Web viewI canmake specific references to passages and events from a text to prove what the text says...

I can…make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly.

Reading Literature and Informational Text: Key Ideas and Details (RL.9-10.1.)

1. Figure out what the text says directly (explicitly)

2. Make meaning by asking “why” questions

3. Find appropriate quotations and references to elements of the plot or text to support #1 and #2

I can…determine a theme and explain its development throughout the text using specific details.

Reading Literature: Key Ideas and Details RL.9-10.2

1. Define “theme”2. Read a text and be able to

extract the author’s purpose3. Find appropriate quotations and

references from the entire work that show how the theme emerges and is refined

I can…objectively summarize a text.

Reading Literature and Informational Texts: Key Ideas and Details RL.9-10.2.

1. Understand the difference between writing objectively and subjectively

2. Read a text and summarize it

I can…identify and analyze complex characters.

Reading Literature: Key Ideas and Details RL.9-10.3.

1. Define “complex character”2. Read a text and figure out who

the complex character is3. Describe what makes the

character complex using appropriate quotations and references from the entire work

I can…show how a complex character develops throughout the text.

1. Identify the complex character2. Identify moments in the plot

using specific quotations and references from the entire work that show change in the complex character.

I can…show how a complex character interacts with other characters.

1. Identify the complex character2. Identify interactions between

the complex character and other characters

3. Identify how the characteristics of the complex character affect these interactions

I can…show how the complex character and his/her interactions with other characters advance the plot.

complex character and others3. Identify how complex character

affects these interactions4. Show how the interactions

move the plot forward.

I can…show how the complex character and his/her interactions with other characters develop the theme.

complex character and others3. Identify how complex character

affects these interactions4. Show how the interactions

develop the author’s point

I can…figure out the meaning of words and phrases as they are used in context.

Reading Literature: Craft and Structure RL.9-10.4.

1. Define words and phrases given the context of the sentence and entire text.

I can…figure out the meaning of figurative words and phrases as they are used in the text.

1. Define figurative words and phrases2. Figure out their meaning in the context of the sentence and entire text.

I can…figure out the connotative meanings of words and phrases as they are used in the text.

1. Define connotative 2. Identify words and phrases with connotative meanings3. Figure out their meaning in the context of the sentence and the entire text.

I can…analyze the use of word choice including figurative words and words with strong connotation and its effect on meaning and tone.

1. Identify words and phrases that are figurative and/or have strong connotation2. Determine the meaning and tone of the piece3. Analyze the use of the specific words and phrases for the specific meaning and tone (i.e. prove that #1 demonstrates #2)

I can…figure out the structure of the text and the order of events.

1. Plot events on a plot diagram2. Determine the organization of the piece if unique (parallel plots)

I can…show how the author manipulates time.

1. Plot events on a plot diagram2. Plot moments of time manipulation (ex. Pacing, flashback)

I can…show how the order of events and manipulation of time create mystery, tension, or surprise.

1. Plot events2. Plot moments of time manipulation3. Determine the author’s intended effect: mystery, tension, surprise?4. Show how the arrangement of the events and progression of time achieve the intended effect (i.e. How do #1 and #2 lead to #3)

I can…identify a unique point of view or cultural experience.

1. Read literature from outside the United States2. Determine the meaning and theme of the piece3. Identify the point of view or cultural influence of the piece4. Analyze the point of view or cultural influence on the meaning and theme (How does #3 lead to #2)

I can…compare and contrast the representation of a subject in two different mediums.

Reading Literature: Integration of Knowledge and Ideas RL.9-10.7.

1. View/Read about the same subject in two different ways (ex. Painting and text)2. Compare and contrast the representation of the subject.3. Analyze the similarities/differences in emphasis (What is emphasized) and absent (What is missing) in each.

I can…figure out how an author uses and transforms source material in his work.

Reading Literature: Integration of Knowledge and Ideas RL.9-10.9.

1. Identify the source material 2. Identify either the relevant theme or structure from the source to the current work3. Analyze how #1 is developed in #2

I can…read and understand literature and informational text that is at my grade level.

Range of Reading and Level of Text Complexity RL.9-10.10.

I can…determine a central idea and explain its development throughout the text using specific details.

Reading Informational Texts: Key Ideas and Details RI.9-10.2.

1. Define “central idea”2. Read a text and be able to extract the author’s purpose3. Find appropriate quotations and references from the entire work that show how the theme emerges and is refined

I can…summarize the order in which the author unfolds his main ideas or events.

1. Figure out the author’s main points2. Trace the development of the author’s main points3. Determine the type of organizational pattern used

I can…examine how the author introduces and develops his main points.

