ELA Standards


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1

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L.1.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.1.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Print all upper- and lowercase letters.

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L.1.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use common, proper, and possessive nouns.

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L.1.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

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L.1.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

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L.1.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

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L.1.1f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use frequently occurring adjectives.

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L.1.1g

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use frequently occurring conjunctions (e.g., and, but, or, so, because).

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L.1.1h

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use determiners (e.g., articles, demonstratives).

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L.1.1i

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use frequently occurring prepositions (e.g., during, beyond, toward).

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L.1.1j

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

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L.1.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.1.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Capitalize dates and names of people.

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L.1.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use end punctuation for sentences.

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L.1.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use commas in dates and to separate single words in a series.

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L.1.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

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L.1.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

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L.1.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

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L.1.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.

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L.1.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to the meaning of a word.

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L.1.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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L.1.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

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L.1.5a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

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L.1.5b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

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L.1.5c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at home that are cozy).

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L.1.5d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

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L.1.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).

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RF.1.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Print Concepts: Demonstrate understanding of the organization and basic features of print.

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RF.1.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Print Concepts: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

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RF.1.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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RF.1.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonological Awareness: Distinguish long from short vowel sounds in spoken single-syllable words .

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RF.1.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonological Awareness: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

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RF.1.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonological Awareness: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

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RF.1.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonological Awareness: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

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RF.1.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

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RF.1.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

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RF.1.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Decode regularly spelled one-syllable words.

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RF.1.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Know final -e and common vowel team conventions for representing long vowel sounds.

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RF.1.3d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

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RF.1.3e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking the words into syllables.

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RF.1.3f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Read words with inflectional endings.

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RF.1.3g

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Recognize and read grade-appropriate irregularly spelled words.

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RF.1.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Read with sufficient accuracy and fluency to support comprehension.

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RF.1.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Read grade-level text with purpose and understanding.

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RF.1.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Read grade-level text orally with accuracy, appropriate rate, and expression.

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RF.1.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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RI.1.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Ask and answer questions about key details in a text.

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RI.1.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1.

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RI.1.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Identify the main topic and retell key details of a text.

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RI.1.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

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RI.1.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

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RI.1.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

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RI.1.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

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RI.1.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Use the illustrations and details in a text to describe its key ideas.

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RI.1.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Identify the reasons an author gives to support points in a text.

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RI.1.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

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RL.1.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Ask and answer questions about key details in a text.

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RL.1.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: With prompting and support, read prose and poetry of appropriate complexity for grade 1.

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RL.1.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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RL.1.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.

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RL.1.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

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RL.1.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

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RL.1.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Identify who is telling the story at various points in a text.

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RL.1.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or events.

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RL.1.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories.

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SL.1.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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SL.1.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

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SL.1.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

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SL.1.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Ask questions to clear up any confusion about the topics and texts under discussion.

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SL.1.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

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SL.1.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

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SL.1.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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SL.1.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

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SL.1.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

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W.1.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

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W.1.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

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W.1.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

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W.1.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

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W.1.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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W.1.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

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W.1.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

11-12

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L.11-12.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.11-12.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

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L.11-12.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.

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L.11-12.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.11-12.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Observe hyphenation conventions.

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L.11-12.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Spell correctly.

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L.11-12.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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L.11-12.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

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L.11-12.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

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L.11-12.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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L.11-12.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

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L.11-12.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

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L.11-12.4d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

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L.11-12.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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L.11-12.5a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

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L.11-12.5b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Analyze nuances in the meaning of words with similar denotations.

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L.11-12.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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RH.11-12.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

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RH.11-12.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently.

