a. TLW apply decoding skills to words, i.e.: prefixes, suffixes, plurals . . .

a. TLW recognize and define grade appropriate or content appropriate vocabulary

a. TLW interpret the author’s view or purpose

b. TLW recognize clue words as a means of sequencing

c. TLW use prior knowledge and experience to respond to new information, i.e.: predicting, inferring, drawing conclusions, deducing meaning . . .

d. TLW identify basic information from texts

e. TLW, after reading a selection, summarize their reading with a response

f. TLW explain the use of cause and effect in passages

g. TLW infer the main idea in paragraphs

h. TLW describe the story elements: character, plot, and setting

i. TLW classify the different literary forms, i.e.: tall tales, folk tales, biographies, fables historical and realistic fiction . . .

j. TLW interpret non-literal language in a variety of literary and informational texts

a. TLW use context clues to determine meaning of familiar and unfamiliar words

a. TLW generate ideas through discussion and written brainstorming

b. TLW develop a topic sentence for a paragraph

c. TLW support a topic with 6-7 details

a. TLW write a logical sequenced paragraph

b. TLW write a paragraph focusing on one controlling idea

c. TLW use transition words and phrases in a paragraph

d. TLW develop a conclusion statement to end a paragraph

a. TLW use a wide variety of vocabulary

b. TLW use a consistent point of view

a. TLW revise for fragments and run-on sentences

b. TLW revise for beginning words and a variety of sentence lengths

a. TLW edit to improve grade-level appropriate punctuation, capitalization, and spelling

b. TLW edit and revise for grade-level appropriate grammar rules

a. TLW access print sources (dictionary, thesaurus, atlas, almanac, reference books, parts of books)

b. TLW access appropriate electronic online sources

c. TLW evaluate information sources for appropriateness

a. TLW focus on teacher directed research topics

b. TLW follow an organized outline

c. TLW take notes and paraphrase information

d. TLW create a bibliography

a. TLW speak clearly and audibly

a. TLW listen to homework assignments and record in an agenda

b. TLW listen attentively to peer presentations

c. TLW listen for information in informal and formal settings

a. TLW view videos for information and visualization of concepts

b. TLW view videos to compare and contrast with text versions

c. TLW gain information from a variety of visuals, including charts, maps, graphs, and graphic organizers

a. TLW apply decoding skills to words, i.e.: prefixes, suffixes, plurals . . .

a. TLW recognize and define grade appropriate or content appropriate vocabulary

a. TLW examine the author’s view or purpose

b. TLW recognize clue words as a means of sequencing

c. TLW use prior knowledge and experience to respond to new information, i.e.: predicting, inferring, drawing conclusions, deducing meaning . . .

d. TLW identify basic information from texts

e. TLW, after reading a selection, summarize their reading with a response

f. TLW explain the use of cause and effect in passages

g. TLW deduce the main idea in paragraphs

h. TLW analyze the story elements: character, plot, and setting

i. TLW analyze the different literary forms, i.e.: tall tales, folk tales, biographies, fables, historical and realistic fiction . . .

j. TLW interpret non-literal language in a variety of literary and informational texts

a. TLW use context clues to determine meaning of familiar and unfamiliar words

a. TLW generate ideas through discussion, written brainstorming, and from printed materials

b. TLW use clusters to expand and organize ideas

c. TLW support a topic sentence with 8-9 details

d. TLW develop an attention-getting sentence and thesis for an essay

a. TLW write a logical sequenced essay

b. TLW write paragraphs focusing on one controlling idea

c. TLW use transition words to link paragraphs

d. TLW write a conclusion that reflects the thesis

a. TLW show understanding of an assigned genre or purpose

b. TLW use figurative language and a wide variety of vocabulary

c. TLW be consistent with tense and pronoun usage

a. TLW produce writing that is free of fragments and run-on sentences

b. TLW revise for sentence structure, i.e.: combining when necessary, eliminating stringy sentences

c. TLW edit for wordiness and fluency

a. TLW edit to improve grade-level appropriate punctuation, capitalization, and spelling

b. TLW edit and revise for grade-level appropriate grammar rules

a. TLW access print sources (dictionary, thesaurus, atlas, almanac, reference books, parts of books)

