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CONTENT STANDARD 1
A. Reading
A. Word Analysis,
Fluency, and Systematic Vocabulary Development
Students use their knowledge
of word origins and work 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 hat 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.8.1 Use idioms,
analogies, metaphors, and similes to infer the literal and figurative
meaning of phrases.
1.A.8.2 Understand the most
important points in the history of English language and use common word
origins to determine the historical influences on English word meanings.
1.A.8.3 Use words meanings
within the appropriate context and be able to verify those meanings by
definition, restatement, example, comparison, or contrast.
Structural Features of
Informational Materials
1.B.8.1 Compare and
contrast the features and elements of consumer materials to gain meaning
from documents (e.g., warranties, contracts, product information, and
instructional manuals).
1.B.8.2 Analyze text which
uses proposition (a plan suggested for acceptance) and support patterns.
Comprehension and
Analysis of Grade-Level-Appropriate Text
1.B.8.3 Find similarities
and differences among texts in the treatment, scope, or organization of
ideas.
1.B.8.4 Compare original
text to a summary for accuracy of the main ideas, inclusion of critical
details, and the extent to which it conveys the underlying meaning of
the original text.
1.B.8.5 Understand and
explain the use of a complex mechanical device by following technical
directions.
1.B.8.6 Use information
from a variety of consumer, workplace, and public documents to explain a
situation or decision and/or to solve a problem.
Expository Critique
1.B.8.7 Evaluate the unity,
coherence, logic, internal consistency, and structural patterns of text.
Structural Features of
Literature
1.C.8.1 Determine and
articulate the relationship among the purposes and characteristics of
different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy,
ode, and sonnet).
Narrative Analysis of
Grade-Level-Appropriate Text
1.C.8.2 Evaluate the
structural elements of the plot (e.g., subplots, parallel episodes,
climax), the plot’s development, and how (and whether) conflicts are (or
are not) addressed and resolved.
1.C.8.3 Compare and
contrast motivations and reactions of literary characters from different
historical eras confronting similar situations or conflicts.
1.C.8.4 Analyze the
relevance of the setting (place, time, and customs) to the mood, tone,
and meaning of text.
1.C.8.5 Identify and
analyze recurring comparative themes (e.g., good versus evil) across
traditional and contemporary works,
1.C.8.6 Identify
significant literary devices that define a writer’s style (e.g.,
metaphor, symbolism, dialect, and irony), and use those elements to
interpret the work.
Literary Criticism
1.C.8.7Analyze how a work
of literature reflects the heritage, traditions, attitudes, and beliefs
of its author.
CONTENT STANDARD 2
2. Writing
Writing Strategies
Students write clear,
coherent, and focused essays. 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.
A. 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 outline in WRITING
Standard 2.A.
Performance Indicators
Organization and Focus
2.A.8.1 Create compositions
that establish a controlling impression, have a coherent thesis, and end
with a clear and well-supported conclusion.
2.A.8.2 Establish coherence
within and among paragraphs through effective transitions, parallel
structures, and similar writing techniques.
2.A.8.3 Support thesis or
conclusions with analogies, paraphrases, quotations, and opinions from
authorities, comparisons, and similar devices.
Research and Technology
2.A.8.4 Plan and conduct
multiple-step information searches using computer networks and modem.
2.A.8.5 Achieve effective
balance between researched information and original ideas.
Revising and Evaluating
Writing
2.A.8.6 Revise writing for
word choice, appropriate organization, consistent point of view, and
transitions among paragraphs, passages, and ideas.
2.B.8.1 Write biographies,
autobiographies, short stories, and/or narratives that
(a) relate a clear,
coherent incident, event, or situation by using well-chosen details.
(b) reveal the significance
of, or the writer’s attitude about, the subject.
(c) employ narrative and
descriptive strategies (e.g., relevant dialogue, specific action,
physical description, background description, comparison or contrast of
characters).
2.B.8.2 Write responses to
literature that
(a) develop interpretations
which exhibit careful reading and insight.
(b) connect the student’s
own responses to the writer’s techniques and to specific textual
references.
(c) draw supported
inferences about the effects of a literary work on its audience.
(d) support judgments
through references to the text, other works, other authors, or to
personal knowledge.
2.B.8.3 Write research
reports that
(a) define a thesis.
(b) record important ideas,
concepts, and direct quotations from significant information sources,
paraphrasing and summarizing all perspectives on the topic, as
appropriate.
(c) use a variety of
primary and secondary sources, distinguishing the nature and value of
each.
(d) organize and record
information on charts, maps, and graphs.
2.B.8.4 Write persuasive
compositions that
(a) include a well-defined
thesis that makes a clear and knowledgeable judgment.