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RH.11-12.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

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RH.11-12.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

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RH.11-12.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

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RH.11-12.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

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RH.11-12.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

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RH.11-12.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

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RH.11-12.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

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RH.11-12.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

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RI.11-12.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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RI.11-12.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

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RI.11-12.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

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RI.11-12.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

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RI.11-12.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

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RI.11-12.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

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RI.11-12.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

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RI.11-12.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

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RI.11-12.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

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RI.11-12.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

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RL.11-12.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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RL.11-12.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

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RL.11-12.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

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RL.11-12.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

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RL.11-12.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

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RL.11-12.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

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RL.11-12.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

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RL.11-12.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

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RL.11-12.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

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RST.11-12.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

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RST.11-12.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

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RST.11-12.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

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RST.11-12.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

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RST.11-12.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

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RST.11-12.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

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RST.11-12.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

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RST.11-12.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

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RST.11-12.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

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RST.11-12.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

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SL.11-12.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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SL.11-12.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: 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 or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

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SL.11-12.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

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SL.11-12.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

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SL.11-12.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

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SL.11-12.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

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SL.11-12.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

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SL.11-12.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

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SL.11-12.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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SL.11-12.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)

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W.11-12.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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W.11-12.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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W.11-12.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

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W.11-12.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

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W.11-12.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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W.11-12.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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W.11-12.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument presented.

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W.11-12.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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W.11-12.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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W.11-12.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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W.11-12.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

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W.11-12.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

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W.11-12.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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W.11-12.2f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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W.11-12.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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W.11-12.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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W.11-12.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

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W.11-12.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

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W.11-12.3d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

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W.11-12.3e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: 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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W.11-12.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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W.11-12.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)

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W.11-12.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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W.11-12.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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W.11-12.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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W.11-12.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Draw evidence form literary or informational texts to support analysis, reflection, and research.

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W.11-12.9a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

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W.11-12.9b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”).

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WHST.11-12.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write arguments focused on discipline-specific content.

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WHST.11-12.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Writing: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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WHST.11-12.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

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WHST.11-12.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

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WHST.11-12.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

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WHST.11-12.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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WHST.11-12.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from or supports the argument presented.

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WHST.11-12.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

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WHST.11-12.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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WHST.11-12.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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WHST.11-12.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

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WHST.11-12.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

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WHST.11-12.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

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WHST.11-12.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Picture of Troy Patterson

WHST.11-12.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Picture of Troy Patterson

WHST.11-12.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Picture of Troy Patterson

WHST.11-12.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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WHST.11-12.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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WHST.11-12.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Draw evidence from informational texts to support analysis, reflection, and research.

2

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L.2.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.2.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use collective nouns (e.g., group).

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L.2.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

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L.2.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use reflexive pronouns (e.g., myself, ourselves).

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L.2.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

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L.2.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use adjectives and adverbs, and choose between them depending on what is to be modified.

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L.2.1f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

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L.2.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.2.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Capitalize holidays, product names, and geographic names.

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L.2.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use commas in greetings and closings of letters.

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L.2.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use an apostrophe to form contractions and frequently occurring possessives.

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L.2.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

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L.2.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings

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L.2.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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L.2.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Compare formal and informal uses of English.

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L.2.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

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L.2.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.

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L.2.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

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L.2.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

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L.2.4d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

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L.2.4e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

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L.2.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings.

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L.2.5a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

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L.2.5b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

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L.2.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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RF.2.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

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RF.2.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Distinguish long and short vowels when reading regularly spelled one-syllable words.

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RF.2.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Know spelling-sound correspondences for additional common vowel teams.

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RF.2.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Decode regularly spelled two-syllable words with long vowels.

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RF.2.3d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Decode words with common prefixes and suffixes.

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RF.2.3e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Identify words with inconsistent but common spelling-sound correspondences.

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RF.2.3f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Recognize and read grade-appropriate irregularly spelled words.

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RF.2.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Read with sufficient accuracy and fluency to support comprehension.

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RF.2.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Read grade-level text with purpose and understanding.

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RF.2.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Read grade-level text orally with accuracy, appropriate rate, and expression.

