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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Interpreting English 12 |
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Author Technique: Nonfiction/Analyze
The learner will be able to
analyze how authors use the elements of nonfiction to achieve their purposes.
| Strand |
Scope |
Source |
| Author: Style/Technique |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 13.12.; MA: Curriculum Framework, 2001, Grade 12, 13.27 |
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Nonfiction: Meaning/Analyze
The learner will be able to
analyze meaning of nonfictional material.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Nonfiction: Elements/Analyze
The learner will be able to
analyze elements of nonfiction.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Informational Text: Meaning/Analyze
The learner will be able to
analyze meaning of informational text.
| Strand |
Scope |
Source |
| Informational Text |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
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Narrative: Compare/Contrast/Culture
The learner will be able to
compare and contrast narratives from a variety of cultures.
| Strand |
Scope |
Source |
| Narrative |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 16 |
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Narrative: Compare/Contrast/Region
The learner will be able to
compare and contrast narratives from a variety of geographic regions.
| Strand |
Scope |
Source |
| Narrative |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 16 |
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Genre: Characteristics/Analyze
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 10.; MA: Curriculum Framework, 2001, Grade 12, 10 |
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Drama: Play/Moral Argument
The learner will be able to
analyze the moral argument presented in a play.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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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 |
Master |
MA: Curriculum Framework, 2001, Grade 12, 17 |
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Multicultural Literature: Style/Language
The learner will be able to
examine and compare style and language choice in important cross-cultural literary works.
| Strand |
Scope |
Source |
| Multicultural Literature |
Master |
MA: Curriculum Framework, 2001, Grade 12, 15.10 |
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Imagery: Analyze
The learner will be able to
analyze the use of imagery within a given poem.
| Strand |
Scope |
Source |
| Poetry: Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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Poetry: Evaluate Diction
The learner will be able to
evaluate poetry for appropriateness of diction.
| Strand |
Scope |
Source |
| Poetry: Author/Speaker |
Master |
MA: Curriculum Framework, 2001, Grade 12, 14.6 |
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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 12, 14 |
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World Literature: Africa/Asia/Read
The learner will be able to
read a minimum of one selection representing the literature of Africa or Asia.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Applying
The learner will be able to
apply an understanding of key characteristics of literature to understand world literature.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Assess/Ethical
The learner will be able to
assess the ethical influences that contributed to the development of characters, plot, and/or settings in world literature.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Assess/Social
The learner will be able to
assess the social influences that contributed to the development of characters, plot, and/or settings in world literature.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Characteristics
The learner will be able to
comprehend characteristics associated with the Renaissance selection studied.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Characteristics
The learner will be able to
comprehend characteristics related to the African or Asian literature genres studied.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Characteristics
The learner will be able to
comprehend characteristics associated with pieces from 1900 to the present.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Characteristics
The learner will be able to
comprehend characteristics associated with selections from 600-1300 A.D.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Characteristics
The learner will be able to
comprehend characteristics related to the European literature selection studied.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Classic/Knowledge
The learner will be able to
demonstrate knowledge of classic world literature.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Compare/Contrast
The learner will be able to
compare and contrast literature from various cultures.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Contrast/Technique
The learner will be able to
examine a variety of world literature to contrast major literary techniques from different eras.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Cultural Influence
The learner will be able to
determine the effects of cultural influences in shaping styles of literary genres.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Diversity/Examine
The learner will be able to
examine world literature that represents diversity.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Evaluating/Importance
The learner will be able to
establish criteria for evaluating the importance of world literature.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Society/Compare
The learner will be able to
compare societies depicted in different world literature selections studied.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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World Literature: Thematic/Comprehend
The learner will be able to
comprehend the thematic connection between different world literature genres studied.
| Strand |
Scope |
Source |
| World Literature |
Master |
East Longmeadow High School |
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Grammar: Language Structure/Apply
The learner will be able to
apply knowledge of English language structure.
| Strand |
Scope |
Source |
| Grammar |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
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Sentence Structure: Grammar/Create
The learner will be able to
create grammatically sound sentences in written works.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
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Conventions: Usage
The learner will be able to
apply appropriate language usage in writing.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
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Conventions: Standard English/Apply
The learner will be able to
apply knowledge of standard English conventions.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5, 5.12.; MA: Curriculum Framework, 2001, Grade 12, 5.30, 22.10 |
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Conventions: Role/Informal/Analyze
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 Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
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Conventions: Role/Formal/Analyze
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 Frameworks, February 1997, Grade 12, Standard 6.; MA: Curriculum Framework, 2001, Grade 12, 6 |
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Evolution: Influence/Analyze
The learner will be able to
analyze the influence of other languages on the development of the English language.
