All Fifth Grade ELA GLE's

Standard	Topic	GLE Text
1	Writing	Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to PERSONAL ESSAYS
1	Writing	Development-Persuasive Writing:Present a clear position that supports or opposes a debatable issue or question.
1	Writing	Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to STORIES
1	Writing	Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to JOURNALS
1	Writing	Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to POEMS
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Summaries
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Notices
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Autobiography
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Biography
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Articles (newspapers)
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Messages/memo
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Essays
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to BUSINESS AND FRIENDLY LETTERS AND NOTES
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Reports (e.g., book reports,research reports)
1	Writing	Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to ADVERTISEMENTS
1	Writing	Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for variety of occasions. Appropriate forms include, but are no limited to Simple editorials (e.g., letter to the editor)
1	Writing	Organization: Expressive Writing:Use paragraphs to transition between ideas and control and enhance message
1	Writing	Organization: Expressive Writing:Organize writing to engage the reader (e.g. experiment with chronology, literary forms or genres)
1	Writing	Organization: Expressive Writing: Develop an introduction/hook, which is separate from the body that hooks the reader
1	Writing	Organization: Expressive Writing: Use transition words/phrases that show chronology (e.g. as soon as, later, then) or relationships (e.g., on the other hand, similarly, of course)
1	Writing	Organization: Expressive Writing: Develop a Conclusion that satisfies the reader most of the time.
1	Writing	Organization: Informative Writing: Organize writing by selecting text structures that clarify or explain the subject.
1	Writing	Organization: Informative Writing: Develop an introduction, which is separate from the body that presents a simple thesis
1	Writing	Organization: Informative Writing: Use transition words/phrases that show order (e.g., as soon as) or relationships (e.g., in the same way)
1	Writing	Organization: Informative Writing: Develop an conclusion that begins to move beyond summary (e.g., answer the "so what?" question about the significance of the issue)
1	Writing	Organization: Persuasive Writing: Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument)
1	Writing	Organization: Persuasive Writing: Organize writing by selecting text structures that strengthen the argument.
1	Writing	Organization: Persuasive Writing: Use transition words that show order or show simple relationships (e.g., In conclusion, on the other hand)
1	Writing	Organization: Persuasive Writing: Develop an introduction, which is separate from the body that presents a simple thesis and: takes a clear position, clarifies the issue.
1	Writing	Organization: Persuasive Writing: Develop a conclusion that begins to move beyond summary (e.g., "call to action", or "next step")
1	Writing	Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue in order to convince an audience.
1	Writing	Students understand that informative writing is subject-centered: the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1	Writing	Students understand that expressive writing is author-centered: the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1	Writing	Sentence Structure:Vary sentence beginnings to capture audience's attention.
1	Writing	Sentence Structure:Vary kinds of sentences (declarative, exclamatory, interrogative and imperative) most of the time
1	Writing	Sentence Structure:Vary sentence beginnings to capture audience's attention.
1	Writing	Sentence Structure:Recognize that sentences are written with audience's needs and writer's purpose, style, and voice in mind:Very sentence structure (e.g., simple, compound, and complex sentences)
1	Writing	Sentence Structure:Recognize that sentences are written with audience's needs and writer's purpose, style, and voice in mind:Use complete sentences to express thoughts
1	Writing	Sentence Structure:Vary sentence length
1	Writing	Word Choice: Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1	Writing	Word Choice: Use action verbs when possible
1	Writing	Word Choice: Use a variety of accurate words that avoid repetition.
1	Writing	Word Choice: use a purposeful range of formal.informal language depending on the audience.
1	Writing	Word Choice: Use some more specific concrete language and phrasing.
1	Writing	Word Choice: Use words that convey appropriate voice (attitude, emotion, and point of view)
1	Writing	Word Choice: Experiment with non-literal language (e.g., simple idioms, slang, figurative language) when appropriate.
