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Morgan County School District |
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Morgan County Curriculum 4.1 Middle Sch. |
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Language Arts - Reading-Grade 7 |
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1.0.1 Supporting
The learner will be able to
apply knowledge of synonyms or antonyms to comprehend a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation For Reading |
Knowledge |
Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.0.2 DOK 2 ASSESSED
The learner will be able to
select, based on context, the appropriate meaning for a word that has multiple meanings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation For Reading |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.0.3 Supporting
The learner will be able to
apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation For Reading |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.0.4 Supporting
The learner will be able to
formulate questions to guide reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation For Reading |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.0.5 Supporting
The learner will be able to
scan to find key information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation For Reading |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.0.6 Supporting
The learner will be able to
skim to get the general meaning of a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation For Reading |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.0.7 DOK 2 ASSESSED
The learner will be able to
interpret literal and non-literal meanings of words or phrases, based on context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation For Reading |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.0.8 DOK 2 ASSESSED
The learner will be able to
interpret the meaning of jargon, dialect, or specialized vocabulary used in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming a Foundation For Reading |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.0.1 DOK 3 ASSESSED
The learner will be able to
identify or explain the main idea of a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating a Critical Stance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.0.2 DOK 2 ASSESSED
The learner will be able to
identify and describe characteristics of short stories, novels, poetry, or plays.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.0.3 DOK 3 ASSESSED
The learner will be able to
identify or explain the use of literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.0.4 DOK 1 ASSESSED
The learner will be able to
locate key ideas or information in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.0.5 DOK 2 ASSESSED
The learner will be able to
summarize information from a paragraph, a section of a passage, or the entire passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.0.6 Supporting
The learner will be able to
apply the information contained in a passage to accomplish a task/procedure or answer questions about a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.0.7 DOK 3 ASSESSED
The learner will be able to
make predictions, draw conclusions, make generalizations, or make inferences based on what is read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.0.8 DOCK 2 ASSESSED
The learner will be able to
explain the meaning of concrete or abstract terms, based on the context from a passage (e.g., "loaded" words, connotation, and denotation).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing an Initial Understanding |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.1 DOK 3 ASSESSED
The learner will be able to
analyze the relationship between events in a story and a character's behavior.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.2 DOK 2 ASSESSED
The learner will be able to
identify or explain an author's purpose in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.3 DOK 3 ASSESSED
The learner will be able to
explain or analyze how a conflict in a passage is resolved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.4 DOK 3 ASSESSED
The learner will be able to
IDENTIFY DETAILS THAT SUPPORT THE MAIN IDEA OR EXPLAIN THEIR IMPORTANCE IN A PASSAGE.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
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Develop |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.5 Supporting
The learner will be able to
distinguish between informative and persuasive passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
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Develop |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.6 Supporting
The learner will be able to
distinguish between fact or opinion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
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Develop |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.7 Supporting
The learner will be able to
identify or explain an author's opinion about a subject.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
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Develop |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.8 DOK 2 ASSESSED
The learner will be able to
identify the argument or supporting evidence from a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
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Develop |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.9 DOK 2 ASSESSED
The learner will be able to
identify persuasive techniques (e.g., expert opinion, logical/emotional/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
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Develop |
1.0 |
Morgan County School District(a) |
Classroom
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4.0.1 Supporting
The learner will be able to
connect information from a passage to students' lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reflecting and Responding to Text |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.0.2 Supporting
The learner will be able to
use evidence from a passage to formulate opinions in response to a reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reflecting And Responding To Text |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.1 Supporting
The learner will be able to
identify identify ways in which similar themes, ideas, concepts are developed in more than one literary work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating a Critical Stance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.3 DOK 3 ASSESSED
The learner will be able to
identify literary devices (e.g., symbolism, irony, analogies, imagery, foreshadowing, figurative language).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating a Critical Stance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.5 Supporting
The learner will be able to
evaluate the authors word choice, style, content, or use of literary elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating a Critical Stance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.6 Supporting
The learner will be able to
compare and contrast elements, views, ideas, or events presented in one or more passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating A Critical Stance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.7 Supporting
The learner will be able to
evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating A Critical Stance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.8 DOK 3 ASSESSED
The learner will be able to
explain or analyze how the use of text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, and captions) enhances the reader's understanding of a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating a Critical Stance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.9 DOK 2 ASSESSED
The learner will be able to
identify organizational patterns (e.g., cause and effect, comparison, contrast, sequence) to understand a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forming A Foundation For Reading |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.1 Supporting
The learner will be able to
explain and give examples of wants and needs that influence consumer decisions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.2 DOK 3 ASSESSED
The learner will be able to
explain factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate product and services based on these factors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.3 DOK 2 ASSESSED
The learner will be able to
describe various factors that influence consumer decisions such as peer pressure, impulses, desire for status, and advertising techniques (facts and figures, glittering generalities, jingles/slogans endorsement/testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consumer Decisions/Advertising |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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