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Web Resources Supporting the Maryland Voluntary State Curriculum
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Reading/English Language Arts - Grade 5
Reading | Informational | Literary | Writing | Language | Listening | Speaking
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READING
Standard 1.0 General Reading Processes |
Topic
C. Fluency |
Indicator
1. Read orally at an appropriate rate
Objective
a. Read familiar text at a rate that is conversational and consistent
Indicator
2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
Objectives
a. Apply knowledge of word structures and patterns to read with automaticity
b. Demonstrate appropriate use of phrasing:
- Attend to sentence patterns and structures that signal meaning in text
- Use punctuation cues to guide meaning and expression
- Use pacing and intonation (emphasis on certain words) to convey meaning and expression
- Adjust intonation and pitch (rise and fall of spoken voice) appropriately
c. Increase sight words read fluently
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| Indicator
1. Develop and apply vocabulary through exposure to a variety of texts
Objectives
a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
Indicator
2 . Develop and apply a conceptual understanding of new words
Objectives
a. Classify and categorize increasingly complex words into sets and groups
b. Identify and explain relationships between and among words Sample Assessments
- Antonyms and synonyms
- Concept hierarchies
- Multiple meaning words
- Specialized use of vocabulary in specific content area
Indicator
3. Understand, acquire, and use new vocabulary
Objectives
a. Use context to determine the meanings of words Sample Assessments Assessment limits:
- Above grade-level words used in context
- Words with multiple meanings
- Connotations versus denotations
- Grade-appropriate idioms and figurative expressions
b. Use word structure to determine the meaning of words
Assessment limits:
- Prefixes and suffixes
- Grade-appropriate roots and base words
- Grade-appropriate compound words
- Grade-appropriate inflectional endings
c. Use resources to confirm definitions and gather further information about words Assessment Limit
- Electronic and/or print dictionaries
- Thesauruses
- Other grade-appropriate resources
d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression |
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ESL Idiom Page...Organized list of everyday idioms with definitionsand examples in context.
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Electronic dictionaries and thesauruses:
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Topic
E. General Reading Comprehension |
Indicator
1. Develop and apply comprehension skills through exposure to a variety of texts, including traditional print and electronic texts
Objectives
a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
b. Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
Indicator
2. Use strategies to prepare for reading (before reading)
Objectives
a. Survey and preview the text by examining features, such as the title, illustrations, photographs, charts, and graphs
b. Set a purpose for reading the text
c. Make predictions and ask questions about the text
d. Make connections to the text from prior knowledge and experiences
Indicator
3. Use strategies to make meaning from text (during reading)
Objectives
a Reread the difficult parts slowly and carefully
b. Use own words to restate the difficult part
c. Read on and revisit the difficult part
d. Skim the text to search for connections between and among ideas
e. Make, confirm, or adjust predictions
f. Periodically summarize while reading
g. Periodically paraphrase important ideas or information
h. Visualize what was read for deeper understanding
i. Use a graphic organizer or another note-taking technique to record important ideas or information
j. Explain personal connections to the ideas or information in the text
Indicator
4. Use strategies to demonstrate understanding of the text (after reading)
Objectives
a. Identify and explain the main idea Sample Assessments Assessment limit: In the text or a portion of the text
b. Identify and explain what is directly stated in the text Sample Assessments Assessment limit: Main ideas, supporting details and other information stated in the text or a portion of the text
c. Identify and explain what is not directly stated in the text by drawing inferences Assessment limit: Implied information from the text or a portion of the text
d. Draw conclusions or make generalizations about the text Assessment limit: Stated or implied information from the text
e. Confirm, refute, or make predictions and form new ideas Assessment limit: Stated and/or implied information from the text
f. Paraphrase the main idea of the text Assessment limit: Complete text or a portion of the text
g. Summarize Assessment limit: The text or a portion of the text
h. Connect the text to prior knowledge or personal experience Assessment limit: Prior knowledge or experience that clarifies, extends, or challenges the ideas and/or information in the text
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MidLink Magazine... an e-zine featuring outstanding student work from around the world
- Kids' Castle...an onlinechildren's magazine from the Smithsonian Institute