1	Writing	Learn and use unfamiliar words that are introduced in stories and texts
1	Writing	Increase knowledge and vocabulary through independent reading
1	Writing	Read orally from familiar text at an appropriate rate, accuracy, and prosody rate, accuracy, and prosody
1	Writing	Spell phonetically regular words correctly
1	Writing	Assimilating prior knowledge
1	Writing	With teacher assistance, select sources which are authorative
2	Constructing Meaning	Development-Informative Writing: Identify and use primary and secondary sources when appropriate, avoiding plagiarism.
2	Constructing Meaning	Development-Persuasive Writing: Acknowledge readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions, make concessions)
2	Constructing Meaning	Development-Persuasive Writing: Avoid unsupported reasons (e.g. "It's not fair", begging) most of the time
2	Constructing Meaning	Development-Persuasive Writing: Text-based writing: combine information from text with prior knowledge to elaborate ideas in writing (text to self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the issue.
2	Constructing Meaning	Development-Persuasive Writing: Support the position with reasons that include relevant facts and examples
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. B) Alphabetic Principle
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. C) Vocabulary
2	Constructing Meaning	Increase knowledge of vocabulary through independent reading
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. E) Fluency
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. F) Spelling
2	Constructing Meaning	Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by:
2	Constructing Meaning	Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2	Constructing Meaning	Looking for context clues provided by synonyms and antonyms
2	Constructing Meaning	Selecting the correct definition of words that have multiple meanings
2	Constructing Meaning	Using knowledge of homonyms and homographs to avoid confusion when reading
2	Constructing Meaning	Using word cues (e.g., metaphors, similes)
2	Constructing Meaning	Using illustrations to clarify meanings of words and concepts
2	Constructing Meaning	Using appositives
2	Constructing Meaning	Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading.
2	Constructing Meaning	Making and revising predictions
2	Constructing Meaning	Assimilating prior knowledge
2	Constructing Meaning	Summarizing
2	Constructing Meaning	Rereading to clarify information
2	Constructing Meaning	Adjusting reading rate
2	Constructing Meaning	Inferring information
2	Constructing Meaning	Using mental imagery
2	Constructing Meaning	Seeking the meaning of unknown vocabulary
2	Constructing Meaning	Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2	Constructing Meaning	Make, confirm, adjust predictions
2	Constructing Meaning	Use own words to restate text
2	Constructing Meaning	Periodically summarize while reading
2	Constructing Meaning	Visualize what was read for a deeper understanding
2	Constructing Meaning	Find and explain personal connections to the topics or information in the text
2	Constructing Meaning	Periodically paraphrase important ideas or information
2	Constructing Meaning	Skim text to search for connections between and among ideas
2	Constructing Meaning	Use a graphic organizer or other note taking technique to record important ideas or information
2	Constructing Meaning	Read on and revisit difficult part(s)
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (a) making?. predictions as needed.
2	Constructing Meaning	Adjust previous predictions based on new information in a text
2	Constructing Meaning	Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2	Constructing Meaning	Describe essential information from text features (e.g., cover, table of contents, maps, captions, chapter headings, titles, diagrams, charts, graphs, illustrations, glossary, index, graphics, and format) to enhance understanding of text
2	Constructing Meaning	Describe the unique features of various informative texts (newspapers, magazines, product information, consumer materials, manuals, editorials)
2	Constructing Meaning	Apply knowledge of text structures in informative/technical texts (sequence/ chronological order, classification, definition, process, description, comparison, problem/ solution, simple cause/effect)
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2	Constructing Meaning	Identify the main character in a literary text or the speaker in a poem
2	Constructing Meaning	Describe the roles (major, minor, protagonist/hero, antagonist/villain) characters play in a literary text
2	Constructing Meaning	Describe the changes in setting
2	Constructing Meaning	Recognize that there are various types of conflict (man vs. man, man vs. nature, man vs. self)
2	Constructing Meaning	Identify conflict(s), climax(s)/turning point(s) and resolution(s)
2	Constructing Meaning	Identify significant details related to the plot to determine the pattern of organization (compare/contrast,) problem/solution, sequence)
2	Constructing Meaning	Distinguish between main plot and subplot
2	Constructing Meaning	Identify point of view (e.g., narrator, speaker)
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2	Constructing Meaning	Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole and humor)
2	Constructing Meaning	Describe how figurative language and literary devices extend meaning
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2	Constructing Meaning	Summarize major points of an informative/technical text
2	Constructing Meaning	Restate the order of the steps of a task in an informative/ technical text
2	Constructing Meaning	Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution
2	Constructing Meaning	Retell in order the important events in a text
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (e) organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2	Constructing Meaning	Create a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details
2	Constructing Meaning	Summarize a text capturing the most important parts of the original piece
2	Constructing Meaning	Use an appropriate organizer based on the structure of the text (sequence/ chronological order, classification, definition, process, description, comparison, problem /solution)
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (f) identifying the author's purpose.
