ࡱ> y bjbj ;{{XXXXXlll8ltv L L$!$!$!X"X"X"sssssss$y{tXX"X"X"X"X"tXX$!$!43t |&|&|&X"X$!X$!s|&X"s|&|&d tj$!𠣮^#0f<sSt<tlfK|x%pK|xtjK|Xtjp X"X"|&X"X"X"X"X"tt%X"X"X"tX"X"X"X"K|X"X"X"X"X"X"X"X"X" : Reading Standards for Literature Note on range and content of student reading: To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. Anchor Standards3rd Grade4th Grade5th Grade6th GradeCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetVocabularyKey Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. I can ask questions that show I understand the story. I can answer questions that show I understand the story. I can use evidence from the story to support my questions and answers.Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. I can use details and examples from what Ive read to explain what the text says. I can use details and examples from what Ive read to explain what the author means but does not write word for word.Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. I can quote (word for word support) accurately from a text. (S) I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion (based on what Ive read, its most likely true that)(R)) I can read closely and find answers explicitly in text (right there answers) and answers that require an inference. (S) I can analyze the authors words and find quotes needed both explicit and inferential questions. (S)Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can define textual evidence. I can define inference. I can read closely using what is explicit in a text to make inferences. I can analyze an authors words and determine textual evidence needed to support my analysis of what a text explicitly says and inferences that can be made. I can cite textual evidence to support my conclusions.3rd: evidence support details 4th: inference 5th: Quote (repeat word for word) Inference Explicit 6th: Analysis Text evidence Cite / citation2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. I can retell a story in my own words across my fingers or using a tool such as a story mountain or map. I can identify a theme, message, lesson or moral of a story. I can explain the message using details from the story.Determine a theme of a story, drama, or poem from details in the text; summarize the text. I can use details from a text to identify a theme. I can summarize a text.Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. I can use details from a text to determine the theme of that piece of literature. I can use what I know about the characters in a piece of text to help determine the theme. I can identify the problem in a story and determine how the characters response to that problem. I can understand how the speaker recites a poem and suggests the meaning. I can summarize a text by retelling the events of the story. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. I can define theme and central idea. I can analyze plot to determine the central idea of a story. I can analyze plot to state the theme of a story. I can compose a summary stating key points of the text without adding my own opinions or feelings.3rd: Fable Folktale Myth Moral Theme* Central theme Lesson Identify Retell 4th: theme* Summary 5th: theme* Summary* 6th: theme* Summary* * continuously refined the definitions of theme and summary. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. I can describe the characters in a story. I can describe the inside (internal) and outside (external) traits of main characters in a story. I can talk about how a characters actions affect the storys events. I can explain how major secondary and minor characters add to the story.Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). I can use a characters thoughts, feelings, actions and reactions to understand and describe the character. I can use details to describe the setting of a story. I can use details about an event, such as where and when it occurred, what might have happened before and after, to understand and describe the event. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). I can use details and examples from a story or drama to identify how characters are alike and how they are different. I can use details and examples from a story or drama to identify how the settings may be alike and how they may be different. Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. I can define, identify, and sequence the elements of plot structure. I can identify the conflict in a story or drama. I can identify the resolution in a story or drama. I can describe/explain how dynamic characters react/change to events in a plot as it moves toward resolution. Character Setting Event Episode 3rd: Internal traits External traits 5th: Compare Contrast 6th: episode resolutionCraft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. I can use strategies to determine what words and phrases mean. I can tell when the author uses words that mean something different than what is written on the page. I can infer the authors meaning using the clues in the text.Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). I can figure out the meaning of words and phrases based on how they are used in a text and recognizing root words and affixes. I can recognize words in a text that refer to characters found in Mythology. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. I can determine the meaning of unknown words and phrases based on how they are used in a text by understanding the words around that unknown word. I can identify similes in a text and understand what two objects are being compared. I can identify metaphors in a text and understand what two objects are being compared.Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. I can define/identify similes, metaphors, personification, and onomatopoeia used to describe setting or characters in a story. I can distinguish between literal language and figurative language. I can use context clues to determine meaning of words in a story. I can recognize the difference between denotative and connotative meanings. I can analyze why authors choose words or phrases to create an overall feel for the reader.3rd: Strategies (root words, word parts) Infer Context clues 5th: Literal language Figurative language 6th: Denotation Connotation5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. I can talk about the structure of a text, using words like chapter, scene, or stanza. I can describe how parts of a text build on each other and connect to make a story, poem, or drama meaningful. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. I can explain the differences between the structures and elements of a poem, drama, and story. I can name the structures of poems, dramas, and stories when writing or talking about a text. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. I can recognize that chapters are found in stories, scenes are found in dramas, and stanzas are found in poems. (K) I can explain how a story evolves from the beginning to the end. I can explain how each chapter, scene or stanza is important to the overall organization of a story. 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. I can locate textual evidence that supports the theme, setting, or plot development. I can analyze text and determine the authors purpose for including a particular sentence, chapter, scene, or stanza. I can recognize how a particular sentence, chapter, scene, or stanza contributes to the overall text and its meaning.3rd: Scene Stanza Drama Story Poem 4th: Prose 5th: Chapter Scene Stanza 6th: structure of narrative text6. Assess how point of view or purpose shapes the content and style of a text.Distinguish their own point of view from that of the narrator or those of the characters. I can explain what point of view means. I can identify who is telling the story. I can tell the difference between the point of view of the narrator, the characters, and me. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. I can identify the point of view in the story and tell if it is first or third person. I can compare and contrast the point of view from different stories. I can explain how the point of view of a story influences the meaning and impact of the story. ie: Is the difference in which a story is narrated (POV) significant to the meaning of the writing? In other words, is first person more powerful than 3rd person?Describe how a narrators or speakers point of view influences how events are described. I can identify basic points of view as first person (narrator tells about her/himself: I), second person (narrator talks directly to reader: You), or third person (narrator tells about others: he/she/it). (K) I can determine a narrators or speakers point of view (1st. 2nd or 3rd person) in a text. (R) I can describe how events in a text are influenced by point of view. (S)Explain how an author develops the point of view of the narrator or speaker in a text. I can identify/classify the point of view in a story as first, second, third, third person limited, third person omniscient. I can explain how the author developed the narrators point of view by revealing thoughts, feelings, actions, and spoken words. 3rd: Narrator Difference 4th: Point of View 1st person 3rd person 5th: 2nd person point of view  Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* * Refer to Research to Build & Present Knowledge in Writing and Comprehension & Collaboration in Speaking and Listening. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). I can use the illustrations in a text to help me make meaning of the mood, setting and characters. I can look at the illustrations of a text to figure out the mood of the story. I can look at the illustrations of a text to figure out more about the setting than what is written. I can look at the illustrations of a text to figure out more about the traits of a character than what is written.Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. I can compare and contrast the text of a story with a performance of the same story. I can identify where a text gives specific directions that a visual or oral presentation uses.Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). I can determine how visual elements add meaning, create tone, and contribute to the beauty of a text. (R) I can analyze multimedia presentations of a text and determine how a media presentation adds to the meaning, tone and beauty of an original text. (R)Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. I can explain the mental images that occur while reading. I can compare mental images created while reading and the images presented in a media version of the same text. I can contrast mental images created while reading and the images presented in a media version of the same text.3rd: Mood Character traits 5th: Tone Visual Element Multimedia 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.(Not Applicable in Literary Text)(Not Applicable in Literary Text)(Not Applicable in Literary Text)(Not Applicable in Literary Text)9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.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). I can define the terms theme, setting and plot. I can identify the theme, setting and plot of a story. I can compare and contrast story themes. I can compare and contrast settings in stories. I can compare and contrast plots in stories.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. I can compare and contrast how stories, myths and traditional literature from different cultures treat the same theme, topic, or pattern of events.Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. I can identify similar themes and topics found in stories from the same genre. (K) I can compare (determine similarities in the same genre can communicate the same theme or topic. (R) I can contrast (determine differences) how stories in the same genre can communicate the same theme or topic.(R)Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. I can explain the characteristics of different forms (genres & modes) of text. I can explain the characteristics of different genres. I can compare/contrast how a variety of text forms or genres communicate a similar theme or topic.3rd: Theme Plot Setting 5th: Genre 6th: Mode  10. Read and comprehend complex literary and informational texts independently and proficiently. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 23 text complexity band independently and proficiently. I can read and understand benchmark text on my own. I can use reading strategies to help me understand difficult text. I can read texts with well-developed characters and episodes. I can read and understand text with internal and external dialogue. I can read and understand text with unassigned dialogue and tell who is speaking. I can connect episodes with the time shifts in a text. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. I can read and understand grade level text on my own. I can tell what a text says, what it means and use the ideas in a new way by myself. I can read and understand text that requires content knowledge to understand the setting (history/ geography) I can read and understand text that has complex ideas on many different topics require real or vicarious (through reading) experiences. I can read text with long stretches of descriptive language that is important to understanding the setting and the characters. I can read and understand texts that are highly literary. I can read text with words that are seldom used in oral language and difficult to decode. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 45 text complexity band independently and proficiently. I can recognize when the text I am reading is too easy or difficult for me. (K) I can determine reading strategies (ex: ask questions, make connections, take notes, make inferences, visualize, re-read) that will help me understand difficult text. (S) I can read and understand text that requires an understanding of other cultures (race, language, culture. I can read and understand texts with themes that evoke alternative interpretations. I can read and understand texts that present multiple themes that may be understood in many layers. I can read and understand text that has significant social meaning and relevance. I can read and understand text with complex plots. I can read and understand text with obvious symbolism. I can read and understand text with complex and varied sentence structures. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. I can recognize when the text I am reading is too easy or difficult for me. I can determine reading strategies that will help me comprehend text. I can read and understand text with unusual text organization such as flash forward and flashback. I can read and understand text that has significant social meaning and relevance. I can read and understand text with complex plots. I can read and understand text archaic language. I can read and understand text with complex and varied sentence structures.3rd grade Internal dialogue External dialogue Time shifts 5th grade: Evoke Alternative Interpretation Relevance Symbolism 6th grade: Archaic  Reading Standards for Informational Text Anchor Standards3rd Grade4th Grade5th Grade6th GradeCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetVocabulary1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. I can ask questions that show I understand the text. I can answer questions that show I understand the text. I can use evidence from the text to support my questions and answers.Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. I can use details and examples from what Ive read to explain what the text says. I can use details and examples from what Ive read to analyze and explain what the author means but does not say word for word.Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. I can use the exact words in a text to support my explanation of that text. I can use the details and examples from a piece of literature to support the predictions and/or deeper meanings of the text that I make. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can cite evidence from a text to support conclusions about and inferences drawn from informational text.3rd grade Evidence Support Details Text 4th grade: Infer / imply 5th grade: Quote / quotation 6th grade: Cite/ citation2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Determine the main idea of a text; recount the key details and explain how they support the main idea. I can define main idea. I can identify the main idea of a text. I can retell the key details of a text in my own words. I can explain how the key details support the main idea of the text.Determine the main idea of a text and explain how it is supported by key details; summarize the text. I can identify the main idea of a text and the details that support it. I can summarize what Ive read. I can explain how key details support the main idea of a text. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. I can use key details from the text to explain two or more main ideas of that text. I can summarize a text by retelling the events of the text. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. I can determine the central idea of informational text. I can use details in a text to demonstrate how the central idea is developed. I can write an objective summary of informational text.3rd grade: Retell Recount Main idea Key details Support 4th grade: Summary/ summarize 6th grade: Central idea objective3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. I can define event, procedure, idea, sequence and cause/effect. I can explain how events or ideas are connected by time. I can explain how events or ideas are connected by sequence. I can explain how events or ideas are connected by cause/effect. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. I can use specific information from a text to explain events or ideas. I can explain the different kinds of information that can be found in different kinds of text. eg.: procedures have step-by-step processes, historical texts will have names, dates and events, etc. I can use that information to explain what happened and why.Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. I can identify individuals, events, and ideas and/or concepts in different types of texts. I can use specific information in a text to explain how the ideas and/or concepts, events, and people in a text are connected and relate to one another.Analyze in detail how a key individual, event, idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). I can analyze the details and structure of a text to explain how a key individual, event, or idea is introduced and developed in a text. 3rd grade Event (small or large moment) Procedure Idea Sequence Cause/effect (cause/effect time words before, now, later) (sequence words first, next, last) (cause/effect words because, then, if) 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. I can recognize and understand new vocabulary when I am reading. I can learn the meaning of new words using words and explanations in the text. I can learn the meaning of new words using text features the author provides, such as headings, the glossary, charts, graphs and labels. I can learn the meaning of new words when the author explains them across more than one page. I can use new vocabulary appropriately when speaking and writing. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. I can recognize and understand new vocabulary when I am reading. I can use various strategies to figure out the meaning of new vocabulary. I can use new vocabulary appropriately when speaking and writing. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. I can understand grade-level science/social studies/content vocabulary. I can use various strategies to determine the meaning of content specific words and phrases in a text. I can find and use resources to help in determining the meaning of unknown content words.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. I can use context clues to determine the meaning of words and phrases in informational text. I can identify similes, metaphors, personification, and onomatopoeia in informational text. I can determine the difference between denotative and connotative meanings of words in informational text. I can determine the technical meanings of words in informational text. 3rd grade Context clues Dictionary Glossary Rereading 6th grade: Similes Metaphors Personification Onomatopoeia Denotative Connotative Technical 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. I can use key words, sidebars and hyperlinks to find important information on a topic. I can use an index, headings and subheadings to locate important information on a topic. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. I can describe the structure of an informational text using appropriate labels, such as chronological, comparison, etc. ) I can use the structure of the text to help me understand the authors purpose. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. I can use the organization of a text to determine the text structure. I can compare and contrast text structures found in numerous pieces of text.Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. I can explain how a particular sentence, paragraph, chapter or section fits into the overall structure of informational text. I can explain how a particular sentence, paragraph, chapter or section contributes to the development of ideas in informational text.3rd grade Text features: title, heading, table of contents, index, glossary, types of print, photos, diagrams, maps, captions, charts/graphs, labels6. Assess how point of view or purpose shapes the content and style of a text.Distinguish their own point of view from that of the author of a text. I can define Point of View. I can name the point of view of the author. I can hold on to ideas across a text and synthesize them into big ideas. I can tell the difference between the point of view of the author and my own point of view.Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. . I can tell the difference between a primary and secondary source. I can compare and contrast primary and secondary sources by describing the differences in perspective and information.Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent I can read or hear an account of the same event or topic in multiple ways, and identify similar and different points of view. I can analyze how different authors develop the same event or topic and determine how each authors point of view affects the text.Determine an authors point of view or purpose in a text and explain how it is conveyed in the text. I can identify the authors purpose and opinion in informational text. I can use details, vocabulary and organization to explain how the author conveys his purpose and opinion in informational text.3rd: Headings Table of Contents Glossary Electronic menu Icon 4th: Primary source Secondary source Perspective7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). I can use illustrations and words from a text to help me make meaning. I can explain how the information in illustrations and graphics adds to the information in the text. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. I can gather information from graphic features of the text (charts, diagrams, animations etc.). I can explain how the graphic features of a text help me understand the text better.Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. I can obtain information from different sources, including digital. I can answer questions quickly and accurately using different kinds of resources.Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. I can read, watch, or listen to information to develop my understanding and opinion about a topic or issue. I can recognize that authors use various formats when presenting information on a topic/issue. I can identify visual displays of information (graphs, diagrams, charts, media clips.)3rd grade Illustrations: photos, diagrams, maps, charts, graphs, comparisons8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). I can identify words authors use to help me make connections between sentences and paragraphs (similar, different, because, if, first, last). I can describe connections between sentences and paragraphs. I can identify a topic sentence in a paragraph.Explain how an author uses reasons and evidence to support particular points in a text. I can explain how reasons and evidence support the particular points in a text.Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). I can identify which reasons and evidence support particular points. I can explain how the author uses details to support the main point(s). I can explain how the reasons and evidence support the particular points in a text.Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. I can identify the side of an argument an author presents in a text. I can determine the credibility of the author and his/ her purpose (who wrote it, when it was written, and why it was written) I can identify claims that are supported by fact(s) and those that are opinion(s). I can evaluate an argument using the evidence an author provides.3rd grade Sentence Paragraph Cause/Effect Sequence Topic sentence Comparison 4th grade: Reasons Evidence 6th grade: Argument Credibility Claim Fact vs. opinion Evaluate 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Compare and contrast the most important points and key details presented in two texts on the same topic. I can identify and select the most important points and key details found in two texts on the same topic. I can compare and contrast the most important points and key details on two texts on the same topic. I can compare and contrast the big ideas synthesized from more than one text.Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. I can use information from multiple texts to write or speak like an expert.Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. I can locate information from several texts on the same topic. I can determine which pieces of information best support my topic. I can combine information found in several pieces of text to write or speak with proficiency.Compare and contrast one authors presentation of events with that of another (e.g., a memoir written by and a biography on the same person). I can read, watch, or listen to different authors present information based on their point of view. I can explain the differences between memoirs, biographies, articles, essays, expository nonfiction, and narrative nonfiction. I can compare and contrast different texts about the same topic.3rd grade Compare Contrast Key details 5th: Proficiency10. Read and comprehend complex literary and informational texts independently and proficiently.By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. I can read and understand benchmark text on my own and ask for help when needed. I can use reading strategies that will help me understand difficult text. I can read and understand texts that include graphics that add to the information to the sentences and paragraphs on the page. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. I can read and understand grade level informational texts on my own. I can read and understand a full range of graphics including scales and legends. I can read and understand graphics that are not fully explained in the text. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently. I can read and understand grade-level appropriate informational text on my own. I can determine reading strategies that will help me comprehend difficult texts. I can understand new information through reading a text independently and proficiently. I can read and understand informational text that has multiple text structures. By the end of the year, read and comprehend literary nonfiction in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. I can recognize when the text I am reading is too easy or too difficult for me. I can determine reading strategies (e.g. ask questions, make connections, take notes, make inferences, visualize, reread, use text structure) that will help me help comprehend difficult texts. I can read and understand text with a complex combination of text structure. I can read and understand text with dense content. Features Caption Diagram Heading Photograph Labels Timeline Reading Standards: Foundational Skills (K3) These standards are directed toward fostering students understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already knowto discern when particular children or activities warrant more or less attention. Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow. 3rd Grade4th Grade5th GradeCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetVocabulary(Not applicable)(Not applicable)(Not applicable)(Not applicable)(Not applicable)(Not applicable)(Not applicable)(Not applicable)3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words. (see CCSS Appendix A pp. 17 -22).  HYPERLINK "http://www.corestandards.org/assets/Appendix_A.pdf" http://www.corestandards.org/assets/Appendix_A.pdf I can define prefix and suffix. I can identify common prefixes and suffixes (un, re, pre, er, est, ful). I can explain the meaning of the common prefixes and suffixes and how they change the meaning of the root word. I can use common prefixes and suffixes to understand new words. I can break apart words to use syllables to decode new words. I can read grade-level sight words and words that dont follow sound rules.3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (see CCSS Appendix A pp. 17 -22).  HYPERLINK "http://www.corestandards.org/assets/Appendix_A.pdf" http://www.corestandards.org/assets/Appendix_A.pdf I can use knowledge of all letter correspondences sound in decoding words. I can use syllabication patterns in decoding words. I can use morphology (e.g. roots and affixes) to decode words. I can read multisyllabic words in and out of context.3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (see CCSS Appendix A pp. 17 -22).  HYPERLINK "http://www.corestandards.org/assets/Appendix_A.pdf" http://www.corestandards.org/assets/Appendix_A.pdf I can use my knowledge of consonant blends, long vowel patterns and short vowel patterns to decode words. (S) I can analyze the structure of words by finding compound words, roots, prefixes, suffixes and syllables. (R) I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words. (S).3rd grade Prefix Suffix Syllable Root word Sight word Sound rules 4th: Morphology 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. I can read grade-level text with expression that shows I understand the text. I can read poetry fluently and with rhythm. I can tell if a sentence makes sense and correct my reading, using context clues, and punctuation when needed. I use my knowledge of punctuation to self-monitor my reading.4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. I can read with accuracy and fluency to support my comprehension with grade level text. I can read orally with accuracy, pace and expression on repeated readings. I can monitor my understanding, rereading and self-correcting when necessary. I can read grade level prose with accuracy, appropriate rate, and expression. I can read grade level poetry with accuracy, appropriate rate, and expression. 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. I can read grade-level text both accurately and fluently and understand what I have read. I can accurately read poetry aloud with expression and at an appropriate rate. I can recognize when a word I have read does not make sense within the text. (K) I can self-correct misread or misunderstood words using context clues, and reread as necessary.3rd grade Fluency/fluently Context clues Writing Anchor Standards3rd Grade4th Grade5th Grade6th GradeCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetVocabulary1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. I can describe my opinion or point of view on a topic. I can support my opinion or point of view with reasons. I can use linking words (because, therefore, since) to organize my writing and connect opinions and reasons. I can write a lead that hooks my reader. I can write a conclusion that leaves the reader satisfied. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. I can clearly state an opinion. I can support my opinion with reasons and factual evidence. I can write an introduction that includes my opinion. I can write paragraphs that support my opinion. I can organize my writing with an introduction, opinion and supporting evidence. I can give reasons that are supported by facts and details. I can write paragraphs that use transition words and phrases to link information, facts, and details. I can write a conclusion that relates to my opinion.Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. I can determine and state my opinion/point of view on a particular topic or text. I can support my opinion with logical reasons using facts and details as evidence. I can organize my reasons and evidence (chronology, compare/contrast, cause/effect, problem/solution) I can write an introduction that clearly states my opinion and includes supporting evidence. I can use transition words, phrases and clauses to connect my ideas. I can write a conclusion that restates my opinion. I can write an opinion piece with an introduction, supporting facts, and conclusion. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. I can explain the difference between an opinion and an argument. I can explain the difference between an argument, an informational text and a narrative text. I can write a claim that is clear and defendable. I can support my claim with clear reasons and relevant evidence. I can use transitions and signal words to show relationships between my claim and reasons and evidence. I can write in a formal style. I can summarize or restate my argument in a conclusion. 3rd grade Opinion Point of view Reason Link Lead Conclusion Satisfied 6th Argument Claim 2. Write informative / explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. I can choose a topic and find information (facts, definitions, details) on that topic. I can include facts, definitions and details to support my writing. I can use illustrations and other text features to support my writing. I can use linking words (also, another, and, more, but) to organize my writing and connect ideas. I can write a lead that hooks my reader. I can write a conclusion that leaves the reader satisfied.Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. I can understand the difference between informational and fiction texts. I can write a text to clearly inform or explain a specific topic. I can understand different common text structures of informational texts. I can write an interesting introduction that grabs the reader. I can choose and use informational text structure to fit the type of information and purpose of my writing. I can use illustrations with captions and/or multimedia that support my topic. I can group related information and organize my writing. I can include useful graphic features. I can explain the topic in depth using supporting details, facts, quotes, etc. I can use transition words to connect my ideas within a section. I can use topic-related vocabulary to explain my topic. I can write a conclusion that relates to the topic.Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. I can select a topic and develop questions to explore to learn more about the topic. I can gather and logically group information on my topic. I can write a clear introduction to introduce my topic. I can clearly explain my topic using supporting details, facts, quotes, and definitions. I can use transition words, phrases, and clauses to connect my ideas within and between paragraphs. I can use topic-related vocabulary to explain my topic. I can write a conclusion that is related to the topic. I can use headings, illustrations, and multimedia when needed to clearly communicate ideas to the reader. I can write a complete informative piece that communicates ideas and information clearly.Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. I can write an informative/ explanatory piece using a variety of text structures, including definition, classification, comparison/contrast, and cause/effect. I can use text features to enhance an informational piece (headings, graphics, etc.) I can an interesting introduction for my topic. I can use facts, definitions, examples, explanations and quotes develop my topic. I can use transitions to demonstrate relationships and elaborate on the details and ideas used to explain my topic. I can select and use a graphic organizer to help me organize my information based on the task, assignment and audience. I can write an interesting conclusion to my informational / explanatory piece. Topic Information Topic Facts Organize Informative Categories Informative Explanatory Definitions Conclusion Main idea/details Lead Conclusion Satisfied Illustrations: photos, diagrams, maps, charts, graphs, comparisons Linking words3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. I can write a story or personal event with characters, a plot sequence and setting. I can put the events in my story in order so that one event leads to the next. I can elaborate on the experience by using detailed action, internal and external thoughts, feelings, and dialogue. I can show changes in time by using words like before, during, after. I can write an ending that leaves my reader satisfied.