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Scope and Sequence

Texarkana Independent School District

I = Introduced P = Practiced M= Mastered | |

|  |  110.2 English Language Arts and Reading, Kindergarten.  Elementary |  |

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| |Grading Period | |

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| | (1) The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: | |

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| | (A) Determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3) | |

| |Including overtly responds to the question, “Why are we listening to (each other, to the teacher, the speaker, the recording)? | |

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| | (B) Respond appropriately and courteously to directions and questions (K-3) | |

| |On-going process skill, including: | |

| |•Follows two-step oral directions | |

| |•Listens courteously and attentively to directions questions, and discussions and responds appropriately | |

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| | (C) Participate in rhymes, songs, conversations, and discussions (K-3) | |

| |On-going process skill, including participating with peers and adults in a variety of speaking situations (e.g., rhymes, songs, conversations, group | |

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| | (D) Listen critically to interpret and evaluate (K-3) | |

| |On-going process skill, including: | |

| |•Listens to teacher and peers during group discussions and responds to teacher and peers to answer questions such as, “What does this mean?” and “Do you | |

| |agree or disagree?” | |

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| | (E) Listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3) | |

| |On-going process skill, including: | |

| |•Listens courteously to stories and poems read aloud | |

| |•Listens courteously to stories and poems read aloud from classic and contemporary narrative text and from expository text | |

| |•Responds to teacher and peers to answer questions such as, “What does this mean?” and “Do you agree or disagree?” | |

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| | (F) Identify the musical elements of literary language such as its rhymes or repeated sounds (K-1) | |

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| | (2) The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is | |

| |expected to: | |

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| | (A) Connect experiences and ideas with those of others through speaking and listening (K-3) | |

| |On-going process skill, including: sharing his or her experiences and ideas with peers and adults and connects those ideas/experiences with those of others | |

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| | (B) Compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3) | |

| |Including discussing his or her customs and culture and those of others after listening to family stories and stories from children’s books | |

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| | (3) The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: | |

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| | (A) Choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3) | |

| |On-going process skill including formal and informal conversations. | |

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| | (B) Use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3) | |

| |On-going process skill, including: | |

| |•Gives two-step oral directions | |

| |•Demonstrates poise (e.g., stands still, members of the audience) when speaking to peers or adults (e.g., when making announcements, giving directions, | |

| |making introductions) | |

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| | (C) Ask and answer relevant questions and make contributions in small or large group discussions (K-3) | |

| |On-going process skill, including: | |

| |•Asks and answers relevant questions for personal clarification in group discussions | |

| |•Asks relevant questions for personal clarification after receiving oral directions and explanations | |

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| | (D) Present dramatic interpretations of experiences, stories, poems, or plays (K-3) | |

| |Including: | |

| |•Recites nursery rhymes, poems, chants, and finger plays from memory | |

| |•Participates in dramatizations | |

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| | (E) Gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3) | |

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| | (4) The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: | |

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| | (A) Learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1) | |

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| | (B) Use vocabulary to describe clearly ideas, feelings, and experiences (K-3) | |

| |On-going process skill, including using clear, accurate, and age-appropriate vocabulary in responding to teacher prompts, class discussions, etc. | |

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| | (C) Clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3) | |

| |On-going process skill, including telling stories in the correct sequence, using appropriate props (e.g., objects, pictures) to illustrate and provide | |

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| | (D) Retell a spoken message by summarizing or clarifying (K-3) | |

| |Including a summary of what the message was mostly about and important details | |

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| | (5) The student demonstrates knowledge of concepts of print. The student is expected to: | |