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RF.2.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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RI.2.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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RI.2.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RI.2.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

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RI.2.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

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RI.2.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

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RI.2.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

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RI.2.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

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RI.2.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

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RI.2.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Describe how reasons support specific points the author makes in a text.

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RI.2.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast the most important points presented by two texts on the same topic.

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RL.2.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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RL.2.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RL.2.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

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RL.2.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Describe how characters in a story respond to major events and challenges.

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RL.2.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

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RL.2.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

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RL.2.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

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RL.2.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

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RL.2.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

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SL.2.1

by Troy Patterson - Wednesday, July 26, 2017, 11:08 AM
 

"Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.


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SL.2.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

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SL.2.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Build on others’ talk in conversations by linking their comments to the remarks of others.

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SL.2.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Ask for clarification and further explanation as needed about the topics and texts under discussion.

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SL.2.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

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SL.2.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

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SL.2.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

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SL.2.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

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SL.2.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1and 3 on page 26 for specific expectations.)

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W.2.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

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W.2.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

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W.2.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

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W.2.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

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W.2.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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W.2.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

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W.2.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Recall information from experiences or gather information from provided sources to answer a question.

3

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L.3.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.3.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

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L.3.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use regular and irregular plural nouns.

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L.3.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use abstract nouns (e.g., childhood).

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L.3.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use regular and irregular verbs.

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L.3.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

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L.3.1f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Ensure subject-verb and pronoun-antecedent agreement.*

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L.3.1g

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

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L.3.1h

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use coordinating and subordinating conjunctions.

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L.3.1i

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Produce simple, compound, and complex sentences.

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L.3.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.3.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Capitalize appropriate words in titles.

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L.3.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use commas in addresses.

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L.3.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use commas and quotation marks in dialogue.

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L.3.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use possessives.

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L.3.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

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L.3.2f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

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L.3.2g

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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L.3.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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L.3.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Choose words and phrases for effect.*

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L.3.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Recognize and observe differences between the conventions of spoken and written standard English.

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L.3.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

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L.3.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.

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L.3.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

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L.3.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

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L.3.4d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

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L.3.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings.

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L.3.5a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

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L.3.5b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

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L.3.5c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

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L.3.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

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RF.3.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

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RF.3.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Identify and know the meaning of the most common prefixes and derivational suffixes.

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RF.3.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Decode words with common Latin suffixes.

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RF.3.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Decode multisyllable words.

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RF.3.3d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Read grade-appropriate irregularly spelled words.

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RF.3.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Read with sufficient accuracy and fluency to support comprehension.

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RF.3.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Read grade-level text with purpose and understanding.

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RF.3.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

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RF.3.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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RI.3.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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RI.3.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

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RI.3.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine the main idea of a text; recount the key details and explain how they support the main idea.

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RI.3.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

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RI.3.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

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RI.3.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

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RI.3.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Distinguish their own point of view from that of the author of a text.

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RI.3.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

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RI.3.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

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RI.3.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast the most important points and key details presented in two texts on the same topic.

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RL.3.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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RL.3.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Complexity of Text: 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

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RL.3.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

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RL.3.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

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RL.3.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

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RL.3.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

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RL.3.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Distinguish their own point of view from that of the narrator or those of the characters.

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RL.3.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

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RL.3.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

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SL.3.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

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SL.3.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

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SL.3.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

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SL.3.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

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SL.3.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Explain their own ideas and understanding in light of the discussion.

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SL.3.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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SL.3.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

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SL.3.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

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SL.3.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

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SL.3.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 26 for specific expectations.)

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W.3.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.

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W.3.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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W.3.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

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W.3.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide reasons that support the opinion.

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W.3.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

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W.3.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section.

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W.3.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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W.3.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

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W.3.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop the topic with facts, definitions, and details.

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W.3.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

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W.3.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section.

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W.3.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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W.3.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

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W.3.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

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W.3.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use temporal words and phrases to signal event order.

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W.3.3d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a sense of closure.

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W.3.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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W.3.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 29.)

