El A Standards

English-Language Arts Content Standards for CA Public Schools
Page 1 of 64
English-Language Arts Content Standards
Adopted by the California State Board of Education
Deceber 1!!"# California Departent of Education
Page $ of 64
A Message from the State Board of Education and the
State Superintendent of Public Instruction.
%ith the adoption of these English-language arts
content standards in 1!!"# California set forth for
the first tie a unifor and specific &ision of 'hat
students should (no' and be able to do in this
sub)ect area* +eflecting a strong consensus
aong educators# these standards establish high
e,pectations for all students* -hey ebody our
collecti&e hope that all students becoe effecti&e
language users so that they can succeed
acadeically# pursue higher education# find
challenging and re'arding 'or(# participate in
our deocracy as infored citi.ens# appreciate
and contribute to our culture# and pursue their
o'n goals and interests throughout their li&es*
Standards create a vision of a comprehensive
language arts program.
Before the creation of content standards# school
refor efforts 'ere guided by the desire to
ipro&e student achie&eent 'ithout agreeent
as to the content of that achie&eent* -hese
standards set forth the content that students
need to ac/uire by grade le&el* At e&ery grade
le&el the standards co&er reading# 'riting# 'ritten
and oral English language con&entions# and
listening and spea(ing* 0rade by grade# the
standards create a &ision of a balanced and
coprehensi&e language arts progra*
Knowledge acquisition is a part of literacy
development.
+eading# 'riting# listening# and spea(ing are
related processes# 'hich should be nurtured
'ithin a rich core curriculu* Literacy
copetencies are the gate'ays to (no'ledge
across the disciplines* Prior (no'ledge is the
strongest predictor of a student1s ability to a(e
inferences about te,t# and 'riting about content
helps students ac/uire (no'ledge* -hus# literacy
and the ac/uisition of (no'ledge are ine,tricably
connected* Educators should ta(e e&ery
opportunity to lin( reading and 'riting to other
core curricula# including history# social science#
atheatics# science# and the &isual and
perforing arts# to help students achie&e success
in all areas*
Standards are central to literacy reforms.
-he standards continue to ser&e as the
centerpiece of language arts refor in California*
-hey continue to pro&ide a focus for the
de&elopent of docuents such as the
Reading/Language Arts Framework and literacy
handboo(s2 criteria used for the selection of
te,tboo(s2 the language arts portions of tests
used in state assessents; and an array of
professional de&elopent acti&ities* 3ust as the
standards dri&e nuerous state'ide initiati&es#
they are also being used e,tensi&ely throughout
California as teachers and adinistrators
strengthen local progras and create school'ide
literacy progras to eet the needs of all
students*
Standards describe what, not how, to teach.
Standards-based education aintains California1s
tradition of respect for local control of schools* -o
help students achie&e at high le&els# local school
officials# literacy and library leaders# and
teachers-in collaboration 'ith failies and
counity partners-are encouraged to continue
using these standards to e&aluate and ipleent
the best and ost po'erful practices* -hese
standards pro&ide aple roo for the inno&ation#
creati&ity# and reflection essential to teaching and
learning*
Standards help to ensure equity and access
for all.
-he di&ersity of California1s students presents
both opportunities and challenges for instruction*
Language and literacy gro'th begins before
children enter school as they learn to
counicate# listen to stories# loo( at boo(s# and
play 'ith other children* Students coe to school
'ith a 'ide &ariety of abilities and interests# as
'ell as &arying proficiency in English and other
languages* -he &ision guiding these standards is
that all students ust ha&e the opportunities#
resources# tie# and support needed to achie&e
astery* Literacy is a gate'ay s(ill# opening a
'orld of possibilities to students* 4ur goal is to
ensure that e&ery student graduating fro high
school is prepared to transition successfully to
postsecondary education and careers* -hese
standards represent our coitent to
e,cellence for all children*
+5-6 E* 0+EE7# President
California State Board of Education
3AC8 49C477ELL
State Superintendent of Public :nstruction
Page ; of 64
Introduction
-he English-Language Arts
Content Standards for California
Public Schools !indergarten
"hrough #rade "wel$e represents a
strong consensus on the s(ills#
(no'ledge# and abilities that all
students should be able to aster in
language arts at specific grade le&els
during 1; years in the California
public school syste* Each standard
describes the content students need
to aster by the end of each grade
le&el <(indergarten through grade
eight= or cluster of grade le&els
<grades nine and ten and grades
ele&en and t'el&e=* :n accordance
'ith Education Code Section 6>6>;#
as added by Assebly Bill $6?
