CC.1.3.K.D 
Name the author and illustrator of a story and define the role of each in telling the story.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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CC.1.3.1.D
Identify who is telling the story at various points in a text.
When grade appropriate instruction pertaining to an eligible content should begin
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CC.1.3.1.D
Identify who is telling the story at various points in a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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CC.1.3.2.D
Acknowledge differences in the points of views of characters, including by speaking in a different voice for each character when reading dialogue aloud.
When grade appropriate instruction pertaining to an eligible content should begin
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CC.1.3.2.D
Acknowledge differences in the points of views of characters, including by speaking in a different voice for each character when reading dialogue aloud.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E03.A-C.2.1.1
Explain the point of view from which a story is narrated, including the difference between first and third-person narrations. Note: “Story” means narration of events told through the text types of story, drama, or poem.
When grade appropriate instruction pertaining to an eligible content should begin
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E03.A-C.2.1.1
Explain the point of view from which a story is narrated, including the difference between first and third-person narrations. Note: “Story” means narration of events told through the text types of story, drama, or poem.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E04.A-C.2.1.1
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When grade appropriate instruction pertaining to an eligible content should begin
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E04.A-C.2.1.1
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E05.A-C.2.1.1
Describe how a narrator’s or speaker’s point of view influences how events are described; describe an author’s purpose and explain how it is conveyed in the text.
When grade appropriate instruction pertaining to an eligible content should begin
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E05.A-C.2.1.1
Describe how a narrator’s or speaker’s point of view influences how events are described; describe an author’s purpose and explain how it is conveyed in the text.
When grade appropriate instruction pertaining to an eligible content should begin
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E05.A-C.2.1.1
Describe how a narrator’s or speaker’s point of view influences how events are described; describe an author’s purpose and explain how it is conveyed in the text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E06.A-C.2.1.1
Determine an author’s purpose in a text and explain how it is conveyed in the text; explain how an author develops the point of view of the narrator or speaker in a text; describe the effectiveness of the point of view used by the author.
When grade appropriate instruction pertaining to an eligible content should begin
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E06.A-C.2.1.1
Determine an author’s purpose in a text and explain how it is conveyed in the text; explain how an author develops the point of view of the narrator or speaker in a text; describe the effectiveness of the point of view used by the author.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E07.A-C.2.1.1
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
When grade appropriate instruction pertaining to an eligible content should begin
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E07.A-C.2.1.1
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
When grade appropriate instruction pertaining to an eligible content should begin
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E07.A-C.2.1.1
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E08.A-C.2.1.1
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
When grade appropriate instruction pertaining to an eligible content should begin
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E08.A-C.2.1.1
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
When grade appropriate instruction pertaining to an eligible content should begin
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E08.A-C.2.1.1
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.1.1.1
Identify and/or analyze the author’s intended purpose of a text.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.1.1
Identify and/or analyze the author’s intended purpose of a text.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.1.1
Identify and/or analyze the author’s intended purpose of a text.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.1.1
Identify and/or analyze the author’s intended purpose of a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.1.1.2
Explain, describe, and/or analyze examples of a text that support the author’s intended purpose.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.1.2
Explain, describe, and/or analyze examples of a text that support the author’s intended purpose.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.1.2
Explain, describe, and/or analyze examples of a text that support the author’s intended purpose.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.1.2
Explain, describe, and/or analyze examples of a text that support the author’s intended purpose.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.3.6
Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction: - the point of view of the narrator as first person or third person point of view
- the impact of point of view on the meaning of the text as a whole
When grade appropriate instruction pertaining to an eligible content should begin |
L.F.2.3.6
Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction: - the point of view of the narrator as first person or third person point of view
- the impact of point of view on the meaning of the text as a whole
When grade appropriate instruction pertaining to an eligible content should begin |
L.F.2.3.6
Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction: - the point of view of the narrator as first person or third person point of view
- the impact of point of view on the meaning of the text as a whole
When grade appropriate instruction pertaining to an eligible content should begin |
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L.F.2.3.6
Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction: - the point of view of the narrator as first person or third person point of view
- the impact of point of view on the meaning of the text as a whole
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content |
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E06.A-C.2.1.2
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
When grade appropriate instruction pertaining to an eligible content should begin
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E06.A-C.2.1.2
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E07.A-C.2.1.2
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
When grade appropriate instruction pertaining to an eligible content should begin
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E07.A-C.2.1.2
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E08.A-C.2.1.2
Compare and contrast the structure of two or more texts, and analyze how the differing structure of each text contributes to its meaning and style.
