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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 8 |
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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 |
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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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
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
explain the main idea of 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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2.0.2 DOK 2 ASSESSED
The learner will be able to
identify and explain the characteristics of short stories, novels, poetry, or plays.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing An Initial Understanding |
|
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 |
|
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
paraphrase information from a paragraph, a section of a passage, or an entire passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing An Initial Understanding |
|
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 |
|
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 inference based on what is read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developing An Initial Understanding |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
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2.0.8 DOK 2 ASSESSED
The learner will be able to
interpret the meaning of concrete and 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 a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
|
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 |
|
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 |
|
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
analyze the use of details that support the main idea or explain their importance in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
|
Master |
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 |
|
Develop |
1.0 |
Morgan County School District(a) |
Classroom
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3.0.8 DOK 3 ASSESSED
The learner will be able to
identify an author's argument or identify evidence from the passage to support the author's argument.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
|
Master |
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, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attack) or explain how each is used.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpreting Text |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.0.1 Supporting
The learner will be able to
connect information information 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 |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.1 Supporting
The learner will be able to
explain the interrelationships (themes, ideas, concepts) that are developed in more that one literary work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating A Critical Stance |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.2 DOK 3 ASSESSED
The learner will be able to
interpret the use of literary elements (e.g., characterization, setting, plot, theme, point or view) in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating A Critical Stance |
|
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 and explain the use of literary devices (e.g., symbolism, irony, analogies, imagery, figurative language).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating A Critical Stance |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.4 Supporting
The learner will be able to
analyze the author's use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating A Critical Stance |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.5 DOK 3 ASSESSED
The learner will be able to
evaluate the author's word choice, style, content, or use of literary elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating A Critical Stance |
|
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 |
|
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 |
|
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 |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.0.9 Supporting
The learner will be able to
analyze the organizational patterns (cause and effect, comparison or contrast, sequence, generalizations) in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Demonstrating A Critical Stance |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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