<Chapter !"?# Statutes of 1!!?=# the
Leroy 0reene California Assessent
of Acadeic Achie&eent Act# there
'ill be perforance standards that
@define &arious le&els of copetence
at each grade le&el AandB gauge the
degree to 'hich a student has et
the content standards*@ -he
assessent of student astery of
these standards is scheduled for no
later than $>>1*
-he Reading/Language Arts and
English as a Second Language
Framework <forthcoing= 'ill align
the curriculu and instructional
progra to the English-Language
Arts Content Standards% -he
frae'or( 'ill ser&e as a guide for
teachers# adinistrators# parents#
and other support personnel on
'hen to introduce (no'ledge and
ho' to sustain the practice of s(ills
leading all students to astery* :t 'ill
also pro&ide 'ays in 'hich to assess
and onitor student progress2
design systeatic support and
inter&ention progras2 and
encourage parent in&ol&eent* :n
addition# the frae'or( 'ill identify
instructional and student resources2
proote professional de&elopent2
and suggest strategies for ipro&ing
counication bet'een school#
hoe# and counity* Cinally# the
frae'or( 'ill address the deli&ery
of content-rich curriculu to special-
needs students# especially English
language learners# students 'ith
disabilities# and learners at ris( of
failure*
An Essential Discipline
-he ability to counicate 'ell-
to read# 'rite# listen# and spea(-runs
to the core of huan e,perience*
Language s(ills are essential tools
not only because they ser&e as the
necessary basis for further learning
and career de&elopent but also
because they enable the huan
spirit to be enriched# foster
responsible citi.enship# and preser&e
the collecti&e eory of a nation*
Students 'ho read 'ell learn the
tepo and structure of language
early in their de&elopent* -hey
aster &ocabulary# &ariance in
e,pression# and organi.ation and
s(ill in arshaling e&idence to
support an idea* 7ational :nstitutes
of 6ealth studies indicate that
students 'ho are behind in reading
in grade three ha&e only a 1$ to $>
percent chance of e&er catching up*
luent !eaders and S"illed #riters
Page 4 of 64
Students ust read a broad
&ariety of /uality te,ts to de&elop
proficiency in# and deri&e pleasure
fro# the act of reading* Students
ust also ha&e e,perience in a
broad range of 'riting applications#
fro the poetic to the technical*
Dusicians cannot copose
concertos <or play those coposed
by others= 'ithout first learning the
scales and practicing the as 'ell
as reading and playing the usic of
the great coposers 'ho ha&e
sur&i&ed the test of tie* -he sae
is true of young readers and 'riters
and their relationships 'ith the great
'riters 'ho ha&e preceded the*
+eading and 'riting technical
aterials# oreo&er# are critical life
s(ills* Participation in society - filling
out fors# &oting# understanding the
daily ne'spaper - re/uires solid
reading and 'riting copetencies*
Siilarly# ost )obs deand the
abilities to read and 'rite 'ell*
Collegiate and technical courses
generally re/uire a high le&el of
proficiency in both abilities* :n an
eergency# reading and 'riting 'ith
speed and accuracy ay literally
ean the difference bet'een life and
death*
+eading and 'riting offer the
po'er to infor and to enlighten as
'ell as to bridge tie and place* Cor
e,aple# interpreting and creating
literary te,ts help students to
understand the people 'ho ha&e
li&ed before the and to participate
in# and contribute to# a coon
literary heritage* -hrough literature#
oreo&er# students e,perience the
uni/ue history of the 5nited States in
an iediate 'ay and encounter
any cultures that e,ist both 'ithin
and beyond this nation1s borders*
-hrough reading and 'riting
students ay share perspecti&es on
enduring /uestions# understand and
learn ho' to ipart essential
inforation# and e&en obtain a
glipse of huan oti&ation*
+eading and 'riting offer
incoparable e,periences of shared
conflict# 'isdo# understanding# and
beauty*
:n selecting both literary and
inforational te,ts for re/uired
reading and in gi&ing 'riting