| Strand |
Scope |
Source |
| Language Evolution |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 7.; MA: Curriculum Framework, 2001, Grade 12, 5.33 |
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Dialect: Differences/Negative Stereotype
The learner will be able to
analyze when dialectical differences produce negative stereotypes among social groups.
| Strand |
Scope |
Source |
| Dialect: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 6.12.; MA: Curriculum Framework, 2001, Grade 12, 6.11 |
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Culture: Language/World Literature
The learner will be able to
describe how the English language impacts culture through world literature.
| Strand |
Scope |
Source |
| Culture |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 7.12 |
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Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
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Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
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Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 5 |
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Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 2 |
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Fact: Idea/Identify
The learner will be able to
identify important ideas in what he/she has heard.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9, 9.12 |
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Critical Listening: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has heard.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
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Critical Listening: Use/Lectures
The learner will be able to
use critical listening skills during lectures.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
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Critical Listening: Use/Discussions
The learner will be able to
use critical listening skills during class discussions.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
East Longmeadow High School |
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Main Idea: Identify/Lectures
The learner will be able to
identify the main idea of lectures.
| Strand |
Scope |
Source |
| Main Idea |
Master |
East Longmeadow High School |
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Paraphrasing: Purpose/Clarity
The learner will be able to
paraphrase the speaker's purpose to enhance clarity.
| Strand |
Scope |
Source |
| Paraphrasing/Restating |
Master |
East Longmeadow High School |
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Purposes: Learn/Speakers
The learner will be able to
use his/her listening skills to learn new information from speakers.
| Strand |
Scope |
Source |
| Listening Purposes |
Master |
East Longmeadow High School |
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Response: Ideas/Graphic Organizer
The learner will be able to
use graphic organizers to organize ideas from auditory material.
| Strand |
Scope |
Source |
| Listening Responses: Written/Visual |
Master |
East Longmeadow High School |
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Media Message: Interpret/Analytic
The learner will be able to
interpret media messages using analytic techniques.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Media Message: Interpret/Critical Lense
The learner will be able to
interpret media messages using different critical lenses.
| Strand |
Scope |
Source |
| Media Message |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Film: Moral Argument/Analyze
The learner will be able to
analyze the moral argument presented in a film.
| Strand |
Scope |
Source |
| Film: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Film: Philosophical Argument/Analyze
The learner will be able to
analyze the philosophical argument presented in a film.
| Strand |
Scope |
Source |
| Film: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Media Presentation: Technique/Evaluate
The learner will be able to
evaluate techniques used to design media presentations.
| Strand |
Scope |
Source |
| Media Presentation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 27.12.; MA: Curriculum Framework, 2001, Grade 12, 26.6 |
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Media Production: Purpose/Create
The learner will be able to
consider the purpose when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
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Media Production: Audience/Create
The learner will be able to
consider the audience when creating a media production.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
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Media Production: Main Idea/Create
The learner will be able to
create a media production with a clear main idea.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
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Media Production: Detail/Create
The learner will be able to
create a media production with adequate detail.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 28 |
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Purposes: Literary Movement/Social
The learner will be able to
use media to demonstrate understanding of the social philosophy of a major literary movement.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 28.12 |
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Summary: Aid Understanding
The learner will be able to
summarize material to aid understanding while he/she reads.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
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Theme: Life/Comment
The learner will be able to
use his/her understanding that the theme of a reading selection represents a comment on life.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 11.12 |
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Theme: Life/View
The learner will be able to
use his/her understanding that the theme of a reading selection represents a view of life.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 11.12 |
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Theme: Apply Knowledge
The learner will be able to
apply knowledge of theme in literature.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 11 |
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Story Elements: Archetypal Patterns
The learner will be able to
analyze archetypal patterns found in literature.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 17.12 |
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Point of View: Rhetoric/Analyze
The learner will be able to
analyze how authors use point of view for rhetorical purposes.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
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Strategies: Planning/Describe
The learner will be able to
describe how reading strategies, such as planning, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
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Strategies: Focusing/Describe
The learner will be able to
describe how reading strategies, such as focusing, are effective in helping him/her learn from a variety of texts.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
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Strategies: Variety
The learner will be able to
use a variety of reading strategies.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 8 |
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Interpretation: Analytic Technique
The learner will be able to
interpret literature using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Interpretation: Analytic/Nonfiction
The learner will be able to
interpret nonfiction texts using analytic techniques.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Interpretation: Critical Lense
The learner will be able to
interpret literature using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Interpretation: Critical/Nonfiction
The learner will be able to
interpret nonfiction texts using different critical lenses.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 17 |
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Critical Thinking: Synthesize/Ideas
The learner will be able to
synthesize important ideas he/she has read.