b. TLW access appropriate electronic online sources

c. TLW evaluate information sources for appropriateness

a. TLW focus on teacher-directed research topics

b. TLW follow an organized outline

c. TLW take notes and paraphrases information

d. TLW create a bibliography

a. TLW clearly verbalize ideas during discussions

b. TLW speak clearly and audibly during presentations

c. TLW ask questions to clarify ideas

a. TLW listen to homework assignments and record in an agenda

b. TLW listen attentively to peer presentations

c. TLW listen for information in informal and formal settings

a. TLW view videos for information and visualization of concepts

b. TLW view videos to compare and contrast with text versions

c. TLW gain information from a variety of visuals including charts, maps, graphs, and graphic organizers

a. TLW apply decoding skills to words, i.e.: prefixes, suffixes, plurals . . .

a. TLW recognize and define grade appropriate or content appropriate vocabulary

a. TLW examine the historical, social, and cultural influences on British literature

b. TLW recognize that literature answers universal questions and addresses universal human experiences

c. TLW understand the development of British literature from the beginnings of British literary traditions to present day

d. TLW identify major themes and symbols in British literature

e. TLW analyze literary elements

f. TLW will apply literal comprehension strategies appropriate for reading these selections

g. TLW will distinguish the major literature forms and techniques of British literature

a. TLW use context clues to determine meaning of familiar and unfamiliar words

a. TLW generate writing ideas through discussion with others and from printed materials

b. TLW arrange ideas in an order appropriate for the writer's purpose, audience, and topic

a. TLW use a variety of strategies to draft written compositions: choose language and content appropriate to intended audience, establish a clear voice, select format appropriate to purpose, organize content to support purpose, select organizational pattern, cite sources

b. TLW use available technology to compose text

a. TLW proofread writing, edit to improve conventions (i.e.: grammar, spelling, punctuation, capitalization), identify and correct fragments and run-on sentences and eliminate inappropriate slang or informal language

b. TLW use technology to compose text

a. TLW access print sources (dictionary, thesaurus, atlas, almanac, reference books, parts of books)

b. TLW access appropriate electronic online sources

c. TLW evaluate information sources for appropriateness

a. TLW focus on teacher-directed research topics

b. TLW follow an organized outline

c. TLW take notes and paraphrase information

a. TLW clearly verbalize ideas during discussions

b. TLW speak clearly and audibly during presentations

c. TLW ask questions to clarify ideas

a. TLW listen to homework assignments and record in an agenda

b. TLW listen attentively to peer presentations

c. TLW listen for information in informal and formal settings

d. TLW respond to questions and feedback

a. TLW view videos for information and visualization of concepts

b. TLW view videos to compare and contrast with text versions

c. TLW gain information from a variety of visuals including charts, maps, graphs, and graphic organizers

d. TLW use critical viewing techniques to understand and evaluate programs

a. TLW generate ideas through brainstorming, discussions, and written journals that are topic appropriate

b. TLW support a topic with sufficient detail that is insightful and creative

c. TLW develop a specific introductory technique and thesis

a. TLW produce a paper that maintains a clear focus by stating the thesis and structuring paragraphs that support that controlling idea

b. TLW decide on an order in presenting ideas: time, space, emphasis or combination

c. TLW reinforce the purpose in the conclusion

d. TLW use transitions that link paragraphs and points within paragraphs

e. TLW develop ideas with relevant facts, details and examples

a. TLW use vocabulary that is clear, concise, and appropriate to audience and purpose

b. TLW choose words that create desired tone, imagery, and figures of speech

c. TLW edit out passive voice and clichés

d. TLW have consistent tense, usage, and point of view

a. TLW use sentence variety that reflects coordination, subordination, and active voice

b. TLW develop phrasing that is parallel

c. TLW edit sentence structure to eliminate run-on sentences and fragments

a. TLW produce writing that displays control of conventions: grammar, spelling, punctuation and usage

a. TLW use the electronic research tools of the modern library

b. TLW evaluate information sources for validity and appropriateness

a. TLW develop a specific proposition and supporting outline

b. TLW paraphrase, summarize, and document according to MLA guidelines to give credit and to avoid plagiarism

c. TLW create a works cited

d. TLW create valid arguments which respect opposing views and avoid common fallacies