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INFORMATIONAL
Standard 2.0 Comprehension of Informational Text |
| Students will read, comprehend, interpret, analyze, and evaluate informational text. |
Topic
A. Comprehension of Informational Text |
Indicator
1.Develop and apply comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts
Objectives
a. Read, use, and identify the characteristics of nonfiction materials to gain information and content knowledge Assessment limits:
- Textbooks
- Appropriate reference materials
- Research and historical documents
- Personal narratives
- Diaries and journals
- Biographies
- Newspapers
- Letters
- Articles
- Web sites and other online materials
- Other appropriate content-specific texts
b. Read, use, and identify the characteristics of functional documents Assessment Limits:
- Sets of directions
- Science investigations
- Atlases
- Posters
- Flyers
- Forms
- Instructional manuals
- Menus
- Pamphlets
- Rules
- Invitations
- Recipes
- Advertisements
- Other functional documents
c. Select and read to gain information from personal interest materials, such as brochures, books, magazines, cookbooks, catalogs, and web sites
Indicator
2. Identify and use text features to facilitate understanding of informational texts Clarification
Objectives
a. Use print features Seeds |Assessment Limits:
- Large bold print
- Font size/type
- Italics
- Colored print
- Quotation marks
- Underlining
- Other print features encountered in informational texts
b .Use graphic aids Seeds Assessment Limits:
- Illustrations
- Photographs
- Drawings
- Sketches
- Cartoons
- Maps (key, scale, legend)
- Graphs
- Charts/tables
- Diagrams
- Other graphic aids encountered in informational texts
c. Use informational aids Seeds Assessment Limits:
- Introductions and overviews
- Materials lists
- Timelines
- Captions
- Glossed words
- Labels
- Numbered steps
- Bulleted lists
- Footnoted words
- Pronunciation key
- Transition words
- Other informational aids encountered in informational texts
d. Use organizational aids Seeds | Public Release Assessment Limits:
- Titles, chapter titles, and subtitles
- Headings, subheadings
- Tables of content
- Numbered steps
- Glossaries
- Indices
- Transition words
- Other organizational aids encountered in informational texts
e. Use online features Seeds Assessment Limits:
- URLs
- Hypertext links
- Sidebars
- Drop down menus
- Home pages
- Site maps
- Other features characteristic of online text
f. Identify and explain the contributions of text features to meaning Seeds Assessment limit: Connections between text features and meaning
Indicator
3. Develop and apply knowledge of organizational structure of informational text to understand what is read Clarification
Objectives
a. Identify and analyze the organizational patterns of texts Seeds Assessment Limits:
- Sequential and chronological order
- Cause/effect
- Problem/solution
- Similarities/differences
- Description
- Main idea and supporting details
b. Identify and use words and phrases associated with common organizational patterns Seeds Assessment Limits:
- Words that show chronology (first, second, third)
- Words that show description (above, beneath, next to, beside)
- Words that show cause and effect (because, as a result)
- Words that show sequence (next, then, finally)
Indicator
4. Determine and analyze important ideas and messages in informational texts Clarification
Objectives
a. Identify and explain the author's/text's purpose and intended audience Seeds Assessment Limits:
- Purpose of the author or the text or a portion of the text
- Connections between the text and the intended audience
b. Identify and explain the author's opinion Seeds Assessment limit: Texts or portions of text in which the author's opinion is evident
c. State and support main ideas and messages Seeds | Public Release Assessment limit: The whole text or a portion of the text
d. Summarize or paraphrase Seeds Assessment limit: The text or a portion of the text
e. Identify and explain information not related to the main idea Seeds Assessment limit: Information in the text that is peripheral to the main idea
f. Identify and explain relationships between and among ideas Seeds Assessment Limits:
- Comparison/contrast
- Cause/effect
- Sequence/chronology
- Relationships between and among ideas in one or more texts
- Relationships between and among ideas and prior knowledge in one or more texts
g. Draw conclusions and inferences and make generalizations and predictions from text Seeds | Sample Assessments Assessment Limits:
- From one text or across multiple texts
- Connections between and among ideas that lead a new understanding
h. Distinguish between a fact and an opinion Seeds Assessment limit: In one or more texts
i. Identify and explain how someone might use the text Seeds Assessment limit: Application of the text for personal use or content-specific use
j. Connect the text to prior knowledge or experience Seeds Assessment limit: Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
Indicator
5. Identify and explain the author's use of language Clarification
Objectives
a. Identify and explain specific words or phrases that contribute to the meaning of a text Assessment Limits:
- Significant words and phrases with a specific effect on meaning
- Figurative language
- Idioms
- Connotations of grade-appropriate words
- Technical or content vocabulary
- Denotations of above-grade-level words in context
