.
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1.4.9
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The student retells main ideas or events as well as supporting details in appropriate-level narrative, expository, and technical texts.
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1.4.10
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The student identifies the topic, main idea(s), and supporting details in appropriate-level texts.
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1.4.11
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The student identifies the author's purpose (e.g., to persuade, *to entertain, *to inform).
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1.4.12
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The student establishes a purpose for reading or listening (e.g., to be informed, to follow directions, to be entertained).
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1.4.13
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The student follows directions explained in technical text.
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1.4.14
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The student distinguishes between fact and opinion in various types of appropriate-level texts.
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2 |
Literature |
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The student responds to a variety of text. |
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2.1 |
The student uses literary concepts to interpret and respond to text.
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2.1.1
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The student identifies and describes characters' physical traits, personality traits, and feelings, and explains reasons for characters' actions and the consequences of those actions.
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2.1.2
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The student identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) of the story or literary text.
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2.1.3
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The student identifies or describes the major conflict in a story and how it is resolved.
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2.2 |
The student understands the significance of literature and its contributions to human understanding and culture.
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2.2.1
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The student describes aspects of history and culture found in works of literature.
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2.2.2
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The student compares and contrasts various languages, traditions, and cultures found in literature.
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2.2.3
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The student makes connections between specific aspects of literature from a variety of cultures and personal experiences.
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