LANGUAGE ARTS CENTER
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Students will read, write, listen, and speak for information and
understanding. |
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As listeners and readers, students will collect data,
facts, and ideas, discover relationships, concepts, and generalizations; and
use knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language to
acquire, interpret, apply, and transmit information.
Key Idea:
Listening & Reading
to acquire
information and understanding involves collecting data, facts, and ideas;
discovering relationships, concepts, and generalizations; and using
knowledge from oral, written, and electronic sources.
Performance Indicators--Students: |
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ELEMENTARY
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INTERMEDIATE
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COMMENCEMENT
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gather and interpret information from
childrens reference books, magazines, textbooks, electronic bulletin
boards, audio and media presentations, oral interviews, and from such
sources as charts, graphs, maps, and diagrams |
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interpret and analyze information from
textbooks and nonfiction books for young adults, as well as reference
materials, audio and media presentations, oral interviews, graphs, charts,
diagrams, and electronic data bases intended for a general audience |
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interpret and analyze complex informational
texts and presentations, including technical manuals, professional journals,
newspaper and broadcast editorials, electronic networks, political speeches
and debates, and primary source material in their subject area courses |
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select information appropriate to the purpose of their
investigation and relate ideas from one text to another |
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compare and synthesize information from different sources
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synthesize information from diverse sources and identify
complexities and discrepancies in the information |
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select and use strategies that have been taught for
notetaking, organizing, and categorizing information |
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use a wide variety of strategies for selecting,
organizing, and categorizing information |
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use a combination of techniques (e.g., previewing, use of
advance organizers, structural cues) to extract salient information from
texts |
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ask specific questions to clarify and extend meaning
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distinguish between relevant and irrelevant information
and between fact and opinion |
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make distinctions about the relative value and
significance of specific data, facts, and ideas |
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make appropriate and effective use of strategies to
construct meaning from print, such as prior knowledge about a subject,
structural and context clues, and an understanding of letter-sound
relationships to decode difficult words |
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relate new information to prior knowledge and experience
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make perceptive and well developed connections to prior
knowledge |
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support inferences about information and ideas with
reference to text features, such as vocabulary and organizational patterns
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understand and use the text features that make information
accessible and usable, such as format, sequence, level of diction, and
relevance of details |
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evaluate writing strategies and presentational features
that affect interpretation of the information |
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