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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Grade 5 |
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Genre: Characteristics/Unique/Purposes
The learner will be able to
recognize and examine characteristics of a variety of genres as forms with unique characteristics and purposes.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 6, 10.3 |
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Drama: Readings/Recitations/Performances
The learner will be able to
plan and present dramatic readings, recitations, and performances that show appropriate consideration of audience and purpose.
| Strand |
Scope |
Source |
| Drama |
Introduce |
MA: Curriculum Framework, 2001, Grade 6, 18 |
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Drama: Theme/Structure/Elements
The learner will be able to
recognize, analyze, and use knowledge of themes, structure, and elements of drama and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Drama |
Introduce |
MA: Curriculum Framework, 2001, Grade 6, 17 |
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Nonfiction: Purpose/Structure/Elements
The learner will be able to
recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.
| Strand |
Scope |
Source |
| Nonfiction |
Introduce |
MA: Curriculum Framework, 2001, Grade 6, 13 |
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Poetry: Sound/Respond
The learner will be able to
respond to sound in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Introduce |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Word Choice: Senses/Imagery/Mood
The learner will be able to
recognize and examine how author's word choice appeals to the senses, creates imagery, suggests mood, and sets tone and provide textual evidence to support understanding.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15 |
|
Classic Literature: Devices/Common
The learner will be able to
recognize common structures in classic literature.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 6, 16.8 |
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Classic Literature: Elements/Stylistic
The learner will be able to
recognize common stylistic elements in classic literature.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 6, 16.8 |
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Classic Literature: Compare/Cultures
The learner will be able to
compare classic literature with literature from other cultures.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 6, 16.7 |
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Characteristics: Identify
The learner will be able to
identify key characteristics of genres.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Framework, 2001, Grade 6, 10 |
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Characteristics: Knowledge/Use
The learner will be able to
use his/her knowledge of the characteristics for a variety of different texts.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Framework, 2001, Grade 6, 10 |
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Analyze: Characteristics
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 10 |
|
Drama: Structural Elements/Identify
The learner will be able to
recognize and analyze structural elements unique to dramatic literature in plays read, viewed, written, and performed.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 6, 17.3 |
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Genre: Myths/Narratives/Literature
The learner will be able to
recognize, examine, and use knowledge of themes, structure, and elements of myths, traditional narratives, and classical literature and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 6, 16 |
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Analyze: Figurative Language
The learner will be able to
analyze the use of figurative language within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Analyze: Theme
The learner will be able to
analyze the theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Elements: Analyze
The learner will be able to
analyze the poetic elements within a poem.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Elements: Identify
The learner will be able to
identify poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Elements: Knowledge/Apply
The learner will be able to
apply knowledge of poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Figurative Language/Respond
The learner will be able to
respond to figurative language in a poem.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Poetry: Graphical Features/Analyze
The learner will be able to
analyze the graphical features in poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Poetry: Graphical Features/Respond
The learner will be able to
respond to graphical features in poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Poetry: Sound/Analyze Effect
The learner will be able to
analyze the effects of sound in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Poetry: Structure/Analyze
The learner will be able to
analyze structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Structure/Apply
The learner will be able to
apply knowledge of structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Theme/Apply
The learner will be able to
apply knowledge of theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Theme/Identify
The learner will be able to
identify the theme of a given poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Oral/Written/Visual Text: Evaluating
The learner will be able to
apply given criteria from a scoring rubric to evaluate compositions, recitations, or performances before presenting them to an audience.
| Strand |
Scope |
Source |
| Oral/Written/Visual Text: Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 6, 25.3 |
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Expression: Standard English/Grammar
The learner will be able to
examine the role of Standard English grammar and usage and identify how its vocabulary has developed and been influenced by other languages.
| Strand |
Scope |
Source |
| Language Expression |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5 |
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Verb Tense: Appropriate
The learner will be able to
identify appropriate verb tense.
| Strand |
Scope |
Source |
| Verb Tense |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.11 |
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Sentence Structure: Word/Placement
The learner will be able to
recognize that a word performs different functions depending on its placement in a sentence.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.12 |
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Sentence Structure: Simple/Recognize
The learner will be able to
recognize simple sentences.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.13 |
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Sentence Structure: Recognize
The learner will be able to
recognize correct sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.14 |
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Sentence Structure: Length/Reduce
The learner will be able to
reduce sentence length.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.10 |
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Expand Sentence
The learner will be able to
expand upon sentences.
