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CONTENT STANDARD 1
1. Reading
A. Word Analysis,
Fluency, and Systematic Vocabulary Development
Students apply their
knowledge of word origins both to determine the meaning of new words
encountered in reading materials and to use those words accurately.
B. Reading Comprehension
(Focus on Informational Materials)
Students read and understand
grade-level-appropriate material. They describe and connect the essential
ideas, arguments, and positions advanced.
C. Literary Response and
Analysis
Students read and respond to
historically or culturally significant works of literature that reflect
and enhance their studies of history and social science. They conduct
in-depth analyses of recurrent patterns and themes.
Performance Indicators
Vocabulary and Concept
Development
1.A.9/10.1 Identify and use
the literal and figurative meanings of words, and understand word
derivation.
1.A.9/10.2 Distinguish
between the denotative and connotative meanings of words, and interpret
the connotative power of words.
1.A.9/10.3 Identify and use
knowledge of the origins of Greek, Roman, and Norse mythology to
understand the meaning of new words (e.g., the word “narcissistic” drawn
from the myth of Narcissus and Echo).
Structural Features of
Informational Materials
1.B.9/10.1 Analyze both the
structure and format of functional workplace documents, including
graphics and headers, and explain how authors use the features to
achieve their purposes.
1.B.9/10.2 Prepare a
bibliography of reference materials for a report using a variety of
consumer, workplace, and public documents.
Comprehension and
Analysis of Grade-Level-Appropriate Text
1.B.9/10.3 Generate
relevant questions about readings on issues that can be researched.
1.B.9/10.4 Synthesize the
content and ideas from several sources dealing with a single issue or
written by a single author, and paraphrase the ideas and connect them to
other sources and related topics to demonstrate comprehension
1.B.9/10.5 Extend ideas
presented in primary or secondary sources through original analysis,
evaluation, and elaboration.
1.B.9/10.6 Demonstrate use
of sophisticated learning tools by following technical directions (e.g.,
graphic calculators, specialized software programs, access guides to
Internet worldwide websites).
Expository Critique
1.B.9/10.7 Critique the
logic of functional documents by examining the sequence of information
and procedures and the anticipation of possible reader
misunderstandings.
1.B.9/10.8 Evaluate the
credibility of an author’s argument or defense of a claim by critiquing
the relationship between generalizations and evidence, the
comprehensiveness of evidence, and how the author’s intent affects the
text’s structure and tone (e.g., professional journals, editorials,
political speeches, primary source material).
Structural Features of
Literature
1.C.9/10.1 Articulate the
relationship between the expressed purposes and the characteristics of
different forms of dramatic literature (comedy, tragedy, drama, dramatic
monologue).
1.C.9/10.2 Compare and
contrast the presentation of a similar theme or topic across genres to
explain how the selection of genre shapes the theme or topic.
Narrative Analysis of
Grade-Level-Appropriate Text
1.C.9/10.3 Analyze
interactions between main and subordinate characters in a literary text
(e.g., internal and external conflicts, motivations, relationships, and
influences) and explain how they affect the plot.
1.C.9/10.4 Determine
characters’ traits by what they say about themselves in narration,
dialogue, dramatic monologue and soliloquy.
1.C.9/10.5 Compare works
that express a universal theme, and provide evidence to support the
ideas expressed in each work.
1.C.9/10.6 Analyze and
trace an author’s development of time and sequence, including the use of
complex literary devices (e.g., foreshadowing, flashbacks).
1.C.9/10.7 Recognize and
understand the significance of a wide range of literary elements and
techniques, including figurative language, imagery, allegory, and
symbolism, and explain their appeal.
1.C.9/10.8 Interpret and
evaluate the impact of ambiguities, subtleties, contradictions, ironies,
and incongruities in text.
1.C.9/10.9 Explain how
voice, persona, and the choice of a narrator affect tone,
characterization, plot, and credibility of a text.
1.C.9/10.10 Identify and
describe the function of dialogue, scene design, soliloquies, and asides
and character foils in dramatic literature.
