What's New: English Language Arts Worksheets and Study Guides

Writing Readiness Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts
The Alphabet Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts
Word Families Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Word Study Kindergarten English Language Arts

Tennessee Standards for Sixth Grade English Language Arts

TN.0601. English Language Arts (0601)

0601.1. Language

Checks for Understanding (Formative/Summative Assessment)
0601.1.1. Know and use appropriately the meaning, forms and functions of nouns (including collective nouns, nouns as objects, predicate nouns), pronouns (including proper pronoun case; objects of prepositions; agreement with antecedents in person and number; indefinite, relative, and demonstrative pronouns), verbs (including agreement with the subject in person and number, action verbs that take objects, linking verbs, helping verbs, verb phrases, verb tenses, regular and irregular verb forms), adjectives (including predicate adjectives, comparative and superlative forms), adverbs (including negatives, forms of comparative and superlative phrases), conjunctions (including coordinating, subordinating), interjections, and prepositions (place prepositional phrases correctly according to the words they modify within the sentence).
0601.1.11. Recognize and differentiate between simple and compound sentences.
0601.1.12. Identify the structure in imperative and interrogative sentences.
0601.1.13. Use printed and electronic dictionaries, thesauruses, and glossaries to determine word pronunciation, spelling, and part of speech; to clarify meaning and improve understanding of words (including connotation and denotation); and to distinguish among contextually appropriate synonyms and definitions.
0601.1.14. Define and recognize synonyms, antonyms, and homonyms.
0601.1.15. Identify and define English words derived from Latin and Greek words that form common roots (e.g., audio, auto, mal) and recognize English words that are based on them (e.g., audible, autobiography, malice).
0601.1.17. Explore common phrases and terms from other languages commonly used in English (e.g., RSVP, deja vu, faux pas, du jour, bon voyage).
0601.1.3. Use capitalization correctly (e.g., proper adjectives, within quotations).
0601.1.4. Demonstrate the correct use of commas (including after introductory words, to set off appositives and interrupters, before a coordinating conjunction joining independent clauses to form compound sentences), colons (including business letters, preceding a list of items), semicolons (including combining sentences), quotation marks (including explanatory material within the quote, proper use with end marks), and apostrophes (including forming singular and plural possessives).
0601.1.5. Spell correctly high frequency words, commonly misspelled words (appropriate to grade level), and words commonly used in content specific vocabulary.
0601.1.6. Correct run-on sentences (e.g., use punctuation, conjunctions, or other means to separate the elements of a run-on) and sentence fragments (i.e., supply the missing sentence elements).
Grade Level Expectations
GLE 0601.1.1. Demonstrate control of Standard English through the use of grammar and mechanics (punctuation, capitalization, and spelling).
GLE 0601.1.2. Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
GLE 0601.1.3. Understand and use a variety of sentence structures.
State Performance Indicators
SPI 0601.1.1. Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives) and pronouns (i.e., agreement, subject, object) within context.
SPI 0601.1.10. Identify the correct spelling of plurals and possessives.
SPI 0601.1.11. Identify sentences with correct subject-verb agreement (person/number) within context.
SPI 0601.1.13. Choose the appropriate interjection to complete a sentence.
SPI 0601.1.14. Select appropriate synonyms, antonyms, and homonyms within context.
SPI 0601.1.16. Use context clues and prior knowledge of roots and affixes to determine the meaning of unfamiliar words.
SPI 0601.1.17. Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meaning of unfamiliar words.
SPI 0601.1.18. Identify correctly and incorrectly spelled words in context.
SPI 0601.1.19. Recognize and use grade-appropriate and content specific vocabulary within context.
SPI 0601.1.2. Identify the correct use of verbs (i.e., action, linking, regular/irregular, agreement) within context.
SPI 0601.1.20. Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context.
SPI 0601.1.3. Identify the correct use of adjectives (i.e., common/proper, comparative forms) and adverbs (i.e., comparative forms) within context.
SPI 0601.1.4. Identify the correct use of prepositional phrases (place prepositional phrases correctly according to the words they modify within the sentence) within context.
SPI 0601.1.5. Identify the correct use of conjunctions (i.e., coordinating and subordinating) and interjections within context.
SPI 0601.1.6. Choose the correct use of quotation marks, commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks) and colons (i.e., in business letters, preceding a list of items).
SPI 0601.1.9. Recognize usage errors occurring within context (i.e., double negatives, troublesome words {to/too/two, their/there/they're, its/it's, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among}).