b. Identify and explain specific words and punctuation that create tone Assessment Limits:
- Specific words or phrases that create tone
- Tone in the text or a portion of the text
c. Identify and explain the effect of repetition of words and phrases Assessment limit: Repetition used to emphasize important ideas or information in the text
Indicator
6. Read critically to evaluate informational text
Objectives
a. Explain whether the text fulfills the reading purpose Assessment limit: Connections between the content of the text and the purpose for reading
b. Identify and explain additions or changes to format or features that would make the text easier to understand Assessment limit: Connections between effectiveness of format and text features in clarifying the main idea of the text
c. Identify and explain what makes the text a reliable source of information Assessment limit:
- Connections between the credentials of the author and the information in the text
- Factual basis of the information in the text
- Currency of the information in the text
d. Determine and explain whether or not the author's opinion is presented fairly Assessment limit:
- Clarity of the connections between the main idea and the reader's understanding
- Evidence of equal treatment of opposing points of view
e. Identify and explain information not included in the text
Assessment Limits:
- Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
- Connections between the main idea and information not included in the text
f. Identify and explain words and other techniques the author uses to appeal to emotion Assessment limit:
- Significant words and phrases that have an emotional appeal
- Effectiveness of words and phrases used to persuade the reader
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OnlineMagazines
- Nonfiction Text... a reproducible lesson from Scholastic that focuses on text features
Choosing and Writing for an Audience...An essay describing ways that a writing tailors his or her writing to engage an identified audience
Sequence Charts
- Use of Language... Provides specific examples of how authors use careful word choice to communicate ideas
- Critical Evaluation of Resources ...information from the UC Berkeley Library, adaptable to upper elementary students; deals with both print and electronic resouces
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LITERARY
Standard 3.0 Comprehension of Literary Text |
| Students will read, comprehend, interpret, analyze, and evaluate literary texts. |
Topic
A. Comprehension of Literary Text
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Indicator
1. Develop and apply comprehension skills by reading a variety of self-selected and assigned literary texts
Objectives
a. Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods
b. Listen to critically, read, and discuss a variety of literary forms and genres
Indicator
2.Analyze text features to facilitate understanding of literary texts Clarification
Objectives
a. Identify and explain how organizational aids contribute to meaning Assessment limit:
- Title of the book, story, poem, or play
- Titles of chapters
- Subtitles, subheading
b. Identify and explain how graphic aids contribute to meaning Assessment Limits:
- Illustrations
- Punctuation
- Print features
c. Identify and explain how informational aids contribute to meaning Assessment Limits:
- Footnoted words and phrases
- Captions
Indicator
3. Analyze elements of narrative texts to facilitate understanding and interpretation Clarification
Objectives
a. Identify and distinguish among types of narrative texts Assessmenr Limits:
- Short stories, folklore, legends, myths, realistic fiction, science fiction, historical fiction, biographies, autobiographies, personal narratives
- Plays
- Poetry
b. Identify and explain the conflict and the events of the plot Assessment limit:
- Narrative text with exposition, rising action, climax, and resolution
- Internal and/or external conflict
c. Identify and describe the setting and the mood and explain how the setting affects the characters and the mood Assessment limit:
- Immediate time and place of the action as well as its larger context
- Connections between the characters and the setting
- Connections between the setting and the mood
d. Analyze characterization Public Release Assessment Limits:
- What characters say, do, and think
- Characters' motivations
- What other characters say about them
- How other characters react to them
e. Identify and explain relationships between and among characters, setting, and events Public Release Assessment Limits:
- Connections between and among characters
- Connections between and among situations
- Cause/effect relationships between characters' actions and the results of those actions
- Cause/effect relationships between and among situations and events
f. Identify and explain how the actions of the character(s) affect the plot Assessment limit: Connections between the actions of the characters and the outcome of the plot
g. Identify and describe the narrator Assessment Limits:
- Narrator of the story; speaker of the poem
- First versus third person point of view
Indicator
4. Analyze elements of poetry to facilitate understanding and interpretation
Objectives
a. Use structural features to identify poetry as a literary form and distinguish among types of poems Assessment Limits: Types of poems, such as haiku, form/shape poetry, etc.