| Strand |
Scope |
Source |
| Sentence Structure/Expand Sentences |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.10 |
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Verb: Phrases/Identify
The learner will be able to
identify verb phrases.
| Strand |
Scope |
Source |
| Verb |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.11 |
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Conventions: Dialogue/Recognize
The learner will be able to
recognize the conventions of dialogue.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.20 |
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Parts of Speech: Identify/Sentence
The learner will be able to
identify parts of speech in a sentence.
| Strand |
Scope |
Source |
| Parts of Speech |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.9 |
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Compound/Complex: Recognize
The learner will be able to
recognize compound sentences.
| Strand |
Scope |
Source |
| Sentence Structure: Compound/Complex |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.13 |
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Conventions: Standard English
The learner will be able to
demonstrate appropriate use of Standard English in writing.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22 |
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Formal/Informal: Analyze/Role/Formal
The learner will be able to
analyze the role of Standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
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Formal/Informal: Analyze/Role/Informal
The learner will be able to
analyze the role of Standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
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Patterns: Spoken/Written/Differences
The learner will be able to
recognize differences in spoken and written language patterns.
| Strand |
Scope |
Source |
| Language Patterns |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6.6 |
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Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
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Mechanics: Identify
The learner will be able to
identify the correct use of mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.14 |
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Mechanics: Use Correct
The learner will be able to
write using correct mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
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Media: Conventions/Elements/Techniques
The learner will be able to
recognize, analyze, and use knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emergent technologies, and produce evidence from the works to support his or her understanding.
| Strand |
Scope |
Source |
| Media |
Master |
MA: Curriculum Framework, 2001, Grade 6, 26 |
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Media Production: Plan/Create/Idea
The learner will be able to
plan and create media productions with a controlling idea, detail, and consideration of audience, purpose, and medium.
| Strand |
Scope |
Source |
| Media Production |
Master |
MA: Curriculum Framework, 2001, Grade 6, 27 |
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Create: Images/Text/Music/Sound Effects
The learner will be able to
create a media production with images, text, music, sound effects, or graphics.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Framework, 2001, Grade 6, 27.3 |
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Strategies: Connect/Contemporary
The learner will be able to
strengthen his or her understanding of literary or non-literary works by connecting it to its contemporary or historical context.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 9 |
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Emergent Reading: Nature/Comprehend
The learner will be able to
comprehend the nature of written English.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Grade 6, 7 |
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Letter: Relationship/Letter/Sound/Oral
The learner will be able to
comprehend the relationship of letters and spelling patterns to the sounds of oral language.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Master |
MA: Curriculum Framework, 2001, Grade 6, 7 |
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Summarize: Logical Order
The learner will be able to
summarize the text in logical order.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23.7 |
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Detail: Sensory/Analyze
The learner will be able to
analyze sensory details.
| Strand |
Scope |
Source |
| Detail |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.19 |
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Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
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Figurative Language: Descriptive
The learner will be able to
identify descriptive language in a variety of literature.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.20 |
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Figurative Language: Identify
The learner will be able to
identify figurative language in reading materials.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.19, 15.3 |
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Strategies: Features/Identify
The learner will be able to
identify text features.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 13.13 |
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Strategies: Features/Use/Find
The learner will be able to
use text features to find information in text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 13.13 |
|
Organization: Structure/Identify
The learner will be able to
identify organizational structure.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.21, 13.15 |
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Purposes: Answer Questions
The learner will be able to
read to locate information necessary to answer a question.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24 |
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Setting: Information/Relate
The learner will be able to
relate a literary work to information about its setting.
| Strand |
Scope |
Source |
| Setting |
Master |
MA: Curriculum Framework, 2001, Grade 6, 9.4 |
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Imagery: Sensory Imagery/Recognize
The learner will be able to
recognize sensory imagery.
| Strand |
Scope |
Source |
| Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.19 |
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Imagery: Identify
The learner will be able to
identify imagery in reading selections.
| Strand |
Scope |
Source |
| Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15.3 |
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Conflict: Identify
The learner will be able to
identify conflict in a reading passage.
| Strand |
Scope |
Source |
| Conflict |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
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Analyze: Reading Selections
The learner will be able to
analyze character in reading selections.
| Strand |
Scope |
Source |
| Character: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
|
Analyze: Conflict
The learner will be able to
analyze character conflicts.