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| | (A) Recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1) | |

| |Including: | |

| |•Classroom labels and signs | |

| |•Word walls | |

| |•Shared and interactive writing | |

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| | (B) Know that print moves left-to-right across the page and top-to-bottom (K-1) | |

| |On-going process skill, including: | |

| |•Recognizing and demonstrating left-to-right and top-to-bottom by following teacher read-alouds in big books and other text | |

| |•Guided reading | |

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| | (C) Understand that written words are separated by spaces (K-1) | |

| |On-going process skill, including: | |

| |•Recognizing and demonstrating word spacing by following teacher read-alouds and shared reading in big books and other text | |

| |•Guided reading | |

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| | (D) Know the difference between individual letters and printed words (K-1) | |

| |Including: | |

| |•Recognize the difference by following teacher read-alouds and shared reading in big books and other text | |

| |•Guided reading | |

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| | (E) Know the difference between capital and lowercase letters (K-1) | |

| |Including: | |

| |•Recognize the difference by following teacher read-alouds and shared reading in big books and other text | |

| |•Guided reading | |

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| | (F) Recognize how readers use capitalization and punctuation to comprehend (K-1) | |

| |Including: | |

| |•Recognize that a capital letter signals to the reader when the author is beginning a thought by following teacher read-alouds and shared reading in book | |

| |books and other text | |

| |•Recognize that an ending punctuation mark signals the reader when the author completes the thought by following teacher read-alouds and shared reading in | |

| |book books and other text | |

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| | (G) Understand that spoken words are represented in written language by specific sequences of letters (K-1) | |

| |Including recognizing spoken words transcribed by the teacher or peers and interactive writing | |

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| | (H) Recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1) | |

| |Including: | |

| |•Recognizes that the cover of a book contains its title and the author’s/illustrator’s name | |

| |•Recognizes that the title page contains similar information to the book cover (title, author’s name, etc) | |

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| | (6) The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). The student is | |

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| | (A) Demonstrate the concept of word by dividing spoken sentences into individual words (K-1) | |

| |Including: | |

| |•Segment sentences into words | |

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| | (B) Identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words | |

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| | (C) Produce rhyming words and distinguish rhyming words from non-rhyming words (K-1) | |

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| |•Brainstorm (orally) words that rhyme and words that fit in word families | |

| |•Matches pictures and/or objects that represent rhyming words (presented orally, e.g., car–star, bat–hat, coat-boat) | |

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| | (D) Identify and isolate the initial and final sound of a spoken word (K-1) | |

| |Including: | |

| |•Identify and isolate initial sounds of spoken words | |

| |•Identify and isolate final sounds of spoken words | |

| |•Identify and isolate onset of rime of spoken words (Ex: /c/ +/at/ = cat, /b/ + /at/ = bat) | |

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| | (E) Blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K) | |

| |Including blending onset and rime in spoken words | |

| |(ex: /c/ + /at/ = cat, /b/ + /at/ = bat) | |

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| | (F) Segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1) | |

| |Including: | |

| |•Segment onset and rime in spoken words (ex: cat = /c/ + /at/; bat = /b/ + /at/) | |

| |•Segment individual phonemes in spoken words (ex: cat = /c/ + /a/ + /t/) | |

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| | (7) The student uses letter-sound knowledge to decode written language. The student is expected to: | |

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| | (A) Name and identify each letter of the alphabet (K-1) | |

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| |•Identifies and names the lower-case letters of the alphabet in sequence and in random order | |

| |•Identifies and names the upper-case (capital) letters of the alphabet in sequence and in random order | |

| |•Matches all capital letters to lower-case letters | |

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| | (B) Understand that written words are composed of letters that represent sounds (K-1) | |

| |Including: | |

| |•Recognizes written words and their corresponding sounds during read-alouds and shared reading in big books and other text | |

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| | (C) Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1) | |

| |Including: | |

| |•Recognizes written words and their corresponding consonants and vowels during read-alouds and shared reading in big books and other text | |

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| | (8) The student develops an extensive vocabulary. The student is expected to: | |