2	Constructing Meaning	Identify the purpose of a media message in TV commercials and advertisements
2	Constructing Meaning	Identify how the author's purposes shape the content
2	Constructing Meaning	Identify the difference between a stated purpose and an underlying reason in TV commercials and advertisements
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (g) comparing information between and within texts.
2	Constructing Meaning	Describe changes in characters (e.g., change in attitude, situation)
2	Constructing Meaning	Compare relevant similarities and/or differences in ideas, viewpoints, or characters within a single text
2	Constructing Meaning	Compare relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters in one text with those in another
2	Constructing Meaning	Students will demonstrate an overall understanding of printed texts by (h) discriminating between fact and opinion.
2	Constructing Meaning	Discriminate between facts and/or opinions in text(s)
2	Constructing Meaning	Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2	Constructing Meaning	Question information in a text to determine if it is factual
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of informative and technical printed texts by (i) making inferences.
2	Constructing Meaning	Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2	Constructing Meaning	Use texts to make generalizations
2	Constructing Meaning	Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (j) accepting or rejecting the validity of the information and giving supporting evidence.
2	Constructing Meaning	Judge the validity (reliability) of supporting evidence (e.g., thoroughness, appropriateness, accuracy, credibility, types of evidence) for claims made by an author in an informative/technical text
2	Constructing Meaning	Analyze the credibility of a source
2	Constructing Meaning	Analyze the validity (reliability) of information
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and (b) applying information from printed, electronic, and oral texts to complete authentic tasks.
2	Constructing Meaning	Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2	Constructing Meaning	Students will employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2	Constructing Meaning	Students will be able to critically analyze and evaluate information and messages presented through print by (a) connecting and synthesizing information from many sources.
2	Constructing Meaning	Connect and examine information from texts to construct an understanding of the main concepts(s) in the text (text-to-text connections)
2	Constructing Meaning	Students will be able to critically analyze and evaluate information and messages presented through print by (b) formulating and expressing opinions.
2	Constructing Meaning	Use personal experience and knowledge of the world (text-to-world connections) to make and support judgments about concepts in: literary text (e.g., character's actions, morals of narratives or poems) and nonfiction
2	Constructing Meaning	Identify information in a text to develop a logical opinion
2	Constructing Meaning	Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.Use prior knowledge of a concept along with information in a text to:
2	Constructing Meaning	describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/ subheadings, pictures/ illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2	Constructing Meaning	draw conclusions (including implied main ideas)
2	Constructing Meaning	analyze the author's viewpoint or attitude toward a topic or idea when strongly implied
2	Constructing Meaning	Students will be able to critically analyze and evaluate information and messages presented through print and by (e) recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2	Constructing Meaning	describe the author's viewpoint or attitude toward a topic or idea when strongly implied
2	Constructing Meaning	Students will be able to critically analyze and evaluate information and messages presented through print by (i) evaluating texts and media presentations for bias and misinformation, by (k) evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by (a) evaluating how the content, techniques, and form of texts and media affect them.