b. Identify and explain the meaning of words, lines, and stanzas Assessment limit: Specific meaning of words, lines and/or stanzas
c. Identify and explain sound elements of poetry Assessment Limits:
- Rhyme, rhyme scheme
- Rhythm
- Alliteration
- Onomatopoeia
d. Identify and explain other poetic elements, such as setting, mood, tone, etc. that contribute to meaning
Indicator
5. Analyze elements of drama to facilitate understanding
Objecitves
a. Use structural features to identify a play as a literary form and distinguish among types of plays Assessment Limits:
- List of characters (cast), including narrator
- Introductory information about the setting
- Stage directions
- Dialogue, monologue
- Props, scenery, sound effects, staging, lighting
- Acts and scenes
b. Identify and explain the action of a scene Assessment limit: Specific actions and events that occur in a scene
c. Identify and explain how stage directions create character and movement Assessment limit: Connections between the stage directions and the physical movement of the characters
d. Identify and explain stage directions and dialogue that help to create character Assessment limit: Connections among the stage directions, the character's lines, and how the character delivers those lines
Indicator
6. Determine important ideas and messages in literary texts Clarification
Objectives
a. Identify and explain main ideas and universal themes Assessment Limits:
- In the text or a portion of the text
- Literal versus interpretive meanings of a text or a portion of text
- Experiences, emotions, issues, and ideas in a text that give rise to universal themes
- Message, moral, or lesson learned from the text
b. Identify and explain similar themes across multiple texts Assessment Limits: Messages, morals, or lessons learned across texts
c. Paraphrase the text Assessment limit: Restatement of the text or a portion of the text in student's own words
d. Summarize Public Release Assessment limit: The text or a portion of the text
e. Identify and explain personal connections to the text Assessment limit: Connections between personal experiences and the theme or main ideas
f. Explain the implications of the text for the reader and/or society Assessment limit: Ideas and issues of a text that may have implications for the reader
Indicator
7. Identify and describe the author's use of language Clarification
Objectives
a. Identify and explain how the use of dialogue contributes to a story Assessment limit: Character and plot development advanced through dialogue
b. Identify and explain specific words and phrases that contribute to meaning Assessment Limits:
- Significant words and phrases with a specific effect on meaning
- Denotations of above-grade-level words used in context
- Connotations of grade-appropriate words and phrases in context
- Multiple meaning words
c. Identify and explain words and phrases that create tone Assessment Limits:
- Specific words and phrases that create tone
- Tone in the text or a portion of the tex
d. Identify and explain figurative language that contributes to meaning Assessment Limits:
- Similes
- Metaphors
- Personification
- Onomatopoeia
- Connections between figurative language and meaning
e. Identify and explain language that appeals to the senses and feelings Assessment limit: Specific words and phrases that appeal to the senses
f. Identify and explain how repetition and exaggeration contribute to meaning Assessment Limits: Connections between repetition and/or exaggeration and meaning
Indicator
8. Read critically to evaluate literary texts
Objectives
a. Determine and explain the plausibility of the characters' actions and the plot Assessment Limits:
- Connections between how characters are portrayed and the plausibility of their actions
- Connections among the plot, the characters, and the plausibility of the outcome
b. Identify and explain questions left unanswered by the text Public Release Assessment limit: Questions and predictions about events, situations, and conflicts that might occur if the text were continued
c. Identify and explain the relationship between a literary text and its historical context Assessment limit: Connections between the text and its historical setting
d. Identify and explain the relationship between the structure and the purpose of the text Assessment limit: In the text or a portion of the text
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Literary Genres...a nice summary article explaining the various types of literary genres
K-12 Literary Genres...a complete list of fiction genres from the California Department of Education
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Setting...Author Ellen Jackson gives her ideas about establishing the setting and mood in stories
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First Person or Third...an explanation of first, second and third person point of view writing with useful examples
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Rhythm Poetry ... a fun way to have your students present poems that emphasize rhythm
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Dialogue...From Brain Pop; includes a movie and quiz
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WRITING
Standard 4.0 Writing |
| Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. |
Topic
A. Writing |
Indicator
1.Compose texts using the prewriting and drafting strategies of effective writers and speakers
Objectives
a. Generate, select, and narrow topics, collectively and independently, using graphic organizers, prior writing, and/or prior experiences
b. Select and use appropriate organizational structures, such as narrative, chronological or sequential order, description, main idea and detail, problem/solution, question/answer, comparison and contrast, cause and effect
- Complete an idea by providing topic, support, and concluding sentences
Indicator
2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
Objectives
a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose
b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language, such as imagery and figurative language
c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within a paragraph
d. Compose to persuade using significant reasons and relevant support to agree or disagree with an idea
- Take a position and generate convincing reasons to support it
- Consider the effectiveness of form, diction, audience appeal, and organization
e. Use writing-to-learn strategies, such as learning logs, dialogue journals, and quickwrites to connect ideas and thinking about lesson content
f. Manage time and process when writing for a given purpose
