The document discusses the need for Common Core standards and how Web 2.0 tools can support literacy instruction aligned to those standards. It provides an overview of the key elements of the Common Core ELA standards and examples of digital tools that can help with reading, writing, speaking, listening, and language development. The document also shares tools for different aspects of instruction including comprehension, research, assessment, and more.
The document discusses close reading in elementary grades. It defines close reading as careful, sustained interpretation of a text to answer questions or form opinions. Close reading involves short passages, complex texts, repeated readings, annotation, and text-dependent questions. It is a key part of literacy and comprehension instruction. The document provides examples of close reading routines and resources for starting close reading, including lesson plans and curated article collections.
InvestWrite 2015 Common Core CorrelationsVincent Young
These are the Common Core ELA correlations to the 2015 InvestWrite essay contest questions. Visit the InvestWrite site for more information: www.investwrite.org.
The document discusses writing standards under the Common Core, including the four areas they are broken into. It also summarizes four types of web tools that support English learners in reading, writing, listening and speaking. The outcomes are for participants to better understand the new writing Common Core standards and to review and explore web tools that benefit English learners in those four areas.
The document discusses the Common Core State Standards for writing and how they can be supported through web tools to benefit English Learners. It provides an overview of the writing standards, which focus on opinion/argument, informative/explanatory, and narrative texts. It also outlines four categories of web tools - for reading, writing, speaking, and listening - that can help English Learners meet the standards. The purpose is for participants to learn about the writing standards and explore new digital tools in each of the four areas.
Jamie Cooper seeks a career in visual/graphic design utilizing her writing, communication, and English skills. She has over 10 years of experience as a secondary English teacher and freelance writer. Cooper's resume highlights her teaching experience developing curriculum and presentations, as well as her freelance work writing reviews, ads, instructions and other materials for clients. She also cites relevant technology skills and education, including a BA in English and Technical Writing and an MA in TESOL Education from Wright State University.
This document provides an overview of a school's plan to implement the Common Core State Standards. It discusses adopting the math standards in 2013/14 and emphasizing professional development for teachers. It also covers updating curriculum maps, aligning report cards with the standards, and the reasons for adopting the Common Core. The presentation explains how the standards are organized, how they should be taught, the major shifts required, and what students should know upon completing kindergarten and 8th grade. It also discusses the math and ELA domains, anchor standards, and anticipated challenges of implementation.
The document provides an overview of the Common Core State Standards (CCSS) for English Language Arts and Mathematics. It discusses how the standards are organized, including the domains covered in each subject area and grade level. For ELA, it outlines the anchor standards for reading, writing, speaking/listening and language. For math, it describes the mathematical practices and domains covered in different grades. It also summarizes some of the major shifts in focus between the CCSS and previous standards, such as a balance of literary and informational texts in ELA and an emphasis on text-based answers and writing evidence-based arguments.
The document discusses close reading in elementary grades. It defines close reading as careful, sustained interpretation of a text to answer questions or form opinions. Close reading involves short passages, complex texts, repeated readings, annotation, and text-dependent questions. It is a key part of literacy and comprehension instruction. The document provides examples of close reading routines and resources for starting close reading, including lesson plans and curated article collections.
InvestWrite 2015 Common Core CorrelationsVincent Young
These are the Common Core ELA correlations to the 2015 InvestWrite essay contest questions. Visit the InvestWrite site for more information: www.investwrite.org.
The document discusses writing standards under the Common Core, including the four areas they are broken into. It also summarizes four types of web tools that support English learners in reading, writing, listening and speaking. The outcomes are for participants to better understand the new writing Common Core standards and to review and explore web tools that benefit English learners in those four areas.
The document discusses the Common Core State Standards for writing and how they can be supported through web tools to benefit English Learners. It provides an overview of the writing standards, which focus on opinion/argument, informative/explanatory, and narrative texts. It also outlines four categories of web tools - for reading, writing, speaking, and listening - that can help English Learners meet the standards. The purpose is for participants to learn about the writing standards and explore new digital tools in each of the four areas.
