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Native American Literature Reading Standard

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Arizona Department of EducationStrand 1: Reading ProcessArizona Department of Education Strand2: Comprehending Literary TextArizona Department of Education Strand 3: Comprehending Informational TextStudents should know and be able to…Concept ObjectivePONo.Performance ObjectiveSuggested Activities/InstructionText/Materials/Resources1: Print Concepts2: Phonemic Awareness3: Phonics4: Vocabulary5: Fluency6: Comprehension StrategiesDemonstrate understanding of print concepts.Identify and manipulate the sounds of speech.Decode words, using knowledge of phonics, syllabication, and word parts.Acquire and use new vocabulary in relevant contexts.Read fluently.Employ strategies to comprehend text.PO 1.PO 2.PO 1.PO 1.PO 2.(Grades K-3)(Grades K-3)(Grades K-3)Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon).Identify the meaning of metaphors based on literary allusions and conceits.Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences,key words).Generate clarifying questions in order to comprehend text.Source based vocabulary lessons/guest speakersReading strategies activity: “What will the writer say next?”Reading strategies activity: “Reading the lines, reading between the lines, reading beyondthe lines” (What does it say, what does it mean, why does it matter?)Woven StoneFrom Sand CreekGuest speaker: Simon OrtizCarlos Montezuma, M.D.: A Yavapai American HeroGuest Speaker: Karen Day (from Ft. McDowell Yavapai Nation) The Way to Rainy MountainThe Absolutely True Diary ofa Part-Time Indian Rising Voices Guest speaker: Laura Tohe"The Names"“Cat or Stomp""Mennen Skin Bracer"No Parole TodayMoccasin Thunder Lone Ranger and Tonto Fistfight in Heaven“ Broken Arrows, Broken Hearts” “Birdfoot’s Grandpa”“My Father’s Song”Guest Speakers: Don & Alleen Nilsen (ASU English) Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections.Arizona Department of Education Strand 1: Reading ProcessStudents should know and be able to…Concept ObjectivePONo.Performance ObjectiveSuggested Activities/InstructionText/Materials/Resources6: Comprehension Strategies, Cont’d1: Elements of LiteratureIdentify, analyze, and apply knowledge of thestructures and elements of literature.PO 3.PO 4.PO 5.PO 1.PO 2.Use graphic organizers in order to clarify the meaning of the text.Connect information and events in text to experience and to related text and sources.Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, classification schemes, problem-solution) of text to aid comprehension.Evaluate the author’s use of literaryelements: - theme (moral, lesson, meaning, message, view or comment on life), - point of view (e.g., first vs. third, limited vs. omniscient),- characterization (qualities, motives,actions, thoughts, dialogue, development, interactions), - setting (time of day or year, historical period, place, situation), and - plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution).Interpret figurative language, including, personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory withemphasis upon how the writer useslanguage to evoke readers’ emotions.Character and plot chartingRhetorical analysis/Toulmin SchemaText to text, text to self, text to world connection action with sticky notesPOV removal activitySetting the story activityWhat’s a meadow for activityMystery Text ActivityLiteracy LettersItalics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections.Arizona Department of Education Strand2: Comprehending Literary TextStudents should know and be able to…Concept ObjectivePONo.Performance ObjectiveSuggested Activities/InstructionText/Materials/Resources1: Elements of Literature,Cont’d2: Historical and Cultural Aspects of LiteratureRecognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.PO 3.PO 4.PO 5.PO 6.PO 7.PO 1.Analyze a writer’s word choice and imagery as a means to appeal to the reader's senses and to set the tone, providing evidence from the text to support the analysis.Compare (and contrast) literary texts that express a universal theme, providing textual evidence (e.g., examples, details, quotations)as support for the identified theme.Analyze characteristics of sub genres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial.Describe the function of dialogue, scene design, soliloquies, asides, and/or character foils in dramatic literature.Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), graphic elements (e.g., line length, punctuation, word position).Describe the historical and cultural aspects found in cross-cultural works of literature.Chart the semester’s literature pieces and compare genre and theme featuresArchival/libraries genre analysis activityMontana Indian Ed for all Essential UnderstandingsItalics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education Strand 2: Comprehending Literary TextStudents should know and be able to…Concept ObjectivePONo.Performance ObjectiveSuggested Activities/InstructionText/Materials/Resources2: Historical and Cultural Aspects of Literature, Cont’d1: Expository TextIdentify, analyze, and apply knowledge of thepurpose, structures, and elements of expository text.PO 2.PO 3.PO 1.PO 2.PO 3.PO


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