assignents <as 'ell as in helping
students choose their o'n reading
and 'riting e,periences=# local
go&erning boards# schools# and
teachers should ta(e ad&antage of
e&ery opportunity to lin( that reading
and 'riting to other core curricula#
including history# social science#
atheatics# and science* By
understanding and creating literary
and technical 'riting# students
e,plore the interrelationships of their
o'n e,istence 'ith those of others*
Students need to read and 'rite
often# particularly in their early
acadeic careers* +eading and
'riting soething of literary or
technical substance in all disciplines#
e&ery day# both in and out of school#
are the principal goals of these
standards*
Confident Spea"ers and
$houghtful Listeners
Spea(ing and listening s(ills ha&e
ne&er been ore iportant* Dost
Aericans no' tal( for a li&ing at
least part of the tie* -he abilities to
e,press ideas cogently and to
construct &alid and truthful
arguents are as iportant to
Page ? of 64
spea(ing 'ell as to 'riting 'ell*
6oning the ability to e,press
defensible reflections about literature
'ill ensure coprehension and
understanding* 7ot long ago
listening and spea(ing occupied
central places in the curriculu# but
only a fe' schools ha&e aintained
this tradition* -he tie has coe to
restore it*
English Learners
7early $? percent of children in
California enter school at &arious
ages 'ith priary languages other
than English* -he standards in this
docuent ha&e been designed to
encourage the highest achie&eent
of e&ery student* 7o student is
incapable of reaching the* -he
standards ust not be altered for
English language learners# because
doing so 'ould deny these students
the opportunity to reach the*
+ather# local education authorities
ust sei.e this chance to align
speciali.ed education progras for
English language learners 'ith the
standards so that all children in
California are 'or(ing to'ard the
sae goal* Adinistrators ust also
'or( &ery hard to deli&er the
appropriate support that English
language learners 'ill need to eet
the standards*
A Comprehensi%e S&nerg&
+eading# 'riting# listening# and
spea(ing are not disebodied s(ills*
Each e,ists in conte,t and in relation
to the others* -hese s(ills ust not
be taught independently of one
another* +ather# they need to be
de&eloped in the conte,t of a rich#
substanti&e core curriculu that is
geared not only to'ard achie&ing
these standards per se but also
to'ard applying language arts s(ills
to achie&e success in other curricular
areas* -he good ne's is that
reading# 'riting# listening# and
spea(ing are s(ills that in&ariably
ipro&e 'ith study and practice*
Dastery of these standards 'ill
ensure that children in California
enter the 'orlds of higher education
and the 'or(place ared 'ith the
tools they need to be literate#
confident counicators*
'rgani(ation of $his Document
-his docuent is organi.ed by
grade le&el# beginning 'ith
(indergarten* A glossary at the bac(
of the boo( pro&ides definitions of
ters used* Cull inforation on
publications cited is found in
@Selected +eferences*@
Page 6 of 64
Article I.)indergarten
!eading
*.+ #ord Anal&sis, luenc&, and S&stematic -ocabular& De%elopment
Students (no' about letters# 'ords# and sounds* -hey apply this (no'ledge to read siple sentences*
Conce&ts About Print
1*1 :dentify the front co&er# bac( co&er# and title page of a boo(*
1*$ Collo' 'ords fro left to right and fro top to botto on the printed page*
1*; 5nderstand that printed aterials pro&ide inforation*
1*4 +ecogni.e that sentences in print are ade up of separate 'ords*
1*? Distinguish letters fro 'ords*
1*6 +ecogni.e and nae all uppercase and lo'ercase letters of the alphabet*
Phonemic Awareness
1*" -rac( <o&e se/uentially fro sound to sound= and represent the nuber# saenessEdifference#
and order of t'o and three isolated phonees Ae*g*# /f s th/ /' d '/ B*
1*F -rac( <o&e se/uentially fro sound to sound= and represent changes in siple syllables and
