5+Reading

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 * **Obj #** || **Unit** || **Objective:**
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 * **Obj #** || **Unit** || **Objective:**
 * ||  || // Students will use knowledge of phonetic and structural analysis to read, write, and spell grade level text. // || I-P-M: Use knowledge of phonetic and structural analysis to read (e.g., Anglo-Saxon common affixes, multiple syllable words) (LA 5.1.3.a) (see Appendix C: 4) ||   || affix, prefix, suffix, root, base word, Greek root, Latin root ||   ||   || **Unit Test, Weekly Assessment, Selection Test** ||
 * ||  ||   || 2. I-P: Monitor the accuracy of decoding in connected text ||   ||   ||   ||   || **DIBELS and ARI** ||
 * ||  || // Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. // || P-M: Phrasing: Read phrases, clauses, and sentences that sound like natural language to support comprehension (LA 5.1.4.a) ||   || inflection, expression, intonation, ||   ||   || ARI ||
 * ||  ||   || P-M: Smoothness: Read accurately and automatically (LA 5.1.4.b) ||   || fluency ||   ||   || ARI, DIBELS ||
 * ||  ||   || P-M: Expression: Recognize and practice elements of oral prosodic reading to reflect meaning of text (e.g., poem read slowly, conversational narrative, emphasis on key points of information) (LA 5.1.4.c) ||   || prosodic-metrical structure of verse, meter ||   ||   || ARI ||
 * ||  ||   || P-M: Pacing: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style (LA 5.1.4.d) ||   ||   ||   ||   || **ARI** ||
 * ||  ||   || I-P-M: Words per minute on ARI: Sept.: 130-140; Apr./May: 140-170; DIBELS DORF scores: Sept. CS: 111-350, SS: 96-110, IS: 0-95; Jan. CS: 120-350, SS: 101-119, IS: 0-100; May CS: 130-350, SS: 105-129, IS: 0-104 ||   ||   ||   ||   ||   ||
 * ||  || // Students will build literary, general academic, and content specific grade level vocabulary. // || I-P: Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., affixes, abbreviations, parts of speech, word origins) (LA 5.1.5.a) ||   ||   ||   ||   ||   ||
 * ||  ||   || I-P: Relate new grade level vocabulary to prior knowledge and use in new situations (LA 5.1.5.b) ||   ||   ||   ||   ||   ||
 * ||  ||   || I-P-M: Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues, re-reading) and text features (e.g., glossary, headings, subheadings, captions, maps) to determine meaning of words in a variety of text structures (LA 5.1.5.c) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P-M: Identify semantic relationships (e.g., multiple meanings, metaphors, similes, idioms, analogies) (LA 5.1.5.d) ||   || multiple meanings, metaphors, similes, idioms, analogies ||   ||   || **Unit Test,**
 * ||  ||   || I-P-M: Determine meaning using print and digital reference materials (e.g., dictionary, almanac, atlas, encyclopedia, thesaurus, glossary) (LA 5.1.5.e) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P-M: Locate words in reference materials (e.g., alphabetical order, guide words) (LA 3.1.5.f) ||   ||   ||   ||   || **Unit Test,**
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || P-M: Identify author purpose(s) __* see above__ (e.g., explain how-to, entertain, inform about: to tell facts, persuade) and recognize how author perspective (e.g., beliefs, assumptions, biases) influences text (LA 5.1.6.a) ||   || first person perspective/point-of-view, second person perspective/poin-of-view, third person limited, third person omniscient perspective/point-of-view ||   ||   || **Unit Test,**
 * ||  ||   || I-P-M: Identify and analyze elements of narrative text (e.g., character development, setting, plot, theme, point of view) (LA 4.1.6.b) ||   || Plot includes sequence of events and conflict/resolution. ||   ||   || **Unit Test,**
 * ||  ||   || I-P-M: Summarize narrative text including characters, setting, plot, and theme with supporting details (LA 5.1.6.c) ||   ||   ||   ||   || **Unit Test** ,
 * ||  ||   || I-P: Identify literary devices/elements and explain the ways in which language is used (e.g., simile, metaphor, alliteration, onomatopoeia, imagery) (LA 5.1.6.d) ||   || simile, metaphor, alliteration, assonance, consonance, onomatopoeia, imagery ||   ||   ||   ||
 * ||  ||   || I-P-M: Identify the main idea from information text using supporting details (LA 5.1.6.e) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P-M: Apply knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast, problem/solution; see Appendix F: 1) (LA 5.1.6.f) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P-M: Apply knowledge of text features to locate information and gain meaning from a text (e.g., glossary, index, maps, charts, tables, graphs, headings, subheadings) (LA 5.1.6.g) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P-M: Describe the defining characteristics of narrative and informational genres in current reading series (e.g., see Appendix F 2) (LA 5.1.6.h) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P: Recognize the social, historical, cultural, and biographical influences in a variety of genres (LA 5.1.6.i) ||   ||   ||   ||   ||   ||
 * ||  ||   || I-P: Use narrative and informational text to develop a national and global multi-cultural perspective (LA 5.1.6.j) ||   ||   ||   ||   ||   ||
 * ||  ||   || P-M: Generate and/or answer literal, inferential, critical, and interpretive questions, supporting answers using prior knowledge and literal and inferential information from grade level text (LA 5.1.6.k) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P: Select text for a particular purpose (e.g., information, pleasure, answer a specific question) (LA 5.1.6.l) ||   ||   ||   ||   ||   ||
 * ||  ||   || I-P: Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during and after reading (LA 5.1.6.m) ||   ||   ||   ||   ||   ||
 * ||  ||   || I-P: Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct (LA 5.1.6.n) ||   ||   ||   ||   ||   ||
 * ||  ||   || I-P: Use examples and details to make inferences or logical predictions while previewing and reading text (LA 5.1.6.o) ||   ||   ||   ||   ||   ||
 * ||  ||   || P: Use examples and details in a text to make inferences about a story or situation (LA 4.1.6.o) ||   ||   ||   ||   || **Unit Test,**
 * ||  ||   || I-P: Respond to text verbally, in writing, or artistically (LA 5.1.6.p) ||   ||   ||   || Setting illustration; book talks; reader's response journal ||   ||


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 * Kindergarten
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 * Grade 1
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 * 1 Writing
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 * Grade 2
 * 2 Reading
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 * 2 Multiple Literacies
 * Grade 3
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 * Grade 5
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Grade 6 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Grade 7 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Grade 8

<span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">English 1 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Adv English 1 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> English 2 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Adv English 2 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Journalism <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> American Literature <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Applied Comm 11 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Applied Comm 12 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> British Literature <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Expository Writing

<span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;">Grade 8 Spanish <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Spanish 1 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Spanish 2 <span style="background-color: #edede6; color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-decoration: none;"> Spanish 3

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