(b) support arguments with
detailed evidence, examples, and reasoning, differentiating between
facts and opinion.
(c) arrange details,
reasons, and examples, effectively anticipating and answering reader
concerns and counter-arguments.
2.B.8.5 Write documents
related to career development, including simple business letters and job
applications, that
(a) are purposeful,
succinct and reflect the needs of the intended audience.
(b) follow the conventional
format for the type of document (e.g., letter of inquiry, memorandum)
2.B.8.6 Write technical
documents that
a) identify the sequence of
activities needed to design a system, operate a tool, or explain the by
-laws of an organization.
(b) include all factors and
variables that need to be considered.
(c) use formatting
techniques (e.g., headings, differing fonts) to aid comprehension.
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.
Sentence Structure
3.8.1 Use correct and
varied sentence types and sentence openings to reinforce the
presentation of a lively and effective personal style.
3.8.2 Identify and use
parallel structure in all written discourse, including similar
grammatical forms to present items in a series, complements, and items
juxtaposed for emphasis.
3.8.3 Use subordination,
coordination, apposition, and other devices to clearly indicate the
relationship between ideas.
Grammar
3.8.4 Edit written
manuscripts to ensure correct grammar.
Punctuation and
Capitalization
i. Use correct punctuation
and capitalization.
Spelling
3.8.6 Use correct spelling
conventions.
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 (e.g., narration, exposition, persuasion, and description).
Student speaking demonstrates a command of standard English and the
organization and delivery strategies outline in Listening and Speaking
Standard 4.A.
Performance Indicators
Comprehension
4.A.8.1 Analyze oral
interpretations of literature, including language choice and delivery,
and the effect of the interpretations on the listener(s).
4.A.8.2 Paraphrase a
speaker’s purpose and point of view, and ask relevant questions
concerning the speaker’s content, delivery, and purpose.
Organization and
Delivery of Oral Communication
4.A.8.3 Organize
information to achieve particular purposes by matching the message,
vocabulary, voice modulation, expression and tone to the audience and
purpose.
4.A.8.4 Prepare a speech
outline based upon a chosen pattern of organization, generally including
an introduction, transitions, previews, and summaries, a logically
developed body, and an effective conclusion.
4.A.8.5 Use precise
language, action verbs, sensory details, appropriate and colorful
modifiers, and active rather than passive voice in ways that enliven
oral presentations.
4.A.8.6 Use appropriate
grammar, word choice, enunciation, and pace during formal presentations.
4.A.8.7 Use audience
feedback (i.e., verbal and non-verbal cues) to
(a) reconsider and modify
the organizational structure/plan.
(b) rearrange words and
sentences to clarify the meaning.
Analysis and Evaluation
of Oral and Media Communications
4.A.8.8 Evaluate the
credibility of a speaker (e.g., hidden agendas, slanted or biased
material).
4.A.8.9 Interpret and
evaluate various ways that visual image-makers (e.g., graphic artists,
illustrators, news photographers) communicate information and affect
impressions and opinions.
4.B.8.1 Deliver narrative
presentations (e.g., biographical, autobiographical) that
(a) relate a clear,
coherent incident, event, or situation by using well-chosen details.
(b) reveal the significance
of and the subject’s attitude about the incident, event, or situation.
(c) employ narrative and
descriptive strategies, (e.g., relevant dialogue, specific action,
physical description, background description, comparison or contrast of
characters.
4.B.8.2 Deliver oral
responses to literature that
(a) interpret reading and
provide insight.
(b) connect own responses
to the writer’s techniques and to specific textual references.
(c) draw supported
inferences about the effects of a literary work on its audience.
(d) support judgments
through references to the text, other works, other authors, or personal
knowledge.
4.B.8.3 Deliver research
presentations that
(a) define a thesis.
(b) record important ideas,
concepts, direct quotations from significant information sources,
paraphrasing and summarizing all relevant perspectives on the topic, as
appropriate.
(c) use a variety of
primary and secondary sources, distinguishing the nature and value of
each.
(d) organize and record
information on charts, maps and graphs.
4.B.8.4 Deliver persuasive
presentations that
(a) include a well-defined
thesis that makes a clear and knowledgeable judgment.
(b) support arguments with
detailed evidence, examples and reasoning, differentiating facts from
opinion.
(c) effectively anticipate
and answer listener concerns and counter-arguments through the inclusion
and arrangement of details, reasons, examples, and other elements.
(d) maintain a reasonable
tone.
4.B.8.5 Recite poems of
four to six stanzas, sections of speeches, or dramatic soliloquies,
using voice modulation, tone, and gestures expressively to enhance
meaning.
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