'ords 'ith t'o and three sounds as one sound is added# substituted# oitted# shifted# or repeated
e*g*# &o'el-consonant# consonant-&o'el# or consonant-&o'el-consonant=*
1*! Blend &o'el-consonant sounds orally to a(e 'ords or syllables*
1*1> :dentify and produce rhying 'ords in response to an oral propt*
1*11 Distinguish orally stated one-syllable 'ords and separate into beginning or ending sounds*
1*1$ -rac( auditorily each 'ord in a sentence and each syllable in a 'ord*
1*1; Count the nuber of sounds in syllables and syllables in 'ords*
(ecoding and )ord Recognition
1*14 Datch all consonant and short-&o'el sounds to appropriate letters*
1*1? +ead siple one-syllable and high-fre/uency 'ords <i*e*# sight 'ords=*
1*16 5nderstand that as letters of 'ords change# so do the sounds <i*e*# the alphabetic principle=*
*ocabular+ and Conce&t (e$elo&ment
1*1" :dentify and sort coon 'ords in basic categories <e*g*# colors# shapes# foods=*
1*1F Describe coon ob)ects and e&ents in both general and specific language*
..+ !eading Comprehension
Students identify the basic facts and ideas in 'hat they ha&e read# heard# or &ie'ed* -hey use
coprehension strategies <e*g*# generating and responding to /uestions# coparing ne' inforation to 'hat
is already (no'n=* -he selections in Recommended Literature !indergarten "hrough #rade "wel$e
<California Departent of Education# $>>$= illustrate the /uality and cople,ity of the aterials to be read
by students*
Structural Features of ,nformational -aterials
$*1 Locate the title# table of contents# nae of author# and nae of illustrator*
Com&rehension and Anal+sis of #rade-Le$el-A&&ro&riate "e.t
$*$ 5se pictures and conte,t to a(e predictions about story content*
$*; Connect to life e,periences the inforation and e&ents in te,ts*
$*4 +etell failiar stories*
$*? As( and ans'er /uestions about essential eleents of a te,t*
/.+ Literar& !esponse and Anal&sis
Page " of 64
Students listen and respond to stories based on 'ell-(no'n characters# thees# plots# and settings* -he
selections in Recommended Literature !indergarten "hrough #rade "wel$e illustrate the /uality and
cople,ity of the aterials to be read by students*
/arrati$e Anal+sis of #rade-Le$el-A&&ro&riate "e.t
;*1 Distinguish fantasy fro realistic te,t*
;*$ :dentify types of e&eryday print aterials <e*g*# storyboo(s# poes# ne'spapers# signs# labels=*
;*; :dentify characters# settings# and iportant e&ents*
#riting
*.+ #riting Strategies
Students 'rite 'ords and brief sentences that are legible*
0rgani1ation and Focus
1*1 5se letters and phonetically spelled 'ords to 'rite about e,periences# stories# people# ob)ects# or
e&ents*
1*$ %rite consonant-&o'el-consonant 'ords <i*e*# deonstrate the alphabetic principle=*
1*; %rite by o&ing fro left to right and fro top to botto*
Penmanshi&
1*4 %rite uppercase and lo'ercase letters of the alphabet independently# attending to the for and
proper spacing of the letters*
#ritten and 'ral English Language Con%entions
-he standards for 'ritten and oral English language con&entions ha&e been placed bet'een those for
'riting and for listening and spea(ing because these con&entions are essential to both sets of s(ills*
*.+ #ritten and 'ral English Language Con%entions
Students 'rite and spea( 'ith a coand of standard English con&entions*
Sentence Structure
1*1 +ecogni.e and use coplete# coherent sentences 'hen spea(ing*
S&elling
1*$ Spell independently by using pre-phonetic (no'ledge# sounds of the alphabet# and (no'ledge of
letter naes*
Listening and Spea"ing
*.+ Listening and Spea"ing Strategies
Students listen and respond to oral counication* -hey spea( in clear and coherent sentences*
Com&rehension
1*1 5nderstand and follo' one-and t'o-step oral directions*
1*$ Share inforation and ideas# spea(ing audibly in coplete# coherent sentences*
..+ Spea"ing Applications 01enres and $heir Characteristics2
Page F of 64
Students deli&er brief recitations and oral presentations about failiar e,periences or interests#