| Strand |
Scope |
Source |
| Critical Thinking: Synthesize |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 9.12 |
|
Support: Story Elements/Text Example
The learner will be able to
use examples from the text to support his/her understanding of story elements.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 12 |
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Support: Meaning/Nonfictional Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of nonfiction.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Support: Meaning/Informational Text
The learner will be able to
use examples from the text to support his/her understanding of the meaning of informational material.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Support: Theme/Text Example
The learner will be able to
use examples from the text to support his/her understanding of theme.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 11, 11.12 |
|
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 Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
|
Support: Structure/Fictional Text
The learner will be able to
use examples from the text to support his/her understanding of structure in fictional materials.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 12 |
|
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 Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
|
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 Frameworks, February 1997, Grade 12, Standard 14.; MA: Curriculum Framework, 2001, Grade 12, 14 |
|
Word: New Word
The learner will be able to
read and understand new words encountered in reading materials.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 8 |
|
Questions: Obtain Information
The learner will be able to
generate questions to obtain information while reading.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Structure: Analyze/Fiction
The learner will be able to
analyze the structure of fictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 12 |
|
Structure: Analyze/Nonfiction
The learner will be able to
analyze the structure of nonfictional material.
| Strand |
Scope |
Source |
| Structure: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Structure: Analyze/Informational
The learner will be able to
analyze the structure of informational material.
| Strand |
Scope |
Source |
| Informational Text: Analyze |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 13 |
|
Response: Notes/Aid Understanding
The learner will be able to
respond to reading by taking notes to aid understanding.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 23 |
|
Response: Idea/Identify
The learner will be able to
identify important ideas in what he/she has read.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, Standard 9, 9.12 |
|
Allusion: Apply Knowledge
The learner will be able to
apply knowledge of allusion to understand it's meaning when used in literature.
| Strand |
Scope |
Source |
| Allusion |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 8.12 |
|
Irony: Aesthetic Purpose/Analyze
The learner will be able to
analyze how authors use irony for aesthetic purposes.
| Strand |
Scope |
Source |
| Irony |
Master |
MA: Curriculum Frameworks, February 1997, Grade 12, 12.12 |
|
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 12, 8 |
|
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 12, 11 |
|
Theme: Issues/Contemporary/Connect
The learner will be able to
relate a literary work to the contemporary issues of its time.
| Strand |
Scope |
Source |
| Themes: Social |
Master |
MA: Curriculum Framework, 2001, Grade 12, 9.7 |
|
Analyze: Fiction
The learner will be able to
analyze point of view in fiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Fiction
The learner will be able to
analyze theme in fiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze point of view in nonfiction.
| Strand |
Scope |
Source |
| Point of View: Analyze |
Master |
East Longmeadow High School |
|
Analyze: Nonfiction
The learner will be able to
analyze theme in nonfiction.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
East Longmeadow High School |
|
Argument: Logic/Analyze
The learner will be able to
analyze the logic of an argument.
| Strand |
Scope |
Source |
| Argument |
Master |
East Longmeadow High School.; MA: Curriculum Framework, 2001, Grade 12, 8.34, 13.26 |
|
Cause/Effect: "Why"/"How&
The learner will be able to
determine cause and effect relationships by answering "why," "how," and "what-if" questions.
| Strand |
Scope |
Source |
| Cause/Effect |
Master |
East Longmeadow High School |
|
Critical Thinking: Theme/Text/Examine
The learner will be able to
critically examine text to create thematic connections.
| Strand |
Scope |
Source |
| Critical Thinking |
Master |
East Longmeadow High School |
|
Culture: Cultures/Read/Respond
The learner will be able to
read and respond to literature reflecting other cultures.
| Strand |
Scope |
Source |
| Themes: Culture |
Master |
East Longmeadow High School |
|
Decode: Complex/Words
The learner will be able to
apply knowledge of decoding skills to read increasingly complex words by him/herself.
| Strand |
Scope |
Source |
| Reading Strategies: Decode |
Master |
East Longmeadow High School |
|
Decode: Use/Structural Cues
The learner will be able to
use a variety of structural cues to decode unknown words.
| Strand |
Scope |
Source |
| Emergent Reading: Decode |
Master |
East Longmeadow High School |
|
Decode: Variety
The learner will be able to
use a variety of word parts to decode words in context.
| Strand |
Scope |
Source |
| Emergent Reading: Decode |
Master |
East Longmeadow High School |
|
Detail: Subordinate Idea/Recognize
The learner will be able to
recognize subordinate ideas in reading materials.
| Strand |
Scope |
Source |
| Detail |
Master |
East Longmeadow High School |
|
Diction: Mood/Effect/Evaluate
The learner will be able to
evaluate the effect diction has on the mood of a reading passage.
| Strand |
Scope |
Source |
| Figurative Language: Diction |
Master |
| |
