Locate Academic Alignments For - James Joyce - Meet Stephen Dedalus

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Academic Alignment Authority: Vermont

Subject Matter / Course: Language Arts

The following academic standards have been aligned to James Joyce - Meet Stephen Dedalus

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Showing 25 standard(s)
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
5.8
Ages: 14, 15, 16, 17
Students read a variety of types of literature, fiction and nonfiction (e.g., poetry, drama, essays, folklore and mythology, fantasy and science fiction, and public documents, such as newspapers and periodicals).
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
1.3.a
Ages: 4, 5, 6, 7, 8, 9
Comprehend grade-appropriate materials;
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R3:7.1
Ages: 8
using prior knowledge; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book)
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R3:8.1
Ages: 8
Sampling a page of text for readability and interest
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 8
Accuracy: reading material appropriate for grade 3 with at least 90–94% accuracy
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R3:12.2
Ages: 8
Using information from the text to answer questions related to explicitly stated central/main ideas or details
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R3:12.4
Ages: 8
Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, children’s magazines, content trade books, textbooks, children’s newspapers; and practical/functional texts: book orders, procedures, instructions, announcements, invitations)
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R4:7.1
Ages: 9
using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support, description, classification)
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R4:8.1
Ages: 9
Sampling a page of text for readability and interest
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 9
Accuracy: reading material appropriate for grade 4 with 90–94% accuracy
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R4:12.2
Ages: 9
Using information from the text to answer questions related to explicitly stated main/central ideas or key details
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R4:12.4
Ages: 9
Identifying the characteristics of a variety of types of text (e.g., reference: encyclopedias, children’s magazines, content trade books, textbooks, student newspapers; and practical/functional texts: procedures, instructions, book orders, announcements, invitations)
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R5:12.2
Ages: 10
Using information from the text to answer questions related to main/central ideas or key details
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 10
Identifying the characteristics of a variety of types of text (e.g., reference: reports, encyclopedias, children’s magazines, content trade books, textbooks, student newspapers, Internet Web sites, biographies; and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus)
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 10
Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries; informational: biography, reports, encyclopedias, children’s magazines, student newspapers, content trade books, Internet Web sites; and practical/functional texts: procedures, instructions, menus, recipes, announcements, invitations)
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 10
Reading at least the equivalent of four books by an author, about a subject, or in one genre
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 11
Accuracy: reading material appropriate for grade 6 with 90–94% accuracy
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 11
Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R6:12.2
Ages: 11
Using information from the text to answer questions related to main/central ideas or key details
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 12
Accuracy: reading material appropriate for grade 7 with at least 90–94% accuracy
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R7:12.2
Ages: 12
Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 13
Accuracy: reading material appropriate for grade 8 with at least 90–94% accuracy
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
R8:12.2
Ages: 13
Using information from the text to answer questions or to state the central idea or provide supporting details
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
Ages: 14, 15, 16, 17
Accuracy: reading material appropriate for high school with at least 90–94% accuracy
Vermont
Language Arts
James Joyce - Meet Stephen Dedalus
RHS:16.2
Ages: 14, 15, 16, 17
Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas)

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