Literary Criticism
1.C.9/10.11 Evaluate the
aesthetic qualities of style, including the impact that diction and
figurative language have on tone, mood, and theme, using the terminology
of literary criticism.
1.C.9/10.12 Analyze how a
work of literature is related to the themes and issues of its historical
period.
CONTENT STANDARD 2
2. WRITING
A. Writing Strategies
Students write coherent and
focused texts that convey a well-defined perspective and tightly-reasoned
argument. Student writing demonstrates awareness of audience and purpose.
Students progress through the stages of the writing process as needed.
B. Writing Applications
(Genres and Their Characteristics)
Students combine the
rhetorical strategies of narration, exposition, persuasion, and
description to produce text of at least 1,500 words, when appropriate.
Student writing demonstrates a command of standard English and the
research, organizational, and drafting strategies outlined in WRITING
Standard 2.A.
Organization and Focus
2.A.9/10.1 Establish a
controlling impression or coherent thesis that conveys a clear and
distinctive perspective on the subject and maintains a consistent tone
and focus throughout the piece of writing.
2.A.9/10.2 Use precise
language, action verbs, sensory details, appropriate modifiers, and
active rather than passive voice.
Research and Technology
2.A.9/10.3 Use clear
research questions and suitable research methods (e.g., library,
electronic media, personal interview) to elicit and present evidence
from primary and secondary sources.
2.A.9/10.4 Develop key
ideas within the body of the composition through supportive evidence
(e.g., scenarios, commonly held beliefs, hypotheses and definitions).
2.A.9/10.5 Synthesize
information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found in
each medium (e.g., almanacs, microfiche, news sources, in-depth field
studies, speeches, journals, and technical documents).
2.A.9/10.6 Integrate
quotations and citations into written text, while maintaining the flow
of ideas.
2.A.9/10.7 Use appropriate
conventions for documentation in text, notes, and bibliographies,
adhering to style manuals (e.g., the Modern Language Association
Handbook or Chicago Style Manual).
2.A.9/10.8 Design and
publish multi-page documents using advanced publishing software and
graphic programs.
Revising and Evaluating
Strategies
2.A.9/10.9 Revise writing
to improve the logic and coherence of the organization and controlling
perspective, the precision of word choice, and the tone, taking into
consideration the audience, purpose, and formality of the context.
2. B.9/10.1Write
biographical, autobiographical narratives, and/or short stories that (a)
narrate a sequence of events and communicate their significance to the
audience.
(b) locate scenes and
incidents in specific places.
(c) develop the narrative
elements with concrete sensory details and language (e.g., visual
details of scenes; descriptions of sounds, smells, specific actions,
movements and gestures; use of interior monologue, to depict the
characters’ feelings).
(d) pace the presentation
of actions to accommodate changes in time and mood.
(e) make effective use of
descriptions of appearance, images, shifting perspectives, and/or
sensory details.
2.B.9/10.2 Write responses
to literature that
(a) demonstrate a
comprehensive grasp of the significant ideas of works or passages.
(b) support key ideas and
viewpoints through accurate and detailed references to the text or to
other works.
(c) demonstrate awareness
of the author’s use of stylistic devices and an appreciation of the
effects created.
(d) identify and assess the
impact of perceived ambiguities, nuances, and complexities within text.
2.B.9/10.3 Write expository
compositions, including analytical essays and research reports that
(a) marshal evidence in
support of a thesis and related claims, including information on all
relevant perspectives.
(b) convey information and
ideas from primary and secondary sources accurately and coherently.
(c) make distinctions about
the relative value and significance of specific data, facts, and ideas.
(d) organize and record
information on charts, maps, and graphs for use as visuals, employing
appropriate technology.
(e) anticipate and address
readers’ potential misunderstandings, biases, and expectations.
(f) use technical terms and
notations accurately.
2.B.9/10.4Write persuasive
compositions that
(a) structure ideas and
arguments in a sustained and logical fashion.
(b) use specific rhetorical
devices to support assertions (e.g., appeal to logic through reasoning;
appeal to emotion or ethical belief, relate a personal anecdote, case
study, or analogy).
