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OKCPS |
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OCPS ACADEMIC STANDARDS |
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Language Arts - Grade 9: First Semester |
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1.1 Genres: Analyze
The learner will be able to
analyze the characteristics of genres including short story, novel, drama, poetry, and essay.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story/Short Story |
Analysis |
Master |
1.0 |
OK: PASS Reading 3.1a.; PASS Exam |
Classroom
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1.2 Literary: Forms/Terms
The learner will be able to
identify literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Terms |
Knowledge |
Master |
1.0 |
OK: PASS Reading 3.2f |
Classroom
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1.3 Characteristics of Text: Analyze
The learner will be able to
analyze characteristics of text, including its structure, word choice, and intended audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Word Choice |
Analysis |
Master |
0.5 |
OK: PASS Reading 2.2a |
Classroom
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1.4 Fiction/Nonfiction: Fact/Opinion
The learner will be able to
discriminate between fact and opinion and fiction and nonfiction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fiction/Nonfiction |
Analysis |
Master |
2.0 |
OK: PASS Reading 2.4a.; PASS Exam |
Classroom
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1.5 Theme: Recognize
The learner will be able to
recognize the theme (general observation about life or human nature) within a text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Criticism |
Knowledge |
Master |
1.0 |
OK: PASS Reading 3.2a |
Classroom
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3.1 Workplace Documents: Examine
The learner will be able to
examine the structures and format of functional workplace documents, including graphics and headers, and explain how authors use the features to achieve their purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Documents |
Analysis |
Master |
1.0 |
OK: PASS Reading 2.1a |
Classroom
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3.2 Reading Strategies: Monitor/Modify
The learner will be able to
monitor reading strategies and modify them when understanding breaks down such as rereading, using resources, and questioning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Master |
1.0 |
OK: PASS Reading 2.1c |
Classroom
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3.3 Text Structures: Recognize
The learner will be able to
recognize text structures such as compare and contrast, cause and effect, and chronological ordering.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Text Purpose |
Knowledge |
Master |
1.0 |
OK: PASS Reading 2.1d |
Classroom
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3.4 Reader: Influence/Response
The learner will be able to
recognize influences on a reader's response to a text (e.g., personal experience and values; perspective shaped by age, gender, class or nationality).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Response |
Knowledge, Comprehension |
Master |
1.0 |
OK: PASS Reading 2.2c |
Classroom
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6.1 Word Relationships: Recognize
The learner will be able to
identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotations and denotations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Relationships |
Knowledge |
Master |
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OK: PASS Reading 1.5 |
Classroom
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6.2 Word Structure: Apply Knowledge
The learner will be able to
apply a knowledge of Greek (e.g., tele/phone, micro/phone), Latin (e.g., flex/ible), and Anglo-Saxon (e.g., un/friend/ly) roots, prefixes, and suffixes to determine word meanings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Application |
Master |
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OK: PASS Reading 1.1 |
Classroom
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6.3 Reference Materials: Use
The learner will be able to
use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice |
Application |
Master |
1.0 |
OK: PASS Reading 1.4 |
Classroom
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10.1 Adjective: Superlative/Comparative
The learner will be able to
use correct forms of comparative and superlative adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Application |
Master |
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OK: PASS Writing 3.1f.; PASS Exam |
Classroom
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10.2 Edit: Structure/Punctuation
The learner will be able to
demonstrate correct use of punctuation and recognize its effect on sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Edit |
Application |
Master |
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OK: PASS Writing 3.2c |
Classroom
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10.3 Grammar: Confused Words
The learner will be able to
distinguish commonly confused words (e.g., there, their, they're; two, too, to; accept, except; affect, effect).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
Analysis |
Master |
1.0 |
OK: PASS Writing 3.1a.; PASS Exam |
Classroom
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10.4 Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
2.0 |
OK: PASS Writing 3.1c.; PASS Exam |
Classroom
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10.5 Pronoun: Referent/Use
The learner will be able to
correct pronoun/antecedent agreement and clear pronoun reference.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Application |
Master |
1.0 |
OK: PASS Writing 3.1e.; PASS Exam |
Classroom
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10.6 Sentence Structure: Various/Use
The learner will be able to
use a variety of sentence structures, types, and lengths to contribute to fluency and interest.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
1.0 |
OK: PASS Writing 1.5 |
Classroom
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10.7 Fragment/Run-On: Edit
The learner will be able to
correct fragments and run-on sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Analysis |
Master |
1.5 |
OK: PASS Writing 3.3c & d.; PASS Exam |
Classroom
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10.8 Plurals: Correct Formation
The learner will be able to
use correct formation of plurals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Usage |
Application |
Master |
1.0 |
OK: PASS Writing 3.2b.; PASS Exam |
Classroom
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11.1 Discussion: Attention to Content
The learner will be able to
focus attention on the speaker's message.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion |
Application |
Master |
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OK: PASS Oral 1.1 |
Classroom
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11.2 Peer Presentation: Respond
