LA.4.2.1.7 Figurative Language
REFLECTION SCALE
Learning Goal: We will identify and explain an author’s use of descriptive,
idiomatic, and figurative language, and examine how it is used to describe
people, feelings, and objects.
4-Innovating
3-Applying
2-Developing
1-Beginning
0-Not Using
Enhanced
understanding of
figurative
language. Can
extend
understanding of
figurative
language through
multiple texts.
Consistent
understanding of
figurative
language. Can
identify and
explain an
author’s use of
figurative langage.
Partial
understanding of
figurative
language. Can
identify the
language but
cannot explain
how it is used.
Little
understanding of
figurative
language.
No understanding
of figurative
language, even
with support.
LA.4.1.6.6 Shades of Meaning
REFLECTION SCALE
Learning Goal: We will identify “shades of meaning” in related words.
4-Innovating
Enhanced
understanding of
shades of
meaning. Can
identify and
explain additional
related words.
3-Applying
2-Developing
1-Beginning
0-Not Using
Consistent
Partial
understanding of
understanding of
shades of
shades of
meaning. Can
meaning. Can
identify shades of
identify a few
meaning in related
shades of
words.
meaning in related
words.
Little
understanding of
shades of
meaning.
No understanding
of shades of
meaning, even
with support.
LA.4.1.7.3 Inference
REFLECTION SCALE
Learning Goal: We will determine explicit ideas and information in gradelevel text, including inferences.
4-Innovating
3-Applying
2-Developing
1-Beginning
0-Not Using
Enhanced
understanding of
inferences. Can
extend
understanding by
generating
inferences across
multiple texts.
Consistent
understanding of
inference. Can
determine explicit
ideas in text,
including
inferences.
Partial
understanding of
inferences. Can
determine some
explicit ideas.
Little
understanding of
inferences.
No understanding
of inferences,
even with support.
LA.4.1.6.9 Multiple Meaning Words
REFLECTION SCALE
Learning Goal: We will determine the correct meaning of words with multiple
meanings in context.
4-Innovating
3-Applying
2-Developing
1-Beginning
0-Not Using
Enhanced
understanding of
multiple meaning
words. Can
extend
understanding by
generating
additional
examples of
words with
multiple
meanings.
Consistent
understanding of
multiple meaning
words. Can use
knowledge
multiple meaning
words to
determine
meanings of
words in context.
Partial
understanding of
multiple meaning
words. Can use
knowledge to
determine the
correct meaning
of some words in
context.
Little
understanding of
multiple meaning
words.
No understanding
of multiple
meaning words,
even with support.
LA.4.1.7.5 Text Structure-Sequence
REFLECTION SCALE
Learning Goal: We will identify sequence and explain how it impacts
meaning in text.
4-Innovating
3-Applying
2-Developing
1-Beginning
0-Not Using
Enhanced
understanding of
sequence. Can
extend
understanding by
explaining how
sequence impacts
meaning through
multiple texts.
Consistent
understanding
sequence. Can
identify sequence
and explain how it
impacts meaning
in text.
Partial
understanding of
sequence. Can
identify text items
in sequence.
Little
understanding of
sequence.
No understanding
of sequence, even
with support.
LA.4.2.2.1 Text Features
REFLECTION SCALE
Learning Goal: We will locate, explain, and use information from text
features.
4-Innovating
3-Applying
2-Developing
1-Beginning
0-Not Using
Enhanced
understanding of
text features. Can
extend
understanding by
creating additional
text features
appropriate to a
given text.
Consistent
understanding of
text features. Can
locate, explain,
and use
information from
text features.
Partial
understanding of
text features. Can
locate or use the
information but
not explain text
features.
Little
understanding of
text features.
No understanding
of text features,
even with support.
LA.4.6.1.1 Informational Text
REFLECTION SCALE
Learning Goal: We will read informational text and text features to organize
information for different purposes.
4-Innovating
3-Applying
2-Developing
1-Beginning
0-Not Using
Enhanced
understanding of
informational text.
Can extend
understanding by
organizing
information across
multiple texts.
Consistent
understanding of
informational text.
Can read and
organize
information for
different
purposes.
Partial
understanding of
informational text.
Can read but not
organize
information for
different
purposes.
Little
understanding of
informational text.
No understanding
of informational
text, even with
support.