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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Reading EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text. 1.1.4 Apply understanding of phonics. Pg. 14, 15, 18, 21, 37, 38, 85, 94, 102, 122, 134,142, 182, · Use knowledge of phonics to read unfamiliar 186, 150, 190, 222, 258, 325, 326, 338, 341. 354, 334, 154 words in grade-level text. Pg. 2 , 6, 210, 278 ,330, 182, 242, 158, · Read words in isolation and in context containing complex letter patterns/word families (e.g., -ought, -aught). Pg. 10, 14, 15, 29, 126, 122, 98, 170, 133, 297, 310, 262 · Use multi-syllabic decoding when reading two and three syllable words in isolation and in context (e.g., super follows v/cv pattern; supper follows vc/cv). Component 1.2: Use vocabulary (word meaning) strategies to comprehend text. 1.2.1 Apply reference skills to determine word meanings. Pg. 218, 233, 242, 260, 261, 262, 286, 284 · Use glossaries and dictionaries to find word meanings. 1.2.2 Apply vocabulary strategies in grade level text. · Use prefixes, suffixes, inflectional endings, and Pg. 23, 26, 28, 29, 50, 69, 86, 158, 178, 186, 210, 214, 258, abbreviated words to determine the meaning of 278, 293, 294, 313, 316, 338, 341, 342, 346, 354, 350 unknown words in grade-level text. Pg. 28, 85, 125, 145, 165, 201, 253, 273, 285, 277, 308, 330 · Re-read to clarify, read on, ask for help, adjust reading rate, use knowledge of print conventions, and/or attempt alternative pronunciation for unknown words to determine meaning of unknown words; substitute familiar words for unknown. · Use prior knowledge and context to predict and Pg. 3, 11, 19, 122, 160, 310 confirm meanings of unknown words. Pg. 27, 28, 45, 43, 76, 86, 93, 105, 106, 104, 108, 109, 113, · Use pictures, illustrations, and diagrams to 153, 161, 178, 190, 210, 237, 270, 262, 276, 278, 237, 273, clarify/expand word meaning. 269, , 321, 344, 341, 349, 350 Component 1.3: Build vocabulary through wide reading. 1.3.1 Understand and apply new vocabulary. Pg. 46, 99, 103, 119, 142, 146, 231 · Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication. 1.3.2 Understand and apply content/academic vocabulary. · Identify and define unfamiliar words that would Pg. 2, 7, 10, 34, 40, 74, 75, 88, 89, 92, 93, 96, 97, 104, 116, 117, 140, 144, 152, 153, 128, 172, 173, 176, 177, 184, 185, be important to know in order to read a new 208, 209, 228, 229, 240, 241, 256, 257, 272, 273, 220, 276, text with teacher guidance. 268, 288, 296, 232, 284, 308, 312, 313, 332, 333, 336, 310, 316, 340,341, 348, 349, 344, 346, 352, 353 Pg. 16, 17, 46, 99, 103, 119, 142, 146, 231 · Use new vocabulary in oral and written communication.

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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Reading EALR 1: The student understands and uses different skills and strategies to read. Component 1.4: Apply word recognition skills and strategies to read fluently. 1.4.1 Know common sight words appropriate to grade-level. N/A · Read with automaticity an increasing number of common sight words. 1.4.2 Apply fluency to enhance comprehension. Pg. 149, 165, 217, 245, 337 · Read grade-level text aloud fluently with expression. Pg. 137, 138, 193, 194, 249, 250, 305, 306 · Read aloud unpracticed grade-level text with fluency in a range of 90-100+ words correct per minute. 1.4.3 Apply different reading rates to match text. Pg. 97, 222, 241, 257 · Adjust reading rate to match purpose (e.g., speed up for pleasure reading, slow down to practice new skills or read unfamiliar text). EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. 2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. Pg. 10, 16, 85, 70, 111, 161, 221, 69, 70, 79, 113, 293, · Identify the main idea of an informational/ expository passage and support with text-based evidence with teacher guidance. Pg. 69, 70, 337 · Identify the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance. Pg. 5, 6, 40, 45, 54, 55, 60, 71, 16, 78, 99, 104, 105, 106, · Complete graphic organizers with teacher guidance to organize main ideas and supporting 140, 141, 160, 166, 227, 242, 263, 269, 279, 284, 286, 315, 321, 333, 342, 345, 347, 354 details. 2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema. Pg. 36, 52, 53, 173, 181, 196, 349 · Explain connections between self and characters and events encountered in culturally relevant text. Pg. 40, 71, 140 · Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text. 2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer. Pg. 3, 4, 11, 90, 101, 213, 224, 228 · Predict text content using prior knowledge and text features. Pg.27, 51, 67, 109, 121-122, 212-214, 200, 300-301, 320· Use text and prior knowledge to make 321, 328-329, 352-353 inferences about characters and/or predict events; confirm or reject predictions. · Organize information that supports a prediction Pg. 40, 48, 71, 162, 166 or inference in a graphic organizer to enhance comprehension of text. 2.1.6 Apply comprehension monitoring strategies. Pg. 125, 126, 133, 134, 337 · Use monitoring strategies to increase comprehension, including word recognition strategies, re-reading, and looking forward in the text.