1. Figure out the author’s main points2. Determine how the author introduces each main point3. Analyze the support the author uses to develop the main points

I can…determine the connections between the author’s main points

1. Figure out the author’s main points2. Determine and analyze how the author moves from point to point

I can…figure out the meaning of words and phrases as they are used in context.

Reading Informational Text: Craft and Structure RI.9-10.4.

1. Define words and phrases given the context of the sentence and entire text.

I can…figure out the meaning of figurative words and phrases as they are used in the text.

1. Define figurative words and phrases2. Figure out their meaning in the context of the sentence and entire text.

I can…figure out the connotative meanings of words and phrases as they are used in the text.

1. Define connotative 2. Identify words and phrases with connotative meanings3. Figure out their meaning in the context of the sentence and the entire text.

I can…figure out the technical meanings of words and phrases as they are used in the text.

1. Define technical words and phrases2. Identify technical words and phrases in the text3. Figure out the meaning of the technical words and phrases as they are used in the text.

I can…analyze the use of word choice including figurative words, words with strong connotation, and technical words and its effect on meaning and tone.

1. Identify words and phrases that are figurative and/or have strong connotation and/or are technical2. Determine the meaning and tone of the piece3. Analyze the use of the specific words and phrases for the specific meaning and tone (i.e. prove that #1 demonstrates #2)

I can…identify an author’s ideas and claims

1. Figure out the author’s overall purpose in writing (central idea or theme)2. Determine the ideas and claims the author uses to develop the central idea

I can…analyze how an author uses particular sentences, paragraphs, or larger portions of the text to develop his ideas and claims.

1. Figure out the author’s overall purpose in writing (central idea or theme)2. Determine the ideas and claims the author uses to develop the central idea.3. Find specific sentences, paragraphs, or portions of the text that develop and refine the central idea and theme.4. Analyze how the author uses the sentences, paragraphs, or portions of text to develop the central idea and theme (How does #3 develop #2?)

I can…determine an author’s point of view or purpose in a text.

1. Define point of view and purpose2. Determine the author’s point of view and purpose in writing the piece.

I can…show how the author uses his arguments to develop his point of view or purpose.

1. Figure out the author’s point of view or purpose2. Determine the arguments the author makes.3. Analyze how the author uses the arguments to get his point across to the reader.

I can…compare and contrast a subject presented through various mediums.

Reading Informational Text: Integration of Knowledge and Ideas RI.9-10.7.

1. Read, watch, and/or view an account of a subject in a variety of ways.2. Compare and contrast the presentations of the subject by showing which details are emphasized by each account.

I can…delineate the argument and specific claims of a text.

1. Define delineate (describe in detail)2. Determine the arguments and specific claims of a text3. Detail the specific arguments and claims by describing the argument/claim in general and the exact support the author uses to support each argument/claim

I can…evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and 2) false statements and fallacious reasoning.

1. Define evaluate (make a judgment)2. Determine the arguments/specific claims in the text.3. Determine the support the author uses to validate his arguments/support4. Judge the validity of the support—is it a good argument?5. Judge the truth of the support—is it true?6. Define fallacious reasoning.7. Judge the fallaciousness of the support—does it commit a fallacy?

I can…analyze U.S. documents of history and literature for their significant themes and concepts.

1. Read significant documents2. Determine their historical and social context3. Identify the themes and concepts addressed in the pieces4. Analyze hose the pieces address the themes and concepts

Writing Arguments: I can…write arguments to support claims that analyze substantive topics using valid reasoning and appropriate evidence.

Writing: Text Types and Purposes W.9-10.1.

1. Determine the argument (about a substantive topic)2. Determine the claims you will make to support your argument3. Determine the validity of your reasoning—making sure you use valid reasons4. Determine the evidence you will use to support your claims5. Make sure you evidence is relevant and sufficient.

Writing Arguments: I can…introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

1. Determine the argument I will make2. Determine the claims I will make to support my argument3. Introduce the claims in my writing4. Analyze how my claims are different than claims of opposition5. Organize the claims making sure the transitions between claims, counterclaims, reasons, and evidence are clear.

Writing Arguments: I can…develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

1. Determine the argument I will make2. Determine the claims I will make to support my argument3. Spend equal amounts of writing on both the claims and counterclaims, treating them fairly4. Supply evidence for both the claims and counterclaims5. Point out the strengths and weakness of both claims and counterclaims in a manner that considers the audience’s knowledge and concerns about the claims.