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. I can generate ideas for narrative pieces based on real or imagined experiences. I can develop small moment stories using sensory details. I can by describe the characters and setting through my story. I can organize the events in my writing in a meaningful sequence. I can write a balance of setting, action, and dialogue in my story. I can use dialogue and thoughts to show characters feelings in my story. I can use transition words to signal changes in time and place in my story. I can use exact words and show, not tell details that paint a picture with words. I can write an ending that connects to the events of my story and provides a sense of closure.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. I can use a logical sequence to plot a story. I can set the scene for the reader by introducing the narrator, characters, and setting of my story. I can use dialogue, and detailed descriptions to develop events and show how characters respond to situations. I can use transition words to create a meaningful sequence of events in my story. I can use descriptive words and phrases that describe my five senses to show not tell the details of my story. I can write a conclusion that wraps up the events of my story.Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. I can write an engaging lead to a story that establishes a context by introducing a narrator, character or setting. I can order the events or scenes of a story in a logical sequence and include conflict and resolution. I can use dialogue, pacing and description to develop the characters, their experiences and events in my story. I can use a variety of transitions and signal shifts to move from one event to another in a story. I can create sensory images to make my story come to life for the reader. I can create a reasonable and believable resolution for a story. I can write a well-crafted on-demand piece in one class period that includes essential narrative features.  3rd grade Narrative Character Plot Setting Events Show (not tell) Elaborate Dialogue Lead Satisfied 4th grade: Internal dialogue 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 13 above.) I can choose the writing mode that will fit my assignment. (task, purpose, audience) I can create a piece of writing that shows I understand the style of a certain writing mode. I can use a graphic organizer or planning tool to organize my ideas.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) I can determine the type of writing required in an on-demand task. I can write a first draft that is clear, organized, and makes sense for a specific purpose or audience.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) I can determine the type of writing appropriate for a given task, purpose, and audience. I can write to meet the requirements of a given task or assignment. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) I can determine the type of writing appropriate for a given task, purpose, and audience. I can write to meet the requirements of a given task or assignment.Writing mode what is the product? (letter, story, essay, response) Text Type Writing style5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 3 on pages 28 and 29.) I can ask and answer questions (What am I really trying to say? What is this really about? Etc.) about my writing and the writing of my peers. I can explain what I am trying to do as a writer on a piece that I am working on. I can use my own thinking and feedback from others to add and to delete from my writing to make it more clear and interesting. I can edit my writing to show I understand the conventions of writing for 3rd grade. (the target should be revised to include those taught see the Language Targets below)With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 4 on pages 28 and 29.) I can use mentor texts to identify craft moves a writer can make and try them in my own writing. I can ask and answer questions about my writing and the writing of my peers. I can explain what I am trying to do as a writer on a piece I am working on. I can identify and ask questions about what I need to work on to improve or strengthen a piece I am working on. I can use my own thinking and the feedback from others to add and delete from my writing to make it more clear and interesting. I can recognize that a well-developed piece of writing requires more than one draft. I can edit my writing to show I understand the conventions of writing for 4th grade. (the target should be revised to include those taught see the Language Targets below)With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 5 on pages 28 and 29.) I can use mentor texts to identify craft moves a writer can make and try them in my own writing. I can ask and answer questions about my writing and the writing of my peers. I can explain what I am trying to do as a writer on a piece I am working on. I can identify and ask questions about what I need to work on to improve or strengthen a piece I am working on. I can use my own thinking and the feedback from others to add and delete from my writing to make it more clear and interesting. I can follow the writing process (generate, nurture, draft, revise, and edit) to create multiple drafts with support from my teacher and peers. I can recognize that a well-developed piece of writing requires more than one draft. I can edit my writing to show I understand the conventions of writing for 5th grade. (the target should be revised to include those taught see the Language Targets below) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 6 on page 52.) I can use mentor texts to identify craft moves a writer can make and try them in my own writing. I can ask and answer questions about my writing and the writing of my peers. I can explain what I am trying to do as a writer on a piece I am working on. I can identify and ask questions about what I need to work on to improve or strengthen a piece I am working on. I can use my own thinking and the feedback from others to add and delete from my writing to make it more clear and interesting. I can follow the writing process (generate, nurture, draft, revise, and edit) to create multiple drafts with support from my teacher and peers. I can recognize that a well-developed piece of writing requires more than one draft. I can recognize when revising, editing, and rewriting are not enough, and I need to try a need approach. I can edit my writing to show I understand the conventions of writing for 6th grade. (the target should be revised to include those taught see the Language Targets below)  3rd grade Plan (prewriting strategies) Revise Edit Draft6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Handwrite 1 full page of text/ 10 minutes of writing. I can use technology and keyboarding skills to produce and publish my writing with help from others. I can safely save my writing to a shared drive. I can productively write one full page of text for every 10 minutes provided in class. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. I can make informed decisions to choose the technology that fits my writing needs. I can use technology to produce and publish my writing. I can use technology to work together with others. I can productively type at least one page in one sitting. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. I can make informed decisions to choose the technology that fits my writing needs. I can publish my writing using technology and proper keyboarding skills to produce a minimum of two pages in one sitting. I can use technology to work together with others. I can productively type at least two pages of text in a single sitting. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. I can identify technology that will help me compose, revise, edit, and publish, my writing. I can use technology resources to share my writing and collaborate with others. Ex. Google Docs I can use my keyboarding skills to type a complete original text. I can productively type at least three pages of text in a single sitting. 3rd grade Keyboarding skills Technology Publish Shared drive 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Conduct short research projects that build knowledge about a topic. I can define research. I can research a topic to answer questions and/or gain information. I can report my research findings so that others will understand what I learned. Conduct short research projects that build knowledge through investigation of different aspects of a topic. I can identify a focus question to investigate. I can gather a variety of information about my research topic. I can organize information into main ideas and supporting details.Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. I can identify a focus question to investigate. I can use multiple sources to produce a short research project on a specific topic. I can recall from personal experience or gather information that is important for a specific topic. I can summarize and/or paraphrase information in notes and finished work. I can create a bibliography with my sources.Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. I can identify a relevant focus question to investigate. I can use multiple sources (print, electronic and personal experience) to gather information on a topic or evidence to support both sides of a position or claim. I can develop new questions to extend my thinking or refocus my research. 3rd grade Research Topic8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. I can gather information from texts, the Internet, and my experiences. I can take notes about a topic. I can sort information from my notes into categories.Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. I can recall information from my experiences for a specific topic. I can use critical thinking skills to choose credible sources for my research. I can gather information from different sources. I can take notes in my own words and put my information into categories. I can provide a source list.Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. I can recall from personal experience or gather information that is important for a specific topic. I can summarize and/or paraphrase information in notes and finished work. I can create a bibliography with my sources.Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. I can use print and digital sources for research. I can evaluate the credibility of sources. I can paraphrase information from resources. I can site resources for research. 3rd grade Experiences Internet Texts Notes Categories9. Draw evidence from literary or informational texts to support analysis, reflection, and research.(Begins in grade 4)Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a characters thoughts, words, or actions].). b. Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text). I can analyze literary or informational text by responding to what the text says or implies. I can identify evidence from a text that supports my analysis. I can use what I know about how literary text is written to support my analysis of the characters, setting and events in a story. I can use what I know about how informational texts are written to support my analysis of the authors ideas and intent. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]). b. Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]). I can use information from texts Ive read to support my analysis, reflection or research. I can apply what I know about literature to support my analysis, reflection and research when I compare and contrast. I can apply what I know about informational texts to support my analysis, reflection or research of more than one idea, concept or point. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics). b. Apply grade 6 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not). I can use information from texts Ive read to support my analysis, reflection or research. I can apply what I know about multiple literary genres to support my analysis, reflection or research on common themes or topics. I can apply what I know about informational texts and arguments to support my analysis, reflection and research on lines of thinking and claims that are supported and those that are not. I can use and cite text evidence to support my analysis and reflection. I can site resources used in my research. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. I can write for long or short periods of time, depending on my assignment. (stamina) I can write and revise for various tasks, purposes and audiences.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. I can write fluently in an on-demand setting or over several class periods for different tasks, purposes, and audiences. I can write purposefully and with increasing stamina in a class period. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. I can write for short or long periods of time to complete different writing tasks. I can write purposefully and with increasing stamina in a class period.