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W.3.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

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W.3.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Conduct short research projects that build knowledge about a topic.

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W.3.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

4

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L.4.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.4.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

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L.4.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

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L.4.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

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L.4.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

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L.4.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use prepositional phrases.

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L.4.1f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

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L.4.1g

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Correctly use frequently confused words (e.g., to, too, two; there, their).*

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L.4.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.4.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use correct capitalization.

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L.4.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use commas and quotation marks to mark direct speech and quotations from a text.

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L.4.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use a comma before a coordinating conjunction in a compound sentence.

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L.4.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed.

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L.4.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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L.4.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Choose words and phrases to convey ideas precisely.*

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L.4.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Choose punctuation for effect.*

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L.4.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

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L.4.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

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L.4.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

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L.4.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

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L.4.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

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L.4.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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L.4.5a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

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L.4.5b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Recognize and explain the meaning of common idioms, adages, and proverbs.

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L.4.5c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

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L.4.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

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RF.4.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

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RF.4.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

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RF.4.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Read with sufficient accuracy and fluency to support comprehension.

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RF.4.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Read grade-level text with purpose and understanding.

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RF.4.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

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RF.4.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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RI.4.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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RI.4.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Complexity of Text: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as necessary at the high end of the range.

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RI.4.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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RI.4.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

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RI.4.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

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RI.4.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

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RI.4.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

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RI.4.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

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RI.4.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Explain how an author uses reasons and evidence to support particular points in a text.

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RI.4.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

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RL.4.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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RL.4.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RL.4.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

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RL.4.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

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RL.4.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

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RL.4.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, stage directions) when writing or speaking about a text.

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RL.4.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

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RL.4.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

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RL.4.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

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SL.4.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

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SL.4.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

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SL.4.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Follow agreed-upon rules for discussions and carry out assigned roles.

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SL.4.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

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SL.4.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

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SL.4.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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SL.4.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Identify the reasons and evidence a speaker provides to support particular points.

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SL.4.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

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SL.4.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

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SL.4.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

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W.4.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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W.4.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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W.4.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

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W.4.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide reasons that are supported by facts and details.

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W.4.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

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W.4.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section related to the opinion presented.

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W.4.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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W.4.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

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W.4.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

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W.4.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

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W.4.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.

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W.4.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section related to the information or explanation presented.

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W.4.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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W.4.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

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W.4.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use dialogue and description to develop experiences and events or show the responses of characters to situations.

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W.4.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use a variety of transitional words and phrases to manage the sequence of events.

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W.4.3d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use concrete words and phrases and sensory details to convey experiences and events precisely.

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W.4.3e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.

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W.4.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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W.4.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 4 on page 29.)

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W.4.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

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W.4.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

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W.4.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

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W.4.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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W.4.9a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

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W.4.9b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

5

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L.5.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.5.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

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L.5.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

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L.5.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use verb tense to convey various times, sequences, states, and conditions.

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L.5.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Recognize and correct inappropriate shifts in verb tense.*

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L.5.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use correlative conjunctions (e.g., either/or, neither/nor).

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L.5.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.5.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use punctuation to separate items in a series.*

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L.5.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use a comma to separate an introductory element from the rest of the sentence.

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L.5.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

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L.5.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use underlining, quotation marks, or italics to indicate titles of works.

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L.5.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed.

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L.5.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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L.5.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

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L.5.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

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L.5.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

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L.5.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

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L.5.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

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L.5.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

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L.5.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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L.5.5a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Interpret figurative language, including similes and metaphors, in context.

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L.5.5b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Recognize and explain the meaning of common idioms, adages, and proverbs.

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L.5.5c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

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L.5.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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RF.5.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

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RF.5.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

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RF.5.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Read with sufficient accuracy and fluency to support comprehension.

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RF.5.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Read grade-level text with purpose and understanding.