deonstrating coand of the organi.ation and deli&ery strategies outlined in Listening and Spea(ing
Standard 1*>*
5sing the listening and spea(ing strategies of (indergarten outlined in Listening and Spea(ing Standard 1*>#
studentsG
$*1 Describe people# places# things <e*g*# si.e# color# shape=# locations# and actions*
$*$ +ecite short poes# rhyes# and songs*
$*; +elate an e,perience or creati&e story in a logical se/uence*
Page ! of 64
1rade 'ne
!eading
Students understand the basic features of reading* -hey select letter patterns and (no' ho' to translate
the into spo(en language by using phonics# syllabication# and 'ord parts* -hey apply this (no'ledge to
achie&e fluent oral and silent reading*
Conce&ts About Print
1*1 Datch oral 'ords to printed 'ords*
1*$ :dentify the title and author of a reading selection*
1*; :dentify letters# 'ords# and sentences*
Phonemic Awareness
1*4 Distinguish initial# edial# and final sounds in single-syllable 'ords*
1*? Distinguish long-and short-&o'el sounds in orally stated single-syllable 'ords Ae*g*# bit/biteB*
1*6 Create and state a series of rhying 'ords# including consonant blends*
1*" Add# delete# or change target sounds to change 'ords Ae*g*# change cow to how; &an to anB*
1*F Blend t'o to four phonees into recogni.able 'ords Ae*g*# /c/ a/ t/ H cat2 /f/ l/ a/ t/ H flatB*
1*! Segent single-syllable 'ords into their coponents Ae*g*# /c/ a/ t/ H cat2 /s/ &/ l/ a/ t/ H splat2 /r/ i/
ch/ H richB*
1*1> 0enerate the sounds fro all the letters and letter patterns# including consonant blends and long-
and short-&o'el patterns <i*e*# phonogras=# and blend those sounds into recogni.able 'ords*
1*11 +ead coon# irregular sight 'ords Ae*g*# the ha$e said come gi$e ofB*
1*1$ 5se (no'ledge of &o'el digraphs and r- controlled letter-sound associations to read 'ords*
1*1; +ead copound 'ords and contractions*
1*14 +ead inflectional fors Ae*g*# -s -ed -ingB and root 'ords Ae*g*# look looked lookingB*
1*1? +ead coon 'ord failies Ae*g*# -ite -ateB*
1*16 +ead aloud 'ith fluency in a anner that sounds li(e natural speech*
1*1" Classify grade-appropriate categories of 'ords <e*g*# concrete collections of anials# foods# toys=*
Students read and understand grade-le&el-appropriate aterial* -hey dra' upon a &ariety of coprehension
strategies as needed <e*g*# generating and responding to essential /uestions# a(ing predictions#
coparing inforation fro se&eral sources=* -he selections in Recommended Literature !indergarten
"hrough #rade "wel$e illustrate the /uality and cople,ity of the aterials to be read by students* :n
addition to their regular school reading# by grade four# students read one-half illion 'ords annually#
including a good representation of grade-le&el-appropriate narrati&e and e,pository te,t <e*g*# classic and
conteporary literature# aga.ines# ne'spapers# online inforation=* :n grade one# students begin to a(e
progress to'ard this goal*
$*1 :dentify te,t that uses se/uence or other logical order*
$*$ +espond to who what when where and how /uestions*
$*; Collo' one-step 'ritten instructions*
$*4 5se conte,t to resol&e abiguities about 'ord and sentence eanings*
$*? Confir predictions about 'hat 'ill happen ne,t in a te,t by identifying (ey 'ords <i*e*# signpost
Page 1> of 64
'ords=*
$*6 +elate prior (no'ledge to te,tual inforation*
$*" +etell the central ideas of siple e,pository or narrati&e passages*
Students read and respond to a 'ide &ariety of significant 'or(s of children1s literature* -hey distinguish
bet'een the structural features of the te,t and the literary ters or eleents <e*g*# thee# plot# setting#
characters=* -he selections in Recommended Literature !indergarten "hrough #rade "wel$e illustrate the
/uality and cople,ity of the aterials to be read by students*
;*1 :dentify and describe the eleents of plot# setting# and character<s= in a story# as 'ell as the story1s
beginning# iddle# and ending*
;*$ Describe the roles of authors and illustrators and their contributions to print aterials*