Jamie Cooper seeks a career in visual/graphic design utilizing her writing, communication, and English skills. She has over 10 years of experience as a secondary English teacher and freelance writer. Cooper's resume highlights her teaching experience developing curriculum and presentations, as well as her freelance work writing reviews, ads, instructions and other materials for clients. She also cites relevant technology skills and education, including a BA in English and Technical Writing and an MA in TESOL Education from Wright State University.
This document provides an overview of a school's plan to implement the Common Core State Standards. It discusses adopting the math standards in 2013/14 and emphasizing professional development for teachers. It also covers updating curriculum maps, aligning report cards with the standards, and the reasons for adopting the Common Core. The presentation explains how the standards are organized, how they should be taught, the major shifts required, and what students should know upon completing kindergarten and 8th grade. It also discusses the math and ELA domains, anchor standards, and anticipated challenges of implementation.
The document provides an overview of the Common Core State Standards (CCSS) for English Language Arts and Mathematics. It discusses how the standards are organized, including the domains covered in each subject area and grade level. For ELA, it outlines the anchor standards for reading, writing, speaking/listening and language. For math, it describes the mathematical practices and domains covered in different grades. It also summarizes some of the major shifts in focus between the CCSS and previous standards, such as a balance of literary and informational texts in ELA and an emphasis on text-based answers and writing evidence-based arguments.
Web 2.0 Tools for ELA Common Core StandardsAndrea Fontana
The document discusses the Common Core State Standards for English Language Arts and Literacy. It provides an overview of the key components of the standards, including reading, writing, speaking and listening, and language. It describes the instructional shifts required by the standards, such as balancing literary and informational texts. It also outlines some digital tools that can be used to help students meet the standards.
Digital storytelling involves using multimedia such as images, audio, and video to tell a story. The presentation discusses how digital storytelling aligns with Common Core standards and introduces several tools that can be used to create digital stories, including WeVideo, Moovly, VoiceThread, and Crazy Talk. Attendees are then guided through tutorials and challenges to try creating their own digital stories.
The Common Core State Standards aim to prepare students with the knowledge and skills needed for college and careers. The standards are internationally benchmarked and ensure students are globally competitive regardless of their zip code. Implementation of the standards will help students, teachers, and parents understand what is expected as the standards are focused, coherent, and clear. Collaboration across states and districts will help create curricular tools and materials.
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
This document discusses literacy instruction and accommodations using assistive technology. It covers the major components of reading including phonological awareness, phonics, fluency, vocabulary and comprehension. For each component, it describes effective instructional strategies and technologies that can support students, such as phonics apps, text-to-speech tools, and digital dictionaries. Writing instruction components and stages are also outlined along with technologies for planning, drafting, revising and publishing. The document concludes by briefly mentioning mathematics instruction and learning management strategies.
This document discusses effective strategies for teaching literacy skills including reading, writing, and mathematics to students with disabilities. It outlines research-based components of reading instruction including phonological awareness, phonics, fluency, vocabulary, and comprehension. Specific technologies are presented that can support students in developing these skills, such as text-to-speech, speech recognition, and digital planning tools. Effective elements of writing instruction are also summarized, along with technologies that can aid the writing process from pre-writing to publishing. The document concludes by noting the broad nature of mathematics instruction and importance of positive behavior supports and Universal Design for Learning.
This document discusses approaches to assessment and evaluation in a language arts classroom. It outlines the overall expectations and content standards for reading, writing, oral communication, and media literacy. It describes using a balanced approach to formative, summative, and self-assessment to gather evidence of student learning and achievement in relation to expectations. Assessment tools should include a variety of student work and be moderated between teachers to ensure consistency.
SPND456 TEC Powerpoint
Graham and Perin's suggested elements for writing curriculum and connections to neuroscience. Suggestion of tools and resources.