| Strand |
Scope |
Source |
| Character: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
|
Fact: Reading Material/Identify
The learner will be able to
identify basic facts in what he/she has read.
| Strand |
Scope |
Source |
| Fact |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8 |
|
Analyze: Plot Development/Reading
The learner will be able to
analyze plot development in a reading selection.
| Strand |
Scope |
Source |
| Plot: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
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Analyze: Reading Materials
The learner will be able to
analyze setting in reading materials.
| Strand |
Scope |
Source |
| Setting: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
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Structure: Recognize/Analyze/Apply
The learner will be able to
recognize, analyze, and apply his/her knowledge of the structure and elements in fictional material and support his/her answers with evidence from the text.
| Strand |
Scope |
Source |
| Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12 |
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Analyze: Support
The learner will be able to
analyze themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11 |
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Analyzing: Value/Informational
The learner will be able to
analyze text for informational value.
| Strand |
Scope |
Source |
| Analyzing |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24 |
|
Compare/Contrast: Narrative/Film/Play
The learner will be able to
compare and contrast a narrative text with its film or play versions.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
MA: Curriculum Framework, 2001, Grade 6, 17.4 |
|
Describe: Details/Analyze
The learner will be able to
analyze descriptive details in a reading passage.
| Strand |
Scope |
Source |
| Description |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.20 |
|
Details: Main Idea/Support
The learner will be able to
identify details which support a main idea in a given reading selection.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22, 13.17 |
|
Details: Supportive/Analyze
The learner will be able to
analyze supportive details.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22, 13.17 |
|
Dialogue: Analyze
The learner will be able to
analyze dialogue in reading materials.
| Strand |
Scope |
Source |
| Dialogue |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.20 |
|
Evaluating: Value/Informational
The learner will be able to
evaluate text for informational value.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24 |
|
Figurative Language: Analyze
The learner will be able to
analyze the use of figurative language in reading materials.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.19 |
|
Interpretation: Facts/Main Ideas/Apply
The learner will be able to
apply facts and main ideas as the basis for interpretation.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8 |
|
Main Idea: Analyze
The learner will be able to
analyze literary selections for a main idea.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 6, 13.17 |
|
Main Idea: Examine
The learner will be able to
examine main ideas in reading materials.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22 |
|
Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8, 8.22, 13.17 |
|
Rhythm: Identify
The learner will be able to
identify rhythm in written material.
| Strand |
Scope |
Source |
| Literary Device: Rhythm |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15.3 |
|
Rhythm: Language/Flow/Identify
The learner will be able to
identify the flow of language in reading materials.
| Strand |
Scope |
Source |
| Literary Device: Rhythm |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15.3 |
|
Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4 |
|
Support: Elements/Poem
The learner will be able to
use examples from the text to support his/her understanding of the elements of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
|
Support: Ideas/Analyze
The learner will be able to
analyze supporting ideas.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22, 13.17 |
|
Support: Identify/Variety
The learner will be able to
identify supporting ideas in a variety of texts.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22, 13.17 |
|
Support: Structure/Poem
The learner will be able to
use examples from the text to support his/her understanding of structure in a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
|
Support: Theme/Poem
The learner will be able to
use examples from the text to support his/her understanding of the theme of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
|
Theme: Apply/Support From Text
The learner will be able to
apply themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11 |
|
Theme: Identify/Support From Text
The learner will be able to
identify themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11 |
|
Theme: Main Idea/Implied/Refer
The learner will be able to
apply an understanding of theme as it refers to the implied main idea in a reading selection.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11.3 |
|
Theme: Main Idea/Refer
The learner will be able to
apply an understanding of theme as it refers to the main idea in a reading selection.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11.3 |
|
Spelling: Write/Correct
The learner will be able to
write using correct spelling.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
|
Formal/Informal: Situation
The learner will be able to
use appropriate formal/informal language for a given situation.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
|
Strategies: Questions/Ideas/Information
The learner will be able to
ask questions, listen to others' ideas, and contribute his or her own ideas or information in group discussions or interviews as a way of acquiring new knowledge.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 2 |
|
Formal: Audience/Purpose/Create/Deliver
The learner will be able to
create and deliver formal presentations appropriate to specific audiences and purposes.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 3 |
|
General: Formal
The learner will be able to
create formal oral presentations for various purposes.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Framework, 2001, Grade 6, 3.8 |
|
Formal/Informal: Role-Play/Use
The learner will be able to
use role-playing to demonstrate appropriate use of formal and informal language.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6.4 |
|
Discussion: Informal/Large Group
The learner will be able to
follow guidelines for informal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 1 |
|
Discussion: Informal/Small Group
The learner will be able to
follow guidelines for informal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 1 |
|
Evaluator: Teacher/Criteria
The learner will be able to
use teacher-established criteria in preparation for an oral presentation.