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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Reading EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. 2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text. Pg. 90, 136, 161, 162, 178, 182, 302, 315, 330 · Summarize the events or information in informational/expository text with teacher guidance (e.g., the important characteristics of certain animals or plants presented in text). Pg. 66, 70, 72, 69 · Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance. Pg. 16, 71, 55, 99, 146, 266, 321, 341, 345, · Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer to enhance text comprehension. Component 2.2: Understand and apply knowledge of text components to comprehend text. 2.2.1 Understand story sequence. · Retell text focusing on the problem or events in Pg. 94, 118, 117, 157, 174, 237, 290, 294, 309, 313, 317, 321, 342 sequence. (Note: Differences in story telling order exist between cultures. For example, some cultures tell the end of the story first.) 2.2.2 Understand and apply features of printed and electronic text to locate and comprehend text. Pg. 11, 47, 30, 31, 75, 76, 77, 97, 104, 106, 128, 162, 153, · Identify and use grade-level-appropriate text 154, 178, 186, 190, 218, 242, 262, 286, 270, 298 features with teacher guidance. Pg. 76, 106, 162, 232, 233, 286 · Interpret information from graphs and charts with teacher guidance. N/A · Identify and use icons and pull-down menus. 2.2.3 Understand story elements. Pg. 5, 36, 66, 71, 84, 114, 170, 182, 198, , 254, 302, 303, · Describe physical traits of characters and tell 317, 326, 329, 345 how they act. Pg. 94, 110, 174, 186, 266, 309, 313, 317, 321, 323 · Retell the important events of a story. Pg. 54, 72, 109, 134, 146, 173-174, 255, 266, 302 · Describe the setting of a story. Pg. 67, 109, 198 · Identify the speaker/narrator in a story. 2.2.4 Understand text organizational structures. Pg. 16, 30, 31, 130, 246, 314, 330 · Recognize and use sentences, paragraphs, and chapter structure to understand the organization in both informational/expository text and literary/narrative text. Pg. 13, 234, 284, 298, · Identify text written in the text organizational structures of simple listing and sequential order. Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in informational and literary text. 2.3.1 Understand and analyze the relationship between and among literary/narrative text and informational/expository text. Pg. 72, 226, 266, 317, 345, · Compare and contrast literary/narrative text elements in one story or between two stories. Pg. 11, 105, 106, 153, 233, 269, 277 · Compare and contrast facts in one text or between two informational/expository texts.

