Selecting language resources
Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas.
| W.6.4
| W.6.5
| WHST.6-8.4
| WHST.6-8.5
| SL.6.4
| SL.6.6
| L.6.1
| L.6.3
| L.6.5
| L.6.6
|
a) Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
b) Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X).
a) Use a growing set of academic words (e.g., author, chart, global, affect), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
b) Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes X. That's impossible).
a) Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b) Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing observe ? observation, reluctant ? reluctantly, produce ? production, and so on).
Selecting language resources
Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas.
| W.6.4
| W.6.5
| WHST.6-8.4
| WHST.6-8.5
| SL.6.4
| SL.6.6
| L.6.1
| L.6.3
| L.6.5
| L.6.6
|
a) Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
b) Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X).
a) Use a growing set of academic words (e.g., author, chart, global, affect), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
b) Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes X. That's impossible).
a) Use an expanded set of general academic words (e.g., affect, evidence, demonstrate, reluctantly), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
b) Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing observe ? observation, reluctant ? reluctantly, produce ? production, and so on).