Writing Arguments: I can…use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

1. Determine the argument I will make2. Determine the claims I will make to support my argument3. Determine the order in which I will present my claims and build my argument4. Use transition words, phrases, and clauses to link the section of the text to create clarity and cohesion and clarify the relationships between claims/reasons, reasons/evidence, and claims/counterclaims

Writing Arguments: I can…establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

1. Determine the argument I will make2. Determine the claims I will make to support my argument3. Present my claims and argument in a formal and objective tone.

Writing Arguments: I can…provide a concluding statement or section that follows from and supports the argument presented.

1. Determine the argument I will present2. Determine the claims I will use to support my argument3. Write my text4. Provide a concluding statement or paragraph that logically follows and supports the argument.

Informative:I can…write an informative piece that examines and convey complex ideas clearly and accurately by selecting, organizing, and analyzing content.

1. Determine the idea to be examined2. Select the details to explain the topic3. Organize the details to explain the topic4. Analyze the details to explain the topic

Informative: I can…introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

1. Determine the topic to be examined2. Select the details to explain the topic3. Organize the ideas to show connections and distinctions (how does one idea lead to the next?)4. Choose appropriate formatting, graphics, and multimedia to use to aid understanding

Informative: I can…develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

1. Determine the topic to be examined2. Select well-chosen, relevant, and sufficient facts, definitions, quotations, and other information to develop the topic3. Provide examples that take the audience’s knowledge of the topic into consideration.

Informative:I can…use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

1. Determine the topic to be examined2. Select details to explain the topic3. Use transitions to link the sections of the text, create cohesion, and show the link between major ideas and concepts.

Informative:I can…use precise language and domain-specific vocabulary to manage the complexity of the topic.

1. Determine the topic to be examined2. Select details to explain the topic3. Write the text using precise language and specific vocabulary

Informative:I can…establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

1. Determine the topic to be examined2. Select details to explain the topic3. Present my details and facts in a formal and objective tone.

Informative:I can…provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

1. Determine the topic to be examined2. Select details to explain the topic3. Write my text4. Provide a concluding statement or paragraph that logically follows and supports the argument.

Narratives:I can…tell a story about a real or imagined experience using good technique, choosing appropriate details, and structuring the sequences of events.

1. Choose a real or imagined experience to address2. Plan the writing--prewrite3. Choose appropriate details4. Order the events in a logical, appropriate way

Narratives:I can…engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

1. Choose a real or imagined experience to address2. Plan the writing--prewrite3. Establish the problem in the rising action4. Establish point(s) of view in the exposition5. Introduce narrator and/or characters in exposition and rising action6. Create a plot that follows the plot diagram

Narratives: I can…use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

1. Choose a real or imagined experience to address2. Plan the writing--prewrite3. Establish the problem in the rising action4. Establish point(s) of view in the exposition5. Introduce narrator and/or characters in exposition and rising action6. Use dialogue, pacing, description, reflection, and multiple plot lines to develop the story

Narratives: I can…use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

1. Choose a real or imagined experience to address2. Plan the writing--prewrite3. Establish the problem in the rising action4. Establish point(s) of view in the exposition5. Introduce narrator and/or characters in exposition and rising action6. Use dialogue, pacing, description, reflection, and multiple plot lines to develop the story7. Ensure the sequence of events is logical and creates coherency

Narratives:I can…use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

1. Choose a real or imagined experience to address2. Plan the writing--prewrite3. Establish the problem in the rising action4. Establish point(s) of view in the exposition5. Introduce narrator and/or characters in exposition and rising action6. Use dialogue, pacing, description, reflection, and multiple plot lines to develop the story7. Ensure the sequence of events is logical and creates coherency8. Use effective word choice to paint a vivid picture

Narratives:I can…provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

1. Choose a real or imagined experience to address

2. Plan the writing--prewrite

3. Establish the problem in the rising action

4. Establish point(s) of view in the exposition

5. Introduce narrator and/or characters in exposition and rising action

6. Use dialogue, pacing, description, reflection, and multiple plot lines to develop the story

7. Ensure the sequence of events is logical and creates coherency

8. Use effective word choice to paint a vivid picture

9. Provide a strong conclusion that reflects on the experience in the narrative

I can…produce clear and coherent writing that is appropriate for the task and audience.

Writing: Production and Distribution of Writing W.9-10.4.

I can…continually work on my writing abilities through the writing process and trying new approaches that focus on the purpose and audience of the writing.

1. Use the writing process to develop a piece of writing2. Your knowledge about your audience should always influence the way you approach your purpose.