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. I can write for short or long periods of time to complete different writing tasks. I can write purposefully and with increasing stamina in a class period.Stamina Assignment  Speaking and Listening Anchor Standards3rd Grade4th Grade5th Grade6th GradeCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetVocabulary1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. I can learn from my reading and share information in a group discussion. I can listen to others and use their ideas to help me understand the topic. I can follow group discussion rules. I can ask questions when I do not understand. I can stay on topic during discussions. I can make comments that connect to the discussion. I can explain new ideas I have during and after a discussion.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. I can makes notes on my reading and use them in a group, partner, and teacher-led discussions. I can build on others ideas and express my ideas clearly. I can bring my prior or learned knowledge about the topic to a discussion. I can help develop group discussion rules and responsibilities. I can follow group rules in a discussion. I can perform my assigned role in the group. I can actively participate in a discussion by asking and answering follow-up and clarifying questions. I can actively participate in a discussion by responding to others comments. I can review the ideas shared in a discussion group. I can explain how I adjust or confirm my thinking based on a discussion.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. I can bring information and ideas from a text and use them in a discussion. (S) I can bring my prior or learned knowledge about the topic to a discussion. (K) I can help develop group discussion rules and responsibilities. (R) I can follow group rules in a discussion. (S) I can perform my assigned role in the group. (S) I can actively participate in a discussion by asking and answering follow-up and clarifying questions. (S) I can actively participate in a discussion by responding to others comments. (S) I can make connections between the comments of others. (S) I can review the ideas shared in a discussion group. (S) I can explain my own ideas and tell what Ive learned from a discussion. (S)Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. I can collaborate in a positive manner with peers. I can read and prepare material for discussion based on group goals and deadlines. I can define the rules and individual roles necessary for collaborative discussion. I can create questions and find key points to contribute to discussion. I can participate in a discussion by asking and answering questions. I can elaborate/expand on my own ideas and/ or the ideas of others. I can paraphrase the key elements of the discussion to show understanding of the different perspectives/point of view 3rd grade Discussion Discussion rules Topic Connection2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. I can identify information from a text read aloud. I can identify information that is presented in different ways (ex: charts, graphs, speeches, websites). I can use the information I hear to tell the main idea and supporting details.Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. I can paraphrase chunks of any text format. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. I can identify key ideas and information in a text being read aloud. (K) I can identify key information presented in different formats (e.g. media, charts, graphs, websites, and speeches). (K) I can summarize information presented to me to determine the main idea and supporting details. (S) Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. I can identify the key ideas presented in a variety of media and formats (charts, graphs, tables, web sites) I can develop a meaningful interpretation of information presented in a variety of formats. I can explain how information presented in different formats contributes to my understanding of the topic by integrating the information with what I have already learned. I can explain how the media and formats adds meaning to the topic. 3rd grade Identify Main idea Supporting details Formats3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. I can ask questions about a speakers presentation when I do not understand. I can answer questions about a speakers presentation by using information and details I have heard.Identify the reasons and evidence a speaker provides to support particular points. I can paraphrase a speakers reasons and evidence for the ideas he or she presents.Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. I can identify a speakers claims that are supported by reasons and evidence. (K) I can summarize how each of a speakers claims is supported by reasons and evidence. (R)Delineate a speakers argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. I can identify the speakers argument and claim(s). I can determine the credibility of a speaker and his/her purpose. I can identify claims that are facts from those that are opinions. I can explain the development of a speakers argument and evaluate its value by using evidence that he/she uses to support his/her claim. 3rd grade Presentation Detail4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. I can present what I have learned or experienced in various formats, using appropriate facts and details. I can report my information by speaking clearly at an understandable pace and volume.Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. I can speak clearly about what I have learned or experienced in an organized manner using facts and details in an appropriate format. (ie: reporting, story-telling, etc.)Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. I can determine appropriate facts and relevant descriptive details to support the main idea or theme. (R) I can determine a logical sequence for presenting my ideas and facts. (R) I can present my ideas and/or opinion with facts and relevant details that support the main idea or theme in a logical sequence. (S) I can report my information by speaking clearly at an appropriate pace. (S)Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. I can present my claims in a sequence that makes sense. I can support my claims with pertinent/important details that support the main idea. I can present my information using appropriate eye contact. I can speak with appropriate volume and clear pronunciation. 3rd grade Formats Pace Relevant5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. I can read aloud stories or poems and use my voice to make them come to life. I can speak clearly and at an understandable pace when I am recorded reading stories or poems. I can add illustrations, graphs or photos to highlight facts and details.Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. I can use technology to help develop my main idea or themes with more impact in my presentations. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. I can identify main ideas or themes in my presentation that could be enhanced. (K) I can determine when its appropriate to add graphics, sound, and visual displays in my presentation to enhance my main ideas or themes. (R) I can use appropriate graphics, sounds, and visual displays to enhance my main ideas or themes in my presentation.Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. I can identify parts of my presentation that could use clarification. I can determine an appropriate media component or visual (graphics, images, music, sound) to clarify information. 3rd grade Pace6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) I can recognize a complete sentence that contains phrases to elaborate. I can speak using complete sentences.Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) I can choose between formal English or informal language when speaking in different settings and with different audiences. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) I can determine appropriate speech (formal / informal) use for the situation, task, and audience. (R) I can adapt a speech for various tasks or situations. (S) I can compose a formal speech that shows an understanding of grade 5 Language standards. (P)Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) I can determine when it is appropriate to speak in a formal or informal manner. I can compose a formal speech that shows an understanding of 6th grade Language standards. Formal register Informal register Language Anchor Standards3rd Grade4th Grade5th Grade6th GradeCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetCCSS Learning TargetVocabulary1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. I can define noun, pronoun, verb, adjective and adverb. I can explain how nouns, pronouns, verbs, adjectives and adverbs function in a sentence. I can define plural. I can make a singular noun into a regular plural noun (boy/boys) or an irregular plural noun (mouse/mice). I can define abstract nouns (nouns that represent an idea, emotion or feeling) and use them correctly. I can explain the difference between regular (walk/walked) and irregular (run/ran) verbs and use them correctly. I can define antecedent (the word or group of words a pronoun replaces) and make sure a pronoun agrees with its antecedent (the girl/her; the group/them) I can choose the correct form of an adjective, its er form and its -est form when writing or speaking. I can identify coordinating conjunctions (for, and, nor, but, or, yet, so) and subordinating conjunctions (after, because, if, since, while) and use them correctly. I can identify and create simple sentences (Emma walks to school.), compound sentences (Emma walks to school, and her dog follows her.), and complex sentences (Because Emma took the dog back home, she was late for school.).Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).* I can use who, whose, whom, which, that, where, when and why appropriately. I can use verb tense to show past, present and future. I can use can, may, must, would, should, must, will appropriately. I can write adjectives in standard English patterns.  HYPERLINK "http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord.htm" http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord.htm I can use prepositional phrases to improve my writing. I can recognize and repair sentence fragments and run-ons. * I can use to, too, two, there and their correctly.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor). I can show my understanding of the English language when writing and speaking. I can explain the purpose of conjunctions. I can explain the purpose of prepositions. I can explain the purpose of interjections. b. I can accurately form and use verbs in the perfect tense when speaking and writing. I can accurately form, use, and recognize the correct verb tense when speaking and writing. I can correctly use conjunctions that show relationships such as either, or, neither, nor. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language.* I can define pronoun (a word that takes a the place of one or more nouns) I can identify a pronoun and its antecedent (the word or group of words a pronoun replaces). I can determine when a pronoun and its antecedent do not match (the pronoun must match the word it replaces in number and person, e.g., student/ his or her, students/ their). I can identify intensive pronouns (a pronoun that ends in self or selves that emphasizes its antecedent) and use them correctly in my writing and speaking. I can identify and correct an (unclear/ ambiguous) antecedent (The book was in the car, but now its gone. Whats gone; the book or the car?). (S) I can identify and correct misuses of pronouns in my own and others work. (S) Kindergarten Uppercase letters Lowercase letters 3rd grade Define Noun Pronoun Verb Adjective Adverb Singular Plural Regular verb Irregular verb Abstract noun Past tense Present tense Future tense Coordinating conjunction Subordinating conjunction Simple sentence Compound sentence Complex sentence Antecedent 4th grade Verb tense (past, present, future) Prepositional phrase 5th grade Conjunction Interjection Perfect tense 6th grade: Ambiguous 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. I can identify words in a title that should be capitalized. I can identify words in a title that should not be capitalized. I can use a comma to separate the city and state in an address. I can use commas and quotations marks correctly in dialogue. I can identify possessives (nouns that own something) and form singular possessives (s) and plural possessives (s). I can spell sight words and spelling words correctly, and I know the spelling rules to use when I add suffixes. I can write words correctly using common spelling patterns. I can identify misspelled words and use resources to help me in spelling correctly.