Project G. L. A. D. Early Man/Prehistoric



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Fluency and Systematic Vocabulary Development


Beginning Level

  • Read aloud simple words presented in literature and subject matter texts; demonstrate comprehension by using one to two words or simple-sentence responses.

  • Respond with appropriate short phrases or sentences in various social and academic settings(e.g., answer simple questions)

  • Create a simple dictionary of wards frequently used by the student.

  • Retell stories by using phrases and sentences

  • Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects)



Early Intermediate Level


  • Use knowledge of literature and content areas to understand unknown words.

  • Read simple paragraphs and passages independently.

  • Demonstrate internalization of English grammar, usage and word choice by recognizing and correcting some errors when speaking or reading aloud.

  • Read aloud with appropriate pacing, intonation and expression one’s own writing of narrative and expository texts.

  • Use standard dictionary to find the meaning of known vocabulary.



Intermediate Level


  • Use a standard dictionary to determine meanings of unknown words.

  • Use knowledge of English morphemes, phonics, and syntax to decode text.

  • Recognize simple idioms, analogies, figures of speech, (e.g., “take a fall”) and metaphors in literature and texts in content areas.

  • Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

  • Use decoding skills and knowledge of both academic and social vocabulary to read independently.

  • Recognize that some words have multiple meanings.



Early Advanced Level


  • Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words.

  • Recognize that some words have multiple meanings and apply this knowledge to read literature and texts in content areas.

  • Use a standard dictionary to determine the meaning of unknown words (e.g., idioms and words with multiple meanings)


Idea Pages

Page 8


  • Use decoding skills land knowledge of academic and social vocabulary to achieve independent reading.

  • Recognize idioms, analogies and metaphors used in literature and texts in content areas.

  • Read aloud with appropriate pacing, intonation and expression increasingly complex narrative and expository texts.



Advanced Level
  • Recognize that some words have multiple meanings and apply this knowledge consistently in reading literature and texts in content areas.
  • Apply knowledge of academic and social vocabulary to achieve independent reading.
  • Use common idioms and some analogies (e.g., “shine like a star”, “let the cat out of the bag”) and metaphors.
  • Use a standard dictionary to determine the meaning of unknown words.

Reading Comprehension
Beginning Level
  • Read simple text and orally respond to factual comprehension questions by using key words or phrases.
  • Understand and follow simple multiple-step oral directions for classroom or work related activities.
  • Orally identify, using key words or phrases, the main ideas and some details of familiar texts.
  • Point out text features, such as the title, table of contents and chapter headings.
  • Use pictures, lists, charts, and table found in information materials, newspapers and magazines to identify the factual components of compare-and-contrast patterns.
  • Orally identify examples of fact and opinion and cause and effect in simple texts.

Early Intermediate Level

  • Read and orally respond to simple literary texts and texts in content areas by using simple sentences to answer factual comprehension questions.

  • Identify and follow some multiple-step directions for using simple mechanical devices and filling out basic forms.

  • Identify and orally explain categories of familiar informational materials by using simple sentences.

  • Read text and orally identify the main ideas and details of informational materials, literary text, and text in content areas by using simple sentences.

  • Read and orally identify examples of fact and opinion and cause and effect in written texts by using simple sentences.

  • Orally identify the factual components of simple informational materials by using key words or phrases.



Idea Pages

Page 9

Intermediate Level


  • Read literature and respond orally to it by answering in detailed sentences factual comprehension questions.

  • Read text and use detailed sentences to explain orally the main ideas and details of information text, literary text and text in content areas.

  • Identify and use detailed sentences to explain orally the differences among some categories of informational materials.

  • Understand and orally identify the features and elements of informational materials (e.g., magazines and books)



Early Advanced Level


  • Identify and explain the main ideas and critical details of informational materials, literary texts, and texts in content areas.

  • Identify and explain the differences between various categories of informational materials (e.g., textbooks, newspapers, instructional materials)

  • Analyze a variety of rhetorical styles found in consumer (e.g., warranties, contracts, manuals) and informational materials (e.g., magazines, newspapers, textbooks)



Advanced Level


  • Identify and explain the main ideas and critical details of informational materials, literary text and text in content areas.

  • Analyze a variety of rhetorical styles, found in consumer (e.g., warranties, contracts) and informational materials (e.g., magazines, newspapers, textbooks and signs)

  • Identify and analyze the differences between various categories of informational materials (textbooks, newspapers, instructional manuals and signs)



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