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RF.5.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

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RF.5.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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RI.5.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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RI.5.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Complexity of Text: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

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RI.5.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

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RI.5.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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RI.5.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

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RI.5.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

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RI.5.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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RI.5.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

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RI.5.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

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RI.5.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

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RL.5.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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RL.5.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

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RL.5.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

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RL.5.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

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RL.5.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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RL.5.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

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RL.5.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Describe how a narrator’s or speaker’s point of view influences how events are described.

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RL.5.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem).

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RL.5.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

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SL.5.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

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SL.5.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

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SL.5.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Follow agreed-upon rules for discussions and carry out assigned roles.

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SL.5.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

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SL.5.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

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SL.5.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Summarize written a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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SL.5.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

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SL.5.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

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SL.5.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

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SL.5.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)

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W.5.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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W.5.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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W.5.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

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W.5.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide logically ordered reasons that are supported by facts and details.

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W.5.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

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W.5.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section related to the opinion presented.

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W.5.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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W.5.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

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W.5.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

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W.5.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

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W.5.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.

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W.5.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section related to the information or explanation presented.

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W.5.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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W.5.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

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W.5.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

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W.5.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

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W.5.3d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use concrete words and phrases and sensory details to convey experiences and events precisely.

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W.5.3e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.

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W.5.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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W.5.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 5 on page 29.)

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W.5.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

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W.5.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

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W.5.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

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W.5.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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W.5.9a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

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W.5.9b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

6

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L.6.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.6.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Ensure that pronouns are in the proper case (subjective, objective, possessive).

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L.6.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use intensive pronouns (e.g., myself, ourselves).

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L.6.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Recognize and correct inappropriate shifts in pronoun number and person.*

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L.6.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

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L.6.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

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L.6.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.6.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

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L.6.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Spell correctly.

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L.6.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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L.6.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

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L.6.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Maintain consistency in style and tone.*

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L.6.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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L.6.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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L.6.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

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L.6.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

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L.6.4d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

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L.6.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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L.6.5a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Interpret figures of speech (e.g., personification) in context.

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L.6.5b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

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L.6.5c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

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L.6.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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RI.6.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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RI.6.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RI.6.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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RI.6.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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RI.6.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

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RI.6.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

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RI.6.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

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RI.6.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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RI.6.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

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RI.6.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

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RL.6.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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RL.6.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RL.6.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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RL.6.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

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RL.6.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

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RL.6.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

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RL.6.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Explain how an author develops the point of view of the narrator or speaker in a text.

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RL.6.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

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RL.6.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

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SL.6.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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SL.6.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

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SL.6.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

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SL.6.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

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SL.6.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

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SL.6.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

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SL.6.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

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SL.6.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

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SL.6.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

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SL.6.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)

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W.6.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.

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W.6.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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W.6.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce claim(s) and organize the reasons and evidence clearly.

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W.6.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

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W.6.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

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W.6.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish and maintain a formal style.

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W.6.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from the argument presented.

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W.6.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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W.6.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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W.6.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

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W.6.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use appropriate transitions to clarify the relationships among ideas and concepts.

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W.6.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.

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W.6.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish and maintain a formal style.

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W.6.2f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from the information or explanation presented.

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W.6.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Picture of Troy Patterson

W.6.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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W.6.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Picture of Troy Patterson

W.6.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

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W.6.3d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

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W.6.3e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.

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W.6.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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W.6.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 6 on page53.)

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W.6.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

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W.6.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

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W.6.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

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W.6.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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W.6.9a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories]in terms of their approaches to similar themes and topics”).

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W.6.9b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

6-8

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RH.6-8.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources.

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RH.6-8.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

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RH.6-8.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

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RH.6-8.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

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RH.6-8.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

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RH.6-8.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Describe how a text presents information (e.g., sequentially, comparatively, causally).

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RH.6-8.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

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RH.6-8.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

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RH.6-8.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Distinguish among fact, opinion, and reasoned judgment in a text.

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RH.6-8.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Analyze the relationship between a primary and secondary source on the same topic.