(c) clarify and defend
positions with precise and relevant evidence, including facts, expert
opinions, quotations, and expressions of commonly accepted beliefs and
logical reasoning.
(d) address readers’
concerns, counterclaims, biases, and expectations
2.B.9/10.5 Write business
letters that
(a) are clear and
purposeful, and address the intended audience appropriately.
(b) use appropriate
vocabulary, tone, and style to take into account the nature of the
relationship with, and the knowledge and interests of the recipients.
(c) highlight central ideas
or images.
(d) follow a conventional
style, and use page formats, fonts, and spacing that contribute to the
documents’ readability and impact.
2.B.9/10.6 Write technical
documents (e.g., manual on rules of behavior for conflict resolution,
procedures for conducting a meeting, transcription of minutes of a
meeting) that
(a) report and/or convey
information and ideas logically and correctly.
(b) offer detailed and
accurate specifications.
(c) include scenarios,
definitions, and examples to aid comprehension (e.g., troubleshooting
guide).
(d) anticipate readers’
problems, mistakes, and misunderstandings.
CONTENT STANDARD 3
2. Written and Oral
English Language Conventions
Students write and speak with
a command of standard English conventions that are appropriate to each
grade level.
Performance Indicators
Grammar and Mechanics
3.9/10.1 Identify and use
clauses (e.g., main and subordinate), phrases (e.g., gerunds,
infinitives and participles), mechanics of punctuation (e.g.,
semi-colons, ellipses and hyphens).
3.9/10/2 Understand
sentence construction (e.g., parallel structure, subordination, proper
placement of modifiers) and proper English usage (e.g., consistency of
verb tenses).
3.9/10.3 Demonstrate an
understanding of proper English usage and control of grammar, paragraph
and sentence structure, diction, and syntax.
Manuscript Form
3.9/10.4 Demonstrate
control of grammar, paragraph and sentence structure, diction, syntax,
and usage.
3.9/10.5 Produce legible
work that shows accurate spelling and correct use of the conventions of
punctuation and capitalization.
3.9/10.6 Reflect
appropriate manuscript requirements, including title page presentation,
pagination, spacing and margins, and integration of source and support
material (e.g., in-text citation, use of direct quotations,
paraphrasing) with appropriate citations.
CONTENT STANDARD 4
4. Listening and Speaking
Listening and Speaking
Strategies
Students formulate judgments
about oral communication. They deliver focused, coherent presentations of
their own that convey clear, distinct perspectives and solid reasoning.
The use of gestures, tone and vocabulary are tailored to the audience and
purpose.
A. Speaking Applications
(Genres and Their Characteristics)
Students deliver polished
formal and extemporaneous presentations that combine the traditional
rhetorical strategies of narration, exposition, persuasion, and
description. Student speaking demonstrates a command of standard English
and the organizational and delivery strategies outlined in Listening and
Speaking Standard 4A.
Performance Indicators
Comprehension
4.A.9/10.1 Formulate
judgments about the ideas under discussion and support those judgments
with convincing evidence.
4.A.9/10.2 Compare and
contrast how media genres (e.g., nightly news, news magazines,
documentaries, on-line information) cover the same event.
Organization and
Delivery of Oral Communication
4.A.9/10.3 Choose logical
patterns of organization (e.g., chronological, topical, cause and
effect) to inform and to persuade by soliciting agreement or action, or
to unite audiences behind a common belief or cause.
4.A.9/10.4 Choose
appropriate devices for introduction and conclusion (e.g., literary
quotations, anecdotes, references to authoritative sources).
4.A.9/10.5 Recognize and
use elements of classical speech forms (e.g., introduction, first and
second transitions, body, and conclusion), in formulating rational
arguments and applying the art of persuasion and debate.
4.A.9/10.6 Present and
advance a clear thesis statement and choose appropriate types of proofs
(e.g., statistics, testimony, specific instances) that meet standard
tests for evidence, including credibility, validity, and relevance.