The learner will be able to
listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Comprehension |
Master |
1.0 |
OK: PASS Oral 1.3 |
Classroom
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14.1 Drafts: Organize/Reorganize
The learner will be able to
organize and reorganize drafts and refine style to suit occasion, audience, and purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
Application, Evaluation |
Master |
1.0 |
OK: PASS Writing 1.1c & f |
Classroom
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14.2 Drafts: Multiple
The learner will be able to
develop multiple drafts both alone and collaboratively to categorize ideas, organizing them into paragraphs, and blending paragraphs into larger text using precise word choices, including figurative language, that convey specific meaning and tone.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
Synthesis |
Master |
1.0 |
OK: PASS Writing 1.1b & 1.4 |
Classroom
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14.3 Reflective Paper: Write
The learner will be able to
write a reflective paper that may address one of the following purposes: express the individual's insight into conditions or situations, compare a scene from a work of fiction with a lesson learned from experience, and complete a self-evaluation on a class performance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating Writing |
Synthesis |
Master |
0.5 |
OK: PASS Writing 2.5a, b & c |
Classroom
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14.4 Proofread/Edit: Purposes
The learner will be able to
proofread writing for appropriateness of organization, content and style and edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics and spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
Analysis |
Master |
1.0 |
OK: PASS Writing 1.1 d & e |
Classroom
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14.5 Story Elements: Anecdotes
The learner will be able to
use anecdotes or describe with specific details the sight, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the person; use interior monologue (what characters say silently to self) to show the person's qualities and beliefs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Comprehension, Application |
Master |
1.5 |
OK: PASS Writing 2.1d |
Classroom
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14.6 Write: Narrative/Short Story
The learner will be able to
write a biographical or autobiographical narrative or short story that identifies a real person, living or not, who has had a special influence on other people, provides a sequence of factual events and communicates the significance of the events to the person, isolates specific scenes and incidents in time and places significant to defining the person's influence, and presents action segments to accommodate changes in time and mood.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
Synthesis |
Master |
1.0 |
OK: PASS Writing 2.1 a, b, c, & e |
Classroom
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14.7 Expository: Evidence/Support
The learner will be able to
include evidence in support of a thesis (position on the topic) including information on all relevant perspectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Application |
Master |
1.0 |
OK: PASS Writing 2.2a |
Classroom
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14.8 Expository: Technology/Organize
The learner will be able to
include visual aids by using technology to organize and record information on charts, data tables, maps, and graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Application |
Master |
2.0 |
OK: PASS Writing 2.2e |
Classroom
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14.9 Expository: Technical Terms
The learner will be able to
use technical terms and notations accurately (e.g., write a research report about inventions that were first mentioned in science fiction novels or movies and later became a scientific reality).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Application |
Master |
2.0 |
OK: PASS Writing 2.2g |
Classroom
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14.10 Expository: Misunderstandings
The learner will be able to
identify and address reader's potential misunderstanding, biases, and expectations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Comprehension |
Master |
1.0 |
OK: PASS Writing 2.2f |
Classroom
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14.11 Descriptive: Expand/Elaboration
The learner will be able to
use extension and elaboration to develop an idea.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
Application |
Master |
0.5 |
OK: PASS Writing 1.2 |
Classroom
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14.12 Generate Ideas: Prewriting
The learner will be able to
use prewriting strategies to generate ideas such as brainstorming, using graphic organizers, keeping notes and logs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting: Generate Ideas |
Application |
Master |
0.5 |
OK: PASS Writing 1.1a |
Classroom
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14.13 Literature: Responses
The learner will be able to
write responses to literature that demonstrates a comprehensive grasp of the significant ideas of literary works, supports important ideas and viewpoints through accurate and detailed reference to the text or to other works, demonstrates awareness of author's style and an appreciation of the effects created, and identifies and assesses the impact of ambiguities, nuances, and complexities within the text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Responses |
Synthesis |
Master |
1.0 |
OK: PASS Writing 2.7 a, b, c, & d |
Classroom
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14.14 Writing: Evaluate
The learner will be able to
evaluate own writing and others' writing (e.g., determine the best features of a piece of writing, determine how own writing achieves its purpose, ask for feedback, respond to classmates' writing).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating Writing |
Evaluation |
Master |
1.0 |
OK: PASS Writing 1.6 |
Classroom
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15.1 Literary Device: Visual Media/Show
The learner will be able to
indicate how symbols, images, sounds, and other conventions are used in visual media (e.g., time lapse in films; set elements that identify a particular time period or culture).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device |
Comprehension |
Master |
1.5 |
OK: PASS Visual 1.2 |
Classroom
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15.2 Document: Stereotypes/Bias
The learner will be able to
document the use of stereotypes and biases in visual media (e.g., distorted representations of society; imagery and stereotyping in advertising; elements of stereotypes such as physical characteristics, manner of speech, beliefs and attitudes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Assumption |
Analysis |
Master |
0.5 |
OK: PASS Visual 1.1 |
Classroom
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