|
CONTENT STANDARD 1
1. Reading
A. Word Analysis,
Fluency and Systematic Vocabulary Development
Students use their knowledge
of word origins and word relationships, as well as historical and literary
context clues, both to determine the meaning of specialized vocabulary and
to understand the precise meaning of grade-level-appropriate words.
B. Reading Comprehension
(Focus on Informational Materials)
Students read and understand
grade-level-appropriate material. They describe and connect the essential
ideas, arguments, and perspectives of the text, by using their knowledge
of text structure, organization, and purpose.
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 clarify the
ideas and connect them to other literary works.
Performance Indicators
Word Recognition
1.A.6.1 Read narrative and
expository text aloud with fluency and accuracy, and with appropriate
pacing, intonation, and expression.
Vocabulary and Concept
Development
1.A.6.2 Identify and
interpret figurative language and words with multiple meanings.
1.A.6.3 Recognize the
origins and meanings of frequently used foreign words in English and use
these words.
1.A.6.4 Monitor expository
text for unknown words or words with novel meanings, using word,
sentence and paragraph clues to determine meaning.
1.A.6.5 Understand and
explain “shades of meaning” for related words (e.g., softly and
quietly).
Structural Features of
Informational Materials
1.B.6.1 Identify and use
the structural features of , and differences among, newspapers,
magazines, and editorials to gain meaning from text.
1.B.6.2 Analyze text which
uses compare-and-contrast patterns.
Comprehension and
Analysis of Grade-Level-Appropriate Text:
1.B.6.3 Connect and clarify
main ideas by identifying their relationship to other sources and
related topics.
1.B.6.4 Clarify an
understanding of texts by creating outlines, logical notes, summaries,
or reports.
1.B.6.5 Follow
multiple-step instructions for preparing applications (e.g., public
library card, bank savings account, sports club, or league membership
form).
Expository Critique
1.B.6.6 Determine the
adequacy and appropriateness of an author’s evidence for his or her
conclusions.
1.B.6.7 Make reasonable
assertions about text through accurate, supportive citations.
1.B.6.8 Note instances of
unsupported inferences, fallacious reasoning, persuasion, and propaganda
in text.
Structural Features of
Literature
1.C.6.1 Identify the forms
of fiction and describe the major characteristics of each form.
Narrative Analysis of
Grade-Level-Appropriate Text
1.C.6.2 Analyze how the
qualities of the character (e.g., courage or cowardice, ambition or
laziness) affect the plot and resolution of the conflict.
1.C.6.3 Analyze the
influence of setting on the problem and its resolution.
1.C.6.4 Define how tone or
meaning is conveyed in poetry through word choice, figurative language,
sentence structure, line length, punctuation, rhythm, repetition, rhyme.
1.C.6.5 Identify the
speaker and recognize the differences between first and third person
narration (e.g., autobiography compared with biography).
1.C.6.6 Identify and
analyze features of themes conveyed through characters, actions, and
images.
1.C.6.7 Explain the effects
of common literary devices in a variety of fictional and non-fictional
texts (e.g., symbolism, imagery, metaphor).
Literary Criticism
1.C.6.8 Critique the
credibility of characterization and the degree to which plot is
contrived or realistic (e.g., compare use of fact and fantasy in
historical fiction).
CONTENT STANDARD 2
2. Writing
A. Writing Strategies
Students write clear,
coherent, and focused essays. The writing exhibits students’ awareness of
audience and purpose. Essays contain formal introductions, bodies of
supporting evidence and conclusions. Students successfully use the stages
of the writing process, as needed.
B. Writing Applications
(Genres and Their Characteristics)
Students write narrative,
expository, persuasive, and descriptive texts of at least 500 to 700
words. Student writing demonstrates a command of standard English and the
research, organizational, and drafting strategies outlined in WRITING
Standard 2.A
Performance Indicators
Organization and Focus
2.A.6.1 Choose the form of
writing that best suits the intended purpose (e.g., personal letter,
letter to the editor, review, poem, report, narrative).
2.A.6.2 Create
multiple-paragraph expository compositions that
(a) engage the interest of
the reader and state a clear purpose.
(b) develops the topic with
supportive details, precise verbs, nouns, and adjectives to paint a
visual image in the mind of the reader.
(c) conclude with a
detailed summary linked to the purpose of the composition.
2.A.6.3 Use a variety of
effective and coherent organizational patterns, including comparison and
contrast, organization by categories, and arrangements of spatial order,
order of importance, or climatic order.
Research and Technology
2.A.6.4 Use organizational
features of electronic text (e.g., bulletin boards, databases, keyword
searches, e-mail addresses) to locate information.
2.A.6.5 Compose documents
with appropriate formatting by using word-processing skills and
principles of design (e.g., margins, tabs, spacing, columns, page
orientation)
Revising and Evaluating
Writing
2.A.6.6 Revise writing to
improve organization and consistency of ideas between paragraphs
2.B.6.1 Write narratives
that
(a) establish and develop a
plot and setting, and choose a point of view that is appropriate to
stories.