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| | (A) Discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2) | |

| |On-going reading process skill, including: | |

| |•Read or listen to increasingly complex and sophisticated narrative and expository texts and poetry to interpret meanings of words and support these | |

| |interpretations with information from the text. | |

| |•On-going process skill with word work | |

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| | (B) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3) | |

| |On-going reading process skill with an emphasis on 2-3 new words per text read | |

| |•Read or listen to increasingly complex and sophisticated narrative and expository texts and poetry to interpret meanings of words and support these | |

| |interpretations with information from the text. | |

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| | (C) Identify words that name persons, places, or things and words that name actions (K-1) | |

| |Including: | |

| |•Recognizes words that name persons, places, or things (nouns) during read-alouds and shared reading in big books and other text and on word walls | |

| |•Recognizes words that name actions (verbs) during read-alouds and shared reading in big books and other text and on word walls | |

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| | (9) The student uses a variety of strategies to comprehend selections read aloud. The student is expected to: | |

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| | (A) Use prior knowledge to anticipate meaning and make sense of texts (K-3) | |

| |Including: | |

| |•Predicts outcomes and actions in fiction selections and narrative poems, based on content clues and on his or her own experiences | |

| |•Uses his or her own experience and knowledge to understand texts | |

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| | (B) Establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3) | |

| |Including self-directed and teacher-directed purposes consciously chosen and articulated by either the teacher or student | |

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| | (C) Retell or act out the order of important events in stories (K-3) | |

| |Including: | |

| |•Retells stories from memory | |

| |•Recalls and/or acts out the sequence of events in an oral reading selection | |

| |•Identify the broad or main idea (the gist) and support response with multiple, accurate details from the text. Focus on a single paragraph or an entire | |

| |selection. | |

| |•Identify information that supports a main idea statement/gist that is provided | |

| |•Identify or act out the proper sequence of events and how the events affect the main meaning of the text, including “what if…” questions | |

| |•Understand how one event relates to other events in the story (with an emphasis on cause/effect thinking) | |

| |•Revisit text to find a given event and then locate the event that comes before/after the given event; include information on a graphic organizer | |

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| | (10) The student responds to various texts. The student is expected to: | |

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| | (A) Listen to stories being read aloud (K-1) | |

| |On-going reading process skill including a variety of genres and culturally diverse written text | |

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| | (B) Participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1) | |

| |On-going reading process skill including: | |

| |•Reacts to patterns (e.g., repetition, clues) when patterned selections are read aloud | |

| |•Speculates/predicts when predictable selections are read aloud | |

| |•Joins in and reads along when patterned selections are read aloud | |

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| | (C) Respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation | |

| |(K-1) | |

| |Including: | |

| |•Participates constructively in classroom discussions, dramatic activities, and oral reading experiences | |

| |•Acts out nursery rhymes and stories for children | |

| |•Draws a picture to represent a poem read aloud | |

| |•Tells what he or she likes or does not like about a story or poem | |

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| | (D) Describe how illustrations contribute to the text (K-1) | |

| |Including: | |

| |•Finding details | |

| |•Defining/describing characters | |

| |•Clarifying setting | |

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| | (11) The student recognizes characteristics of various types of texts. The student is expected to: | |

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| | (A) Distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3) | |

| |Including identifying the unique characteristics/features of articles or signs and other texts (including titles, and purpose of a particular text) | |

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| | (B) Understand simple story structure (K-1) | |

| |Including identifying the plot elements: | |

| |•Introduction including characters and setting | |

| |•Problem | |

| |•Resolution | |

| |•Conclusion | |

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| | (C) Distinguish fiction from nonfiction, including fact and fantasy (K-3) | |

| |Including: | |

| |•Recognizes that narrative that is written and may be realistic but did not actually happen | |

| |•Recognizes that non-fiction is text about events that actually | |

| |happened | |

| |•Explains what is “make believe” about fairy tales and some | |

| |stories for children, including differentiating between fact and | |

| |fantasy | |

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| | (D) Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2) | |

| |Including recognizing types of text and their characteristics including | |

| |•Stories (e.g., titles, author, illustrator) | |

| |•Poems (patterns of rhythm and/or rhyme) | |

| |•Information books (titles, author, illustrator, labels, captions, etc). | |

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| | (E) Understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator | |

| |draws the pictures (K-1) | |

| |Including: | |

| |•Recognizes that the author writes the words of the story to show characters and their characteristics, setting, events of the plot, etc. | |

| |•Recognizes that the illustrator draws pictures to show characters and their characteristics, setting, events of the plot, etc. | |