I can…use technology to produce writing products and display information dynamically.

1. Use technical resources to produce individual and shared writing tasks2. Link to other information and display information in a significant way (appropriate to the audience and task)

I can…conduct research projects that answer a question and show my understanding of the subject by narrowing the topic as needed and using multiple sources.

Writing: Research to Build and Present Knowledge W.9-10.7.

1. Establish a question or problem to solve—either given or self-created2. Narrow the search topic as needed3. Find, read, and collect information from a variety of sources4. Use the research to show my understanding of the topic

I can…Gather relevant information from various appropriate and credible print and electronic sources.

Writing: Research to Build and Present Knowledge W.9-10.8.

1. Establish a question or problem to solve—either given or self-created2. Narrow the search topic as needed3. Find, read, and collect information from a variety of sources using advanced searches effectively4. Assess the validity and credibility of each source5. Integrate information into the text of my project to maintain flow6. Avoid plagiarism by citing correctly7. Use MLA standard for writing

I can…write routinely for both short and long pieces to meet a variety of purposes and audiences.

Writing: Range of Writing W.9-10.10.

I can…initiate and participate in discussions with individuals and/or groups of people on topics at my grade level while expressing my ideas clearly and persuasively and building on the ideas of others.

Speaking & Listening: Comprehension and Collaboration SL.9-10.1.

1. Must be given group discussion situations (1-1, groups, teacher-led)2. Discuss and focus on topics that are at grade level (either teacher-provided, or self-selected)3. Practice listening to the ideas of others4. Practice offering your own ideas clearly and persuasively (this does NOT mean “argue”)

I can…come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

1. Come to class prepared for the discussion2. Read and research the topics to feel prepared for the discussion3. Refer to the evidence you have prepared and researched to keep the discussion focused and moving4. Engage in thoughtful, well-reasoned and appropriate exchange of ideas.

I can…work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

1. Work with group to decide the rules of discussion and the rules for making decisions2. Establish clear goals and deadlines3. Establish individual responsibilities (ex. Notetaker, time-keeper, leader, etc.)

I can…propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

1. Keep the conversation going by asking and responding to questions about the topic2. Ask and answer questions that connect the topic to broader ideas and themes3. Make it a point to get everyone in the pair/group involved in the discussion4. Ask questions for clarification and challenge ideas and conclusions (this is to be constructive and not argumentative)

I can…respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

1. Give thoughtful responses to the opinions of others2. Summarize points where your opinion is similar to and different from the views of others3. Evaluate your own opinions and reevaluate your own thoughts based on the evidence and reasoning brought to light through the discussion

I can…look at multiple sources and formats of information and determine the credibility and accuracy of each source.

1. Find or be given multiple sources in multiple formats on a topic2. Determine the credibility and accuracy of the sources

I can…judge the point of view, reasoning, and evidence/arguments of a speaker and determine if he uses any fallacious reasoning or invalid (exaggerated/distorted) evidence.

1. Define fallacious reasoning and types2. Listen to a speaker3. Determine the speaker’s point of view, reasons, and evidence4. Determine if the speaker uses any fallacious reasoning or bad evidence in his argument.

I can…present information in a manner that is clear and is appropriate to my audience and the task.

Speaking & Listening: Presentation of Knowledge and Ideas SL.9-10.4.

1. Determine the topic for presentation2. Create an organized, logical presentation (outline)3. Consider the audience, purpose, and task4. Make sure the audience can follow the line of reasoning and organization

I can…use digital media in my presentations

1. Select and use digital media in presentation2. Make sure media use is appropriate to task and audience3. Make sure media enhances the information and adds interest to presentation

I can…vary my use of language to meet the appropriate context and task.

1. Determine the situation2. Determine the appropriate words to use given the situation3. Understand the difference between formal language and informal language

I can…show my command of English when writing or speaking.

Language: Conventions of Standard English L.9-10.1.

I can…use parallel structure.

1. Define parallel structure2. Use in both writing and speaking

I can…use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

1. Define the various types of phrases and clauses2. Be able to identify the types of phrases and clauses in written and spoken language3. Use the various types of phrases and clauses in writing and presentations

I can…correctly capitalize, punctuate, and spell when writing.

I can…use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

1. Know what a semicolon is.2. Know the circumstances when a semicolon may be used3. Use semicolons correctly4. Know what a conjunctive adverb is5. Know how to use a conjunctive adverb6. Use conjunctive adverbs correctly

I can…use a colon to introduce a list or quotation.

1. Know what a colon is2. Know how to use a colon to introduce a list or quotation3. Use a colon correctly

I can…spell correctly.