0601.2. Communication

Checks for Understanding (Formative/Summative Assessment)
0601.2.16. Speaking: Employ presentation skills such as good eye contact, clear enunciation, effective speaking rate and volume, and natural gestures.
Grade Level Expectations
GLE 0601.2.7. Speaking: Deliver effective oral presentations.
State Performance Indicators
SPI 0601.2.1. Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain).
SPI 0601.2.2. Identify the targeted audience of a speech.
SPI 0601.2.6. Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

0601.3. Writing

Checks for Understanding (Formative/Summative Assessment)
0601.3.1. Write in a variety of modes and genres, including description, narration, exposition, persuasion, literary response, personal expression, and imaginative.
0601.3.15. Use language that conveys the writer's point of view.
0601.3.16. When other sources are used or referenced (such as in research, informational essays, or literary essays) adhere to the list below.
0601.3.16.1. Acknowledge source material (e.g., list sources).0601.3.16.2. Understand the differences between/among quoting, paraphrasing, and summarizing.0601.3.16.3. Quote, paraphrase, or summarize text, ideas, or other information taken from print or other electronic sources.
Grade Level Expectations
GLE 0601.3.1. Write in a variety of modes for different audiences and purposes.
State Performance Indicators
SPI 0601.3.1. Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).
SPI 0601.3.5. Select illustrations, descriptions, and/or facts to support key ideas.
SPI 0601.3.8. Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0601.3.9. Select an appropriate concluding sentence for a well-developed paragraph.

0601.4. Research

Checks for Understanding (Formative/Summative Assessment)
0601.4.13. Connect ideas using a variety of transition strategies.
0601.4.17. Understand the differences among quoting, paraphrasing, and summarizing.
0601.4.18. Quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.
0601.4.3. Focus on relevant information and/or theories.
0601.4.9. Analyze and interpret data in multiple forms (e.g., a bar or circle graph) on a familiar topic.
State Performance Indicators
SPI 0601.4.5. Discern irrelevant research material from written text.

0601.5. Logic

Checks for Understanding (Formative / Summative Assessment)
0601.5.1. Make logical predictions of future events in text.
0601.5.2. Identify sequence of events in text.
0601.5.3. Construct and complete analogies using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions.
0601.5.4. Identify and analyze stated or implied cause/effect relationships in text.
0601.5.6. Determine the relevance and quality of evidence given to support or oppose an argument.
0601.5.7. Compare and contrast evidence and conclusions between two or more arguments on the same topic.
0601.5.9. Identify examples of deductive and inductive reasoning in text.
Grade Level Expectations
GLE 0601.5.1. Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
GLE 0601.5.2. Analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.
State Performance Indicators
SPI 0601.5.1. Predict future events of a given text.
SPI 0601.5.2. Determine whether a given statement in text is fact or opinion.
SPI 0601.5.3. Identify stated or implied cause/effect relationships.
SPI 0601.5.5. Specify a logical word choice to complete an analogy using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions.
SPI 0601.5.6. Indicate the sequence of events in text.
SPI 0601.5.7. Make inferences and draw conclusions based on evidence in text.

0601.6. Informational Text

Checks for Understanding (Formative/Summative Assessments)
0601.6.1. Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize, predict, identify the writer's purpose).
0601.6.10. Comprehend and interpret quantitative, technical, or mathematical information presented in maps, charts, graphs, time lines, tables, and diagrams.
0601.6.2. Identify/infer the stated or implied main idea of an informational text and identify the details supporting it.
0601.6.3. Recognize clear, but subtly stated relationships among ideas (e.g., cause/effect, comparative, sequential) in informational texts.
0601.6.4. Make inferences and draw conclusions.
0601.6.5. Summarize succinctly the main idea and supporting details (presented as text and/or visuals) in informational texts.
0601.6.6. Summarize and critique texts (informational and literary).
0601.6.7. Identify and analyze the organizational structures of informational texts (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution).
0601.6.8. Recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks).
0601.6.9. Use text features to locate information and make meaning from text (e.g., headings, key words, captions, tables of contents, footnotes, illustrations).
Grade Level Expectations
GLE 0601.6.1. Comprehend and summarize the main ideas and supporting details of informational texts.
GLE 0601.6.2. Identify the organizational structures of informational texts.
GLE 0601.6.3. Read, interpret, and analyze text features that support informational texts.
State Performance Indicators
SPI 0601.6.2. Identify the main idea and supporting details in a text.
SPI 0601.6.3. Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes).
SPI 0601.6.5. Locate and verify information in text to support inferences, opinions, predictions, and conclusions.
SPI 0601.6.6. Select the best summary of a text.
SPI 0601.6.7. Recognize that purpose determines text format.

