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ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
1. A clear communication plan is necessary to effectively deliver and receive information
a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. (CCSS: SL.4.1)i. Come to discussions
prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (CCSS: SL.4.1a) I
ii. Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.4.1b) C
iii. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (CCSS: SL.4.1c) C
iv. Review the key ideas expressed and explain their own ideas and understanding in light of the
We will be prepared to have discussions and explore ideas in class.
We will each have an assigned role in our discussion.
We will ask and respond to questions and contribute to the discussion.
We will review key ideas, and explain the ideas in our discussion.
CompApplAnalysis
Appl
Comp
Comp
Reading Book
Kagan structures
Reading BookKagan structures
Reading Book
Reading Book
DiscussExpressRolePose ClarifyActive ListeningContributeLink Ideas
© Learning Keys, 800.927.0478, www.learningkeys.org Page 1
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
discussion. C (CCSS: SL.4.1d)
1. A clear communication plan is necessary to effectively deliver and receive information
b. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.4.2) I
We will paraphrase parts of a text.
Comp Reading Book ParaphraseText
1. A clear communication plan is necessary to effectively deliver and receive information
d.Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (CCSS: SL.4.) C
We will report on a topic. We will tell a story in an organized manner.
Know Reading BookGraphic organizer
RecountRelevant FactsPace
1. A clear communication plan is necessary to effectively deliver and receive information
f.Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (CCSS: SL.4.6) I
We will use formal English when presenting ideas. We will tell the difference between informal English and formal English and when it is appropriate to use.
Comp Reading BookKagan structures
Formal EnglishAppropriate
1.Comprehension and fluency matter when reading literary texts in a fluent way
a. Use Key Ideas and details to:
ii.Identify and draw inferences about setting, characters (such as motivations, personality traits), and plot. (CCSS: RL.4.2) C
We will identify and draw inferences about setting of the story. We will identify and draw inferences about characters. We will identify and draw inferences about
KnowComp
Reading BookGraphic organizers
InferencesSettingCharacterPlotThemeDramaPoemSummarize
© Learning Keys, 800.927.0478, www.learningkeys.org Page 2
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
iii.Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS: RL.4.3) I
v.Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved) I
plot.
We will determine a theme of a story. We will determine the theme of a drama. We will determine a theme of a poem. We will summarize the text using the theme.
We will describe the main problem of the story, and how that problem is solved.
Know
Know
Theme Graphic organizerTeacher reading book
Teacher reading bookProblem and solution graphic organizer
ConflictProblem / Solution
1. Comprehension and fluency matter when reading literary texts in a fluent way
b. Use Craft and Use structure to:
i. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). (CCSS: RL.4.4) I
We will use context clues to identify the meaning of words.
KnowMythology library books
MythsPhraseDefinition
1. Comprehension and fluency matter when reading literary texts in a fluent way
c. Use Integration of Knowledge and Ideas to:
i. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific
We will make connections between the text of a story and a visual.
Know Story or drama textTeacher Reading Book
Make Connections
© Learning Keys, 800.927.0478, www.learningkeys.org Page 3
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
descriptions and directions in the text. (CCSS: RL.4.7) I
iii.Summarize text by identifying important ideas by providing supporting details, while maintaining sequence. C
We will summarize the text in sequence (order) by using main ideas and supporting details.
SynthGraphic organizer (hand) Summarize
SequenceMain IdeasSupporting Details
1. Comprehension and fluency matter when reading literary texts in a fluent way
D. Use Range of Reading and Complexity of Text to:
ii.Read familiar texts orally with fluency, accuracy, and prosody (expression) C
We will read text with fluency, accuracy, and expression.
Know Fluency passages from coreSix-minute fluency
FluencyAccuracyProsodyExpression
2. Comprehension and fluency matter when reading informational
a. Use Key Ideas and Details to:
i. Refer to details and examples in a text when explaining what the text says explicitly and
We will draw inferences from the text by using details and examples.
