Department of education chapter 131: the maine federal, state, and local accountability standards summary
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- ENGLISH LANGUAGE ARTS CONTENT STANDARD AND PERFORMANCE INDICATORS 1. READING 1.1 WORD IDENTIFICATION SKILLS and STRATEGIES (R-1)
- 1.2 VOCABULARY 1.2.1 VOCABULARY STRATEGIES (R-2) Grade 2
- Grades 9-Diploma
- 1.2.2 BREADTH OF VOCABULARY (R3) Grade 2
- 1.3 LITERARY TEXTS 1.3.1 INITIAL UNDERSTANDING of LITERARY TEXTS (R-4) Grade 2
- 1.3.2 ANALYSIS and INTERPRETATION OF LITERARY TEXTS, CITING EVIDENCE (R-5) Grade 2
05-071 Chapter 131 05-071 DEPARTMENT OF EDUCATION Chapter 131: THE MAINE FEDERAL, STATE, AND LOCAL ACCOUNTABILITY STANDARDS SUMMARY: This chapter outlines the Maine Federal, State, and Local Accountability Grade Level Expectations (GLE) pursuant to Title 20-A M.R.S.A §6202. The Maine Federal, State, and Local Accountability Grade Level Expectations define the State’s content Grade Level Expectations for federal accountability. These Grade Level Expectations are described for the content areas of Mathematics, Reading, and Science. Each of the content areas is organized in one or more strands. The strands represent the subtopics within each discipline and are defined by the grade level expectations. The coding represented at the end of each GLE and included in () corresponds to code for the New England Comprehensive Assessment Program (NECAP) grade level expectation. (The GLEs for Mathematics and Reading remain in effect through the 2011-12 school year. As of 2012-13, the College and Career Readiness Standards in Sections II-A and II-B of this document are in effect.) ENGLISH LANGUAGE ARTS CONTENT STANDARD AND PERFORMANCE INDICATORS 1. READING 1.1 WORD IDENTIFICATION SKILLS and STRATEGIES (R-1) Grade 2 1.1.1:Students apply word identification and decoding strategies by … ( R–2–1)
(R–2–1.1)
(R–3–1)
EXAMPLES: Students might be asked to match words to words with similar sounds, such as which word rhymes with the word in the box or which word has the same vowel sound as the word in the box.
( R-2-2)
Grade 3 1.2.1.2 Students identify the meaning of unfamiliar vocabulary by… (R-3-2)
Grade 4 1.2.1.3 Students identify the meaning of unfamiliar vocabulary by… ( R-4-2)
Grade 5 1.2.1.4 Students identify the meaning of unfamiliar vocabulary by… (R–5–2)
Grade 6 1.2.1.5 Students identify the meaning of unfamiliar vocabulary by… (R-6-2)
Grade 7 1.2.1.6 Students identify the meaning of unfamiliar vocabulary by… (R-7-2)
EXAMPLE (of common root ): inspection (inspection) Grades 9-Diploma 1.2.1.7 Students identify the meaning of unfamiliar vocabulary by… (R-10-2)
(R-10-2.1)
( R-2-3)
EXAMPLES (of categorizing): Given a T-chart with two “categories” of words listed (e.g., shapes and sizes), students would identify another word to add to the chart that describes shapes or sizes; or in a multiple choice item, select the best category title for the words listed 1.2.2.1.2 Selecting appropriate words to use in context, including words specific to the content of the text (R-2-3.2) EXAMPLE: In a short passage about Native American homes, students might encounter the words longhouse and igloo, and then be asked to show that they know the difference between them. Grade 3 1.2.2.2 Students show breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by … (R-3-3)
1.2.2.2.2 Selecting appropriate words to use in context, including content specific vocabulary (e.g., predator/prey), or words with multiple meanings) (R–3–3.2) EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text – The word “fall” can mean a time of the year or losing your step. What words from the passage help you to know what “fall” means in this story? EXAMPLE (multiple meanings): The word “fall” has many different meanings. Which sentence below uses the word “fall” to mean a time of the year? OR Which sentence below uses “fall” with the same meaning as it is used in the poem? Grade 4 1.2.2.3 Students show breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by … (R-4-3)
EXAMPLE (of shades of meaning): cold, freezing 1.2.2.3.2 Selecting appropriate words to use in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (R-4-3.2) EXAMPLE (precise vocabulary): In this passage, the bear could best be described as acting: (A) excited (B) playful (C) harmful (D) curious Grade 5 1.2.2.4 Students show breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by … (R-5-3)
EXAMPLE (of shades of meaning): tired, exhausted
(R-6-3)
EXAMPLE (simple analogy): parent:child as cat:kitten 1.2.2.5.2 Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (R-6-3.2) Grade 7 1.2.2.6 Students show breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by… (R-7-3)
EXAMPLE (analogy): map:locate as recipe:cook 1.2.2.6.2 Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (R-7-3.2) Grades 9-Diploma 1.2.2.7 Students show breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by… (R-10-3)
1.2.2.7.2 Selecting appropriate words or explaining the use of words in context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of content-specific vocabulary, words with multiple meanings, precise language, or technical vocabulary (R-10-3.2) EXAMPLE Students might be asked to explain the meaning of terminology appropriate to the content of the subject area as used in a text passage (Assumes a variety of text and increasing text complexity across grade levels.) 1.3 LITERARY TEXTS 1.3.1 INITIAL UNDERSTANDING of LITERARY TEXTS (R-4) Grade 2 1.3.1.1 Students demonstrate initial understanding of elements of literary texts by… (R-2-4)
Grade 3 1.3.1.2 Students demonstrate initial understanding of elements of literary texts by… (R-3-4)
1.3.1.2.2 Paraphrasing or summarizing key ideas/plot with events sequenced as appropriate to text. (R-3-4.2) Grade 4 1.3.1.3 Students demonstrate initial understanding of elements of literary texts by… (R-4-4)