1. Use the resources available to spell words correctly

I can…evaluate how language functions in different contexts and use this knowledge to understand more fully when reading and listening.

Language: Knowledge of Language L.9-10.3.

1. Understand that language in science will be different than language in English2. Understand that reading for other classes/contexts will be different than reading for English3. Determine what about the text/words makes these differences and how to adapt to the various situations

I can…write and edit work so that it conforms to the guidelines in the MLA Style Manual

Language: Knowledge of Language L.9-10.3.

I can…figure out the meanings of words at my grade level

Language: Vocabulary Acquisition and Use L.9-10.4.

1. When you find a word you don’t know, you will use your resources to figure out what the word means

I can…use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

I can…identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

1. Know the parts of speech2. Understand how words change to shift from one part of speech to another (ex. From verb to noun: analyze to analysis)

I can…consult reference materials to find the pronunciation of a word or determine its precise meaning, its part of speech, or its origin.

1. Use dictionaries online and in print to look up words2. Know how to figure out the pronunciation of words3. Know how to determine the origin (etymology) of words

I can…verify that what I originally thought/guessed the word meant is what the word meant

1. Make an educated guess at the meaning of a word or phrase given the context2. Check your guess using a dictionary or other resource

I can…show that I understand the meaning of figurative language and word choices in a text.

1. Define types of figurative language and word choices2. Identify types of figurative language and word choices in a text3. Determine the meaning of the figurative language and word choices4. Show that you understand the meanings

I can…interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

1. Define types of figures of speech2. Find figures of speech in a text3. Analyze the meaning of the figures of speech in the text

I can…analyze differences in meaning, feeling, or tone in words with similar denotations.

1. Define denotation vs. connotation2. Find examples of word choices with similar denotations3. Analyze the use of these words in the text

I can…use academic words and phrases in various contexts and independently gather vocabulary knowledge.

1. Use correct content-specific terminology2. Use terminology correctly3. Use resources to independently look up and define words as needed

Web viewI canmake specific references to passages and events from a text to prove what the text says...

Documents

Infer cocinas

REBRANDING Piedmont, Lithium - ion Bulllibull.com/REBRANDING-Piedmont-Lithium-ion-Bull.pdf · 2017-09-08 · achievesubstantial!alpha.!SelfKdirectedspeculators!canmake!individual!fortunes,!if!they!choose!wisely.!!!!

ICDM 2002 Using Text Mining to Infer Semantic Attributes for Retail Data Mining Rayid Ghani & Andrew Fano Accenture Technology Labs, USA

Using Revealed Preferences to Infer Environmental Beneﬁts ...people.duke.edu/~lds5/Papers/Bennear_Stavins_Wagner_JRE.pdf · Using Revealed Preferences to Infer Environmental Beneﬁts:

Grade 4 Reading pages/ELA_Department...Comprehension Focus Skill: Compare and contrast 4.3B Infer and Predict 4.6B Genre: Fairy Tale Informational Text Magazine Article / Primary Sources

Infer Customer Quotes

GLEs - Communication Arts · * During reading, utilize strategies to a. determine meaning of unknown words b. self -monitor comprehension c. question the text d. infer e. visualize

Using Revealed Preferences to Infer Environmental Beneﬁts ... · Using Revealed Preferences to Infer Environmental ... the demand for state ﬁshing licenses is used to infer the

Cultural Diffusion and Trends in Facebook Photographs · as references or infer topics from text data. ... pizza, salad, sushi ... Furniture bookshelf, bed, chair, kitchen ... and

Reading to Infer

Social Tables - Infer Case Study

5th - infer · Harvey and Goudvis discuss inferring in their book Strategies That Work. They state infer-ring is the bedrock of comprehension, not only in reading. We infer in many

Infer powerpoint

3rd infer strategies

D & D Report: Using Context Clues to Infer Word Meaningitlscloud.usu.edu/~mchester/portfolio/files/DDReport.pdf · 4. Infer meaning of word Given a short (paragraph) text, define

Infer Mood

Exploiting linguistic knowledge to infer properties of ...pcook/Cook2010.pdfExploiting linguistic knowledge to infer properties of ... Exploiting linguistic knowledge to infer properties

Lydiard Millicent CE Primary · Web viewReading - Artemis Fowl by Owain Colfer pg64-65. Use clues in the text to infer meaning . INFERENCE. Children to read the text, following along

3rd infer

Monday, October 11 th, 2010 Objectives: Infer the literal and figurative meanings of phrases in text (R.11.8.8) Essential Questions: What strategies do