Indicator
3. Compose texts using the revising and editing strategies of effective writers and speakers
Objectives
a. Revise texts for clarity, completeness, and effectiveness
- Eliminate words and ideas that do not support the main idea
- Clarify meaning by adding modifiers and sensory words within a sentence
- Clarify meaning by rearranging sentences within a text
- Provide sentence variety and length by combining sentences and correcting rambling sentences
b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions, such as capitalization, punctuation, spelling, and pronunciation
- Self edit
- Peer edit
- Dictionary
- Thesaurus
- Spell checker
- Language handbook
- Grammar checker
c. Prepare the final product for presentation to an audience
Indicator
4. Identify how language choices in writing and speaking affect thoughts and feelings
Objectives
a. Select words appropriate for audience, situation or purpose
b. Describe how listeners might respond differently to similar words, such as nightmare/dream, loud/deafening, cute/gorgeous
c. Consider how word choices affect the audience
Indicator
5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing
Objectives
a. Assess the effectiveness of word choice that reveals a student's purpose for writing
- Language appropriate for a particular audience
- Language suitable for a given purpose
- Words/phrases/sentences that extend meaning in a given context
b. Explain how specific words/phrases/sentences affect reader/listener response
c. Examine and use transitions showing importance and relation, such as "because," "additionally," "unless," "although," and "so"
Indicator
6. Explain how textual changes in a work enhance tone, clarify meaning, address a particular audience, or fulfill a purpose
Objectives
a. Identify the tone of one's own writing, and revise word choice to modify tone in order to address a given purpose and/or audience
b. Explain how revisions in word choice and syntax affect meaning
Indicator
7. Locate, retrieve, and use information from various sources to accomplish a purpose
Objectives
a. Identify, evaluate, and use sources of information on a self-selected and/or given topic
b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic
c. Select appropriate information for note taking and organizing information
- Practice appropriate strategies for organizing information and/or taking notes
d. Use information from two or more sources to fulfill a given purpose
e. Credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism
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Biography: Writer's Workshop... Authors Patricia and Fredrick McKissack lead your students through a process for reseaching and writing biographical sketches
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Speech Writing... a 3-step procedure for composing and presenting a speech.
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Persuasive Writing ... Scholastic's complete multi-stage lesson plan that follows the writing workshop format. Includes on-line tools.
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What is Revision? ...a PowerPoint presentation explaining the differences between revising and editing; content may be too advanced for students not familiar with writing process terminology
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Guide to Grammar & Writing... a collection of rules, examples and PowerPoints, useful for teaching punctuation, grammar and editing skills
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LANGUAGE
Standard 5.0 Controlling Language |
| Students will control language by applying the conventions of Standard English in speaking and writing. |
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Indicator
1. Recognize elements of grammar in personal and academic reading
Indicator
2. Recognize, recall, and use basic elements of grammar to express ideas clearly
Objectives
a. Recognize the meaning, position, form, and function of words when identifying grammatical concepts, such as concrete, collective, and abstract nouns; demonstrative and relative pronouns; subordinating conjunctions
b. Combine sentences using appositives, participial phrases, adjectives, adverbs, and prepositional phrases
c. Differentiate between a phrase and a clause and between grammatically complete sentences and non-sentences, such as sentence fragments and stringy/rambling sentences
d. Compose simple, compound, and complex sentences using independent and dependent clauses, transitions, and conjunctions to connect ideas
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Power Proofreading...a challenging online game that tests a students ability to identify and correct spelling, puncuation and usage mistakes
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Nouns...From Brain Pop; includes a movie and quiz
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Topic
B. Usage |
Indicator
1. Recognize examples of conventional usage in personal and academic reading
Indicator
2. Comprehend and apply standard English usage in oral and written language
Objectives
a. Apply appropriate subject/verb agreement, such as in compound subjects and with phrases that interrupt the subject and the verb
b. Apply consistent and appropriate use of the principal parts of regular and irregular verbs; person, number, and case of pronouns; pronoun/antecedent agreement; and degrees of comparison of modifiers
c. Recognize and correct common usage errors, such as misplaced modifiers and incorrect use of verbs, such as lie - lay, rise - raise, sit – set
d. Use available resources to correct or confirm editorial choices
e. Explain editorial choices
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Power Proofreading...a challenging online game that tests a students ability to identify and correct spelling, puncuation and usage mistakes
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Topic
C. Mechanics |
Indicator
1. Explain and justify the purpose of mechanics to make and clarify meaning in academic and personal reading and writing
Indicator
2. Apply standard English punctuation and capitalization in written language
Objecitves
a. Use commas correctly in direct address and to separate adjectives and parenthetical expressions, such as on the other hand, for example, by the way
b. Use apostrophes in plural possessives and nouns that end in –s
c. Use quotation marks and commas in dialogue
d. Use a colon to introduce a list
e. Use quotation marks and commas in simple dialogue and for direct quotations
Indicator
3. Explain editorial choices involving mechanics
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