2	Constructing Meaning	Evaluate the fairness and trustworthiness of author's message (author's bias)
2	Constructing Meaning	Explain how persuasive techniques and author's choices (e.g., word choices) shape readers? understandings
2	Constructing Meaning	Explain the strengths and weaknesses of text sources, format, and argument
2	Constructing Meaning	Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (g) (h) acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2	Constructing Meaning	Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialog and independent writing
2	Constructing Meaning	Listen to and critique opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2	Constructing Meaning	Analyze texts by reading and reacting to passages from a work of literature and interpretations of that same work
2	Constructing Meaning	Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading
2	Constructing Meaning	Independently present information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3	Research	Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information
3	Research	Select sources appropriate to topic
3	Research	Identify, locate and obtain sources relevant to topic
3	Research	Use teacher selected internet sites and data bases to access information
3	Research	Use multiple sources of information (e.g., books, television, video, resource people, dictionaries, encyclopedias, and available databases)
3	Research	Use dictionaries, guide words, index, and glossaries, and table of contents to access information
3	Research	Develop and use procedures to gather information and ideas; (a) developing and following a process for research completion
3	Research	State clearly information questions
3	Research	Develop information-seeking strategies such as identifying keyword
3	Research	Determine possible sources of information
3	Research	Locate relevant information
3	Research	Gather information from more than one source
3	Research	Take notes in their own words
3	Research	Organize and interpret gathered information using various graphic organizing as outlining and webbing
3	Research	Interpret images and graphics
3	Research	Record sources of information as notes taken
3	Research	Evaluate sources of information for validity
3	Research	Independently extract information to achieve a specific purpose; extract information relevant to a specific purpose.
3	Research	Creates a system for organizing the information
3	Research	Uses various methods to manage the selected, organized information
3	Research	Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g. appropriate word processing functions, photocopier, scanner, audiovisual equipment, or exploratory instruments)
3	Research	Use technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graph, diagrams, photographs, videos, and graphics
3	Research	Send and read attachments
3	Research	Find information using teacher-selected search engines or directories
3	Research	Multi task by switching among open windows
3	Research	Use keyboard shortcuts
3	Research	Format page layout ( e.g. margins, tabs, page breaks, etc.)
3	Research	Create a table
3	Research	Use a thesaurus
3	Research	Use appropriate animation and transitions to enhance a presentation
3	Research	Recognize the need to put information from sources' in students own words
3	Research	Use several paragraphs to tell about a designated topic
3	Research	Fulfill the identified purpose as clearly indicated in the topic sentence
3	Research	Incorporate information from three or more sources
3	Research	Recognize the need to put information from sources' in students own words
3	Research	List sources of information in bibliographic form
3	Research	Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority
3	Research	With teacher assistance, analyze source and information for accuracy, bias, stereotypes, and validity
3	Research	Use information to express ideas relevant to specific purpose
3	Research	Differentiate fact from fiction
3	Research	Know that credit must be given for a source of information
3	Research	Independently draw conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3	Research	Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, column, font styles [ bold, underline, italics,caps], punctuation choices
3	Research	Analyze the author's viewpoint or attitude toward a topic or idea when strongly implied
3	Research	Independently draw conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3	Research	Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3	Research	Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority
3	Research	Formulate conclusions based upon information relevant to a specific purpose
4	Reading Connections	Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice.
4	Reading Connections	Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
4	Reading Connections	Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive.
4	Reading Connections	Categories of GLEs
4	Reading Connections	Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write in a manner that makes sense to the reader
4	Reading Connections	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use appropriate pronouns
4	Reading Connections	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use commas in letter headings/greetings/closings,in addresses, in compound sentences, and items in a series
4	Reading Connections	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use periods, questions marks, and exclamation marks
4	Reading Connections	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use appropriate verb tense
4	Reading Connections	Conventions: Use Standard Written English (SWE) as appropriate for the audience:use commas after introductory clauses.
4	Reading Connections	Conventions: Use Standard Written English (SWE) as appropriate for the audience:control agreement of subject/verb, pronoun/antecedent most of the time.
4	Reading Connections	Conventions: Use Standard Written English (SWE) as appropriate for the audience:control verb and pronoun use (e.g., consistency with number, pronoun gender) most of the time.
4	Reading Connections	Conventions: Use Standard Written English (SWE) as appropriate for the audience: use conventional spellings with high frequency words, commonly misspelled words, homographs, homonyms, and homophones.