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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Reading EALR 2: The student understands the meaning of what is read. Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in informational and literary text. Continued 2.3.1 Understand and analyze the relationship between and among literary/narrative text and informational/expository text. · Explain simple cause and effect relationships in Pg. 189, 190, 317, 341 literary/narrative text and informational/ expository text. 2.3.2 Understand how to locate specific information. Pg. 10, 11, 13, 16, 17, 47, 105, 106, 128, 130, 152, 154, 177, · Use alphabetical and numerical systems to 218, 232, 234, 242, 262, 286, 298 locate information in dictionary or book. 2.3.3 Understand literary/narrative devices. Pg. 108, 109, 168, 169, 170, 216, 218, 228, 229, 230, 250, · Recognize similes, alliteration, and 56, 314, 112, 114, 204, 206, 236, 238, 308, 310 onomatopoeia in literary/narrative passages. Component 2.4: Think critically and analyze author's use of language, style, purpose, and perspective in informational and literary text. 2.4.1 Understand how to draw simple conclusions and give a response to text. Pg. 3, 11, 19, 20, 27, 35, 36, 43, 44, 45, 51, 59, 60, 67, 68, · Give a personal or text-based response to a 75, 76, 85, 89, 93, 97, 101, 105, 109, 113, 121, 125, 130, passage using a teacher-generated prompt. 133, 138, 141, 145, 149, 153, 157, 161, 165, 169, 173, 177, 181, 185, 189, 197, 201, 205, 209, 213, 217, 221, 225, 229, 233, 237, 241, 245, 253, 257, 261, 265, 269, 273, 277, 281, 285, 293, 297, 301, 309, 311, 313, 315, 319, 321, 323, 325, 327, 329, 331, 333, 335, 337. 339, 341, 343, 345, 347, 349 · Draw a simple conclusion from grade level text Pg. 136, 149, 196, 198, 248, 253, 325, 353 with teacher guidance. 2.4.2 Understand that there are purposes of writing. Pg. 22, 23, 35, 11, 54, 62, 67, 88,98, 79,106, 108, 114, 142, · Identify common types of informational/ 162, 178,184, 190, 196, 198, 210, 224,226, 234, 252, 258, expository and literary/narrative text and 278,280, 284, 286, 288,308, 326, 342 explain why they are read. 2.4.3 Understand there are facts and opinions. 63, 65, 79, 226, 286, 301 · Explain the difference between a fact and an opinion with teacher guidance. EALR 3 The student reads different materials for a variety of purposes. Component 3.1: Read to learn new information. 3.1.1 Understand how to select and use appropriate resources. Pg. 31, 107, 191, 235 · Identify print and non-print resource materials available to complete a task with teacher assistance, such as informational text and/or illustrations and graphics. Pg. 107 · Identify one resource and use it to answer a question with teacher assistance. Component 3.2: Read to perform a task. 3.2.1 Understand information gained from reading to perform a specific task. Pg. 189 · Use signs, labels, and instructions to answer questions or complete a task using grade-level text. Pg. 189 · Identify and use important words in a text to perform a task (e.g., math problem solving, follow multi-step directions).

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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Reading EALR 3 The student reads different materials for a variety of purposes. Component 3.2: Read to perform a task. 3.2.2 Understand a variety of functional documents. N/A · Read and explain the information in functional documents that are used in a home setting to communicate information (e.g., shopping lists, TV schedules, advertisements, telephone messages). Component 3.4: Read for literary/narrative experience in a variety of genres. 3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature. Pg. 54, 55, 72, 196, 208, 209, 336, 337, 165, 166 · Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response. 3.4.2 Understand traditional and contemporary literature written in a variety of genres. Pg. 22, 54, 55, 62, 72, 73, 79,109, 210, · Identify and explain the characteristics of a variety of genres. Pg. 62, 54, 55, 72, 73, 79, 238, 278, 109 · Read and respond to literature from multiple genres using teacher prompts appropriate to the text and content. 3.4.3 Understand a variety of literature representing different cultures and traditions. Pg. 54, 55, 62, 72, 73, 209 · Identify and discuss the culture and/or traditions represented in a story with teacher guidance. EALR 4 The student sets goals and evaluates progress to improve reading. Component 4.1: Assess reading strengths and need for improvement. 4.1.1 Understand how to monitor own reading progress. · Explain what good readers do and identify own N/A good reader behaviors. N/A · Graph progress (e.g., keep a fluency chart of rate of accuracy). 4.1.2 Understand how to set grade-level appropriate reading goals. · Set a reading goal and create a plan to meet that N/A goal with teacher assistance. Component 4.2: Develop interests and share reading experiences. 4.2.1 Understand that readers have favorite books. Pg. pg. 2, 10, 18, 26, 34, 42, 50, 58, 66, 74 · Select favorite subjects, authors, and/or books to share with others. Pg. 2, 10, 18, 26, 34, 42, 50, 58, 66, 74 · Self-select books at an instructional level and an independent level. Writing 1. The student writes clearly and effectively. 1.1. Develop concept and design. Pg. 34, 42, 235, 263 · Represent one main idea or topic in text. Pg. 90, 158, 210, 319, 327, 331, 355 · Choose own topic; write in more than one genre. N/A · Include relevant details.