4.A.9/10.7 Use props,
visual aids, graphs, and electronic media to enhance the appeal and
accuracy of presentations.
4.A.9/10.8 Produce concise
notes for extemporaneous delivery.
4.A.9/10.9 Analyze
interests of the audience and implications of the occasion to choose
effective verbal and non-verbal strategies for presentations (e.g.,
voice, gestures, eye contact).
Analysis and Evaluation
of Oral and Media Communications
4.A.9/10.10 Analyze a group
of historically significant speeches to find the rhetorical devices and
features that make them memorable(e.g., Abraham Lincoln’s Gettysburg
Address and Martin Luther King’s I Have a Dream).
4.A.9/10.11 Assess how
language and delivery affect the mood and tone of the oral communication
and impacts the audience.
4.A.9/10.12 Evaluate the
clarity, quality, effectiveness, and overall coherence of a speaker’s
key points, arguments, evidence, organization of ideas, delivery,
diction, and syntax.
4.A.9/10.13 Analyze the
types of arguments used by the speaker, including argument by causation,
analogy, authority, emotion, and logic.
4.A.9/10.14 Identify the
aesthetic effects of a media presentation and evaluate the techniques
used to create them (e.g., compare. Shakespeare’s Henry V to Kenneth
Branagh’s 1990 film version).
4.B.9/10.1 Deliver
narrative presentations (autobiographical or fictional) that
(a) narrate a sequence of
events and communicate their significance to the audience.
(b) locate scenes and
incidents in specific places.
(c) develop the narrative
elements with concrete sensory details and language (e.g., visual
details of scenes; descriptions of sounds, smells, specific actions,
movements, and gestures; and feelings of characters).
(d) pace the presentation
of actions to accommodate time or mood changes.
4.B.9/10.2 Deliver
expository presentations that
(a) marshal evidence in
support of a thesis and related claims, including information on all
relevant perspectives.
(b) convey information and
ideas from primary and secondary sources accurately and coherently.
(c) make distinctions about
the relative value and significance of specific data, facts, and ideas.
(d) organize and record
information on charts, maps, and graphs for use as visuals, employing
appropriate technology.
(e) anticipate and address
the listener’s potential misunderstandings, biases, and expectations.
(f) use technical terms and
notations accurately.
4.B.9/10.3 Apply
appropriate interviewing techniques
(a) prepare and ask
relevant questions.
(b) make notes of
responses.
(c) use language that
conveys maturity, sensitivity, and respect.
(d) respond correctly and
effectively to questions.
(e) demonstrate knowledge
of the subject or organization.
(f) compile and report
responses.
(g) evaluate the
effectiveness of the interview
4.B.9/10.3 Deliver oral
responses to literature that
(a) advance a judgment that
demonstrates a comprehensive grasp of the significant ideas of works or
passages (i.e., makes and supports warranted assertions about the text).
(b) support key ideas and
viewpoints through accurate and detailed references to the text or to
other works.
(c) demonstrate awareness
of the author’s use of stylistic devices and an appreciation of the
effects created.
(d) identify and assess the
impact of perceived ambiguities, nuances, and complexities within text.
4.B.9/10.5 Deliver
persuasive arguments, including evaluation and analysis of
problems/solutions and causes/effects that
(a) structure ideas and
arguments in a coherent, logical fashion.
(b) use specific rhetorical
devices to support assertions (e.g., by appeal to logic through
reasoning, by appeal to emotion or ethical belief, by personal anecdote,
case study, or analogy).
(c) clarify and defend
positions with precise and relevant evidence, including facts, expert
opinions, quotations, expressions of commonly accepted beliefs and
logical reasoning.
(d) anticipate and address
the listener’s concerns and counter-arguments.
4.B.9/10.6 Deliver
descriptive presentations that
(a) clearly establish the
speaker’s point of view on the subject of the presentation.
(b) clearly establish the
speaker’s relationship with that subject (e.g., dispassionate
observation, personal involvement).
(c) use factual
descriptions of appearance, concrete images, shifting perspectives and
vantage points, and sensory detail effectively.
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