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. I use capital letters at the beginning of sentences, for proper nouns, and titles. I can use commas and quotation marks correctly to show dialogue. I can use quotation marks correctly to quote from a text. I can use commas with coordinating conjunctions to correctly write compound sentences. I can correctly spell grade level words.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. I can accurately use capitalization and punctuation when writing. I can use commas and semi-colons to separate items in a series. I can use commas to separate an introductory element from the rest of the sentence. I can use commas to set off the words yes and no. I can use commas to set off a tag question from the rest of the sentence. I can use commas to indicate direct address. I can indicate titles of works in my writing using underlining, quotation marks, or italics. I can accurately spell grade-level words when writing. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* b. Spell correctly. I can correctly use basic capitalization and punctuation when I write. I can use what I know about words and word structures to correctly spell and identify misspelled words that I am unsure of how to spell. I can and resources to help me correct the spelling of words I am unsure of. I can define nonrestrictive elements (unnecessary extra information) and restrictive elements (necessary extra information). (K) I can define parenthetical elements (interrupters, e.g., at any rate, in my opinion, never the less). (K) I can use commas to separate restrictive and parenthetical elements from the rest of a sentence when I write. (R) I can recognize that nonrestrictive elements and parenthetical elements are to be set apart from the sentence using parentheses and dashes (parentheses reduce the importance; dashes increase the importance) (K) I can use sentences in my writing that contain nonrestrictive and parenthetical elements and are punctuated correctly. Key to help understanding: Comma= very important Dash(-)= less important ( ) = very little importance 3rd grade Comma Quotation Marks Dialogue Apostrophe Suffix Prefix Singular possessive Plural possessive 5th grade Commas Semicolons Introductory element Direct address Italics 6th grade: Nonrestrictive elements Restrictive elements Parenthetical elements 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. I can identify words or phrases in a story that bring it to life. I can choose words and phrases when writing or speaking to bring my story to life. I can explain the difference between the conventions of written and spoken language . I can explain when it is appropriate to use formal or informal language conventions. I can follow standard English rules when writing.Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). I can choose words and phrases that make my message clear. I can revise punctuation to create a different effect. I can choose between formal English or informal language when speaking in different settings and with different audiences. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. I can identify simple, compound, and complex sentences structures. I can use a variety of sentence types to convey meaning and create interest. I can compare and contrast variations of the English used in stories, dramas, or poems.Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/ listener interest, and style.* b. Maintain consistency in style and tone.* I can distinguish between simple sentence structures (one independent clause), compound sentence structures (two or more independent clauses), and complex sentences (one independent clause and one or more subordinate clauses). I can determine an authors purpose for using varied sentence structures to create an individual style and specific tone. I can create a written or spoken piece that mimics the style of a specific author/ speaker. I can vary sentence patterns in my own writing and speaking to create an individual style and specific tone that maintains consistency.  3rd grade Written language Spoken language Standard English rules Formal language Informal language4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. I can use context clues to help me understand the meaning of an unknown word in a sentence. I can use common affixes (un, dis, able, less) added to a word I know to understand the new word. I can break down unknown words into units of meaning (affix, root) to understand a word. I can find the meaning of a word using references materials & tools. (dictionaries, glossaries, QuickWord, etc.)Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. I can figure out the meaning of words and phrases based on how they are used in a text. I can explain how a word might have one meaning in one context and a different meaning in a different context. I can use word parts, including prefixes, suffixes and roots, to understand unfamiliar words in texts. I can use reference materials to pronounce new words. I can use reference materials to understand the meaning of new words and phrases.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. I can use strategies to determine the meaning of fifth grade words and phrases. I can figure out the meaning of words and phrases using context clues. I can recognize and define common Greek and Latin affixes and roots (units of meaning). I can use reference materials to pronounce and understand the meaning of new words and phrases.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). I can break down unknown words into units of meaning to infer the definition of the word. I can verify my inferred meaning of an unknown word by consulting reference materials. I can recognize and define common Greek and Latin affixes and roots (units of meaning). I can infer the meaning of unknown words using context clues. 3rd grade Affixes Root word Base word Reference materials5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). I can explain the difference between literal meaning (means exactly what it says) and nonliteral meaning (what it says is not exactly what it means) of words and phrases. I can tell when a word or phrase means something other than what it says. I can make real-life connections to words I hear and read. I can recognize words that have similar meaning and choose the word that fits best.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). I can identify and explain figurative language used in a text. I can explain the meaning of simple similes and metaphors. I can notice idioms, adages, and proverbs as sayings and explain what they mean. I can use synonyms and antonyms to explain the meaning of a word. I can explain how synonyms are related, but not identical. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. I can recognize and understand figurative language in the texts I read. I can define and identify various forms of figurative language (eg. simile, metaphor, hyperbole, personification, alliteration, onomatopoeia). I can determine the difference between literal and figurative language (idiom, adage/ proverbs), and recognize the authors use to create meaning. I can use word relationships (synonyms, antonyms, and homophones) to understand the meaning of a word.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, onomatopoeia). I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean). I can analyze figures of speech and explain an authors intended meaning. I can recognize the relationship between two different words (e.g., lizard/ amphibian) and use that relationship to better understand each word. I can recognize the difference between denotative meanings (dictionary definitions) and connotative meanings (some words carry feeling). I can analyze how certain words and phrases that have similar denotations (definitions) can have very different connotations (intended meanings).  3rd grade Literal meaning Nonliteral meaning Figurative language Connection Mood 4th grade: Similes Metaphors Idioms Proverbs Synonyms Antonyms 5th grade: Hyperbole Alliteration 6th grade: Figures of speech Denotative Connotative 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). I can learn new vocabulary by reading and working in class in class and use new words correctly. I can recognize words in phrases that signal space and time (after, before, when, etc.)Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). I can learn and use new vocabulary when I am reading and working in class. I can recognize words and phrases that signal precise actions, emotions, states of being. I can recognize words that have a precise meaning connected to a specific topic. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). I can accurately use appropriate grade level content words and higher level language words to represent more commonly used words (e.g., saunter/ walk.) I can accurately use transition words to signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. I can recognize the difference between general academic words and phrases (Tier Two words) and domain-specific words and phrases (Tier Three words). I can acquire and use grade-appropriate academic and domain-specific words/ phrases to increase comprehension and expression.  3rd grade Domain Specific Spatial Temporal     Learning Targets Aligned to the Common Core State Standards Grades 3 - 6  PAGE \* MERGEFORMAT 19  HYPERLINK "http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US"  INCLUDEPICTURE "http://i.creativecommons.org/l/by-nc-sa/3.0/88x31.png" \* MERGEFORMATINET  Learning Targets Grades 3 - 6 by Ottawa Area ISD Educators is licensed under a  HYPERLINK "http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US" Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. 2012  !"O °v_G_3&h"5B*CJOJPJQJaJph/hh"5B*CJH*OJPJQJaJph,hh"5B*CJOJPJQJaJph&hdIwh"5CJOJQJ\^JaJ&hdIwh"5CJOJQJ]^JaJ"hA(hs6CJOJQJ]aJ"hA(h6CJOJQJ]aJhA(hCJOJQJaJhA(h`\3CJOJQJaJhi^hWUOJQJ'hi^hWU5B*OJQJ\^Jph !O     $$./@& Ifa$gd: $7$8$H$Ifgd !gd 7$8$H$gd            | } ] ^ _ ӼӼӼsbsL<h"CJOJPJQJ^JaJ*hA%h"56CJOJPJQJ^JaJ hn^h"CJOJQJ^JaJ$hn^h"CJOJPJQJ^JaJ hdIwh/3&hdIwh/35CJOJQJ\^JaJ&hdIwh"5CJOJQJ]^JaJ hdIwh",hh"5B*CJOJPJQJaJph&h"5B*CJOJPJQJaJph/h"h"5B*CJH*OJPJQJaJph   7) $7$8$H$Ifgd !kd$$Iflֈb |+XX t0X44 layt/3 op[\]ıwdQ>- h1h1CJOJQJ_H aJ$h156CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ$hklhklCJOJPJQJ^JaJ$hklhklCJ OJPJQJ^JaJ hklhklCJOJQJ_H aJ*hklhkl56CJ OJPJQJ^JaJ$hkl56CJOJPJQJ^JaJ*hYghYg56CJOJPJQJ^JaJ$hA%h"CJOJPJQJ^JaJ$hn^h"CJOJQJ^J_H aJop\]HI(  $Ifgdu= $7$8$H$Ifgd=i $7$8$H$Ifgd1 $Ifgd1 $7$8$H$Ifgdkl $Ifgdkl $7$8$H$IfgdYgGH'(EZo rθ|mamamamamamamamamahu=CJOJQJaJha hu=CJOJQJaJ$hu=56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*h=ih=i56CJOJPJQJ^JaJ*h=ihw56CJOJPJQJ^JaJ$h1h1CJOJPJQJ^JaJ h1h1CJOJQJ_H aJh1CJOJQJ_H aJ ! %&HT]^lz $Ifgd1 $Ifgdi $7$8$H$Ifgdu= $Ifgdu=$%')+\]_ڳڣlXlG9+hu=CJOJQJ_H aJh1CJOJQJ_H aJ h1h1CJOJQJ_H aJ'h1h1CJH*OJQJ^J_H aJ$h1h1CJOJQJ^J_H aJh1CJOJQJ^J_H aJ'hklhklCJH*OJQJ^J_H aJhklCJOJQJ^J_H aJ$hn^h"CJOJQJ^J_H aJ'h h"CJH*OJQJ^J_H aJh"CJOJQJ^J_H aJ*h=ihu=56CJOJPJQJ^JaJ_al    *13ѾscP@P@Ph"CJOJQJ^J_H aJ$hn^h"CJOJQJ^J_H aJh"CJOJPJQJ^JaJ*hA%h"56CJOJPJQJ^JaJ$hn^h"CJOJPJQJ^JaJ hn^h"CJOJQJ^JaJ hn^h"CJOJQJ^JaJ$h1hjWCJOJQJ^J_H aJhjWCJOJQJ_H aJhu=CJOJQJ_H aJ#hu=hu=CJH*OJQJ_H aJ 5' $7$8$H$Ifgdprkd$$Iflֈb |+V(){| $Ifgd $7$8$H$Ifgdkl $Ifgdkl $7$8$H$IfgdBi $Ifgd[9 $7$8$H$IfgdA% $7$8$H$Ifgd !34 <=UV'()z{9:ılıYH:H:H:H:HhCJOJQJ_H aJ hhCJOJQJ_H aJ$h156CJOJPJQJ^JaJ$hklhklCJOJPJQJ^JaJhklCJOJQJ_H aJ hklhklCJOJQJ_H aJ$hkl56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hBihBi56CJOJPJQJ^JaJ$hn^h"CJOJQJ^J_H aJ$hA%h"CJOJPJQJ^JaJ:;qr  mx $Ifgd|s $7$8$H$Ifgdu= $Ifgdu= $7$8$H$Ifgd=i $7$8$H$IfgdBi $Ifgd%1Qpqr lmn׮kUEh"CJOJQJ^J_H aJ*h=ihu=56CJOJPJQJ^JaJ)Hh0bFha hu=CJOJQJaJha hu=CJOJQJaJhu=CJOJQJaJ$hu=56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*h=ih=i56CJOJPJQJ^JaJ*h=ihw56CJOJPJQJ^JaJ$h1h1CJOJPJQJ^JaJnpr89ȸȥەmmZG$hn^hu=CJOJQJ^J_H aJ$hu=hu=CJOJQJ^J_H aJ'hu=hu=CJH*OJQJ^J_H aJ'hklhklCJH*OJQJ^J_H aJhklCJOJQJ^J_H aJ$hn^hklCJOJQJ^J_H aJhu=CJOJQJ^J_H aJ$hn^h"CJOJQJ^J_H aJh"CJOJQJ^J_H aJ'h h"CJH*OJQJ^J_H aJ9 $Ifgdu= $Ifgd|s9:35, $7$8$H$IfgdA% $Ifgd !kdF$$Ifl;ֈb |+>vh__VV $Ifgd[9 $Ifgd^ $7$8$H$Ifgd^ $7$8$H$Ifgd! $7$8$H$Ifgdylkd$$IflVXX t0X644 laytU >>?>>>???-@.