Comp Inference graphic organizer
InferencesDetailsText
© Learning Keys, 800.927.0478, www.learningkeys.org Page 4
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
and persuasive texts in a fluent way
when drawing inferences from the text. (CCSS: RI.4.1) C
ii. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2) C
iv.Skim materials to develop a general overview of content C
v. Scan to locate specific information or to perform a specific task (finding a phone number, locating a definition in a glossary, identifying a specific phrase in a passage) C
We will determine the main idea of a text, and support it with details. We will summarize the text using main ideas and details.
We will skim the story to get an overview.
We will scan texts to find specific information.
ApplSynth
Know
Know
Main Idea graphic organizer and summary graphic organizer
Text
Phone bookDictionary
Textbook glossary
Main IdeaSupporting DetailsSummarize
SkimOverview
ScanDefinitionGlossaryLocate Information
2.Comprehension and fluency matter when reading informational and persuasive texts in a fluent way
b. Use craft and structure to:i. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (CCSS:rI.4.4) C
iii. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a
We will find the meaning of words that are in a text.
We will use compare and contrast, cause/effect, problem/solution to explain a text.
Know
Comp
DictionaryGlossary
Venn diagramCause/effect graphic organizerProblem/solution graphic organizer
DetermineVocabulary
Compare ContrastCause / EffectProblem / SolutionText
ParagraphTopic Sentence
© Learning Keys, 800.927.0478, www.learningkeys.org Page 5
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
text. (CCSS:RI.4.5) I
ii. Compare and contrast the treatment of similar themes opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. (CCSS: RL.4.9) I
iv. Identify common organizational structures (paragraphs, topic sentences, concluding sentences) and explain how they aid comprehension C
v.Use text features (bold type, headings, visuals, captions, glossary) to organize or categorize information C
We will explain differences between poems, dramas, and stories.
We will identify topic sentences and concluding sentences, and explain how they help us understand the paragraph.
We will use text features such as bold type,headings, visuals, captions, and glossary to organize or categorize information.
Comp
Know
Appl
Examples of poems, dramas and stories
Writing Alive resourcesUmbrella planner
Leveled readers
Conclusion SentenceDifferencesPoemDramaStory / textelements
Text FeaturesBold TypeHeadingsVisualsCaptionsGlossary
2.Comprehension and fluency matter when reading informational and persuasive texts in a fluent way
c. Use Integration of Knowledge and ideas to:i. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. C
We will interpret information such as charts, graphs, diagrams, time lines, animations, and interactive elements to explain how the information helps us understand the text.
Comp Sample charts, graphs, diagrams, time lines, animations
ChartGraphDiagramTime LineAnimationWeb pageLink
© Learning Keys, 800.927.0478, www.learningkeys.org Page 6
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
(CCSS:RI4.7)3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills
a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.4.3)
i. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.4.3a) C
We will use what we know about word parts to read and understand compound words.We will use phonics and word analysis to read unfamiliar words. We will use prefixes, suffixes, and root words to help us find the meaning of new words.
Appl Sound cardsPrefix/Suffix flash cards
DecodeSyllable PatternsRoot WordPrefixSuffixMulti-Syllable Words
3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills
b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.4.4)
i. Read grade-level text with purpose and understanding. (CCSS: RF.4.4a) C
iii.Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c) C
We will read the text with accuracy and understanding.
We will use context clues to understand word meaning. We will reread the text when needed.
Know
Appl
Grade level textFluency passagesDibels
Context clues resources from text bookVocabulary words
AccuracyFluencyComprehensionText
Context CluesSelf-Correct
3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to
c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (CCSS: L.4.4)
i. Use context (e.g., definitions, We will use definitions and Appl
Multiple Meaning WordsContext CluesGreek AffixesLatin AffixesPrefixesSuffixes
© Learning Keys, 800.927.0478, www.learningkeys.org Page 7
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
better reading skills examples, or restatements in text) as a clue to the meaning of a word or phrase. (CCSS: L.4.4a) C
ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (CCSS: L.4.4b) I
iii. Read and understand words with common prefixes (un-, re-, dis-) and derivational suffixes (-ful, -ly, -ness) C
iv. Read and understand words that change spelling to show past tense: write/wrote, catch/caught, teach/taught C
v. Read multisyllabic words with and without inflectional and derivational suffixes C
vi. Infer meanings of words using explanations offered within a text C
vii. Consult reference materials
examples to give clues about the meaning of words or phrases.