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RST.6-8.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite specific textual evidence to support analysis of science and technical texts.

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RST.6-8.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

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RST.6-8.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

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RST.6-8.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

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RST.6-8.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

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RST.6-8.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

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RST.6-8.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

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RST.6-8.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

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RST.6-8.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

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RST.6-8.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

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WHST.6-8.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write arguments focused on discipline-specific content.

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WHST.6-8.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Writing: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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WHST.6-8.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

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WHST.6-8.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

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WHST.6-8.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

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WHST.6-8.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish and maintain a formal style.

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WHST.6-8.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument presented.

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WHST.6-8.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

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WHST.6-8.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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WHST.6-8.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

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WHST.6-8.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

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WHST.6-8.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.

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WHST.6-8.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish and maintain a formal style and objective tone.

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WHST.6-8.2f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.

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WHST.6-8.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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WHST.6-8.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

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WHST.6-8.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

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WHST.6-8.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

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WHST.6-8.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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WHST.6-8.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Draw evidence from informational texts to support analysis reflection, and research.

7

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L.7.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.7.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Explain the function of phrases and clauses in general and their function in specific sentences.

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L.7.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

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L.7.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

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L.7.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.7.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

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L.7.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Spell correctly.

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L.7.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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L.7.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

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L.7.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

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L.7.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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L.7.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

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L.7.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

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L.7.4d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

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L.7.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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L.7.5a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

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L.7.5b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

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L.7.5c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

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L.7.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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RI.7.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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RI.7.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RI.7.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

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RI.7.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

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RI.7.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

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RI.7.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

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RI.7.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

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RI.7.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

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RI.7.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

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RI.7.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

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RL.7.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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RL.7.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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RL.7.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

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RL.7.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Key Ideas and Details: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

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RL.7.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

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RL.7.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

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RL.7.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

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RL.7.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast a story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

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RL.7.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Integration of Knowledge and Ideas: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

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SL.7.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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SL.7.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

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SL.7.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

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SL.7.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

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SL.7.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify their own views.

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SL.7.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

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SL.7.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Comprehension and Collaboration: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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SL.7.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

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SL.7.5

by Troy Patterson - Wednesday, July 26, 2017, 11:09 AM
 

Presentation of Knowledge and Ideas: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.


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SL.7.6

by Troy Patterson - Wednesday, July 26, 2017, 11:04 AM
 

Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)


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W.7.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.

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W.7.10

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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W.7.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

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W.7.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

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W.7.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

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W.7.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish and maintain a formal style.

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W.7.1e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from and supports the argument presented.

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W.7.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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W.7.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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W.7.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

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W.7.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

Picture of Troy Patterson

W.7.2d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.

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W.7.2e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Establish and maintain a formal style.

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W.7.2f

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.

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W.7.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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W.7.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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W.7.3b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

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W.7.3c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

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W.7.3d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

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W.7.3e

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated experiences or events.

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W.7.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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W.7.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)

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W.7.6

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

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W.7.7

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

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W.7.8

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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W.7.9

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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W.7.9a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

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W.7.9b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Research to Build and Present Knowledge: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

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L.8.1

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.8.1a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

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L.8.1b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use verbs in the active and passive voice.

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L.8.1c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

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L.8.1d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Recognize and correct inappropriate shifts in verb voice and mood.*

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L.8.2

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.8.2a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

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L.8.2b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Use an ellipsis to indicate an omission.

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L.8.2c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Conventions of Standard English: Spell correctly.

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L.8.3

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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L.8.3a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Knowledge of Language: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

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L.8.4

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

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L.8.4a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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L.8.4b

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

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L.8.4c

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

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L.8.4d

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

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L.8.5

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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L.8.5a

by Troy Patterson - Wednesday, July 26, 2017, 11:00 AM
 
Vocabulary Acquisition and Use: Interpret figures of speech (e.g. verbal irony, puns) in context.