@@>A?AAA@BHCICCCC $Ifgd2 $7$8$H$IfgdG[ $Ifgdd $IfgdBi $Ifgdf $Ifgdf $7$8$H$IfgdBi $Ifgd[9@@=A>AAA?B@BoBBBBBCC C-CGCHCICCCCijiiiiiVG;Gh2CJOJQJaJhOh2CJOJQJaJ$h256CJOJPJQJ^JaJ*hG[hw56CJOJPJQJ^JaJ*hG[hG[56CJOJPJQJ^JaJhdCJOJQJ^J_H aJhdCJOJQJ_H aJ hdhdCJOJQJ_H aJ$h"56CJOJPJQJ^JaJ*hBihBi56CJOJPJQJ^JaJ$hfhfCJOJPJQJ^JaJCCeDfDgDiDkDDDDDDDDsEtEEϿtaP=*$hn^h/3CJOJPJQJ^JaJ$hn^h"CJOJPJQJ^JaJ hn^h"CJOJQJ^JaJ$hn^hdCJOJQJ^J_H aJ'hdhdCJH*OJQJ^J_H aJhdCJOJQJ^J_H aJ$hn^h"CJOJQJ^J_H aJ'hhh"CJH*OJQJ^J_H aJh"CJOJQJ^J_H aJ*hG[h256CJOJPJQJ^JaJhOh2CJOJQJaJh2CJOJQJaJCCfDpDDDDDDD $Ifgd$= $7$8$H$Ifgd2 $Ifgd2 DDRE3% $7$8$H$Ifgd!kd8$$Ifl ֈb |+*CJOJQJaJhIukh&CJOJQJaJ$h&56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hMhM56CJOJPJQJ^JaJ*hMhw56CJOJPJQJ^JaJ$hhXCJOJQJ^J_H aJhXCJOJQJ_H aJ hXhXCJOJQJ_H aJFGǐȐ_ir|ɑʑ֑ߑ $Ifgd1 $IfgdPh $Ifgd $7$8$H$Ifgd& $Ifgd&^_`bˑ͑ ׳|ubL<h"CJOJQJ^J_H aJ*hjWh"56CJOJPJQJ^JaJ$hn^h"CJOJPJQJ^JaJ hdIwh"$hh1CJOJQJ^J_H aJ'h1h1CJH*OJQJ^J_H aJh1CJOJQJ^J_H aJh"CJOJQJ^J_H aJ'hh"CJH*OJQJ^J_H aJ$hh"CJOJQJ^J_H aJ*hMh&56CJOJPJQJ^JaJ kd$$Ifl ֈb |+?h56B*CJOJQJ^J_H aJph*h>?h56CJOJQJ^J_H aJhhCJ)hhFB*CJOJQJ^J aJph'hFB*CJOJQJ^J_H aJph0hFhFB*CJH*OJQJ^J_H aJphCDkdZ$$Ifl4)\|4tOW||| (0W2P2 44 l` alf4p(yt$?iD1ı Ars_ $IfgdF $Ifgd $Ifgd $7$8$H$Ifgdı_eqr ^`kpacɻɻɻɻɻɻɻɨꕂq`O` h^!h^!CJOJQJ_H aJ h^!hFCJOJQJ_H aJ hFhFCJOJQJ_H aJ$hF56CJOJPJQJ^JaJ$h56CJOJPJQJ^JaJ$hhFCJOJPJQJ^JaJhFCJOJQJ_H aJ h}DhFCJOJQJ_H aJhCJOJPJQJ^JaJ*hh56CJOJPJQJ^JaJ_`.`adnZ$@& If^Zgd Z$If^Zgd UZ$If^Zgd $7$8$H$Ifgd^! $IfgdF $7$8$H$Ifgd $7$8$H$IfgdFcdegnܵ}yuaM6,hh"5B*CJOJPJQJaJph&hbjh"5CJOJQJ\^JaJ&hbjh"5CJOJQJ]^JaJhhIIhhOhbjhi^h^ChD<hhCJ-hhB*CJOJPJQJ^JaJph$hhCJOJQJ^J_H aJ'hhCJH*OJPJQJ^JaJ$hhCJOJPJQJ^JaJ h^!h^!CJOJQJ_H aJkdx$$Ifl4)\|4tOW||| (0W2P2 44 l` alf4p(yt$?i˷շַ$$./@& Ifa$gdG[$$./@& Ifa$gd: $7$8$H$Ifgd gdgdD ·ķʷ˷̷ηԷַ׷ط+78ȸ мммНмНv`I`I`I`-hHxh"56CJOJ PJQJ ]^J aJ*hHxh"56CJOJPJQJ^JaJ$hbjh"CJOJPJQJ^JaJ&hbjh"5CJOJQJ]^JaJ hbjh"/h"h"5B*CJH*OJPJQJaJph&h"5B*CJOJPJQJaJph,hh"5B*CJOJPJQJaJph/hh"5B*CJH*OJPJQJaJphַ׷ط3% $7$8$H$Ifgdkd$$IflCֈV p+no¾fhTK $Ifgd $Ifgd$' $7$8$H$Ifgd$' $7$8$H$Ifgdrn $Ifgdrn+<rWX?_5u_u_u_u_u_u_u_u*h$'h$'56CJOJPJQJ^JaJ*h$'hw56CJOJPJQJ^JaJ$hhCJOJQJ^J_H aJ h2h2CJ OJQJ_H aJ h2h2CJOJQJ_H aJh2CJOJQJ_H aJhCJOJQJ_H aJ hhCJOJQJ_H aJ$h56CJOJPJQJ^JaJ$KLXY0u_#$ $Ifgd& $7$8$H$Ifgd$' $7$8$H$Ifgdw $Ifgd$' $Ifgd#Bc˿˿˿˿˿˿˿ˠyiYh CJOJQJ^J_H aJh"CJOJQJ^J_H aJ'hh"CJH*OJQJ^J_H aJ$hh"CJOJQJ^J_H aJ$h$'h&CJOJPJQJ^JaJh9pCJOJQJaJh&CJOJQJaJhBfh&CJOJQJaJ$h&56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJcd  $Ifgdx $Ifgd $7$8$H$Ifgd$' $Ifgd&" "%'+-0w`w`w`w`w`wL>h"CJOJQJ_H aJ&h;37h"56CJOJQJ_H aJ-h;37h"56CJOJ PJQJ ]^J aJ*h;37h"56CJOJPJQJ^JaJh"CJOJPJQJ^JaJ$hbjh"CJOJPJQJ^JaJ hbjh"CJOJQJ^JaJ hbjh"$hh CJOJQJ^J_H aJh CJOJQJ^J_H aJ'h h CJH*OJQJ^J_H aJ3%% $7$8$H$IfgdSIkd$$IfloֈV p+ABIKOQXgC˵˵˵˵˵˵˵˵˞˞˞˞˵˵˵˵ˎ} hNhNCJOJQJ_H aJh"CJOJPJQJ^JaJ-hYyhk56CJOJ PJQJ ]^J aJ*hYyh$'56CJOJPJQJ^JaJ*hYyhk56CJOJPJQJ^JaJh"CJOJQJ_H aJ hbjh"CJOJQJ_H aJ0ef34,-UV"#W $7$8$H$IfgdN $IfgdN $7$8$H$IfgdYyCPde|23:Hf+,TU!"VWwO򾭟v_v_v-hYyhYy56CJOJ PJQJ ]^J aJ*hYyhYy56CJOJPJQJ^JaJ$hYyhNCJOJPJQJ^JaJhNCJOJQJ_H aJ hNhNCJOJQJ_H aJ hNhNCJOJQJ_H aJ#hNhN6CJOJQJ_H aJ hNhNCJOJQJ_H aJhNCJOJQJ_H aJ%PQuvKL $7$8$H$Ifgdw $Ifgd" $IfgdYy $7$8$H$IfgdYyOPQtuJK"BTt&FRr~ *XxG̻̻̻̻̻̻̻̻||||||||||||||*hYyhYy56CJOJPJQJ^JaJ*hYyhw56CJOJPJQJ^JaJ$hh"CJOJQJ^J_H aJ h"h"CJOJQJ_H aJh"CJOJQJ_H aJ$h"56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ0J'01 LR^ $IfgdSI $7$8$H$Ifgd9p $Ifgd9p $7$8$H$IfgdYy $7$8$H$IfgdwGYe/ "KL:;=qjY hbjh"CJOJQJ^JaJ hbjh"$hh"CJOJQJ^J_H aJ$hYyh9pCJOJPJQJ^JaJh9pCJOJQJhBfh9pCJOJQJ$h9p56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hYyhw56CJOJPJQJ^JaJ*hYyhYy56CJOJPJQJ^JaJ^_ekt,: $Ifgdx $Ifgdey $IfgdSI:;3% $7$8$H$Ifgdl&kdl$$IflֈV p+"#st{012>Givdzs]*hvhk56CJOJPJQJ^JaJh"6CJOJQJ_H aJ#hbjh"6CJOJQJ_H aJ hbjh"CJOJQJ_H aJh"CJOJQJ_H aJ&hMh"56CJOJQJ_H aJ*hMh"56CJOJPJQJ^JaJ$hbjh"CJOJPJQJ^JaJh"CJOJPJQJ^JaJdt#$tu12iS $7$8$H$Ifgdk $Ifgd` $IfgdT#B $IfgdM $7$8$H$IfgdMv'(*JVv1aTUXY)FGH^ijhlCJOJQJ_H aJ hlhlCJOJQJ_H aJh`HhCJOJQJ_H aJ h`Hhh`HhCJOJQJ_H aJh"CJOJPJQJ^JaJ*hvhk56CJOJPJQJ^JaJ*hvhv56CJOJPJQJ^JaJ.UVYZGH6$7$8$H$If^6gdl$%$If^%a$gdl %$If^%gdl6$7$8$H$If^6gd`Hh 6$If^6gd`Hh $7$8$H$Ifgdvqrstxy?@1Q]}Xx(ıĠiiiiiiiiiiii*hvhw56CJOJPJQJ^JaJ$hh~FCJOJQJ^J_H aJh~FCJOJQJ_H aJ h~Fh~FCJOJQJ_H aJ$h"56CJOJPJQJ^JaJ$h~F56CJOJPJQJ^JaJ*hvhv56CJOJPJQJ^JaJ$hvh`HhCJOJPJQJ^JaJ)5d%st yz@A!EG $7$8$H$Ifgdw $Ifgd~F $Ifgdv $7$8$H$Ifgdv(Uu rszHIJPVCxl]lhzPh]MCJOJQJaJh]MCJOJQJaJhzPhum|CJOJQJaJhum|CJOJQJaJh9pCJOJQJaJhzPh9pCJOJQJaJ$h9p56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hvhv56CJOJPJQJ^JaJ*hvhw56CJOJPJQJ^JaJ stIJDEOYchpw $Ifgdx $Ifgdey $7$8$H$Ifgd]M $7$8$H$Ifgd9p $Ifgd9p $7$8$H$IfgdvCDFHQ*+,-ڶzgQ=Q/h"CJOJQJ_H aJ&hm"h"56CJOJQJ_H aJ*hm"h"56CJOJPJQJ^JaJ$hbjh"CJOJPJQJ^JaJ hbjh" hbjh CJOJQJ_H aJ'h h CJH*OJQJ^J_H aJh CJOJQJ^J_H aJh"CJOJQJ^J_H aJ'hh"CJH*OJQJ^J_H aJ$hh"CJOJQJ^J_H aJ$hvh]MCJOJPJQJ^JaJw $Ifgdey $Ifgdx Q3% $7$8$H$IfgdSIkd$$IflֈV p+wx $Ifgd~F $Ifgdv $7$8$H$Ifgdv $7$8$H$Ifgdk $IfgdT#B $Ifgdm" $7$8$H$Ifgdm"-FJ'7Wd>vwx˵˵˵˵ˢmZJh~FCJOJQJ^J_H aJ$h~F56CJOJPJQJ^JaJ*hXhX56CJOJPJQJ^JaJ hXhXCJOJQJ_H aJhXCJOJQJ_H aJ$h"56CJOJPJQJ^JaJ*hvhv56CJOJPJQJ^JaJ*hvhk56CJOJPJQJ^JaJh"CJOJQJ_H aJ hbjh"CJOJQJ_H aJ$DQq}_׮u\IB/$hbjh"CJOJPJQJ^JaJ hbjh"$hh"CJOJQJ^J_H aJ0hh"5B*CJOJQJ^J_H aJph*hM+hM+56CJOJPJQJ^JaJhM+CJOJQJ^J_H aJ$hM+56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hvhv56CJOJPJQJ^JaJ*hvhw56CJOJPJQJ^JaJ$h~Fh~FCJOJQJ^J_H aJLM $Ifgd> $7$8$H$IfgdM+ $IfgdM+`3% $7$8$H$Ifgdeykd$$Ifl]ֈV p+P#hZ9hZ9CJH*OJQJ_H aJhZ9CJOJQJ_H aJ h!NhZ9CJOJQJ_H aJhZ9CJOJQJ_H aJ$hZ9hZ9CJOJPJQJ^JaJhZ9CJOJPJQJ^JaJ3hhfhk56B*CJOJPJQJ^JaJph3hhfhhf56B*CJOJPJQJ^JaJph*hhfhk56CJOJPJQJ^JaJ*hhfhhf56CJOJPJQJ^JaJbe56wx ^_    $Ifgd~F $IfgdM+ $Ifgd~F $Ifgdhf  $IfgdZ9 <de5<xů~gYHYHY7)7hM+CJOJQJ_H aJ h~FhM+CJOJQJ_H aJ h!Nh~FCJOJQJ_H aJh~FCJOJQJ_H aJ-hZ956B*CJOJPJQJ^JaJph-h"56B*CJOJPJQJ^JaJph3hhfhhf56B*CJOJPJQJ^JaJph*hhfhhf56CJOJPJQJ^JaJ$hZ9hZ9CJOJPJQJ^JaJ#hZ9B*CJOJQJ_H aJph)h+hZ9B*CJOJQJ_H aJph ]^_  &;Llйr_I3I3I3I*hhfhhf56CJOJPJQJ^JaJ*hhfhw56CJOJPJQJ^JaJ$h~Fh~FCJOJQJ^J_H aJ#hZ9B*CJOJQJ_H aJph)h+hZ9B*CJOJQJ_H aJph#hZ9hZ9CJH*OJQJ_H aJhZ9CJOJQJ_H aJ-h~Fh~FB*CJOJPJQJ^JaJphh~FCJOJQJ_H aJ h!Nh~FCJOJQJ_H aJ h!NhM+CJOJQJ_H aJ'() > j     m o  ˴~~m_m~SDS6hM+CJOJQJ_H aJhNhM+CJOJQJaJhM+CJOJQJaJhM+CJOJQJ_H aJ h~FhM+CJOJQJ_H aJ h!NhM+CJOJQJ_H aJhM+CJOJQJ_H aJ-hM+56B*CJOJPJQJ^JaJph-h"56B*CJOJPJQJ^JaJph3hhfhw56B*CJOJPJQJ^JaJph3hhfhhf56B*CJOJPJQJ^JaJph ()( )          n o    (  $Ifgdey $7$8$H$IfgdM+ $IfgdM+ $7$8$H$Ifgdhf       ! W X   r s ʸ{taM7$$h/356CJOJPJQJ^JaJ*h+h"56CJOJPJQJ^JaJ&hbjh"5CJOJQJ\^JaJ$hbjh"CJOJPJQJ^JaJ hbjh"'hh"CJH*OJQJ^J_H aJ$hh"CJOJQJ^J_H aJ*hhfhM+56CJOJPJQJ^JaJ#hM+B*CJOJQJ_H aJph)h+hM+B*CJOJQJ_H aJphhM+CJOJQJ_H aJ#hZ9hM+CJH*OJQJ_H aJ ( E L Q W  $Ifgd>W X  3% $7$8$H$Ifgdeykd:$$Ifl ֈV p+ $Ifgdey $7$8$H$IfgdoCO $IfgdoCO $7$8$H$Ifgdf& $IfgdZ:Iiyӿy_L9$hoCO56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ3hM+Vhw56B*CJOJPJQJ^JaJph3hM+Vhf&56B*CJOJPJQJ^JaJph*hM+Vhf&56CJOJPJQJ^JaJ*hM+Vhw56CJOJPJQJ^JaJ'hZhoCO7CJOJQJ^J_H aJhoCOCJOJQJ_H aJ hZhZCJOJQJ_H aJhZCJOJQJ_H aJIJ;<>@z{|XYZ[hoYEY7h"CJOJQJ_H aJ&h3h"56CJOJQJ_H aJ*h3h"56CJOJPJQJ^JaJ$hbjh"CJOJPJQJ^JaJ hbjh" hbjh"CJOJQJ_H aJ'hh"CJH*OJQJ^J_H aJ$hh"CJOJQJ^J_H aJ*hM+VhoCO56CJOJPJQJ^JaJhoCOCJOJQJ_H aJhoCOCJOJQJaJhNhoCOCJOJQJaJz{|* $7$8$H$Ifgdeykd$$IflֈV p+#?#}jVjE hbjh"CJOJQJ_H aJ'hh"CJH*OJQJ^J_H aJ$hh"CJOJQJ^J_H aJ*hM+Vh656CJOJPJQJ^JaJh6CJOJQJaJh*h6CJOJQJaJ$h656CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hM+VhM+V56CJOJPJQJ^JaJ*hM+Vhw56CJOJPJQJ^JaJ?#@###3% $Ifgdey $7$8$H$Ifgdeykd$$IflY ֈV p+$L$\$|$$$$$%%%)%I%U%u%%%%%%5&6&7&3'ĮpbpbpbThfCJOJQJ_H aJh5kCJOJQJ_H aJ hP_Sh5kCJOJQJ_H aJ-hZ/hk56CJOJ PJQJ ]^J aJ*hZ/hZ/56CJOJPJQJ^JaJ*hZ/hk56CJOJPJQJ^JaJ hbjh"CJOJQJ_H aJ hbjh"CJOJQJ^J aJ$hbjh"CJOJPJQJ^JaJ hbjh"#$$%%%%5&7&&&4''r(M)N)))!*"** $Ifgd\ $IfgdJ $IfgdZ/ $7$8$H$IfgdZ/ $Ifgdf $Ifgd5k $7$8$H$Ifgdk3'4'''{((((L)M)N)T))) *!*W****ٯٜznzbnzbVE hbjhJCJOJQJ_H aJhf=@CJOJQJ_H h\ CJOJQJ_H hJCJOJQJ_H hGhJCJOJQJ_H $hJ56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ$hZ/56CJOJPJQJ^JaJ-hZ/hZ/56CJOJ PJQJ ]^J aJ*hZ/hZ/56CJOJPJQJ^JaJ hfh"CJOJQJ_H aJ***+2+@+P+p+z++++++,!,-,7,W,_,,,,,,,,,,-7-V-o-p----x.z.ꗋ|pd|d|dp|dhf=@CJOJQJ_H h\ CJOJQJ_H hGh\ CJOJQJ_H h\ CJOJQJaJ$h"56CJOJPJQJ^JaJ$hZ/56CJOJPJQJ^JaJ-hZ/hw56CJOJ PJQJ ]^J aJ*hZ/hZ/56CJOJPJQJ^JaJ*hZ/hw56CJOJPJQJ^JaJ&*++,,8-9---y.z...... $Ifgdey $7$8$H$Ifgd\ $Ifgd6 $Ifgd\ $7$8$H$IfgdZ/ $7$8$H$Ifgdwz.........///0000'171ַ|fVH2*h>_hk56CJOJPJQJ^JaJh"CJOJQJ_H aJh"CJOJPJQJ^JaJ*h+h"56CJOJPJQJ^JaJh"CJOJPJQJ^JaJ$hbjh"CJOJPJQJ^JaJ hbjh" hbjh"CJOJQJ_H aJ$hZ/h\ CJOJPJQJ^JaJh\ CJOJQJaJh*h\ CJOJQJaJh*h6CJOJQJaJh6CJOJQJ_H ../3% $7$8$H$Ifgdeykd$$Ifl ֈV p+_ $7$8$H$Ifgd;! $IfgdI $7$8$H$Ifgd>_ $7$8$H$Ifgdk $IfgdT#B $Ifgd+ $7$8$H$Ifgd+71W1k111111112I2w2x2y2222333333ijqcTH<h6CJOJQJ_H hJCJOJQJ_H hJhJCJOJQJ_H hJCJOJQJ_H aJ$h"56CJOJPJQJ^JaJ$h>_hICJOJPJQJ^JaJh;!CJOJQJ_H aJhICJOJQJ_H aJ h/hICJOJQJ_H aJh"CJOJPJQJ^JaJ*h>_hk56CJOJPJQJ^JaJ*h>_h>_56CJOJPJQJ^JaJ335464H4f4z444445 5 5 5_5a5g55к~ocRDh*0CJOJQJ_H aJ h/h*0CJOJQJ_H aJh*0CJOJQJ_H hJh*0CJOJQJ_H $h*056CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*h>_h>_56CJOJPJQJ^JaJ*h>_hw56CJOJPJQJ^JaJ hJh6CJOJQJ_H aJh6CJOJQJ_H aJ h/h6CJOJQJ_H aJ 5`5a555555 $Ifgd5X $Ifgdey $7$8$H$Ifgd*0 $Ifgd*055555555555555ɲ{dLd8&h"5B*CJOJPJQJaJph/hh"5B*CJH*OJPJQJaJph,hh"5B*CJOJPJQJaJph&hIh"5CJOJQJ\^JaJ&hIh"5CJOJQJ]^JaJh5<h hbjh",h4ph"5B*CJOJQJ_H aJphh"CJOJQJ_H aJ$hWh"CJOJQJ^J_H aJ*h>_h*056CJOJPJQJ^JaJ 555553..% #gd#V]gdDkdJ$$IflֈV p+;f;h;;;;<m==`>> $7$8$H$Ifgdk $IfgdT#B $Ifgd $7$8$H$Ifgd :::: ; ;<;=;e;f;;;;; <:<@<Y<k<l<q<|<<<<< ==4=A=a=}=====>>=>n>>>>>>*?,?ϹϹϢϹϹϹϹϹϹϹϹϹϹϹϒwhkACJOJQJ_H heUhkACJOJQJ_H h"CJOJPJQJ^JaJ-h4phk56CJOJ PJQJ ]^J aJ*h4ph4p56CJOJPJQJ^JaJ*h4phk56CJOJPJQJ^JaJhIh"CJOJQJaJh"CJOJQJaJ.>>,?-?h?i?????!@"@O@P@@@AA=A>AAZBCbCC $7$8$H$IfgdkA $IfgdkA $7$8$H$Ifgd4p,?V?X?g?h????? @!@N@O@@@AA>>*hmhw56CJOJPJQJ^JaJ$h:hCJOJQJ^J_H aJhCJOJQJ_H hnndhCJOJQJ_H $h56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hmhm56CJOJPJQJ^JaJ$hkAhkACJOJPJQJ^JaJhkACJOJQJ_H aJ hkAhkACJOJQJ_H aJhkACJOJPJQJ^JaJWWWW/X1XWXjXtXuX|XXXXXYYY YY YYZZ޼ubL<h"CJOJPJQJ^JaJ*h h"56CJOJPJQJ^JaJ$hIh"CJOJPJQJ^JaJhIh"CJOJQJaJ h:h"CJOJQJ^JaJ'h:h"CJH*OJQJ^J_H aJ$h:h"CJOJQJ^J_H aJ*hmh??56CJOJPJQJ^JaJh??CJOJQJaJhLh??CJOJQJaJ$h??56CJOJPJQJ^JaJ1X2XuXvXYY YYY $IfgdeO $Ifgd[9 $7$8$H$Ifgd?? $Ifgd??Y YY3% $7$8$H$Ifgd5<kdP $$Iflֈ_ y+_?_M_m_______```O`ımmmmmZKhLh??CJOJQJaJ$h??56CJOJPJQJ^JaJ*hmhw56CJOJPJQJ^JaJ$h:hCJOJQJ^J_H aJhCJOJQJ_H hnndhCJOJQJ_H $h56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hmhm56CJOJPJQJ^JaJ$hG hkACJOJPJQJ^JaJ``P`Q`````!a,a5a:aCa $Ifgd, $Ifgd $7$8$H$Ifgd?? $Ifgd?? $7$8$H$Ifgdm O`P````` a!a"a#a%aCaDaaabbbbϿvbL<0h"CJOJQJaJh"CJOJPJQJ^JaJ*h h"56CJOJPJQJ^JaJ&hIh"5CJOJQJ\^JaJ$hIh"CJOJPJQJ^JaJhIh"CJOJQJaJ'h:h"CJH*OJQJ^J_H aJ$h:h"CJOJQJ^J_H aJhCJOJQJ^J_H aJ*hmh??56CJOJPJQJ^JaJhLh??CJOJQJaJh??CJOJQJaJCaDaaa3%% $7$8$H$Ifgd5<kd $$Iflֈ_ y+o?oopp?q齥齥齥閂oYBY-hSch"56CJOJ PJQJ ]^J aJ*hSch"56CJOJPJQJ^JaJ$hSfh"CJOJPJQJ^JaJ&hSfh"5CJOJQJ]^JaJhSfh"CJOJQJaJ/h"h"5B*CJH*OJPJQJaJph&h"5B*CJOJPJQJaJph/hh"5B*CJH*OJPJQJaJph,hh"5B*CJOJPJQJaJphnnn5' $7$8$H$Ifgd[9kd"$$Iflֈ.[>bNbV w t0W644 layt$?innnn ooo#o3o>o$$./@& Ifa$gdG[$$./@& Ifa$gd: >o?oo5' $7$8$H$Ifgd[9kdf#$$Iflֈ.[>bNbV w t0W644 layt$?ioppppqkqq&rZrrrrr"s8s9sss ttttuuuu $Ifgdk5 $IfgdSc $7$8$H$IfgdSc?q\qjqkqrrrrrrrr/s5s7s8spsxsssssss t txx y0yyyy.z/zgzhzzzn{o{{{ $Ifgd`o $7$8$H$Ifgd=i] $7$8$H$Ifgdk $Ifgdk5rvtvvvvvv www;wCwcwwwwwwwwwwx/x5x6x=x>x^xlxqxxxxxxxy;y[yfy᫕~g~gg~g~gggg-h=i]hk56CJOJ PJQJ ]^J aJ-h=i]h=i]56CJOJ PJQJ ]^J aJ*h=i]h=i]56CJOJPJQJ^JaJ*h=i]hk56CJOJPJQJ^JaJh"CJOJQJ_H aJ#hSfh"6CJOJQJ_H aJ hSfh"CJOJQJ_H aJh (CJOJQJ_H aJ(fyyyyyyyyz-z.zfzgzrzzzzz-{.{/{l{m{ԪyyydLd9d$hA7h`o0JCJOJQJ_H aJ/j$hA7h`oCJOJQJU_H aJ)jhA7h`oCJOJQJU_H aJh`oCJOJQJ_H aJ#hA7h`o6CJOJQJ_H aJ hA7h`oCJOJQJ_H aJ$h"6CJOJ PJQJ ]^J aJ-h=i]hk56CJOJ PJQJ ]^J aJ*h=i]hk56CJOJPJQJ^JaJ*h=i]h=i]56CJOJPJQJ^JaJm{n{{{{{{{ ||||#}R}`}a}~*~,~-~.~|~~~ӫ~~~kXG9hCJOJQJ_H aJ h*hCJOJQJ_H aJ$h56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ-h=i]h=i]56CJOJ PJQJ ]^J aJ*h=i]h=i]56CJOJPJQJ^JaJ*h=i]h`o6CJOJ PJQJ ]^J aJ#hA7h`o6CJOJQJ_H aJh (CJOJQJ_H aJ hA7h`oCJOJQJ_H aJh`oCJOJQJ_H aJ{{{||}a}}}-~.~}~~~~~~~]^ $Ifgd $Ifgd=i] $7$8$H$Ifgd=i] $7$8$H$Ifgd`o $Ifgd`o~~~!]"B[j9]}2_ἦybb-h=i]hw56CJOJ PJQJ ]^J aJ-h=i]h=i]56CJOJ PJQJ ]^J aJ*h=i]h=i]56CJOJPJQJ^JaJ*h=i]hw56CJOJPJQJ^JaJ$h:hCJOJQJ^J_H aJ#hh6CJOJQJ_H aJhCJOJQJ_H aJ h*hCJOJQJ_H aJ#ӀU`a  Z[>?L^p $Ifgd[9 $7$8$H$IfgdJJ $IfgdJJ $7$8$H$Ifgd=i] $7$8$H$Ifgdw_`anuق  =Y<>?rtξίίίίίΜueUAUA'h h CJH*OJQJ^J_H aJh CJOJQJ^J_H aJh"CJOJQJ^J_H aJ'h:h"CJH*OJQJ^J_H aJ$h:h"CJOJQJ^J_H aJ$h=i]h:CJOJPJQJ^JaJhshJJCJOJQJaJhJJhJJ6CJOJQJaJhJJCJOJQJaJ$hJJ56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJpq{ʅ8E^xƆ "01 $Ifgd[9 $Ifgddm* $Ifgd_ $IfgdSc24FGHK9IJZpq./lm˼kk[Jxh"56CJOJ PJQJ ]^J aJ*h>xh"56CJOJPJQJ^JaJ$hSfh"CJOJPJQJ^JaJ hSfh"CJOJQJ^JaJhSfh"CJOJQJaJ hSfh CJOJQJ_H aJ'h h CJH*OJQJ^J_H aJh CJOJQJ^J_H aJ1<FGH*kd%$$Iflֈ.