| Strand |
Scope |
Source |
| Evaluator |
Master |
MA: Curriculum Framework, 2001, Grade 6, 3.9 |
|
Audience: Delivery/Change/Content
The learner will be able to
change delivery appropriately for varying audiences and purposes when presenting similar content.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Framework, 2001, Grade 6, 3.8 |
|
Character: Develop/Use
The learner will be able to
use dramatic skills to develop characters.
| Strand |
Scope |
Source |
| Drama: Character |
Master |
MA: Curriculum Framework, 2001, Grade 6, 18.3 |
|
Discussion: Formal/Large Group
The learner will be able to
follow guidelines for formal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 1 |
|
Discussion: Formal/Small Group
The learner will be able to
follow guidelines for formal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 1 |
|
Discussion: Role/Decision
The learner will be able to
participate in discussion by using assigned roles to make decisions.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 1.3 |
|
Discussion: Use/Rules
The learner will be able to
use his/her understanding of agreed upon rules in various discussion formats.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 1.3 |
|
Evaluator: Presentations/Teacher Aid
The learner will be able to
evaluate oral presentations using teacher generated criteria.
| Strand |
Scope |
Source |
| Evaluator |
Master |
MA: Curriculum Framework, 2001, Grade 6, 18.3 |
|
General: Information/Consideration
The learner will be able to
give a presentation with appropriate consideration to the information being conveyed.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Framework, 2001, Grade 6, 3 |
|
Interview: Collect Information/Research
The learner will be able to
use interview techniques to collect information for a research project.
| Strand |
Scope |
Source |
| Interview |
Master |
MA: Curriculum Framework, 2001, Grade 6, 2.3 |
|
Language Conventions: Dramatic Effect
The learner will be able to
use language to produce a dramatic effect in oral presentations.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 3.8 |
|
|
Study and Research Skills
|
|
|
Organizing Information: Using
The learner will be able to
obtain and use information from a variety of sources for different purposes.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24 |
|
Resource: Obtaining Information
The learner will be able to
obtain information from a variety of sources.
| Strand |
Scope |
Source |
| Research Skills |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Dictionary: Entry/Meaning
The learner will be able to
identify the meaning of a word based on the dictionary entry.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.19 |
|
Dictionary: Parts of Speech
The learner will be able to
use a dictionary to identify parts of speech.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.19 |
|
Dictionary: Pronunciation
The learner will be able to
discern the correct pronunciation of a word from a dictionary entry.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.19 |
|
Sources: Materials/Develop
The learner will be able to
use a wide range of print and nonprint sources to develop informational materials.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Index: Gather
The learner will be able to
use an index to gather information.
| Strand |
Scope |
Source |
| Index |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Table of Contents: Use
The learner will be able to
use a table of contents to locate desired information.
| Strand |
Scope |
Source |
| Table of Contents |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Graphical Format: Information/Recognize
The learner will be able to
recognize graphical information that enhances text.
| Strand |
Scope |
Source |
| Graphical Format |
Master |
MA: Curriculum Framework, 2001, Grade 6, 13.14 |
|
Graphical Formats: Locate Information
The learner will be able to
use graphical features to locate information.
| Strand |
Scope |
Source |
| Graphical Format |
Master |
MA: Curriculum Framework, 2001, Grade 6, 13.14 |
|
Organization: Structure/Use
The learner will be able to
use various organizational structures.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 6, 13.15 |
|
Letter Writing: Formal/Write
The learner will be able to
write formal letters.
| Strand |
Scope |
Source |
| General Letter Writing |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19.18 |
|
Organize: Information/Purpose/Specific
The learner will be able to
organize information from a variety of sources for a specific purpose.
| Strand |
Scope |
Source |
| Research Skills: Organize |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Organize: Report/Summary
The learner will be able to
organize information into reports or summaries.
| Strand |
Scope |
Source |
| Research Skills: Organize |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23.7 |
|
Organize: Research/Data
The learner will be able to
organize materials and data collected through research.