4	Reading Connections	Conventions: Use Standard Written English (SWE) as appropriate for the audience: Uses capital letters to indicate beginning of sentences, proper nouns, the pronoun "I", and abbreviations
4	Reading Connections	Development-Expressive Writing: Create a title, that reflects the subject and engages the reader.
4	Reading Connections	Development-Expressive Writing: Use dialog, description, and narration to elaborate details, when appropriate
4	Reading Connections	Development-Expressive Writing: Text-based writing: combine information from text with prior knowledge to elaborate ideas in writing (text-to-self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the topic
4	Reading Connections	Development-Expressive Writing: Use sensory imagery to describe feelings, events, and/or characters when appropriate
4	Reading Connections	Development-Expressive Writing: Develop an interesting idea for writing
4	Reading Connections	Development-Informative Writing: Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment
4	Reading Connections	Development-Informative Writing: Write an effective title, when appropriate
4	Reading Connections	Development-Informative Writing: Provide relevant information (e.g., personal experiences, facts, examples) to elaborate or clarify the subject
4	Reading Connections	Use knowledge of common word parts (e.g., compound words, contractions, possessives, prefixes, suffixes, affixes, word roots, base words)
4	Reading Connections	Connect their own experience to those of literary characters by explaining the reasons for a character's actions; identify with characters
4	Reading Connections	Describe the reasons for a character's actions in a literary text
4	Reading Connections	Make and support relevant connections between the reader's personal situations and motivations of characters in a text
4	Reading Connections	Connect their own experience to those of literary characters by responding to the sensory, intellectual, and emotional elements
4	Reading Connections	Describe the effect of the author's use of imagery and figurative language on a reader
4	Reading Connections	Use ideas from the text to describe personal responses to literature (text-to-self connections)
4	Reading Connections	Connect their own experience to those of literary characters by relating to the feelings of characters or varying ages, genders, nationalities, races, cultures, religions, and disabilities.
4	Reading Connections	Read and analyze stories from different cultures and eras to broaden cultural awareness
4	Reading Connections	Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities
4	Reading Connections	Connect own experiences to those of literary characters by seeing other literary texts and media as the result of literary experience.
4	Reading Connections	As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read before?, How is this text similar to other things I've read?, How is this different to other books I've read?, Have I read about something like this before?, Seek other texts and media with similar themes and connections.
4	Reading Connections	Respond to literary text by making inferences about content, events, characters, setting, and author's decisions
4	Reading Connections	Use texts to make generalizations
4	Reading Connections	Make strongly implied inferences about content, concrete ideas,events, characters, and setting and identify appropriate support from text
4	Reading Connections	Make inferences about author's choices (e.g., paragraphing, dialogue, organization of text, formatting devices, mode of development) and identify appropriate support from text
4	Reading Connections	Understand the difference between genres [?]
4	Reading Connections	Use knowledge of distinctive characteristics of various genres including but not limited to: Fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, fantasy, science fiction, historic fiction, and realistic fiction
4	Reading Connections	Use knowledge of distinctive characteristics of various genres including but not limited to: Drama, one-act-plays, and skits to identify the meaning of text
4	Reading Connections	Use knowledge of distinctive characteristics of various genres including but not limited to: Literary nonfiction (e.g., letter, magazine, biography, speeches, autobiography)
4	Reading Connections	Interpret the impact of the author's decisions such as word choice, style, content, and literary elements; understand the author's intent in choosing a particular genre
4	Reading Connections	Describe how the author's writing style influences the reader
4	Reading Connections	Describe the effect of author's choices (word and content) on the reader
4	Reading Connections	Identify the effect of point of view
4	Reading Connections	Describe how point of view affects a literary text (e.g., how a story would be different if told from a different point of view
4	Reading Connections	Describe how point of view impacts the reader
4	Reading Connections	Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media representative of various nations and cultures.
4	Reading Connections	Sympathize with the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4	Reading Connections	Read and analyze stories from different cultures and eras to broaden cultural awareness
4	Reading Connections	Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media representative of various nations and cultures.
4	Reading Connections	Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I?, If that happened to me, I would?., I can relate to that character because one time?.