We will use affixes and roots as clues to the meaning of a word.
We will read and comprehend words with common prefixes and suffixes. We will read and understand words that show past tense.
We will read multisyllabic words with and without inflectional and derivational suffixes.
We will infer the meaning of words using context clues
We will use reference
Appl
Know
Know
KnowComp
KnowComp
Know
Vocabulary wordsDictionary
Flash cardsPrefix/Suffix flash cards
Prefix/Suffix flash cardsPrefix/Suffix meanings
Grammar from core
Vocab from the seriesLooping
Context clues from the series
Dictionary
Past TensePresent TenseFuture Tense
Multi-Syllable WordsInflectional Endings (-s, -ing)
InferContext Clues
Reference MaterialsGlossary
© Learning Keys, 800.927.0478, www.learningkeys.org Page 8
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
(e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.4.4c) C
materials such as dictionaries, glossaries, thesauruses to find the pronunciation and meaning of words.
Comp GlossariesThesauruses
DictionaryThesaurus
3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills
d. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.4.5)
iii.Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c) C
We will demonstrate the use of antonyms and synonyms.
Appl Antonyms and synonyms from the core
Figurative LanguageSimileMetaphorAlliterationSyntonymsAntonymsWord Nuance (example thin vs. scrawny)
3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills
e. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (CCSS: L.4.6) I
We will learn and use fourth grade words and phrases that are basic to a particular topic.
CompAppl
Leveled readersCore vocabulary
Vocabulary
1. Informational and persuasive texts use
a. Write informative/explanatory texts to examine a topic and
Informative Explanatory
© Learning Keys, 800.927.0478, www.learningkeys.org Page 9
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
the recursive writing process
convey ideas and information clearly. (CCSS: W.4.2) Ci. Introduce a topic clearly and
group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. C (CCSS: W.4.2a)
ii. Choose planning strategies to support text structure and intended outcome C
iii. Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, comparison-and-contrast C
iv. Organize relevant ideas and details to convey a central idea or prove a point C
v. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b) I
vi. Link ideas within categories of information using words
We will write an information paragraph that clearly introduces a topic.
We plan before we write using a graphic organizer.
We will identify how a text is structured.
We will organize our ideas to prove a point.
We will write about a topic using facts, details, and examples related to the topic.
We will link ideas using the correct words such as
Know
Appl
Know
Appl
Appl
Know
Text features from the series
Writing Alive planners
Sequence of events graphic organizerVenn diagram
Graphic organizer Mc-Graw Hill series
Graphic organizer Mc-Graw Hill series
Personal Narrative
Transition wordsWriting Alive
TextConvey Ideas
IntroduceTopicParagraphHeadingIllustrationComprehension
PlannerTopic
SequenceDescritptionExplanationCompare and Contrast
Main IdeasSupporting Details
DevelopFactsDefinitionsDetails
Link IdeasPhrasesTransition Words
© Learning Keys, 800.927.0478, www.learningkeys.org Page 10
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
and phrases (e.g., another, for example, also, because). (CCSS: W.4.2c) I
vii. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d) I
viii. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e) C
another, for example, also, and because.
We will use specific language and vocabulary to explain the topic.
We will write a concluding sentence to summarize our paragraph.
Appl
KnowComp
Writing Alive word wheelsCore vocabulary
Writing Alive planner with conclusion
Subject-Related WordsTopicVocabulary
Conclusion Sentence
3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader
a.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4) C
We will write in a clear and organized way that is appropriate for the purpose and audience.
Appl Writing Alive process Well-Developed ParagraphOrganizationAudience
3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader
b.With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.4.5) C
We will strengthen our writing by planning, revising, and editing.