Teaching Digital Composition: Tips, Approaches, & BenefitsAmy Goodloe
These are the notes for a talk I gave at Emory University, for their Symposium on Digital Publication, Undergraduate Research, and Writing in January 2013.
Essential Questions and DOK Thinking Levels - EDSU 533Carla Piper
This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to drive student inquiry, describes the levels of Bloom's revised taxonomy from remembering to creating. It also outlines the three stages of understanding by design - identifying desired results, determining acceptable evidence, and planning learning experiences. Finally, it discusses Webb's DOK levels and provides examples of question stems for assessing different levels of cognitive demand.
6th Annual Adolescent Literacy Conference June 2016scasassa
View "Supporting Literacy Standards and Skills with Technology" Presentation given at the 6th Annual Adolescent Literacy Conference at SERESC Bedford, NH
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
This document discusses considerations for using digital technologies in curriculum. It emphasizes examining: 1) the context in which a tool will be used, 2) its alignment with curriculum goals, and 3) opportunities/constraints of the tool. The context includes user characteristics, site conditions, and content/delivery factors. Alignment means the tool's function matches the curriculum's purpose. Opportunities/constraints analyze a tool's features and how they may help or hinder learning goals. Choosing technologies requires understanding these elements to effectively support curriculum objectives.
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
This document discusses how web 2.0 tools can help teachers meet the needs of all students in middle school language arts classes. It provides examples of digital tools that can be used for oral expression and listening, reading, writing and composition, and research. Some of the tools mentioned include blogs, wikis, VoiceThread, and online databases. The document emphasizes that these tools should enhance learning, engage students, provide collaboration opportunities, and help differentiate instruction to meet all students' needs.
The document discusses strategies for reading online from the perspectives of teachers, librarians, and eLearning staff. It explores how reading digital text differs from print, challenges of online reading comprehension, and best practices. Key findings include the importance of teaching reading strategies tailored for online environments, providing annotation and note-taking tools, evaluating sources, and addressing issues like distraction. The presenters aim to apply these insights to improve online, hybrid, and web-enhanced course design and student support.
The document discusses how technology can be used to meet state standards for teaching history and social studies. It provides examples of standards that involve using technology for research, evaluating sources, collaborating on writing projects, and publishing writing online. The document also presents ways that teachers can use tools like Google Apps and blogging platforms to engage students in collaborative writing activities that integrate technology. It suggests lessons and projects where students can conduct research, write on various topics, peer edit, and publish their work online. Finally, the document emphasizes that technology skills are important for students to effectively gather and evaluate information from diverse sources.
This document contains links to various resources about the Russian Revolution including websites about Alexander Palace, the BBC Russian Revolution, bite-sized summaries of the Russian Revolution, first-hand accounts of the Bolsheviks storming the Winter Palace and the execution of Tsar Nicholas, summaries from Marxists.org and History.com, posters from the Russian Civil War, photos of Russia from 1905-1915 from the Library of Congress, a book about Nicholas and Alexandra, Russian Revolution propaganda, New York Times front pages, and Russian history information from Spartacus Educational.
Keyword searches look for specific words or phrases within documents, while subject term searches pull results based on categorized subject terms assigned to documents, allowing you to find related information even if it doesn't contain the exact keywords. Subject term searches typically return a broader set of results than keyword searches alone.
Web 2.0 Tools for ELA Common Core StandardsAndrea Fontana
The document discusses the Common Core State Standards for English Language Arts and Literacy. It provides an overview of the key components of the standards, including reading, writing, speaking and listening, and language. It describes the instructional shifts required by the standards, such as balancing literary and informational texts. It also outlines some digital tools that can be used to help students meet the standards.
Digital storytelling involves using multimedia such as images, audio, and video to tell a story. The presentation discusses how digital storytelling aligns with Common Core standards and introduces several tools that can be used to create digital stories, including WeVideo, Moovly, VoiceThread, and Crazy Talk. Attendees are then guided through tutorials and challenges to try creating their own digital stories.