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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Writing 2. The student writes clearly and effectively. Continued 1.1. Develop concept and design. · Elaborate on details to enhance or support main N/A ideas. Pg. 42, 48, 49, 294, 302 · Organize text with a clear beginning, middle, and end (spatial, sequential); use transitions to construct logical order. N/A · Use paragraphs to organize text. 1.2. Use style appropriate to the audience and purpose. Pg. 24, 25, 87, 53, 64, 143, 319, 347 · Communicate own perspective and ideas. Pg. 32, 33 · Demonstrate awareness of the audience. · Use patterns and vocabulary from literature and N/A nonfiction. Pg. 7, 8, 40, 41, 50, 134 · Use figurative language and imagery. N/A · Use words in more than one context.

1.3.

Apply writing conventions. Pg. 10, 99, 64, 65, 327, 330 · Write complete sentences. · Use correct subject-verb agreement. · Use capitalization and punctuation accurately in Pg. 57, 64, 65 the final draft. Pg. 57, 64, 65 · Spell age-level words correctly in the final draft. N/A · Indicate paragraphs consistently. · Use correct cursive letter formation and legible N/A handwriting. 3. The student writes in a variety of forms for different audiences and purposes. 2.1. Write for different audiences. Pg. 24, 25 · Write for self, teacher, or other personally known audience. Pg. 32,33 · Show some awareness of audience needs. 2.2. Write for different purposes. Pg. 2, 6, 16, 26, 40, 87, 94, 95, 107, 114, 122, 123, 126, · Write for different purposes including: 127, 130, 134, 154, 178, 179, 186, 234, 235, 238, 239, 242, To respond to teacher's prompt. 243, 254, 255, 258, 259, 262, 266, 267, 271, 282, 286, 290, To tell about something. 311, 339, 341, 343, 347, To name something. To describe something. To direct. To imagine. To learn.

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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Writing 4. The student writes in a variety of forms for different audiences and purposes. 2.3. Write in a variety of forms. Pg. 8, 9, 17, 24, 25, 32, 33, 72, 73, 80, 81, 87, 90, 91, 107, · Write in a variety of forms and genres 110, 111, 115, 122, 123, 126, 127, 131, 135, 150, 151, 154, (narratives, journals, poems, essays, reports, 159, 163, 167, 171, 175, (list is continued next page), 178, stories, etc.). 179, 187, 199, 203, 211, 215, 218, 223, 214, 263, 275, 278, 283, 287, 291, 295, 298, 299, 335, 351 2.4. Write for career applications N/A · Identify the kinds of documents one might be required to write in a career setting. Pg. 87, 203, 202, 270, 327, 335 · Write non-technical documents that could be used in a career setting such as memos, letters, and directions. · Cite sources when writing reports or technical N/A documents. 5. The student understands and uses the steps of the writing process. 3.1. Pre-write Pg. 16, 18, 24, 25, 56, 80, 146, 163, 206, 207, 210, 215, · Generate own ideas (brainstorm); organize and plan writing (outlines, webbing, story mapping, 219, 226, 227, 246, 247, 315, 323, 343, 347, listing, jotting, free writing, etc.). N/A · Use available tools and technology such as a simple word processor consistently through the writing process. N/A · Use resources in schools, libraries, and community. 3.2. Draft Pg. 24, 25, 56, 57, 64, 65, · Write using own vocabulary, spelling, and drawings. Pg. 56, 57, 64, 65 · Form complete phrases, sentences, and thoughts. 3.3. Revise Pg. 25, 49, 56, 57 · Collect input from others. Pg. 25 · Add appropriate language and/or graphics to enhance text and style. 3.4. Edit Pg. 10, 218, 242 · Use a dictionary as a reference. N/A · Correct errors with assistance. N/A · Add missing or necessary words. Pg. 57, 64, 65 · Correct common errors in spelling, punctuation, and capitalization. 3.5. Publish Pg. 8, 9, 16, 17, 32, 33, 64, 65, 72, 73, 80, 81 · Select a display form and publishing options, such as a book or a poster. Pg. 9, 17, 33, 57, 65, 73, 81 · Produce a legible final product. · Use technology when needed.