0601.7. Media

Checks for Understanding (Formative/Summative Assessment)
0601.7.1. Interpret how the sounds, images, and words used in television, radio, film, and the Internet are used to support the purpose of the production; evaluate the effectiveness of the techniques.
0601.7.2. Identify, analyze, and discuss the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media and explain how the elements support or conflict with each other.
0601.7.3. Identify visual and sound techniques and design elements (e.g., special effects, camera angles, lighting, and music in television/film or layout, pictures, and typeface in print materials) in various media, and explain how they carry or influence messages.
Grade Level Expectations
GLE 0601.7.1. Analyze media for their ability to inform, persuade, and entertain.
GLE 0601.7.2. Examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.
GLE 0601.7.3. Recognize how visual and sound techniques and design elements (e.g., special effects, camera angles, music) carry or influence messages in various media.
State Performance Indicators
SPI 0601.7.2. Select the visual image that best reinforces a viewpoint or enhances a presentation.
SPI 0601.7.3. Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).
SPI 0601.7.4. Draw an inference from a non-print medium.

0601.8. Literature

Checks for Understanding (Formative/Summative Assessment)
0601.8.1. Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize, predict, identify the writer's purpose).
0601.8.10. Explore how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).
0601.8.12. Consider how forms and conventions within genres affect meaning (e.g., poetry, drama, essay).
0601.8.13. Identify sound devices (e.g., alliteration, onomatopoeia, rhyme scheme) figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku).
0601.8.14. Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed.
0601.8.15. Identify and explain the stated or implied theme of a literary text.
0601.8.17. Identify the historical period in which a literary text was written and explain the text in light of this understanding.
0601.8.18. Determine the appropriate meaning of figurative words and phrases (e.g., idioms, metaphors, similes) in passages.
0601.8.2. Sequence and identify the plot's main events, their causes, and the influence of each event on future actions in texts.
0601.8.3. Identify plot development techniques (e.g., foreshadowing and flashbacks) and explain their function in the text.
0601.8.4. Identify and describe character (major/minor, antagonists/protagonists) features and relationships in literary texts.
0601.8.6. Differentiate between internal and external conflict.
0601.8.7. Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology) present in literary plots.
0601.8.9. Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary texts.
Grade Level Expectations
GLE 0601.8.1. Read and comprehend a variety of works from various forms of literature.
GLE 0601.8.2. Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama).
GLE 0601.8.3. Recognize the conventions of various literary genres.
GLE 0601.8.4. Analyze works of literature for what is suggested about the historical period in which they were written.
GLE 0601.8.5. Identify and analyze common literary terms (e.g., personification, conflict, theme).
State Performance Indicators
SPI 0601.8.1. Distinguish among various literary genres (e.g., fiction, drama, nonfiction, poetry).
SPI 0601.8.10. Determine the author's purpose for writing.
SPI 0601.8.2. Identify the setting and conflict of a passage.
SPI 0601.8.3. Determine the main ideas of plots, their causes, how they influence future actions, and how they are resolved.
SPI 0601.8.5. Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).
SPI 0601.8.6. Identify the stated or implied theme of a literary text.
SPI 0601.8.7. Analyze figurative language (i.e., hyperbole, simile, metaphor, personification,) within context.
SPI 0601.8.8. Identify examples of sound devices (i.e., accent, alliteration, onomatopoeia, rhyme, and repetition).
SPI 0601.8.9. Identify patterns of rhyme and rhythm.

TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.