[>bNbV w t0W644 layt$?i $Ifgd[9H1\xĈ]pq/0mnUV $Ifgdk5 $Ifgd>x $7$8$H$Ifgd>x $7$8$H$IfgdbB ËNjދTU#Cҍ"Bcd67֐ܸssss`$h^D/h (CJOJPJQJ^JaJh (CJOJQJ_H aJ hA7h (CJOJQJ_H aJh"CJOJPJQJ^JaJ*h^D/h^D/56CJOJPJQJ^JaJ*h^D/hk56CJOJPJQJ^JaJh"CJOJQJ_H aJ hSfh"CJOJQJ_H aJ#hSfh"6CJOJQJ_H aJ%Zy͍cd78-`ؑ $7$8$H$Ifgd ( $Ifgd ( $7$8$H$Ifgd^D/ $7$8$H$Ifgdk $Ifgdk5֐ڐސ8Lu$%&+NVZgh’24  EFҿ}j$h:hCJOJQJ^J_H aJhCJOJQJ^J_H aJhCJOJQJ_H aJ h*hCJOJQJ_H aJ$h56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*h^D/h^D/56CJOJPJQJ^JaJ-h^D/h^D/56CJOJ PJQJ ]^J aJ&ؑ%&hi34  EF12y $Ifgd: $Ifgdw $7$8$H$Ifgdw $Ifgd $Ifgd^D/FPp”012zƕ RSaxԖՖ֖?@AGwk[[k[kh~ \h:6CJOJQJaJh:CJOJQJaJhAh:5CJOJQJaJhsh:5CJOJQJaJhsh:CJOJQJaJh~ \CJOJQJaJhsh~ \CJOJQJaJ$h"56CJOJPJQJ^JaJ*h^D/h^D/56CJOJPJQJ^JaJ*h^D/hw56CJOJPJQJ^JaJ#yzSTՖ֖@A3Kijtz $Ifgddm* $Ifgd $Ifgd:G]"$:;PRhikmљҙ;Ͳo[oKh"CJOJQJ^J_H aJ'h:h"CJH*OJQJ^J_H aJ$h:h"CJOJQJ^J_H aJ$h:h:CJOJQJ^J_H aJh~ \5CJOJQJaJhsh:5CJOJQJaJhoCJOJQJaJhsh~ \CJOJQJaJh:CJOJQJaJhACJOJQJaJhsh:CJOJQJaJh~ \CJOJQJaJҙәݙ'?Tkl $IfgdS $Ifgddm*ҙԙ֙ݙklmp0^_ɵɤq[K:,:,h"CJOJQJ_H aJ hSfh"CJOJQJ_H aJh"CJOJPJQJ^JaJ*h\h"56CJOJPJQJ^JaJ$hSfh"CJOJPJQJ^JaJ hSfh"CJOJQJ^JaJhSfh"CJOJQJaJ hSfh CJOJQJ_H aJ'hWh CJH*OJQJ^J_H aJ$hWh CJOJQJ^J_H aJ'h h CJH*OJQJ^J_H aJh CJOJQJ^J_H aJlm03% $7$8$H$IfgdbB kda&$$Ifldֈ.[>bNbV w t0W644 layt$?i0_`  `a(K78 $Ifgd ( $7$8$H$Ifgd $7$8$H$Ifgdk $Ifgd4 $Ifgdk5 $Ifgd\ $7$8$H$Ifgd\ _`swΞ67no˵˵˵˵˵˥s`M$hS56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ$hh (CJOJPJQJ^JaJh (CJOJQJ_H aJ hA7h (CJOJQJ_H aJh"CJOJPJQJ^JaJ*hh56CJOJPJQJ^JaJ*hhk56CJOJPJQJ^JaJh"CJOJQJ_H aJ hSfh"CJOJQJ_H aJ8opJYZ]עآ8 $Ifgdo $Ifgdw $7$8$H$Ifgdw $IfgdS $Ifgd $7$8$H$Ifgd $7$8$H$Ifgd ( $Ifgd (XYZdpr.l֢עآﯙp]QBh^)WhoCJOJQJaJhoCJOJQJaJ$ho56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hh56CJOJPJQJ^JaJ*hhw56CJOJPJQJ^JaJ$h:hSCJOJQJ^J_H aJh*`CJOJQJ_H aJ h*h*`CJOJQJ_H aJhSCJOJQJ_H aJ h*hSCJOJQJ_H aJ 'Ck|$158 !#%bzgQ*h/USh"56CJOJPJQJ^JaJ$hSfh"CJOJPJQJ^JaJhSfh"CJOJQJaJ hSfh"CJOJQJ_H aJ'h:h"CJH*OJQJ^J_H aJ$h:h"CJOJQJ^J_H aJ$h:hoCJOJQJ^J_H aJhoCJOJQJaJh^)WhoCJOJQJaJh^)Who>*CJOJQJaJ89 !",=Mdt $Ifgdr$ $Ifgd[9 $Ifgdw $Ifgdo b3% $7$8$H$IfgdbB kd)'$$Ifl: ֈ.[>bNbV w t0W644 layt$?iڦΧϧgycdǩȩ "#_hjŪѪ±{e{e*hh56CJOJPJQJ^JaJ*hhk56CJOJPJQJ^JaJ#hSfh"6CJOJQJ_H aJh"CJOJQJ_H aJ hSfh"CJOJQJ_H aJh"CJOJPJQJ^JaJ*h/USh"56CJOJPJQJ^JaJ-h/USh"56CJOJ PJQJ ]^J aJbT|deȩɩ#$<?_`Э $Ifgd5 $7$8$H$Ifgd $7$8$H$Ifgdk $Ifgd4 $Ifgd/US $7$8$H$Ifgd/US Ll{۫ 23<msЬݬ_Эѭno®;Mg0ҼҼҼҼҼҼҼҼҼzcc-hh56CJOJ PJQJ ]^J aJ$h5h5CJOJPJQJ^JaJh5CJOJQJ_H aJ hA7h5CJOJQJ_H aJh5CJOJPJQJ^JaJ*hhk56CJOJPJQJ^JaJ*hh56CJOJPJQJ^JaJ-hhk56CJOJ PJQJ ]^J aJ%Эѭ89op®ij12ʱ˱#$+̳U" $7$8$H$Ifgdw $Ifgd*` $Ifgd $7$8$H$Ifgd $Ifgd5012ɱʱ"$:Zxֳ&7Rx´-MWɻɻɻɨ||e||||||e|||||-hhw56CJOJ PJQJ ]^J aJ*hh56CJOJPJQJ^JaJ*hhw56CJOJPJQJ^JaJ$h:h*`CJOJQJ^J_H aJh*`CJOJQJ_H aJ h*h*`CJOJQJ_H aJ$h*`56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ'Wwgiö~ococoP=$h:h"CJOJQJ^J_H aJ$hohEvHCJOJPJQJ^JaJhEvHCJOJQJaJhEvHhEvHCJOJQJaJhEvHCJOJPJQJ^JaJhoCJOJPJQJ^JaJ$hohoCJOJPJQJ^JaJhoCJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hhw56CJOJPJQJ^JaJ*hh56CJOJPJQJ^JaJijöĶ )= $Ifgde8 $Ifgd $7$8$H$IfgdEvH $IfgdEvH $7$8$H$Ifgd<=>NRSXĸ˸?YZilm׹Ǹ{d{d{d{d{d{d{TBB#hSfh"6CJOJQJ_H aJh"CJOJPJQJ^JaJ-hqbh"56CJOJ PJQJ ]^J aJ*hqbh"56CJOJPJQJ^JaJ&hSfh"5CJOJQJ\^JaJ$hSfh"CJOJPJQJ^JaJhSfh"CJOJQJaJ hSfh"CJOJQJ_H aJ$h:h"CJOJQJ^J_H aJ'h:h"CJH*OJQJ^J_H aJ=>3% $7$8$H$IfgdbB kd'$$Ifl;ֈ.[>bNOW  t0W644 layt$?i[θlmdeY߼ $Ifgdh $7$8$H$IfgdU $7$8$H$Ifgdk $Ifgd4 $Ifgdqb $7$8$H$Ifgdqb $7$8$H$Ifgd[9cd/Ofû1=]iμ߼*T_q˵˵˵˞˵˵˵˵ˎ}o}o}o}o}o}o}ohhCJOJQJ_H aJ hA7hhCJOJQJ_H aJh"CJOJPJQJ^JaJ-hUhk56CJOJ PJQJ ]^J aJ*hUhU56CJOJPJQJ^JaJ*hUhk56CJOJPJQJ^JaJ hSfh"CJOJQJ_H aJh"CJOJQJ_H aJ'qrUqrKLG $7$8$H$Ifgdw $Ifgd*` $IfgdU $7$8$H$IfgdU $7$8$H$Ifgdh $IfgdhpqrwJKFGOoBOıoYCYCYCYCYC*hUh56CJOJPJQJ^JaJ*hUhw56CJOJPJQJ^JaJ$h:h*`CJOJQJ^J_H aJh*`CJOJQJ^J_H aJh*`CJOJQJ_H aJ h*h*`CJOJQJ_H aJ$h*`56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*hUhU56CJOJPJQJ^JaJ$hUhhCJOJPJQJ^JaJwGH&'EFP`s $Ifgdn $Ifgdmy $7$8$H$Ifgd| $IfgdEvH $7$8$H$Ifgd $7$8$H$IfgdwO}G#"-0ADEԽꪗ||||ll`M$hhEvHCJOJPJQJ^JaJh|CJOJQJaJh^)WhEvH>*CJOJQJaJhEvHCJOJQJaJh^)WhEvHCJOJQJaJ$hEvH56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ-hUhw56CJOJ PJQJ ]^J aJ*hUh56CJOJPJQJ^JaJ*hUhw56CJOJPJQJ^JaJEGI45ɹk\I9Ih"CJOJPJQJ^JaJ$hSfh"CJOJPJQJ^JaJhSfh"CJOJQJaJ'hWhorCJH*OJQJ^J_H aJ$hWh CJOJQJ^J_H aJ$hWhorCJOJQJ^J_H aJ'h h CJH*OJQJ^J_H aJh CJOJQJ^J_H aJh"CJOJQJ^J_H aJ'h:h"CJH*OJQJ^J_H aJ$h:h"CJOJQJ^J_H aJ '34 $Ifgdn453% $7$8$H$IfgdbB kd($$Ifl;ֈ.[>bNOW   t0W644 layt$?i<lop'*7Wi,DHSyzò|f|f|f|OfOf|OfO|-h4}hk56CJOJ PJQJ ]^J aJ*h4}h4}56CJOJPJQJ^JaJ*h4}hk56CJOJPJQJ^JaJ#hSfh"6CJOJQJ_H aJh"CJOJQJ_H aJ hSfh"CJOJQJ_H aJh"CJOJPJQJ^JaJ-hqbh"56CJOJ PJQJ ]^J aJ*hqbh"56CJOJPJQJ^JaJop*yz"#uuv $Ifgd*` $Ifgd4} $7$8$H$Ifgds#CJOJQJ_H aJhs#CJOJQJ_H aJ @Oo#}o]oL=5h^ChbB <hSfh"CJOJQJaJ hSfh"CJOJQJ_H aJ#hV?h"CJH*OJQJ_H aJh"CJOJQJ_H aJ*h4}h|56CJOJPJQJ^JaJh|CJOJQJaJhh|CJOJQJaJ$h|56CJOJPJQJ^JaJ$h"56CJOJPJQJ^JaJ*h4}hw56CJOJPJQJ^JaJ*h4}h4}56CJOJPJQJ^JaJ#$ $Ifgd[9 $Ifgdl $7$8$H$Ifgd| $Ifgd| $7$8$H$Ifgd4} 3.)$gdgd`h4gdDkdI)$$Ifl ֈ.[>bNOW  t0W644 layt$?i-.EFHILMNOIJuhh>:&h80JCJaJ&j)h>:&h8B*CJUaJphh>:&h8B*CJaJph&jh>:&h8B*CJUaJphh>:&h8CJaJjh>:&h8CJUaJjh UmHnHuh>:&mHnHuh jh Uh8h(Ujh(UU h`h4hD$JKLMNgd`h4  Zgd8gd h`h4hDh(Uh8h h>:&h CJaJ9&P1h0:pWU_ =!"#$% $$If!vh#v #v#v :V l t0X,5 55 ytd$$If!vh#v #v#v :V l t0X,5 55 ytd{$$If!vh#vX:V l t0X,5Xyt/3$$If!vh#v #v#v :V l t0X5 55 ytd$$If!vh#v #v#v :V l; t0X5 55 ytd$$If!vh#v #v#v :V lL t0X5 55 ytd$$If!vh#vX:V l t0X,5Xytd$$If!vh#v #v#v :V lI t0X5 55 ytd$$If!vh#v #v#v :V l5 t0X5 55 ytd$$If!vh#v #v#v :V l t0X5 55 ytd|$$If!vh#vX:V l t0X65XytU $$If!vh#v #v#v :V l t0X65 55 yt~C$$If!vh#v #v#v :V lI t0X6,5 55 yt~C$$If!vh#v #v#v :V l t0X65 55 yt~C$$If!vh#v #v#v :V l t0X65 55 yt~C$$If!vh#v #v#v :V l t0X6,5 55 yt$?i$$If!vh#v #v#v :V l t0X6,5 55 yt$?i$$If!vh#v #v#v :V l? t0X65 55 yt$?i$$If!vh#v #v#v :V lh t0X65 55 yt$?i$$If!vh#v #v#v :V lU t0X65 55 yt$?i$$If!vh#v #v#v :V l t0X65 55 yt$?i$$If!vh#v #v#v :V l( t0X65 55 yt$?i$$If!vh#v #v#v :V l t0X65 55 yt$?i$$If!vh#v #v#v :V lT t0X65 55 yt$?i$$If!vh#v #v#v :V l t0X65 55 yt$?i$$If!vh#v #v#v :V l t0X65 55 yt$?i$$If!vh#v #v#v :V l t0X65 55 yt$?i$$Ifl!vh#v|#v:V l4 (0W5|52P2 ` alf4p(yt$?i$$Ifl!vh#v|#v:V l4l (0W5|52P2 ` alf4p(yt$?i$$Ifl!vh#v|#v:V l4) (0W5|52P2 ` alf4p(yt$?i$$Ifl!vh#v|#v:V l4) (0W5|52P2 ` alf4p(yt$?i$$Ifl!vh#v|#v:V l4) (0W5|52P2 ` alf4p(yt$?i$$Ifl!vh#v|#v:V l4) (0W5|52P2 ` alf4p(yt$?i$$If!vh#v #v#v :V lC t0X6,5 55 ytoCO$$If!vh#v #v#v :V l t0X6,5 55 ytoCO$$If!vh#v #v#v :V lo t0X65 55 ytoCO$$If!vh#v #v#v :V l t0X65 55 ytoCO$$If!vh#v #v#v :V l t0X65 55 ytoCO$$If!vh#v #v#v :V l] t0X65 55 ytoCO$$If!vh#v #v#v :V l t0X65 55 / ytoCO$$If!vh#v #v#v :V l t0X65 55 yt\ $$If!vh#v #v#v :V lZ t0X65 55 ytoCO$$If!vh#v #v#v :V lY t0X65 55 ytoCO$$If!vh#v #v#v :V l t0X65 55 ytoCO$$If!vh#v #v#v :V l t0X65 55 ytoCO$$If!vh#v #v#v:V l t0U6,5 55yt$?i$$If!vh#v #v#v:V l t0U6,5 55yt$?i$$If!vh#v #v#v:V l t0U65 55yt$?i$$If!vh#v #v#v:V l t0U65 55yt$$If!vh#v #v#v:V l t0U65 55yt$?i$$If!vh#v #v#v:V l t0U65 55yt$?i$$If!vh#v #v#v:V l t0U65 55yt$?i$$If!vh#v #v#v:V l t0U65 55yt$?i$$If!vh#vH #v #v#v#v#v:V l t0W6,5 55wyt$?i$$If!vh#vH #v #v#v#v#v:V l t0W6,5 55wyt$?iDyK >http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord.htmyK http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord.htmyX;H,]ą'c$$If!vh#vH #v #v#v#v#v:V l t0W65 55w/ / yt$?i$$If!vh#vH #v #v#v#v#v:V ld t0W65 55w/ / yt$?i$$If!vh#vH #v #v#v#v#v:V l: t0W65 55wyt$?i$$If!vh#vH #v #v#v#v#v:V l; t0W65 55 yt$?i$$If!vh#vH #v #v#v#v#v:V l; t0W65 55 / / yt$?i$$If!vh#vH #v #v#v#v#v:V l t0W65 55 yt$?ikDd2l  c bA 288x31Creative Commons Licenseb)}W{12 kCm9*ne)}W{12 kCPNG  IHDRXc pHYs   OiCCPPhotoshop ICC profilexڝSgTS=BKKoR RB&*! J!QEEȠQ, !{kּ> H3Q5 B.@ $pd!s#~<<+"x M0B\t8K@zB@F&S`cbP-`'{[! eDh;VEX0fK9-0IWfH  0Q){`##xFW<+*x<$9E[-qWW.(I+6aa@.y24x6_-"bbϫp@t~,/;m%h^ uf@Wp~<5j>{-]cK'Xto(hw?G%fIq^D$.Tʳ?D*A, `6B$BB dr`)B(Ͱ*`/@4Qhp.U=pa( Aa!ڈbX#!H$ ɈQ"K5H1RT UH=r9\F;2G1Q= C7F dt1r=6Ыhڏ>C03l0.B8, c˱" VcϱwE 6wB aAHXLXNH $4 7 Q'"K&b21XH,#/{C7$C2'ITFnR#,4H#dk9, +ȅ3![ b@qS(RjJ4e2AURݨT5ZBRQ4u9̓IKhhitݕNWGw Ljg(gwLӋT071oUX**| J&*/Tު UUT^S}FU3S ԖUPSSg;goT?~YYLOCQ_ cx,!k u5&|v*=9C3J3WRf?qtN (~))4L1e\kXHQG6EYAJ'\'GgSSݧ M=:.kDwn^Loy}/TmG X $ <5qo</QC]@Caaᄑ.ȽJtq]zۯ6iܟ4)Y3sCQ? 0k߬~OCOg#/c/Wװwa>>r><72Y_7ȷOo_C#dz%gA[z|!?:eAAA!h쐭!ΑiP~aa~ 'W?pX15wCsDDDޛg1O9-J5*>.j<74?.fYXXIlK9.*6nl {/]py.,:@LN8A*%w% yg"/6шC\*NH*Mz쑼5y$3,幄'L Lݛ:v m2=:1qB!Mggfvˬen/kY- BTZ(*geWf͉9+̳ې7ᒶKW-X潬j9(xoʿܔĹdff-[n ڴ VE/(ۻCɾUUMfeI?m]Nmq#׹=TR+Gw- 6 U#pDy  :v{vg/jBFS[b[O>zG499?rCd&ˮ/~јѡ򗓿m|x31^VwwO| (hSЧc3-gAMA|Q cHRMz%u0`:o_F oIDATxZmlS~F'<&a6őV t׭SK\/)_fZەuIJȗ@cBSkWZ0_k:|CIlFcTࠩ~\NhՎ=<=yHqU|% 8} <σyT* *J_yǃ8ppRJI)LJTd T(T*)J%487MNؔDf2NT*ň$V"Y @IJ *Ob``I]QCHT4 IXfLI39IA(R7 *ZS}Qp8׳BV3RjTjxƁ:PzދD2d2D" $IᙚGxF& F !"P;o3|1^ty|D{=gVU/"͍-Z @ףӃH$ǃ VW߅ŷ-F"@<@"G"P Jj*~SbNz^H$Zx<h4:ZgԵ5Tv޾s.$"PzVF4tuuVe Et޾s=KgnzoStd0YV32[HE8.n|S8#__xPmZZ\ш@ fh9̓jE8fSi$4v-G"y#~P ~yMj  `PʑVֱut'Oƞ '?zU߃[Py L9qM|>0D]LsFZM(FzE!2K y}维bJcZZZCV^8r|}}ޝgmTV,ӊezr99qhŎgvuuͫDC/`.S>'N D2ܴlqYdkc48ҎC6ć#piҥKBҥpdi}VRvGbʕ8`Y^/#UEffv=gYGG^Z=^?Mg!wucttPѣ({p6oa6t.h4p\M/r:|r}N iq9%Qa6DQ(bUvtuu1,ۍi&V"c~eL\:<[btw0l({pCχBps,RQ_W/f}>__?,C[r%P[[L8^ۙ&Fa;vL#`ؤpW("(:&̼샊Ycu~}%6o#D[aTmۖZufۏ}ؽgO(tʹ'XVf0V++7 ̅m93oT d>"*M:~;p?aNmjDEe%dyql;vc4НOcCCR5g&uPlfx<(2)֔P),,ަF|mb  W557?~\,iuqq1 s(5QL{"k /_mrfYtE'[hvaXX([$bAGG4 vV2{~[g:7zjTTVpX?<L&aZ&yx"xlu1KeyU۪Q'<Xx&S);<~,KYڲ͝Y7u_d\̺U467p.4"3*x2>6g۝8sn/s3a>0B-_9 {lX}Ѥ?60DpYiքO&6Dh6Dm2ZڒIENDB`j 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH L`L Normal$CJOJPJQJ_HaJmH sH tH DA`D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List 4@4 0Header  H$.. 0 Header Char4 @4 0Footer  H$.!. 0 Footer CharH@2H 0 Balloon TextCJOJ QJ ^J aJNoAN 0Balloon Text CharCJOJ QJ ^J aJr@Sr  Table Grid7:V0PJ_H VobV DBody 1@&)B*CJOJPJ QJ_HmH phsH tH 6U`q6 @0 Hyperlink >*B*phPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] $ y{ _3n9!#S%2(+'-x14}4w79K;;@CEfIKLPVYZc\_`%c~efhlmqrspvw%{_}Xƃ^?s'C3ıc:COG=v(C-_x  s zh[!?#3'*z.71355:,?FJPM5PSUWZ\O`begrj"lmn?qrvfym{~~_֐FGҙ0WOEz   "%'),.0389;>@ADFGJKMPRTWXZ]^bcehiknpsw}  "%'(+-/02579:=?@CE  |   93!$$&6+d,'-#2}44H9;;>>CDREEiFKLPMPUYQZ~ZZZ[[3`aadffknHossvwwX|}C~~F@.%BC̥ͥdCD_ַط7ȸǽK^:wQ`b ( W  z~ ?##*./ 55566u647>CILOMPSST1XYY`Caafgoou{p1Hؑyl088bЭ=4    !#$&(*+-/124567:<=?BCEHILNOQSUVY[\_`adfgjlmoqrtuvxyz{|~    !#$&)*,.13468;<>ABD\Ǣ;|r.slsXXXXZru{"$%v !XCX@ @H 0(  0(  B S  ?s/u/GbIbTTZj[jQmSmbmem -IL $$79;9LLRVVVGbKbggjj[k`kTq[q%r(reh0'02244q:z:'@0@IIKKTTYY^^__hhtn|nnnxx؉ى jv333333333333333333333333333333333333333'k3-IJKKL'k3-IJKKL`!~aw"D(O) i5z2"M5Pj,I( D8-* lw&:n*G<(6_.Bu2;0|zF<<ܰa5>+BrZSC^;2GUB#RtI6bV.Zb3niadXzi                                             :rA                                                                       Fd.        N LV        (                          Ҟ:        F        4%n                          Ě"        ?VM                          VTG 9a )l1-LSI = ? Q 7 } * &D p v bB  2 e8 9S X !I'p1RtGGk`ELo{6}D `eHx^2^n&y/3kJJY3Bn^& <K"@tg*=9p[5':^, @!+!;!"V"m">#r$Fu$I%P%^%>:&f& (:(A(\f(h(_)m*dm*J3+1s,-+'-U".X. Z.r.^D/*050Z1-d13?2 X2]2t22/3`\34`h45\"5k5l56N6;37@_7}i789Z9^9>9[9:*:U:nM;rM;+<4<5<$= +=Y=u=@?!?>???Z@f=@`@AA #LqL-M]MdsMN_NoCO+DOeO'fOP_K`PMaelab Tbqb1cdPdhf*+gEghgh`HhPhdhi0i$?ijj;j k9kJkbkU&lUlmmmXmOmhm#pm?nJEn:Mo})p4pHp[tp4\s&tOtbtsxHxixyeymy8zzG|nk|um|h|4}w8}^}P~v"~l~:a:?pc;WXv}AHYYyBihtr7P@~F_fUjw$'HWn-o4Sc"$';YgB7Z/4!_^azFBufH 2t$Z{vM+:%:X<U/0Htx4*`t/,]ZAZVfQT<.:U DFZJbj1'9vZw $7Hv5kOd\^frnVhL<JIA%~HSx6:(U-^!7WY`o9PSZSWUj#p>_Rgl5 UHprV?ad"o0K-ow:\ zx&;B,Z=i Mkl0o|s>Wpw_`.i^ _ZsVY&|,M!D/!P'^__wM:D loi$?n^ostxyVI\T ZcSf%nf'y|eor+ <= 9'!$J)+Y3S,3Gef>MJ +`NjWy[TN~3/Dl$n PX]~Pcl&kl@ @UnknownuserG*Ax Times New Roman5Symbol3. *Cx Arial{ FranklinGothic-BookItalicTimes New Roman7. [ @Verdana3Times;" Helvetica7.@ Calibri? Gotham-BookE. Century GothicK Gotham-BookItalic9Perpetua5. .[`)Tahomac0000҉0 Pro W3Times New Roman?= *Cx Courier New;WingdingsA$BCambria Math"1h5d s'n.D=.D=qx24 3QHP $P2!xx ,Common Core State Standards Learning TargetsuserOAISDx                      Oh+'0  ( H T ` lx0Common Core State Standards Learning Targetsuser Normal.dotmOAISD110Microsoft Office Word@Q]@mF&@vf@ .D՜.+,D՜.+,\ hp  Grade 3= -Common Core State Standards Learning Targets Title( 8@ _PID_HLINKSA$  >http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord.htmPr3http://www.corestandards.org/assets/Appendix_A.pdfPr3http://www.corestandards.org/assets/Appendix_A.pdfPr3http://www.corestandards.org/assets/Appendix_A.pdfOr <http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_USOr<http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgijklmnopqrstuvwxyz{|}~Root Entry F`Data G`@1Tableh|WordDocument ;SummaryInformation(DocumentSummaryInformation8MsoDataStoreݢ𠣮M2MX4GYPQ5XSZA==2𠣮Item  PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q