(b) include sensory details
and concrete language to develop plot and character.
(c) use a range of
narrative strategies (e.g., dialogue, suspense).
2.B.6.2 Write expository
compositions (e.g., description, explanation, comparison and contrast,
problem and solution) that
(a) state the thesis or
purpose.
(b) explain the situation.
(c) follow an
organizational pattern appropriate to the type of composition.
(d) offer persuasive
evidence to validate arguments and conclusions
2.B.6.3 Write research
reports that
(a) pose relevant questions
with a scope narrow enough to be thoroughly covered.
(b) support the main idea(s)
with facts, details, examples, and explanations from multiple
authoritative sources (e.g., speakers, periodicals, on-line information
searches).
(c) use a bibliography.
2.B.6.4 Write responses to
literature that
(a) develop an
interpretation which exhibits careful reading, understanding and
insight.
(b) organize the
interpretation around several clear ideas, premises, or images.
(c) develop and justify the
interpretation through sustained use of examples and textual evidence.
2.B.6.5 Write persuasive
compositions that
(a) state a clear position
in support of a proposition or proposal.
(b) support the position
with organized and relevant evidence; and
(c) anticipate and address
reader concerns and counter-arguments.
CONTENT STANDARD 3
3. 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
Sentence Structure
3.6.1 Use simple, compound,
and compound-complex sentences; use effective coordination and
subordination of ideas to express complete thoughts.
Grammar
3.6.2 Identify and properly
use indefinite pronouns and present perfect, past perfect, and future
perfect tenses, subject-verb agreement with compound subjects, and
indefinite pronouns.
Punctuation
3.6.3 Use colons in
business letters, semi-colons to connect independent clauses, and commas
when linking two clauses with a conjunction in compound sentences.
Capitalization
3.6.4 Use correct
capitalization.
Spelling
3.6.5 Spell frequently
misspelled words correctly (e.g., their, they’re, there).
CONTENT STANDARD 4
4. Listening and Speaking
A. Listening and
Speaking Strategies
Students deliver focused,
coherent presentations that convey ideas clearly and relate to the
background and interest of the audience. They evaluate the content of oral
communication.
B. Speaking Applications
(Genres and Their Characteristics)
Students deliver
well-organized formal presentations employing traditional rhetorical
strategies (i.e., narration, exposition, persuasion, and description).
Student speaking demonstrates a command of standard English and the
organization and delivery strategies outlined in Listening and Speaking
Standard 4.A.
Performance Indicators
Comprehension
4.A.6.1 Relate the
speaker’s verbal communication (e.g., word choice, pitch, feeling, tone)
and non-verbal messages (e.g., posture, gesture).
4.A.6.2 Identify the tone,
mood, and emotion conveyed in the oral communication.
4.A.6.3 Restate and execute
multi-step oral instructions and directions. Organization and Delivery
of Oral Communication
4.A.6.4 Select a focus,
organizational structure, and a point of view, matching the purpose,
message occasion, and vocal modulation of (to) the audience.
4.A.6.5 Emphasize salient
points to assist the listener in following main ideas and concepts.
4.A.6.6 Support opinions
expressed with detailed evidence and with visual or media displays that
use appropriate technology.
4.A.6.7 Use effective rate,
volume, pitch, and tone, and align non-verbal elements to sustain
audience interest and attention.
Analysis and Evaluation
of Oral and Media Communications
4.A.6.8 Analyze the use of
rhetorical devices for their intent and effects (e.g., cadence,
repetitive patterns, use of onomatopoeia).
4.A.6.9 Identify persuasive
and propaganda techniques used in television, and identify false and
misleading information.
4.B.6.1 Deliver narrative
presentations that
(a) establish a context,
plot, and point of view.
(b) include sensory details
and concrete language to develop plot and character.
(c) use a range of
narrative strategies (e.g., dialogue, tension or suspense).
4.B.6.2 Deliver informative
presentations that
(a) pose relevant questions
that are sufficiently limited in scope to be completely and thoroughly
answered.
(b) develop the topic with
facts, details, examples, and explanations from multiple authoritative
sources (e.g., speakers, periodicals, on-line information).
4.B.6.3 Deliver oral
responses to literature that
(a) develop an
interpretation which exhibits careful reading, understanding, and
insight.
(b) organize the selected
interpretation around several clear ideas, premises or images.
(c) develop and justify the
selected interpretation through sustained use of examples and textual
evidence.
4.B.6.4 Deliver persuasive
presentations that
(a) provide a clear
statement of the position.
(b) Include relevant
evidence.
(c) offer a logical
sequence of information.
(d) engage the listener and
foster acceptance of the proposition or proposal.
4.B.6.5 Deliver
presentations theorizing on problems and solutions that
(a) establish connections
between the situation, the postulated causes and effects, definition of
the problem, and at least one solution.
(b) offer persuasive
evidence to validate the definition of the problem and the proposed
solution(s).
|