Accomplishments:

6.1.01. Continue to develop oral language and listening skills.
6.1.01.d. Organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.
6.1.01.f. Deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support.
6.1.01.g. Introduce the importance of using correct stress, pitch, and juncture in oral reading and presenting.
6.1.01.h. Continue to interpret and use a variety of non-verbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, eye contact).
6.1.02. Develop an understanding of the concepts of print.
6.1.02.a. Continue to use parts of text effectively for learning (e.g., title page, preface, table of contents, glossary, appendix, index).
6.1.02.b. Continue to demonstrate knowledge of the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, sidebars).
6.1.02.c. Continue to recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks).
6.1.03. Expand reading skills through phonemic awareness.
6.1.03.b. Identify patterns of rhyme and rhythm.
6.1.03.c. Respond to and analyze the effects of sound in language (e.g., alliteration, onomatopoeia, rhythm, accent, rhyme).
6.1.04. Use decoding strategies to read unfamiliar words.
6.1.04.a. Use knowledge of root words, prefixes, suffixes, and syllabication to decode unfamiliar words.
6.1.04.c. Decode unknown grade level words utilizing previously learned strategies to verify the word's meaning within the context of the selection.
6.1.05. Read to develop fluency, expression, accuracy, and confidence.
6.1.05.c. Read using appropriate pronunciation, expression, and rate.
6.1.05.d. Adjust speed based on the purpose for reading.
6.1.06. Expand reading vocabulary.
6.1.06.a. Build vocabulary by listening to literature, participating in class discussions, and reading self-selected and/or assigned texts.
6.1.06.b. Build vocabulary by reading from a wide variety of print and non-print texts and literary genres.
6.1.06.c. Increase knowledge of roots, prefixes, and suffixes to infer word meanings.
6.1.06.d. Determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.
6.1.06.e. Replace unknown words with appropriate synonyms and/or antonyms to determine word meaning.
6.1.06.f. Continue to use appropriate synonyms, antonyms, homonyms, and multiple meaning words in reading, writing, and speaking.
6.1.06.g. Continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, new and unusual words to share).
6.1.06.h. Explore mnemonic devices (e.g. rhyming words, vocabulary cartoons, kinesthetic) to acquire new vocabulary.
6.1.06.i. Continue to determine the correct meaning/usage of multiple meaning words.
6.1.06.j. Use the correct word to complete an analogy.
6.1.07. Employ pre-reading strategies to facilitate comprehension.
6.1.07.a. Continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to identify information/facts, to discover models of writing).
6.1.07.d. Preview text, using supports (e.g., illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes).
6.1.07.e. Identify the importance and the significance of the reading selections to learning and life.
6.1.07.f. Explore significant words to be encountered in the text.
6.1.07.g. Make predictions about text.
6.1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading
6.1.08.a. Derive meaning while reading by
6.1.08.a.2. Predicting outcomes, state reasonable generalizations, and draw conclusions from the reading selection based on prior knowledge and information.6.1.08.a.3. Using metacognitive and self-monitoring strategies while reading (e.g. pausing, rereading, recognizing miscues, consulting other sources, reading ahead, asking for help).6.1.08.a.4. Engaging in reading between the lines (i.e. stating implied information).6.1.08.a.7. Continuing to make inferences.6.1.08.a.8. Verifying or modifying prereading purpose as addition information is obtained.
6.1.08.b. Derive meaning after reading by
6.1.08.b.1. Indicating the sequence of events.6.1.08.b.10. Reflecting upon comprehension strategies used to make meaning from texts.6.1.08.b.12. Making connections among the various literary genres and themes with personal, historical, and cultural experiences.6.1.08.b.2. Recognizing and stating the main idea/central element in a given reading selection noting details that support the main idea/central element.6.1.08.b.3. Identifying the author's purpose.6.1.08.b.5. Finding contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses (i.e. grounding students in the text).6.1.08.b.6. Determining cause and effect relationships.6.1.08.b.7. Determining whether a given statement is a fact or an opinion.6.1.08.b.8. Identifying and interpreting figurative language (idioms, similes, metaphors, hyperboles, personification, imagery, puns).6.1.08.b.9. Demonstrating an understanding of stated and implied themes and recognizing that themes recur throughout literature.
6.1.09. Refine study skills and develop methods of research to enhance learning.
6.1.09.a. Use and discern appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet).
6.1.09.d. Understand a variety of reference sources (biographical sketches, letters, diaries, encyclopedia, periodicals, procedural manuals).
6.1.09.f. Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials to eliminate word problems.
6.1.09.h. Retrieve, organize, and represent information to demonstrate effectively knowledge acquired.
6.1.09.i. Develop notes that include important concepts, summaries, and identification of reference sources.
6.1.09.l. Use a variety of materials to prepare a research paper that includes a title page and list of sources.
6.1.10. Develop skills to facilitate reading in the content areas.
6.1.10.a. Develop and maintain vocabulary specific to content areas and to current events.
6.1.10.b. Locate information using available text features (e.g., tables of content, maps, timelines, charts, graphics, indexes, glossaries, and footnotes).
6.1.10.c. Continue to apply comprehension skills and strategies to informational text in the content areas.
6.1.10.d. Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, asking for help).
6.1.10.e. Interact with the text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).
6.1.11. Read independently for a variety of purposes.
6.1.11.a. Read for literary experience.
6.1.11.b. Read to gain information.
6.1.11.e. Read to expand vocabulary.
6.1.12. Experience and explore the elements of various literary and media genres.
6.1.12.a. Read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g. music, films, videos, documentaries, the arts, photographs) genres.
6.1.12.b. Recognize the elements of each literary and media genre.
6.1.12.c. Identify the theme and determine if theme is stated or implied.
6.1.12.e. Identify the plot element of exposition (i.e. introduction of characters, setting, and conflict) in print and non-print text.
6.1.12.f. Explore the author's development of characters/characterization (e.g., through words, speeches, actions, thoughts, narrator's comments, interactions with other characters, motivations).
6.1.12.g. Identify the characteristics of stereotypical and realistic characters.
6.1.12.h. Explore how an author creates mood to set a tone.
6.1.12.k. Summarize and paraphrase selected passages for discussion and/or written assignments or presentations.
6.1.12.l. Demonstrate knowledge of similes, metaphors, personification, imagery, and symbolism.
6.1.12.m. Explore deductive reasoning to facilitate and to extend understanding of texts.
6.1.12.n. Explore the concepts of foreshadowing and flashback.