;*; +ecollect# tal(# and 'rite about boo(s read during the school year*
#riting
Students 'rite clear and coherent sentences and paragraphs that de&elop a central idea* -heir 'riting
sho's they consider the audience and purpose* Students progress through the stages of the 'riting process
<e*g*# pre'riting# drafting# re&ising# editing successi&e &ersions=*
1*1 Select a focus 'hen 'riting*
1*$ 5se descripti&e 'ords 'hen 'riting*
Penmanshi&
1*; Print legibly and space letters# 'ords# and sentences appropriately*
..+ #riting Applications 01enres and $heir Characteristics2
Students 'rite copositions that describe and e,plain failiar ob)ects# e&ents# and e,periences* Student
'riting deonstrates a coand of standard Aerican English and the drafting# research# and
organi.ational strategies outlined in %riting Standard 1*>*
5sing the 'riting strategies of grade one outlined in %riting Standard 1*># studentsG
$*1 %rite brief narrati&es <e*g*# fictional# autobiographical= describing an e,perience*
$*$ %rite brief e,pository descriptions of a real ob)ect# person# place# or e&ent# using sensory details*
Students 'rite and spea( 'ith a coand of standard English con&entions appropriate to this grade le&el*
Sentence Structure
1*1 %rite and spea( in coplete# coherent sentences*
Page 11 of 64
#rammar
1*$ :dentify and correctly use singular and plural nouns*
1*; :dentify and correctly use contractions <e*g*# isn2t aren2t can2t won2t3 and singular possessi&e
pronouns <e*g*# m+/ mine his/ her hers +our/s3 in 'riting and spea(ing*
Punctuation
1*4 Distinguish bet'een declarati&e# e,claatory# and interrogati&e sentences*
1*? 5se a period# e,claation point# or /uestion ar( at the end of sentences*
1*6 5se (no'ledge of the basic rules of punctuation and capitali.ation 'hen 'riting*
Ca&itali1ation
1*" Capitali.e the first 'ord of a sentence# naes of people# and the pronoun ,%
S&elling
1*F Spell three-and four-letter short-&o'el 'ords and grade-le&el-appropriate sight 'ords correctly*
Students listen critically and respond appropriately to oral counication* -hey spea( in a anner that
guides the listener to understand iportant ideas by using proper phrasing# pitch# and odulation*
Com&rehension
1*1 Listen attenti&ely*
1*$ As( /uestions for clarification and understanding*
1*; 0i&e# restate# and follo' siple t'o-step directions*
0rgani1ation and (eli$er+ of 0ral Communication
1*4 Stay on the topic 'hen spea(ing*
1*? 5se descripti&e 'ords 'hen spea(ing about people# places# things# and e&ents*
Students deli&er brief recitations and oral presentations about failiar e,periences or interests that are
organi.ed around a coherent thesis stateent* Student spea(ing deonstrates a coand of standard
Aerican English and the organi.ational and deli&ery strategies outlined in Listening and Spea(ing
Standard 1*>*
5sing the spea(ing strategies of grade one outlined in Listening and Spea(ing Standard 1*># studentsG
$*1 +ecite poes# rhyes# songs# and stories*
$*$ +etell stories using basic story graar and relating the se/uence of story e&ents by ans'ering
who what when where wh+ and how /uestions*
$*; +elate an iportant life e&ent or personal e,perience in a siple se/uence*
$*4 Pro&ide descriptions 'ith careful attention to sensory detail*
Page 1$ of 64
1rade $3o
!eading
1*1 +ecogni.e and use (no'ledge of spelling patterns <e*g*# diphthongs# special &o'el spellings= 'hen
reading*
1*$ Apply (no'ledge of basic syllabication rules 'hen reading <e*g*# &o'el-consonant-&o'el A H su/
perB2 &o'el-consonantEconsonant-&o'el AH su&/ &erB*
1*; Decode t'o-syllable nonsense 'ords and regular ultisyllable 'ords*
1*4 +ecogni.e coon abbre&iations Ae*g*# 4an% Sun% -r% St%B*
1*? :dentify and correctly use regular plurals Ae*g*# -s -es -iesB and irregular plurals Ae*g*# fl+/ flies wife/
wi$esB*
1*6 +ead aloud fluently and accurately and 'ith appropriate intonation and e,pression*
1*" 5nderstand and e,plain coon antonys and synonys*
1*F 5se (no'ledge of indi&idual 'ords in un(no'n copound 'ords to predict their eaning*
