|
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 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
Vocabulary and Concept
Development
1.A.7.1 Identify idioms,
analogies, metaphors, and similes in prose and poetry.
1.A.7.2 Use knowledge of
Greek, Latin, and Anglo-Saxon roots and affixes to understand content
area vocabulary.
1.A.7.3 Clarify word
meaning through the use of definition, example, restatement, or
contrast.
Structural Features of
Informational Materials
1.B.7.1 Understand and
analyze the differences among various categories of informational
materials (e.g., textbooks, newspapers, instructional manuals, signs) in
terms of their structure and purpose.
1.B.7.2 Locate information
using a variety of consumer, workplace, and public documents.
1.B.7.3 Analyze text which
uses the cause-and-effect organizational patterns.
Comprehension and
Analysis of Grade-Level-Appropriate Text
1.B.7.4 Identify and trace
the development of an author’s argument, point of view, or perspective
in text.
1.B.7.5 Understand and
explain the use of a simple mechanical device by following technical
directions.
Expository Critique
1.B.7.6 Assess the
adequacy, accuracy, and appropriateness of the author’s evidence to
support claims and assertions, noting instances of bias and
stereotyping.
Structural Features of
Literature
1.C.7.1 Articulate the
expressed purposes and characteristics of different forms of prose
(e.g., short story, novel, novella, essay).
Narrative Analysis of
Grade-Level-Appropriate Text
1.C.7.2 Identify events
that advance the plot, and determine how each event explains past or
present action(s) or foreshadows future action(s).
1.C.7.3 Analyze
characterization as delineated through a character’s thoughts, words,
speech patterns, and actions, the narrator’s description, and what other
characters think, say, and do.
1.C.7.4 Identify and
analyze recurring themes across works, (e.g., bravery, loneliness,
loyalty, friendship).
1.C.7.5 Contrast points of
view in narrative text and how they affect the overall theme of the work
(e.g., first versus third person, limited versus omniscient, subjective
versus objective).
Literary Criticism
1.C.7.6 Analyze a range of
responses to a literary work and determine the extent to which the
literary elements in the work shaped those responses.
2. WRITING
A. Writing Strategies
Students write clear,
coherent, and focused essays. The writing exhibits students’ awareness of
the 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 text 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.7.1 Create an
organizational structure that balances all aspects of the composition
and uses effective transitions between sentences to unify key ideas.
2.A.7.2 Support all
statements and claims with anecdotes, descriptions, facts and
statistics, and specific examples.
2.A.7.3 Use strategies of
note-taking, outlining, and summarizing to structure composition drafts.
Research and Technology
2.A.7.4 Identify topics,
ask and evaluate questions, and develop ideas leading to inquiry,
investigation, and research.
2.A.7.5 Give credit for
both quoted and paraphrased information in a bibliography using a
consistent and sanctioned format and methodology for citations.
2.A.7.6 Create documents
using word-processing skills and publishing programs, and develop simple
databases and spreadsheets to manage information and prepare reports.
Revising and Evaluating
Writing
2.A.7.7 Revise writing to
improve organization and word choice after checking the logic of the
ideas and the precision of the vocabulary.
2.B.7.1 Write fictional or
autobiographical narratives that
(a) develop a standard plot
line (beginning, conflict, rising action, climax, and denouement) and
point of view.
(b) develop complex major
and minor characters and a definite setting.
(c) use a range of
appropriate strategies (e.g., dialogue, suspense, naming of specific
narrative action, including movement, gestures, and expressions).
2.B.7.2 Write responses to
literature that
(a) develop interpretations
which exhibit careful reading, understanding, and insight.
(b) organize
interpretations around several clear ideas, premises, or images.
(c) justify interpretations
through sustained use of examples and textual evidence.
2.B.7.3 Write research
reports that
(a) pose relevant and
tightly drawn questions about the topic.
(b) convey clear and
accurate perspectives on the subject.
(c) include evidence
generated through the formal research process (e.g., card catalog,
Reader’s Guide to Periodical Literature, computer catalogs, magazines,
newspapers, dictionaries).
(d) document reference
sources with footnotes and bibliography.
2.B.7.4 Write persuasive
compositions that
(a) state a clear position
or perspective in support of proposition or proposal.
(b) describe the points in
support of the proposition, employing well-articulated evidence.
(c) anticipate and address
reader concerns and counter-arguments.
2.B.7.5 Write summaries of
reading materials that
(a) contain the materials’
main ideas and most significant details.
(b) are written in the
student’s own words, except for material quoted from the source.
(c) reflect the underlying
meaning of the source, not just the superficial details.
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
3.7.1 Place modifiers
properly, and use active voice.
Grammar
3.7.2 Identify and use
infinitives, and participles, and make clear references between pronouns
and antecedents
3.7.3 Identify all parts of
speech and types and structures of sentences.
3.7.4 Demonstrate the
mechanics of writing (e.g., quotation marks, commas at end of dependent
clauses) and appropriate English usages (e.g., pronoun references).
Punctuation
3.7.5 Identify and use
hyphens, dashes, brackets, and semi-colons and use them correctly.
Capitalization
3.7.6 Use correct
capitalization.
Spelling
3.7.7 Spell derivatives
correctly by applying the spellings of bases and affixes.
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 interests 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.7.1 Ask probing
questions designed to elicit information, including evidence to support
the listener’s claims and conclusions.
4.A.7.2 Determine the
speaker’s attitude toward the subject.
4.A.7.3 Respond to
persuasive messages with questions, challenges, or affirmations.
Organization and
Delivery of Oral Communication
4.A.7.4 Organize
information to achieve particular purposes and to appeal to the
background and interests of the audience.
4.A.7.5 Arrange supporting
details, reasons, descriptions, and examples effectively and
persuasively in relation to the audience.
4.A.7.6 Use speaking
techniques including voice modulation, inflection, tempo, enunciation,
and eye contact
Analysis and Evaluation
of Oral and Media Communications
4.A.7.7 Provide
constructive feedback to speakers concerning the coherence and logic of
a speech’s content and delivery, as well as its overall impact upon the
listener(s).
4.A.7.8 Analyze the effect
of images, text, and sound in electronic journalism on the viewer,
identifying the techniques used to achieve the effects in each instance
studied.
4.B.7.1 Deliver narrative
presentations that
(a) develop a context,
standard plot line (having a beginning, conflict, rising action, climax,
and denouement), and point of view.
(b) describe complex major
and minor characters and a definite setting.
(c) use a range of
appropriate strategies, including dialogue, suspense, and naming of
specific narrative action (e.g., movement, gestures, expressions).
4.B.7.2 Deliver oral
summaries of articles and books that
(a) contain the main ideas
of the event/article and the most significant details.
(b) use the student’s own
words, except for material quoted from the source.
(c) convey comprehensive
understanding of the source, not just the superficial details.
4.B.7.3 Deliver research
presentations that
(a) pose relevant and
concise questions about the topic.
(b) convey clear and
accurate perspectives on the subject.
(c) Include evidence
generated through the formal research process (e.g., use of a card
catalog, Reader’s Guide to Periodical Literature, computer catalogs,
magazines, newspapers, dictionaries).
(d) cite reference sources
appropriately.
4.B.7.4 Deliver persuasive
presentations that
(a) state a clear position
or perspective in support of a proposition (a plan suggested for
acceptance) or proposal.
(b) describe the points in
support of the proposition (a plan suggested for acceptance), employing
well-articulated evidence.
|