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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Writing 6. The student analyzes and evaluates the effectiveness of written work. 4.1. Assess own strengths and needs for improvement. N/A · Use established criteria to reflect on and improve writing. 4.2. Seek and offer feedback. Pg. 25, 49, 56, 57, · Accept and employ feedback on own writing when appropriate. Pg. 17, 25 · Offer positive feedback on others' writing. Communication 1. The student uses listening and observation skills to gain understanding. 1.1. Focus attention. N/A · Pay attention while others are talking. N/A · Pay attention to oral stories, instructions, reports, assemblies, and daily announcements. 1.2. Listen and observe to gain and interpret information. N/A · Recognize non verbal communication. Pg. 28, 42, 45 · Identify visual information, such as from a science experiment. Pg. 12, 28, 42, 45, 108, 109 · Interpret visual texts, such as illustrations, comics, and videos. N/A · Listen for, identify, and explain: Main ideas Details Fact vs. opinion Meaning N/A · Demonstrate listening strategies for following instructions. 1.3. Check for understanding by asking questions and paraphrasing. Pg. 80, 81, 90, 97 · Ask questions to clarify content and meaning, including who, what, why, when, where, and how. N/A · Paraphrase information. N/A · Select information and give opinions. 2. The student communicates ideas clearly and effectively. 2.1. Communicate clearly to a range of audiences for different purposes. Pg. 3, 11, 19, 27, 35, 43, 51, 59, 67, 75 · Communicate to teacher, small group, and class, for example, by tutoring or giving reports. N/A · Show beginning awareness of the needs of an audience. N/A · Use narrative and descriptive forms of speech. 2.2. Develop content and ideas. N/A · Choose content, which relates to topic. N/A · Select material from readily available sources.

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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Communication 2. The student communicates ideas clearly and effectively. Continued 2.2. Develop content and ideas. N/A · Organize information in a sequential pattern (beginning, middle, end) using simple transitions. N/A · Describe ideas in concrete terms. 2.3. Use effective delivery. N/A · Speak at a volume and rate that enables others to follow. N/A · Project voice well. N/A · Speak fluently and expressively to the class. N/A · Use good posture and eye contact. N/A · Begin to use facial expression and body language to convey a message or enhance an oral presentation. N/A · Speak using standard grammar. N/A · Use complete sentences. N/A · Use age-appropriate vocabulary. N/A · Use words and illustrations such as pictures or charts to create an effective presentation. 2.5. Effectively use action, sound, and/or images to support presentations. N/A · Experiment with a variety of media and resources to convey a message or enhance an oral presentation. 3. The student uses communication strategies and skills to work effectively with others. 3.1. Use language to interact effectively and responsibly with others. Pg. 81 · Demonstrate conversation skills, for example, entering in, taking turns, responding to others' remarks, and closing a conversation. N/A · Distinguish between types of speech such as a chat, a warning, or a joke. N/A · Use language that is respectful of others feelings and rights. N/A · Show awareness of possible difficulties when communicating cross-culturally. 3.2. Work cooperatively as a member of a group. Pg. 61, 186 · Assume a variety of assigned roles within a group to perform a task. Pg. 2, 5, 12, 31, 53, 58, 61, 143 · Contribute to group with ideas and effort. · Respect others' feelings and right to participate N/A in a group. 3.3. Seek agreement and solutions through discussion. Pg. 3, 11, 17, 25, 27, 67, 90 · Identify and share ideas and points of view. N/A · Accept responsibility for personal actions.

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A Harcourt Achieve Correlation of Rigby Literacy Teacher's Guide To the Washington State Essential Academic Learning Requirements and Grade Level Expectations for Reading, Writing, and Communication

GRADE TWO WASHINGTON STATE EALR GRADE LEVEL EXPECTATIONS RIGBY LITERACY GRADE 2

Language Arts Communication 3. The student uses communication strategies and skills to work effectively with others. Continued 3.3. Seek agreement and solutions through discussion. N/A · Formulate ideas and identify possible alternatives. N/A · Suggest solutions and initiate action. 4. The student analyzes and evaluates the effectiveness of formal and informal communication. 4.1. Assess strengths and needs for improvement. · Use established criteria to evaluate and improve N/A one's own and others' presentations. 4.2. Seek and offer feedback. N/A · Offer feedback on others' presentations · Accept and apply feedback on own presentation N/A when appropriate. 4.3. Analyze mass communication. · Identify various forms of mass communication, N/A such as magazines, television, newspapers, and the internet; identify messages in simple advertisements. · Identify fact, opinion, and assumptions in mass N/A communication. N/A · Understand that all media is produced from a point of view and with a set of assumptions. 4.4. Analyze how communication is used in career settings. N/A · Identify different ways people communicate in the workplace, for example, telephone, e-mail, or formal presentations.

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