When grade appropriate instruction pertaining to an eligible content should begin
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E08.A-C.2.1.2
Compare and contrast the structure of two or more texts, and analyze how the differing structure of each text contributes to its meaning and style.
When grade appropriate instruction pertaining to an eligible content should begin
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E08.A-C.2.1.2
Compare and contrast the structure of two or more texts, and analyze how the differing structure of each text contributes to its meaning and style.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.1.1.3
Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.1.3
Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.1.3
Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.1.3
Analyze, interpret, and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.2.1
Analyze how literary form relates to and/or influences meaning of a text.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.1
Analyze how literary form relates to and/or influences meaning of a text.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.1
Analyze how literary form relates to and/or influences meaning of a text.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.1
Analyze how literary form relates to and/or influences meaning of a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.2.2
Compare and evaluate the characteristics that distinguish fiction from literary nonfiction.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.2
Compare and evaluate the characteristics that distinguish fiction from literary nonfiction.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.2
Compare and evaluate the characteristics that distinguish fiction from literary nonfiction.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.2
Compare and evaluate the characteristics that distinguish fiction from literary nonfiction.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.2.4
Compare and evaluate the characteristics that distinguish narrative, poetry, and drama.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.4
Compare and evaluate the characteristics that distinguish narrative, poetry, and drama.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.4
Compare and evaluate the characteristics that distinguish narrative, poetry, and drama.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.4
Compare and evaluate the characteristics that distinguish narrative, poetry, and drama.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.5.1
Identify, explain, interpret, describe, and/or analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, and irony in a text.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.5.1
Identify, explain, interpret, describe, and/or analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, and irony in a text.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.5.1
Identify, explain, interpret, describe, and/or analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, and irony in a text.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.5.1
Identify, explain, interpret, describe, and/or analyze the effects of personification, simile, metaphor, hyperbole, satire, foreshadowing, flashback, imagery, allegory, symbolism, and irony in a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.5.2
Identify, explain, and analyze the structure of poems and sound devices.
When grade appropriate instruction pertaining to an eligible content should begin |
L.F.2.5.2
Identify, explain, and analyze the structure of poems and sound devices.
When grade appropriate instruction pertaining to an eligible content should begin |
L.F.2.5.2
Identify, explain, and analyze the structure of poems and sound devices.
When grade appropriate instruction pertaining to an eligible content should begin |
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L.F.2.5.2
Identify, explain, and analyze the structure of poems and sound devices.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content |
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L.F.2.5.3
Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.5.3
Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.5.3
Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.5.3
Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E06.A-C.2.1.3
Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of a specific word choice on meaning and tone.
When grade appropriate instruction pertaining to an eligible content should begin
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E06.A-C.2.1.3
Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of a specific word choice on meaning and tone.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E07.A-C.2.1.3
Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
When grade appropriate instruction pertaining to an eligible content should begin
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E07.A-C.2.1.3
Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
When grade appropriate instruction pertaining to an eligible content should begin
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E07.A-C.2.1.3
Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E08.A-C.2.1.3
Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
When grade appropriate instruction pertaining to an eligible content should begin
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E08.A-C.2.1.3
Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
When grade appropriate instruction pertaining to an eligible content should begin
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E08.A-C.2.1.3
Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
When grade appropriate instruction pertaining to an eligible content should begin
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E08.A-C.2.1.3
Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.1.2.4
Draw conclusions about connotations of words
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.2.4
Draw conclusions about connotations of words
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.2.4
Draw conclusions about connotations of words
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.1.2.4
Draw conclusions about connotations of words
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.3.5
Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of fiction: - the relationship between the tone, style, and/or mood and other components of the text
- how voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text
- how diction, syntax, figurative language, sentence variety, etc., determine the author’s style
When grade appropriate instruction pertaining to an eligible content should begin |
L.F.2.3.5
Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of fiction: - the relationship between the tone, style, and/or mood and other components of the text
- how voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text
- how diction, syntax, figurative language, sentence variety, etc., determine the author’s style
When grade appropriate instruction pertaining to an eligible content should begin |
L.F.2.3.5
Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of fiction: - the relationship between the tone, style, and/or mood and other components of the text
- how voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text
- how diction, syntax, figurative language, sentence variety, etc., determine the author’s style
When grade appropriate instruction pertaining to an eligible content should begin |
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L.F.2.3.5
Explain, interpret, compare, describe, analyze, and/or evaluate voice, tone, style, and mood in a variety of fiction: - the relationship between the tone, style, and/or mood and other components of the text
- how voice and choice of speaker (narrator) affect the mood, tone, and/or meaning of the text
- how diction, syntax, figurative language, sentence variety, etc., determine the author’s style
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content |
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CC.1.3.K.H
Compare and contrast the adventures and experiences of characters in familiar stories.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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CC.1.3.1.H
Compare and contrast the adventures and experiences of characters in stories.