1*! 8no' the eaning of siple prefi,es and suffi,es Ae*g*# o$er- un- -ing -l+B*
1*1> :dentify siple ultiple-eaning 'ords*
conteporary literature# aga.ines# ne'spapers# online inforation=* :n grade t'o# students continue to
a(e progress to'ard this goal*
$*1 5se titles# tables of contents# and chapter headings to locate inforation in e,pository te,t*
$*$ State the purpose in reading <i* e*# tell 'hat inforation is sought=*
$*; 5se (no'ledge of the author1s purpose< s= to coprehend inforational te,t*
$*4 As( clarifying /uestions about essential te,tual eleents of e,position Ae*g*# wh+ what if howB*
$*? +estate facts and details in the te,t to clarify and organi.e ideas*
$*6 +ecogni.e cause-and-effect relationships in a te,t*
$*" :nterpret inforation fro diagras# charts# and graphs*
$*F Collo' t'o-step 'ritten instructions*
/.+. Literar& !esponse and Anal&sis
Page 1; of 64
;*1 Copare and contrast plots# settings# and characters presented by different authors*
;*$ 0enerate alternati&e endings to plots and identify the reason or reasons for# and the ipact of# the
alternati&es*
;*; Copare and contrast different &ersions of the sae stories that reflect different cultures*
;*4 :dentify the use of rhyth# rhye# and alliteration in poetry*
#riting
1*1 0roup related ideas and aintain a consistent focus*
Penmanshi&
1*$ Create readable docuents 'ith legible hand'riting*
Research
1*; 5nderstand the purposes of &arious reference aterials <e*g*# dictionary# thesaurus# atlas=*
E$aluation and Re$ision
1*4 +e&ise original drafts to ipro&e se/uence and pro&ide ore descripti&e detail*
5sing the 'riting strategies of grade t'o outlined in %riting Standard 1*># studentsG
$*1 %rite brief narrati&es based on their e,periencesG
a* Do&e through a logical se/uence of e&ents*
b* Describe the setting# characters# ob)ects# and e&ents in detail*
$*$ %rite a friendly letter coplete 'ith the date# salutation# body# closing# and signature*
Sentence Structure
1*1 Distinguish bet'een coplete and incoplete sentences*
1*$ +ecogni.e and use the correct 'ord order in 'ritten sentences*
Page 14 of 64
#rammar
1*; :dentify and correctly use &arious parts of speech# including nouns and &erbs# in 'riting and
spea(ing*
Punctuation
1*4 5se coas in the greeting and closure of a letter and 'ith dates and ites in a series*
1*? 5se /uotation ar(s correctly*
Ca&itali1ation
1*6 Capitali.e all proper nouns# 'ords at the beginning of sentences and greetings# onths and days
of the 'ee(# and titles and initials of people*
S&elling
1*" Spell fre/uently used# irregular 'ords correctly <e*g*# was were sa+s said who what wh+3%
1*F Spell basic short-&o'el# long-&o'el# r- controlled# and consonant-blend patterns correctly*
Com&rehension
1*1 Deterine the purpose or purposes of listening <e*g*# to obtain inforation# to sol&e probles# for
en)oyent=*
1*$ As( for clarification and e,planation of stories and ideas*
1*; Paraphrase inforation that has been shared orally by others*
1*4 0i&e and follo' three-and four-step oral directions*
1*? 4rgani.e presentations to aintain a clear focus*
1*6 Spea( clearly and at an appropriate pace for the type of counication <e*g*# inforal discussion#
report to class=*
1*" +ecount e,periences in a logical se/uence*
1*F +etell stories# including characters# setting# and plot*
1*! +eport on a topic 'ith supporti&e facts and details*
Standard 1*>*
5sing the spea(ing strategies of grade t'o outlined in Listening and Spea(ing Standard 1*># studentsG
$*1 +ecount e,periences or present storiesG
a* Do&e through a logical se/uence of e&ents*
b* Describe story eleents <e*g*# characters# plot# setting=*
$*$ +eport on a topic 'ith facts and details# dra'ing fro se&eral sources of inforation*
Page 1? of 64
1!ADE $4!EE
!eading
1*1 8no' and use cople, 'ord failies 'hen reading Ae*g*# -ight5 to decode unfailiar 'ords*
1*$ Decode regular ultisyllabic 'ords*
1*; +ead aloud narrati&e and e,pository te,t fluently and accurately and 'ith appropriate pacing#
intonation# and e,pression*