| Strand |
Scope |
Source |
| Research Skills: Organize |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Research Project: Collaborative
The learner will be able to
use the research process to conduct a research project collaboratively.
| Strand |
Scope |
Source |
| Research Project |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Research Project: Independent
The learner will be able to
use the research process to conduct a research project independently.
| Strand |
Scope |
Source |
| Research Project |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Research Project: Results/Writing
The learner will be able to
present research results in writing.
| Strand |
Scope |
Source |
| Research Project |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Research Technology: Key Words
The learner will be able to
use key words to locate information in electronic databases.
| Strand |
Scope |
Source |
| Research Technology |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Sources: Document/Avoid Plagiarism
The learner will be able to
document sources used in research to avoid plagiarism.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Sources: Standard Format/Apply
The learner will be able to
document sources by applying a standard format.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Thesaurus: Alternative Words/Meanings
The learner will be able to
recognize alternative word choices and meanings through the use of a thesaurus.
| Strand |
Scope |
Source |
| Thesaurus |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.19 |
|
Expand: Vocabulary
The learner will be able to
expand his/her vocabulary.
| Strand |
Scope |
Source |
| Vocabulary: Expand/Build |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4 |
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4 |
|
Reference Sources: Dictionaries
The learner will be able to
expand his/her vocabulary by using a dictionary.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Reference Sources |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21.5 |
|
Context: Unfamiliar Words
The learner will be able to
use context clues to decide the meaning of unfamiliar words.
| Strand |
Scope |
Source |
| Context |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.17 |
|
Writing: Use/Expand
The learner will be able to
use an expanded vocabulary when writing.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4 |
|
Base Word: Greek/Latin/Recognize
The learner will be able to
recognize and use common Greek and Latin roots to determine word meaning.
| Strand |
Scope |
Source |
| Base/Root Word |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.18 |
|
Multiple Meaning: Meaning/Shades/Analyze
The learner will be able to
analyze the significance of shades of meaning in determining word choice in written works.
| Strand |
Scope |
Source |
| Multiple Meaning |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15.4 |
|
Multiple Meaning: Shades/Distinguish
The learner will be able to
distinguish shades of meaning of words.
| Strand |
Scope |
Source |
| Multiple Meaning |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15.4 |
|
Prefix: Word Meaning/Greek
The learner will be able to
apply knowledge of Greek prefixes to determine word meaning.
| Strand |
Scope |
Source |
| Prefix |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.18 |
|
Prefix: Word Meaning/Latin
The learner will be able to
apply knowledge of Latin prefixes to determine word meaning.
| Strand |
Scope |
Source |
| Prefix |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.18 |
|
Reference Sources: Expand/Thesaurus
The learner will be able to
expand his/her vocabulary by using a thesaurus.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Reference Sources |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21.5 |
|
Reference Sources: Thesaurus/Use/Clarify
The learner will be able to
use a thesaurus to clarify word meaning.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Reference Sources |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.19 |
|
Suffix: Word Meaning/Greek
The learner will be able to
apply knowledge of Greek suffixes to determine word meaning.
| Strand |
Scope |
Source |
| Suffix |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.18 |
|
Suffix: Word Meaning/Latin
The learner will be able to
apply knowledge of Latin suffixes to determine word meaning.
| Strand |
Scope |
Source |
| Suffix |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4.18 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 20 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Framework, 2001, Grade 6, 20 |
|
Revise: Sentences/Rearrange
The learner will be able to
rearrange sentences to revise drafts of writing.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21.4 |
|
Revise: Details
The learner will be able to
revise writing to improve supporting details.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21.4 |
|
Revise: Precise Language
The learner will be able to
revise writing to ensure language is precise.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21.4 |
|
Organization: Structure/Coherence
The learner will be able to
write with an organizing structure that creates coherence.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19 |
|
Organization: Purpose/Support
The learner will be able to
organize information to support his/her purpose in writing.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23 |
|
Paragraph: Write/Coherence
The learner will be able to
write an organized paragraph that is coherent.
| Strand |
Scope |
Source |
| Paragraph Content |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23.8 |
|
Paragraph: Support
The learner will be able to
write a paragraph which includes supporting details.
| Strand |
Scope |
Source |
| Paragraph Content |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23.8 |
|
Paragraph: Concluding Sentence/Write
The learner will be able to
write a paragraph which includes a concluding sentence.