Learning Expectations:

1.01. Continue to develop oral language and listening skills.
1.06. Expand reading vocabulary.
1.08. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
1.09. Refine study skills and develop methods of research to enhance learning.
1.11. Read independently for a variety of purposes.
1.12. Experience and explore the elements of various literary and media genres.
1.13. Develop and sustain a motivation for reading.

Performance Indicators State:

At Level 1, the student is able to
6.1.spi 5. Select appropriate synonyms, antonyms, and homonyms within context.
6.1.spi 6. Use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meanings of unfamiliar words.
6.1.spi. 9. Evaluate text for fact and opinion.
6.1.spi.1. Use knowledge of root words, affixes, syllabication and/or spelling patterns as aids in determining meaning within context.
6.1.spi.2. Determine whether a given statement within a passage is fact or fiction.
6.1.spi.3. Indicate sequence of events in print and non-print texts.
6.1.spi.4. Predict future events of a passage.
6.1.spi.8. Use common text features to make meaning from text (i.e., newspapers and textbooks).
At Level 2, the student is able to
6.1.spi 23. Select an appropriate summary statement and determine whether the theme is stated or implied.
6.1.spi.10. Recognize and use grade appropriate and/or content specific vocabulary within context.
6.1.spi.11. Locate information using available text features.
6.1.spi.12. Recognize that purpose determines text format.
6.1.spi.13. Analyze the effects of sound in context (i.e., onomatopoeia, alliteration, accent, rhyme, and repetition).
6.1.spi.15. Locate and verify information to support opinions, predictions, and conclusions.
6.1.spi.16. Identify stated or implied cause and effect relationships.
6.1.spi.17. Draw inferences from selected texts.
6.1.spi.18. Analyze the use of similes, metaphors, personification, and hyperbole within context.
6.1.spi.20. Distinguish among various literary genres (e.g., poetry, drama, fiction, and non-fiction).
6.1.spi.21. Determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved.
At Level 3, the student is able to
6.1.spi.24. Specify a logical word choice to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, and functions.
6.1.spi.25. Identify patterns of rhyme and rhythm.
6.1.spi.26. Determine the author's purpose for writing a selection (i.e., to inform, to persuade, to entertain, to share emotions).

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