When grade appropriate instruction pertaining to an eligible content should begin
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CC.1.3.1.H
Compare and contrast the adventures and experiences of characters in stories.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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CC.1.3.2.H
Compare and contrast two or more versions of the same story by different authors or from different culture.
When grade appropriate instruction pertaining to an eligible content should begin
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CC.1.3.2.H
Compare and contrast two or more versions of the same story by different authors or from different culture.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E03.A-C.3.1.1
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When grade appropriate instruction pertaining to an eligible content should begin
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E03.A-C.3.1.1
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E04.A-C.3.1.1
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When grade appropriate instruction pertaining to an eligible content should begin
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E04.A-C.3.1.1
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E05.A-C.3.1.1
Compare and contrast stories in the same genre on their approaches to similar themes and topics. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When grade appropriate instruction pertaining to an eligible content should begin
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E05.A-C.3.1.1
Compare and contrast stories in the same genre on their approaches to similar themes and topics. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When grade appropriate instruction pertaining to an eligible content should begin
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E05.A-C.3.1.1
Compare and contrast stories in the same genre on their approaches to similar themes and topics. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E06.A-C.3.1.1
Compare and contrast texts in different forms or genres (e.g., stories, dramas, poems, historical novels, fantasy stories) in terms of their approaches to similar themes and topics.
When grade appropriate instruction pertaining to an eligible content should begin
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E06.A-C.3.1.1
Compare and contrast texts in different forms or genres (e.g., stories, dramas, poems, historical novels, fantasy stories) in terms of their approaches to similar themes and topics.
When grade appropriate instruction pertaining to an eligible content should begin
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E06.A-C.3.1.1
Compare and contrast texts in different forms or genres (e.g., stories, dramas, poems, historical novels, fantasy stories) in terms of their approaches to similar themes and topics.
When grade appropriate instruction pertaining to an eligible content should begin
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E06.A-C.3.1.1
Compare and contrast texts in different forms or genres (e.g., stories, dramas, poems, historical novels, fantasy stories) in terms of their approaches to similar themes and topics.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E07.A-C.3.1.1
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
When grade appropriate instruction pertaining to an eligible content should begin
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E07.A-C.3.1.1
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
When grade appropriate instruction pertaining to an eligible content should begin
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E07.A-C.3.1.1
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
When grade appropriate instruction pertaining to an eligible content should begin
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E07.A-C.3.1.1
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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E08.A-C.3.1.1
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths and traditional stories, including describing how the material is rendered new. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When grade appropriate instruction pertaining to an eligible content should begin
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E08.A-C.3.1.1
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths and traditional stories, including describing how the material is rendered new. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When grade appropriate instruction pertaining to an eligible content should begin
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E08.A-C.3.1.1
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths and traditional stories, including describing how the material is rendered new. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When grade appropriate instruction pertaining to an eligible content should begin
|
E08.A-C.3.1.1
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths and traditional stories, including describing how the material is rendered new. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.4.1
Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.4.1
Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.4.1
Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.4.1
Interpret and analyze works from a variety of genres for literary, historical, and/or cultural significance.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When grade appropriate instruction pertaining to an eligible content should begin
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L.F.2.2.3
Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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