The Common Core State Standards aim to prepare students with the knowledge and skills needed for college and careers. The standards are internationally benchmarked and ensure students are globally competitive regardless of their zip code. Implementation of the standards will help students, teachers, and parents understand what is expected as the standards are focused, coherent, and clear. Collaboration across states and districts will help create curricular tools and materials.
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
This document discusses literacy instruction and accommodations using assistive technology. It covers the major components of reading including phonological awareness, phonics, fluency, vocabulary and comprehension. For each component, it describes effective instructional strategies and technologies that can support students, such as phonics apps, text-to-speech tools, and digital dictionaries. Writing instruction components and stages are also outlined along with technologies for planning, drafting, revising and publishing. The document concludes by briefly mentioning mathematics instruction and learning management strategies.
This document discusses effective strategies for teaching literacy skills including reading, writing, and mathematics to students with disabilities. It outlines research-based components of reading instruction including phonological awareness, phonics, fluency, vocabulary, and comprehension. Specific technologies are presented that can support students in developing these skills, such as text-to-speech, speech recognition, and digital planning tools. Effective elements of writing instruction are also summarized, along with technologies that can aid the writing process from pre-writing to publishing. The document concludes by noting the broad nature of mathematics instruction and importance of positive behavior supports and Universal Design for Learning.
This document discusses approaches to assessment and evaluation in a language arts classroom. It outlines the overall expectations and content standards for reading, writing, oral communication, and media literacy. It describes using a balanced approach to formative, summative, and self-assessment to gather evidence of student learning and achievement in relation to expectations. Assessment tools should include a variety of student work and be moderated between teachers to ensure consistency.
SPND456 TEC Powerpoint
Graham and Perin's suggested elements for writing curriculum and connections to neuroscience. Suggestion of tools and resources.
Teaching Digital Composition: Tips, Approaches, & BenefitsAmy Goodloe
These are the notes for a talk I gave at Emory University, for their Symposium on Digital Publication, Undergraduate Research, and Writing in January 2013.
Essential Questions and DOK Thinking Levels - EDSU 533Carla Piper
This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to drive student inquiry, describes the levels of Bloom's revised taxonomy from remembering to creating. It also outlines the three stages of understanding by design - identifying desired results, determining acceptable evidence, and planning learning experiences. Finally, it discusses Webb's DOK levels and provides examples of question stems for assessing different levels of cognitive demand.
6th Annual Adolescent Literacy Conference June 2016scasassa
View "Supporting Literacy Standards and Skills with Technology" Presentation given at the 6th Annual Adolescent Literacy Conference at SERESC Bedford, NH
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
This document discusses considerations for using digital technologies in curriculum. It emphasizes examining: 1) the context in which a tool will be used, 2) its alignment with curriculum goals, and 3) opportunities/constraints of the tool. The context includes user characteristics, site conditions, and content/delivery factors. Alignment means the tool's function matches the curriculum's purpose. Opportunities/constraints analyze a tool's features and how they may help or hinder learning goals. Choosing technologies requires understanding these elements to effectively support curriculum objectives.
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
This document discusses how web 2.0 tools can help teachers meet the needs of all students in middle school language arts classes. It provides examples of digital tools that can be used for oral expression and listening, reading, writing and composition, and research. Some of the tools mentioned include blogs, wikis, VoiceThread, and online databases. The document emphasizes that these tools should enhance learning, engage students, provide collaboration opportunities, and help differentiate instruction to meet all students' needs.
The document discusses strategies for reading online from the perspectives of teachers, librarians, and eLearning staff. It explores how reading digital text differs from print, challenges of online reading comprehension, and best practices. Key findings include the importance of teaching reading strategies tailored for online environments, providing annotation and note-taking tools, evaluating sources, and addressing issues like distraction. The presenters aim to apply these insights to improve online, hybrid, and web-enhanced course design and student support.