1.3.1.3.2 Paraphrasing or summarizing key ideas/plot with major events sequenced, as appropriate to text. (R-4-4.2) Grade 5 1.3.1.4 Students demonstrate initial understanding of elements of literary texts by… (R-5-4)
1.3.1.4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (R-5-4.2) Grade 6 1.3.1.5 Students demonstrate initial understanding of elements of literary texts by… (R-6-4)
1.3.1.5.1 Identifying or describing character(s), setting, problem/ solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time (R-6-4.1)
(R-7-4)
1.3.1.6.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (R-7-4.2) Grades 9-Diploma 1.3.1.7 Students demonstrate initial understanding of elements of literary texts by… (R-10-4)
1.3.1.7.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (R-10-4.2) (Assumes a variety of text and increasing text complexity across grade levels.) 1.3.2 ANALYSIS and INTERPRETATION OF LITERARY TEXTS, CITING EVIDENCE (R-5) Grade 2 1.3.2.1 Students analyze and interpret elements of literary texts, citing evidence where appropriate by… (R-2-5)
EXAMPLE: What might happen next? 1.3.2.1.2 Identifying relevant physical characteristics or personality traits of main characters (R-2-5.2) 1.3.2.1.3 Making basic inferences about problem or solution (R-2-5.3) EXAMPLES: What helped Luke to solve his problem in the story? What was Jane’s problem? Grade 3 1.3.2.2. Students analyze and interpret elements of literary texts, citing evidence where appropriate by… (R-3-5)
1.3.2.2.2 Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words or actions that reveal characters’ personality traits (R-3-5.2) 1.3.2.2.3 Making basic inferences about problem, conflict, or solution (e.g., cause-effect relationships) (R-3-5.3) EXAMPLE: How might the story have been different if…? 1.3.2.2.4 Identifying the author’s basic message (R-3-5.5) EXAMPLE: In this story, Jon learned an important lesson about what to do when lost in the woods. What lesson did Jon learn? Grade 4 1.3.2.3 Students analyze and interpret elements of literary texts, citing evidence where appropriate by… (R-4-5)
1.3.2.3.2 Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters’ personality traits (R-4-5.2) 1.3.2.3.3 Making inferences about problem, conflict, or solution (R-4-5.3) EXAMPLE: What influenced the father’s decision to let his son try the climb? 1.3.2.3.4 Identifying who is telling the story (R-4-5.4) 1.3.2.3.5 Identifying author’s message or theme (R-4-5.5) EXAMPLE: What was the author trying to say about friendship in this story? (e.g., friendship begins with accepting differences) Grade 5 1.3.2.4 Students analyze and interpret elements of literary texts, citing evidence where appropriate by… (R-5-5)
EXAMPLE: Which event is most likely to happen next? (e.g., providing evidence from text to explain why something is likely to happen next) 1.3.2.4.2 Describing characters’ physical characteristics, personality traits, or interactions; or providing examples of thoughts, words, or actions that reveal characters’ personality traits or their changes over time (R-5-5.2) 1.3.2.4.3 Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text (e.g., how the setting affects a character or plot development) (R-5-5.3) 1.3.2.4.4 Identifying the narrator (R-5-5.4) 1.3.2.4.5 Identifying author’s message or theme (implied or stated, as in a fable) (R-5-5.5) 1.3.2.5 Students analyze and interpret author’s craft, citing evidence where appropriate by… (R-5-6)
Grade 6 1.3.2.6 Students analyze and interpret elements of literary texts, citing evidence where appropriate by… (R-6-5)
1.3.2.6.2 Describing characters’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes over time (R-6-5.2) 1.3.2.6.3 Making inferences about cause/effect, external conflicts (e.g., person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., how the historical era influences the characters’ actions or thinking) (R-6-5.3) 1.3.2.6.4 Explaining how the narrator’s point of view affects the reader’s interpretation (R-6-5.4) EXAMPLE: This story is told from Ted’s point of view. What do you know about how Ted feels because he tells the story? 1.3.2.6.5 Identifying author’s message or theme (R-6-5.5) 1.3.2.7 Students analyze and interpret author’s craft, citing evidence where appropriate by… (R-6-6)
Grade 7 1.3.2.8 Students analyze and interpret elements of literary texts, citing evidence where appropriate by… (R–7-5)
1.3.2.8.2 Describing characters’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes over time (R-7-5.2) 1.3.2.8.3 Making inferences about cause/effect (e.g., explaining how an event gives rise to the next), internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (R-7-5.3) 1.3.2.8.4 Explaining how the narrator’s point of view affects the reader’s interpretation (R-7-5.4) 1.3.2.8.5 Explaining how the author’s message or theme is supported within the text (R-7-5.5) 1.3.2.9 Students analyze and interpret author’s craft, citing evidence where appropriate by… (R-7-6)
EXAMPLE: Why did the author choose to use flashback in this story? Grades 9-Diploma Directory: sos -> cec -> rules rules -> Chapter 104 page 05-071 department of education rules -> Department of health and human services maine cdc, health and environmental testing laboratory chapter 265: maine drug testing laboratory rules summary rules -> Public utilities commission chapter 880: attachments to joint-use utility poles; determination and allocation of costs; procedure summary rules -> Department of secretary of state bureau of motor vehicles rules -> 01 Department of Agriculture, Conservation and Forestry rules -> Agency name: Department of Marine Resources contact person rules -> Agency name: Department of Marine Resources contact person rules -> Agency name: Department of Marine Resources contact person rules -> - rules -> Division of inspections Download 1.6 Mb. Share with your friends:
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