Appl Writing Alive process PlanningBrainstormingDraftingRevisingEditingFinal Copy
3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to
d.Use correct format (indenting paragraphs, parts of a letter, poem, etc.) for intended purpose M
We will use the correct format when writing paragraphs, a letter, or a poem.
Appl Core series IndentSentenceParagraphHeadingBody
© Learning Keys, 800.927.0478, www.learningkeys.org Page 11
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
make the meaning clear to the reader
We will use the correct grammar and punctuation when writing a sentence.
SalutationStanzaLines
3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader
e.Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.4.3)i. Choose words and phrases to
convey ideas precisely. (CCSS: L.4.3a) C
ii. Choose punctuation for effect. (CCSS: L.4.3b) C
iii. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). (CCSS: L.4.3c) I
We will choose words to show ideas.
We will choose the correct punctuation.
We will tell the difference between formal and informal English, and decide when it is appropriate to use it.
Appl
Appl
Appl
Writing Alive word wheels
Grammar from the series
ConventionsCorrect GrammarPunctuation
Formal EnglishInformal EnglishPresent IdeasSmall Group Discussion
3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader
f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.4.1) C
ii.Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (CCSS: L.4.1b) C
We will use correct grammar while writing and speaking.
We will form and use the correct verb tenses.
Appl
Appl Grammar from the series
DemonstrateConventionsCorrect Grammar
Verb TensesPastPresentFuture
© Learning Keys, 800.927.0478, www.learningkeys.org Page 12
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
iv.Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (CCSS: L.4.1d) I
We will put adjectives in order within a sentence.
Analysis Grammar from the seriesAdjectiveOrder
3.Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader
viii. Correctly use frequently confused words (e.g. , to, too, two,; there, their). (CCSS:L4.1g) C
We will correctly use words that are often confused such as to, too, and two.
Appl Spelling from the series Homophones
3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader
g. Demonstrate command of the conventions of standard English Capitalization, punctuation, and spelling when writing. (CCSS: L.4.2)i. Use correct capitalization.
(CCSS: L.4.2a) C
iv.Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d) C
We will use correct capitalization.
We will spell fouth grade words correctly.
Appl
Know
Grammar from the series
Spelling from the series
Correct GrammarConventionsCapitalizationPunctuationDictionary
1. Comprehending new information for research is a process undertaken with discipline both alone and within groups
a. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (CCSS: W.4.8)i. Identify relevant sources for
locating information IWe will identify and use relevant sources for locating information.
Know InternetLibrary books
RetellGather InformationTake NotesSources
Text Features© Learning Keys, 800.927.0478, www.learningkeys.org Page 13
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Reading/Writing/Comm GRADE: 4 TIMELINE: 1st Quarter
Grade Level Expectation
Evidence Outcome Student-Friendly Learning Objective
Level ofThinking
Resource Correlation Academic Vocabulary
ii. Locate information using text features, (appendices, indices, glossaries, and table of content) C
iii. Gather information using a variety of resources (reference materials, trade books, online resources, library databases, print and media resources) C
iv. Read for key ideas, take notes, and organize information read (using graphic organizer) C
v. Interpret and communicate the information learned by developing a brief summary with supporting details C
We will find information using text features such as an appendix, an index, glossaries, and table of contents.
We will gather information from a variety of resources.
We will read for key ideas. We will take notes, and organize information as we read using a graphic organizer.
We will write a brief summary with supporting details.
Know
Know
KnowApply
Know
Text books
Online resources such as Google, trade books, encylopedias
Graphic organzierWriting Alive note taking
Summary graphic organizer
AppendixIndexGlossaryTable of Contents
Reference MaterialsEncyclopediaOnline ResourceSearch
Take NotesOrganize InformationGraphic Organizer
Summarize
2. Identifying implications, concepts, and ideas enriches reasoning skills
a. Consider negative as well as positive implications of their own thinking or behavior, or others thinking or behavior. I
We will understand that our behavior may have a positive or negative consequence.
Comp Counselor Negative BehaviorPositive BehaviorConsequencesBehavior
© Learning Keys, 800.927.0478, www.learningkeys.org Page 14
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