The document discusses how technology can be used to meet state standards for teaching history and social studies. It provides examples of standards that involve using technology for research, evaluating sources, collaborating on writing projects, and publishing writing online. The document also presents ways that teachers can use tools like Google Apps and blogging platforms to engage students in collaborative writing activities that integrate technology. It suggests lessons and projects where students can conduct research, write on various topics, peer edit, and publish their work online. Finally, the document emphasizes that technology skills are important for students to effectively gather and evaluate information from diverse sources.
This document contains links to various resources about the Russian Revolution including websites about Alexander Palace, the BBC Russian Revolution, bite-sized summaries of the Russian Revolution, first-hand accounts of the Bolsheviks storming the Winter Palace and the execution of Tsar Nicholas, summaries from Marxists.org and History.com, posters from the Russian Civil War, photos of Russia from 1905-1915 from the Library of Congress, a book about Nicholas and Alexandra, Russian Revolution propaganda, New York Times front pages, and Russian history information from Spartacus Educational.
Keyword searches look for specific words or phrases within documents, while subject term searches pull results based on categorized subject terms assigned to documents, allowing you to find related information even if it doesn't contain the exact keywords. Subject term searches typically return a broader set of results than keyword searches alone.
2.why the common_core_presentation_with_facilitators_notes_update_072213WRHSlibrary
This document discusses the differences between previous state standards and the Common Core State Standards (CCSS). It notes that previous standards were vague lists that did not improve student achievement or prepare students for college and careers. The CCSS aim to address these issues through fewer, clearer, and higher standards that are evidence-based and focus on college and career readiness. The CCSS also represent shifts in both English Language Arts and mathematics, such as building knowledge through nonfiction texts in ELA and focusing instruction where standards focus in math. The goal of the CCSS is to provide all students with opportunities to be successful after high school.
2.intro to ela_literacy_shifts_presentation_slides_with_notesWRHSlibrary
The document summarizes the three key shifts in English Language Arts/Literacy required by the Common Core State Standards:
1. Building knowledge through content-rich nonfiction texts, which should make up 50-70% of what students read depending on grade level. This includes sequencing texts to build deeper understanding of topics.
2. Reading, writing and speaking grounded in evidence from texts, both literary and informational. Students must cite evidence to support their analysis and ideas.
3. Regular practice with complex texts and academic vocabulary. Text complexity levels should increase each year to prepare students for college. Teachers should scaffold support for students as they engage with complex texts.
This document provides information about using Google services including Gmail, Drive, Calendar, and Sites. It notes that Firefox or Chrome should be used instead of Internet Explorer and gives dates for Drive and Calendar introductions. Users are told their username is their email and passwords are newly created. Signing in successfully displays the email in the top right. Services available include Mail, Drive, Calendar, Sites, and Contacts. Mail will not receive messages until Fall 2013. Users are advised to explore more Google services and ask questions. A video introduces Google Drive's features. Users are warned to sign out and use a modern browser instead of outdated Internet Explorer.
2. Why We Need Common Core
● 34% of students @ public college and 43%
@ community college are in remedial
courses for math and ELA
● American students can no longer compete
internationally
● Clear uniform set of student-based
expectations & goals
● Knowledge and skills students need to
succeed in college and workforce
● The use of media is integrated into all areas
3. What is Web 2.0
Being online vs. going online
Participatory
Global distribution
Digital self expression
5. ELA/ Literacy Instructional Shifts
● K-8 & 9-12 Standards
● The standards are separated into four
strands:
○ Reading, Writing, Speaking & Listening, and
Language
● Integrated Model of Literacy
● Focus on results
● Shared Responsibility
6. Instructional Shifts
● PK-5, Balancing Informational and Literary
Texts
● 6-12, Knowledge in the Disciplines
● Staircase of Complexity
● Text-based answers
● Writing from Sources
● Academic Vocabulary
7. Anchor Standards for Reading
● Key Ideas and Details
○ Close reading, logical inferences, cite textual evidence,
analyze development of central ideas/themes, summarize key
details, analyze how and why individuals, events, and ideas
develop and interact.
