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Teacher: LaBee

Supporting Standard Readiness Standard

M: Mastered D: Developing I: Intervention Needed

90 -100 70 - 89 <=69

Reporting Category
3.4A 3.8A 3.4B 3.8B 3.4C

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Fig. 19 D Fig 19E 3.10A 3.5A 3.6A 3.2B 3.16 3.9

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Fig. 19D Fig. 19E 3.13A 3.13B

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Fig. 19D Fig. 19E 3.13D 3.13C

Student Name
Aguirre, Maximus Borg, Stephanie Benavide, Claryssa Cardenas, Mariana Hernandez, Stephanie Hernandez, Ramiro Perez, Linsey Osoria, Romello Pham, Peter Salceda, Hailey San Martin, Nadya Schrarr, Jared Torres, Crystal Torres, Jose Tran, Britney Villanewva, Erasmo Jorge Tran, Peter Jared G. Cuevas, Katelyn Garcia, Juan 50 100 100 100 100 100 100 100 100 0 100 100 50 100 100 100 50 100 100 100 100 50 100 100 50 50 50 100 100 100 0 100 100 50 50 0 100 0 100 100 50 50 75 100 100 50 75 50 75 100 100 50 100 75 100 100 75 75 0 100 100 100 100 0 100 100 75 0 75 75 100 100 50 25 75 0 50 50 75 25 100 100 50 50 25 75 75 75 75 75 75 75 100 25 75 100 50 50 100 75 25 100 100 100 50 0 100 100 100 50 50 100 50 50 0 100 50 100 100 50 50 0 100 100 100 0 50 100 100 100 100 100 50 100 100 50 100 100 100 100 50 100 0 100 100 50 100

Class Average

88.1 66.7 ####

81 60.7 71.4 ### ### ### #### ### ### ### ### ### 64.3 #### ### ### ### 83.3

Process Skills (3.14,3.15,3.16) will be incorporated into at least 75% of the test q 4
3.0Rd 3.15B 3.12 3.16

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3.0Re

NT NT NT NT NT NT NT
3.11D 3.11E 3.11F 3.2D 3.2A 3.2B 3.9B

(3.4) Understanding/Analysis Across Genres

(A) identify the meaning of common prefixes (e.g., in-,dis-) and suffixes (e.g.,-full,-less),and know how they ch (C) identify and use antonyms, synonyms, homographs, and homophones

(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meanin

(3.8)Understanding/Analysis of Literary Texts


(A) sequence and summarize the plot's main events and explain their influence on future events (B) describe the interaction of characters including their relationships and the changes they undergo (Fig.19D) make inferences about text and use textual evidence to support understanding (Fiction) (Fig. 19E) summarize information in text, maintaing meaning and logical order (Fiction) (3.5A) Paraphrase the themes and supporting details of fables, legends, myths, or stories

(3.2B)Ask relevant questions, seek clarification, and locate facts and details abut stories and other texts and s

(3.6A) Describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative po

(3.9) Understand, make inferences and draw conclusions about the varied structural patterns and features of

(3.10A) Identify language that creates a graphic visual experience and appeals to the senses. Supporting Stan

(3.16) Use comprehension skills to analyze how words, images, graphics, and sounds work together in variou

(3.13) Understanding/Analysis of Informational Texts


(3.13A) identify the details or facts that support the main idea (3.13C) identify explicit cause and effect relationships among ideas in texts (Fig. 19D) make inferences about text and use textual evidence to support understanding (Fig. 19E) summarize information in text, maintaining meaning and logical order (3.15B) locate and use specific information in graphic features of text

(3.13B) draw conclusions from the facts presented in text and support those assertions with textual evidence

(3.13D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and ve

(3.12) analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and c

(3.16) Use comprehension skills to analyze how words, images, graphics, and sounds work together in variou

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5% of the test questions.

nd know how they change the meaning of roots

ong multiple meaning words and homographs

e events (Fiction)

hey undergo

and other texts and support answers with evidence from text

ery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse)

terns and features of literary nonfiction and respond by providing evidence from text to support their understanding

ses. Supporting Standard

rk together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts

with textual evidence

ion and make and verify predictions and contents of text

ural, historical, and contemporary contexts and provide evidence from the text to support their understanding

rk together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts

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