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LEAP TUTORING-RESOURCE - PROGRAM SUPPORTS THE GENERAL OBJECTIVES FOUND IN THE REGULAR ELA BLOCK. | The student will complete LEAP tests, evaluating strengths and weaknesses. |
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Standard One: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. | |
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ELA-1-M1. |
using knowledge of word meaning and developing basic and technical vocabulary using various strategies (e.g., context clues, idioms, affixes, etymology, multiple-meaning words) | |
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ELA-GLE-8-1. |
Develop vocabulary using a variety of strategies, including: | |
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ELA-GLE-8-1a. |
use of connotative and denotative meanings | |
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ELA-GLE-8-1b. |
use of Greek, Latin, and Anglo-Saxon roots and word parts (ELA 1 M1) | |
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ELA-1-M2 . |
interpreting story elements (e.g., mood, tone, style) and literary devices (e.g., flashback, metaphor, foreshadowing, symbolism) within a selection | |
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ELA-GLE-8-2. |
Interpret story elements, including: | |
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ELA-GLE-8-2a. |
stated and implied themes | |
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ELA-GLE-8-2b. |
development of character types (e.g., flat, round, dynamic, static) | |
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ELA-GLE-8-2c. |
effectiveness of plot sequence and/or subplots | |
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ELA-GLE-8-2d. |
the relationship of conflicts and multiple conflicts (e.g., man vs. man, nature, society, self) to plot | |
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ELA-GLE-8-2e. |
difference in third person limited and omniscient points of view | |
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ELA-GLE-8-2f. |
how a theme is developed (ELA 1 M2) | |
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ELA-GLE-8-3. |
Interpret literary devices, including: | |
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ELA-GLE-8-3a. |
allusions | |
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ELA-GLE-8-3b. |
understatement (meiosis) | |
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ELA-GLE-8-3c. |
how word choice and images appeal to the senses and suggest mood and tone | |
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ELA-GLE-8-3d. |
the use of foreshadowing and flashback to direct plot development | |
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ELA-GLE-8-3e. |
the effects of hyperbole and symbolism (ELA 1 M2) | |
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ELA-1-M3. |
reading, comprehending, and responding to written, spoken, and visual texts in extended passages (e.g., ranging from 500-1,000 words) | |