● Craft and Structure
○ Interpret how words and phrases are used in a text and how
they shape meaning
● Integration of Knowledge and Ideas
○ Integrate diverse media, evaluate the arguments and claims
made in texts in terms of reasoning and evidence, analyze
texts of similar topic/theme build knowledge and compare
authorial approach
● Range of Reading and Level of Text Complexity
○ Independence and Proficiency Responding to Literature
Comprehend, reflect upon and interpret a variety of texts
8. Key Ideas and Details Tools
Note-taking applications
Annotation Tools
Summarization websites
Graphic Organizers- compare/contrast, cause/effect, character
web
Readwritethink.org
Holt Graphic Organizers
ZohoNotebook
Evernote
Text2Mindmap
Padlet
Popplet
9. Craft and Structure Tools
Word Choice and Meaning
Structure and Author’s Purpose
Digital Storytelling
Cool Tools for Vocabulary
Lexipedia
Vocab Ahead
FreeRice
Thinglink
Blogger
Podcasts
Audacity
AudioBoo
10. Integration of Knowledge and Ideas
Tools
Compare and Contrast - Analyze - Evaluate
Texts of the same topic/subject but of different genres and
mediums- print, digital text, video, multimedia...
Podcasts
Audacity
AudioBoo
PodBean
11. Range of Reading and Level of Text
Complexity Tools
Reading Comprehension Tools
Readbility.com
Wordle
Vocabulary Blog or Wiki
Voki
Blabberize
ePals
12. Anchor Standards for Writing
● Text Type and Purposes
○ Write arguments using valid reasoning and textual evidence to support
claims
● Production and Distribution of Writing
○ Produce writing with development, organization, and style appropriate to
the task purpose audience; employ writing stages (planning, revising,
etc.) to develop and strengthen writing, utilize technology to produce,
publish, and interact/collaborate with others
● Research to Build and Present Knowledge
○ Inquiry- based research, gathering from a multitude of sources, assess
credibility and avoid plagiarism, use evidence to support analysis,
reflection and research.
● Range of Writing
○ Write routinely- short-term and long-term pieces that vary in task,
purpose, and audience. Responding to Literature Use writing as a means
to develop connections.
13. Text Type and Purpose Organize
Tools
Organize Ideas
Interactive Essay Outline
Writing, Revising, Editing
bubbl.us
Essay Map
Google Docs
14. Production and Distribution of
Writing
Revision and Editing with Collaboration of Peers and Adults
Cite Sources
Turn It In
Easybib and NoodleTools
16. Research to Build Knowledge Tools
Research Multiple Sources
Webquests
Avoid Plagiarism by using a plagiarism checker.
Turn it In
SweetSearch
Twurdy
Google Custom Search
Databases
18. Anchor Standards for Speaking and
Listening
● Comprehension and Collaboration
○ Participate in conversations and collaborations with
others by building in others’ ideas and expressing their
own, integrate information in diverse media and formats,
and evaluate speakers
● Presentation of Knowledge and Ideas
○ Present in a manner that is appropriate to task, purpose,
and audience so that listeners can follow the line of
reasoning
20. Anchor Standards for Language
Conventions of Standard English
● Demonstrate command of conventions in grammar, usage,
capitalization, punctuation, and spelling:
● Knowledge of Language
○ Knowledge and understanding of how language functions
to make word choices comprehend more fully when
reading/listening
● Vocabulary Acquisition and Use
○ Determine/clarify meaning of unknown words,
demonstrate understanding of figurative language, word
relationships, and nuances in word meanings,
demonstrate independence in acquiring and using a
range of general academic and domain-specific words
and phrases.