Analyzing Complex Characters
Students demonstrate they have the ability to:
A: Analyze how complex characters develop over the course of a text & advance the plot B: Analyze how complex characters interact with other characters in a text |
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Analyzing Text Structure
Students demonstrate they have the ability to:
A: Analyze an author’s choices concerning how to structure a text and order events within it (e.g., parallel plots) B: Analyze how an author manipulates time (e.g., pacing, flashbacks) to create such effects as mystery, tension, or surprise |
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Page 23 of the Literacy Handbook |
Analyzing Theme & Central Idea
Students demonstrate they have the ability to:
A: Analyze the development of a theme over the course of a text, including how it is shaped and refined by specific details B: Analyze the development of a central idea over the course of a text, including how it is shaped and refined by specific details C: Analyze a particular point of view or cultural experience from outside the United States reflected in a work of literature, drawing on a wide reading of world literature |
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Applying Grammar and Mechanics
Students demonstrate they have the ability to:
A: Delete commas in long or involved sentences when an incorrect understanding of the sentence suggests a pause that should be punctuated (e.g., between the elements of a compound subject or compound verb joined by and) B: Recognize and correct inappropriate uses of colons and semicolons |
Assignments
*Accessible on your www.noredink.com account (get your class code from Rost) 3A: Evaluating Commas with FANBOYS 3B: Identifying Complete and Incomplete Thoughts; Connecting Clauses with THAMOs 1, 2, and 3; Connecting Clauses with Colons and Semicolons |
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NoRedInk site |
Collaborating in Discussions
Students initiate and engage effectively in a range of collaborative discussions with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly and persuasively:
A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic to stimulate a thoughtful, well-reasoned exchange of ideas B: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; clarify, verify, or challenge ideas and conclusions C: Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented |
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Comprehending Text
Students demonstrate they have the ability to:
A: Read text at the 1087-1176 Lexile level B: RIT Range 227-231 |
Assignments
Taking the MAP test is the only way to show proficiency on this target. See Rost if you need this. |
Resources
A score of 227 is grade level proficient. A score of 237 is considered advanced level proficiency. |
Constructing Writing
Students demonstrate they have the ability to:
A: Develop a plan for writing, focusing on what is most significant for a specific purpose and audience B: Create an organizational structure that logically sequences claims and helps accomplish the purpose C: Produce clear and coherent writing in which the development is appropriate to the task, purpose and audience. D: Create multiple drafts, examining rough drafts and considering ways to revise through the addition or subtraction of material. E: Apply the stylistic conventions and expectations of the task or genre F: Use technology to produce, publish, and present individual or shared writing products in response to ongoing feedback, including new arguments or information |
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Mastering Vocabulary
Students demonstrate they have the ability to:
A: Determine figurative, connotative, and technical meanings of words B: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech |
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Utilizing Text Evidence
Students demonstrate they have the ability to:
A: Support analysis with inferences and evidence paraphrased from text B: Support analysis with inferences and evidence cited directly from text C: Distinguish between relevant and irrelevant evidence in a text |
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Page 3-6 of the Literacy Handbook |
Writing Narratives
Students demonstrate they have the ability to write 2+ page narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences that:
A: Engage the reader by setting out a problem, situation, or observation B: Orient the reader by establishing one or multiple points of view and introducing a narrator and/or characters C: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters D: Use a variety of techniques to sequence events so they build on one another to create a coherent whole E: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative |
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