Reflect, with guidance, on viewing, listening, reading, Reflect on viewing, listening, reading, representing, speaking, Consider the of strategies to utilize and whether or not they representing, speaking, and writing by explaining what is and writing by explaining what is effective or what worked in will or do work for the task at hand. effective or what works in a text. a text. Determine what strategies are best for the task and what Reflect, with guidance, on own strategies (“What do I do Ask questions such as do I already know? What can I strategies will work best for self. “What well? How could I be better?”) and consider how to improve already do? What strategies have I learned? What do I need Identify strengths in viewing, listening, reading, representing, (“What must I do to make this better?”). to remember? What goals do I need to set for myself?” speaking, and writing and set goals to enhance the development Consider is important to know?” and can I Reflect on own strategies for viewing, listening, reading, and improvement of the skills and strategies in each. “What “How remember this?” representing, speaking, and writing and set goals to improve Ask strategies did I use? What goals do I need to set for “What the strategies used. Ask self I understanding?” and employ specific what I am trying to accomplish? How will I know if I have met my “Am “fix-up” strategies (e.g., slow down; re-view, reread, listen again; get goals? What else could I do?” and develop a plan for help) when something does not make sense. improvement. Develop criteria, with teacher support, for creating and assessing viewing, listening, speaking, reading, writing, and representing experiences. criteria to judge the quality of their viewing, listening, reading, representing, speaking, and writing.
Reflect, with guidance, on viewing, listening, reading, representing, speaking, and writing by explaining what is effective or what works in a text. Reflect, with guidance, on own strategies (“What do I do well? How could I be better?”) and consider how to improve (“What must I do to make this better?”). Consider “What is important to know?” and “How can I remember this?” Ask self “Am I understanding?” and employ specific “fix-up” strategies (e.g., slow down; re-view, reread, listen again; get help) when something does not make sense. Develop criteria, with teacher support, for creating and assessing viewing, listening, speaking, reading, writing, and representing experiences. criteria to judge the quality of their viewing, listening, reading, representing, speaking, and writing. Reflect on viewing, listening, reading, representing, speaking, and writing by explaining what is effective or what worked in a text. Ask questions such as “What do I already know? What can I already do? What strategies have I learned? What do I need to remember? What goals do I need to set for myself?” Reflect on own strategies for viewing, listening, reading, representing, speaking, and writing and set goals to improve the strategies used. Consider the of strategies to utilize and whether or not they will or do work for the task at hand. Determine what strategies are best for the task and what strategies will work best for self. Identify strengths in viewing, listening, reading, representing, speaking, and writing and set goals to enhance the development and improvement of the skills and strategies in each. Ask “What strategies did I use? What goals do I need to set for what I am trying to accomplish? How will I know if I have met my goals? What else could I do?” and develop a plan for improvement.
curricular_through_lines_ela_3-5_outcomes_and_indicators_0.docx