| Strand |
Scope |
Source |
| Paragraph Content |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23.8 |
|
Strategies: Vary/Word Order
The learner will be able to
vary word order when composing sentences.
| Strand |
Scope |
Source |
| Writing Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21.4 |
|
Research Paper: Thesis
The learner will be able to
establish and focus on a central thesis when writing a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19.16 |
|
Research Paper: Details/Supporting/Use
The learner will be able to
write research papers using supporting details.
| Strand |
Scope |
Source |
| Research Paper |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19.16 |
|
Directions: Process/Topic/Support
The learner will be able to
describe a process and include a topic statement, supporting details, and a conclusion.
| Strand |
Scope |
Source |
| Directions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19.17 |
|
Descriptive: Sensory Detail/Use
The learner will be able to
use sensory details when writing.
| Strand |
Scope |
Source |
| Descriptive |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21.4 |
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to edit written works.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22 |
|
Edit: Sentence Structure
The learner will be able to
edit for correct sentence structure.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
|
Revise: Sentence Structures
The learner will be able to
revise writing to improve the structure of sentences.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
|
Revise: English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to revise written works.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22 |
|
Report: Information/Logical
The learner will be able to
order report information in a logical manner.
| Strand |
Scope |
Source |
| Report |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23.7 |
|
Sentence: Main Idea/Focus
The learner will be able to
create sentences focusing clearly on a main idea.
| Strand |
Scope |
Source |
| Emergent Writing: Sentence |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19 |
|
Criteria: Rhetorical/Logical/Stylistic
The learner will be able to
create and use rhetorical, logical, and stylistic criteria for evaluating final versions of his or her compositions or research projects before presenting them to a variety of audiences.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Framework, 2001, Grade 6, 25 |
|
Purposes: Genre/Distinguish/Choose
The learner will be able to
distinguish among fiction, nonfiction, drama, and poetry, and choose an appropriate genre when writing for different purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 20.3 |
|
Revise: Improvement/Demonstrate/Content
The learner will be able to
show improvement in organization, content, paragraph development, level of detail, style, tone, and word choice after revision.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21 |
|
Detail: Sufficient/Developed/Use
The learner will be able to
use sufficient, developed supporting details.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19 |
|
Edit: Mechanics
The learner will be able to
edit written works for mechanics.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
|
Edit: Spelling
The learner will be able to
edit for correct spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
|
Language Structure: Formal/Informal/Use
The learner will be able to
use a variety of formal and informal language in story writing.
| Strand |
Scope |
Source |
| Language Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6.5 |
|
Poetry: Figurative Language/Apply
The learner will be able to
use figurative language when writing poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19.15 |
|
Poetry: Graphic Elements/Use
The learner will be able to
write poems using graphic elements.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19.15 |
|
Poetry: Techniques
The learner will be able to
apply poetic techniques to writing.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19.15 |
|
Purposes: Interviews/Find/Information
The learner will be able to
use interviews to find information.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 2.3 |
|
Revise: Mechanics
The learner will be able to
revise writing for mechanics.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
|
Revise: Sentence Combining
The learner will be able to
revise writing to combine sentences.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21.4 |
|
Revise: Spelling
The learner will be able to
revise writing to correct spelling.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
|
Revise: Vivid Images
The learner will be able to
revise writing to include vivid images.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
MA: Curriculum Framework, 2001, Grade 6, 21.4 |
|
Script: Story Elements/Use
The learner will be able to
compose a script using story elements.
| Strand |
Scope |
Source |
| Drama: Script |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19.14 |
|
Story Elements: Details/Setting
The learner will be able to
make decisions about where to place setting, character, and event details.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23.6 |
|
Story Elements: Use
The learner will be able to
use story elements in writing.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 19.14 |
|
Topic Sentence: Paragraph/Write
The learner will be able to
write an organized paragraph with a topic sentence.
| Strand |
Scope |
Source |
| Paragraph Content: Topic Sentence |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23.8 |
|
Information: Criteria/Established/Use
The learner will be able to
use established criteria for evaluating information.
| Strand |
Scope |
Source |
| Information/Ideas: Evaluation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24.3 |
|
Technology: Explain/Techniques/Print
The learner will be able to
recognize techniques used in educational reference software and websites and explain how these techniques are similar or different from techniques used by authors and illustrators of print reference materials.
| Strand |
Scope |
Source |
| Educational Technology |
Master |
MA: Curriculum Framework, 2001, Grade 6, 26.3 |
|
|