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| | (12) The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The | |

| |student is expected to: | |

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| | (A) Identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3) | |

| |Including asking and answering relevant questions for personal clarification and extension of ideas in group discussions | |

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| | (B) Use pictures, print, and people to gather information and answer questions (K-1) | |

| |Including using pictures, print, and informal interviews to gather information in response to self-, peer-, and teacher generated questions. | |

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| | (C) Draw conclusions from information gathered (K-3) | |

| |Including: | |

| |•Drawing and Supporting Conclusions With and Without Text Evidence: A statement about an individual person, place, thing, or event that is supported by | |

| |accurate information | |

| |[Note: On TAKS, that information must come from the text.] Conclusions are “some” or “sometimes” statements. There are many different kinds of conclusions,| |

| |e.g.: | |

| |o a statement about an individual person, place, thing, or event | |

| |o a statement/conclusion about the future = prediction | |

| |o a statement/conclusion about why something happened = cause/effect | |

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| | (D) Locate important areas of the library/media center (K-1) | |

| |Including: | |

| |•Check-out desk | |

| |•Location of picture books and other kinds of leveled texts | |

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| | (13) The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is | |

| |expected to: | |

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| | (A) Connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3) | |

| |Including: | |

| |•Discusses his or her customs and culture and those of others after listening to family stories and stories from children’s books | |

| |•Connecting those personal experiences with the life experiences, language, customs, and culture of others | |

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| | (B) Compare experiences of characters across cultures (K-3) | |

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| | (14) The student develops the foundations of writing. The student is expected to: | |

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| | (A) Write his/her own name and other important words (K-1) | |

| |Including: | |

| |With increasing fluency and automoticity, the student will: | |

| |•Prints his or her own name with appropriate placement of capital and lower-case letters | |

| |•Print family member names and/or other words meaningful to individual students | |

| |•Print some high frequency words | |

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| | (B) Write each letter of the alphabet, both capital and lowercase (K) | |

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| | (C) Use phonological knowledge to map sounds to letters to write messages (K-1) | |

| |Including: | |

| |o Letter-sound correspondence | |

| |o Spelling patterns | |

| |o Developmental spelling | |

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| | (D) Write messages that move left-to-right and top-to-bottom on the page (K-1) | |

| |Including: | |

| |•Short responses to questions | |

| |•Captions for pictures/drawings | |

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| | (E) Gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke | |

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| | (15) The student composes original texts. The student is expected to: | |

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| | (A) Dictate messages such as news and stories for others to write (K-1) | |

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| | (B) Write labels, notes, and captions for illustrations, possessions, charts, centers (K-1) | |

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| | (C) Write to record ideas and reflections (K-3) | |

| |Including journals to reflect ideas and responses to text | |

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| | (D) Generate ideas before writing on self-selected topics (K-1) | |

| |Including choosing a topic that is personally meaningful to the writer | |

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| | (E) Generate ideas before writing on assigned tasks (K-1) | |

| |Including generating ideas for written products, including artwork and letters (e.g., holiday cards, invitations to school performances) | |

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| | (F) Use available technology to compose text (K-3) | |

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| |(16)  | |

| |The student uses writing as a tool for learning and research. The student is expected to: | |

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| | (A) Record or dictate questions for investigating (K-1) | |

| |Including dictating relevant questions on a topic he/she would like to investigate and on topics introduced in oral reading selections | |

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| | (B) Record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3)| |

| |Including: | |

| |•Uses various methods to answer his or her questions (e.g., looking at pictures, talking to peers and adults) | |

| |•Records his or her own knowledge of a topic in a variety of ways (e.g., by drawing pictures, by writing letters) | |

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