1*4 5se (no'ledge of antonys# synonys# hoophones# and hoographs to deterine the
eanings of 'ords*
1*? Deonstrate (no'ledge of le&els of specificity aong grade-appropriate 'ords and e,plain the
iportance of these relations Ae*g*# dog/ mammal/ animal/ li$ing thingsB*
1*6 5se sentence and 'ord conte,t to find the eaning of un(no'n 'ords*
1*" 5se a dictionary to learn the eaning and other features of un(no'n 'ords*
1*F 5se (no'ledge of prefi,es Ae*g*# un- re- &re- bi- mis- dis-B and suffi,es Ae*g*# -er -est -fulB to
deterine the eaning of 'ords*
conteporary literature# aga.ines# ne'spapers# online inforation=* :n grade three# students a(e
substantial progress to'ard this goal*
$*1 5se titles# tables of contents# chapter headings# glossaries# and inde,es to locate inforation in
te,t*
$*$ As( /uestions and support ans'ers by connecting prior (no'ledge 'ith literal inforation found in#
and inferred fro# the te,t*
$*; Deonstrate coprehension by identifying ans'ers in the te,t*
$*4 +ecall a)or points in the te,t and a(e and odify predictions about forthcoing inforation*
$*? Distinguish the ain idea and supporting details in e,pository te,t*
$*6 E,tract appropriate and significant inforation fro the te,t# including probles and solutions*
$*" Collo' siple ultiple-step 'ritten instructions <e*g*# ho' to asseble a product or play a board
gae=*
Students read and respond to a 'ide &ariety of significant 'or(s of children1s literature*
-hey distinguish bet'een the structural features of the te,t and literary ters or eleents <e*g*# thee# plot#
setting# characters=* -he selections in Recommended Literature !indergarten "hrough #rade "wel$e
illustrate the /uality and cople,ity of the aterials to be read by students*
Page 16 of 64
Structural Features of Literature
;*1 Distinguish coon fors of literature <e*g*# poetry# draa# fiction# nonfiction=*
;*$ Coprehend basic plots of classic fairy tales# yths# fol(tales# legends# and fables fro around the
'orld*
;*; Deterine 'hat characters are li(e by 'hat they say or do and by ho' the author or illustrator
portrays the*
;*4 Deterine the underlying thee or author1s essage in fiction and nonfiction te,t*
;*? +ecogni.e the siilarities of sounds in 'ords and rhythic patterns <e*g*# alliteration#
onoatopoeia= in a selection*
;*6 :dentify the spea(er or narrator in a selection*
#riting
1*1 Create a single paragraphG
a* De&elop a topic sentence*
b* :nclude siple supporting facts and details*
Penmanshi&
1*$ %rite legibly in cursi&e or )oined italic# allo'ing argins and correct spacing bet'een letters in a
'ord and 'ords in a sentence*
Research
1*; 5nderstand the structure and organi.ation of &arious reference aterials <e*g*# dictionary#
thesaurus# atlas# encyclopedia=*
1*4 +e&ise drafts to ipro&e the coherence and logical progression of ideas by using an established
rubric*
5sing the 'riting strategies of grade three outlined in %riting Standard 1*># studentsG
$*1 %rite narrati&esG
a* Pro&ide a conte,t 'ithin 'hich an action ta(es place*
b* :nclude 'ell-chosen details to de&elop the plot*
c* Pro&ide insight into 'hy the selected incident is eorable*
$*$ %rite descriptions that use concrete sensory details to present and support unified ipressions of
people# places# things# or e,periences*
Page 1" of 64
$*; %rite personal and foral letters# than(-you notes# and in&itationsG
a* Sho' a'areness of the (no'ledge and interests of the audience and establish a purpose
and conte,t*
b* :nclude the date# proper salutation# body# closing# and signature*
Sentence Structure
1*1 5nderstand and be able to use coplete and correct declarati&e# interrogati&e# iperati&e# and
e,claatory sentences in 'riting and spea(ing*
#rammar
1*$ :dentify sub)ects and &erbs that are in agreeent and identify and use pronouns# ad)ecti&es#
copound 'ords# and articles correctly in 'riting and spea(ing*
1*; :dentify and use past# present# and future &erb tenses properly in 'riting and spea(ing*
1*4 :dentify and use sub)ects and &erbs correctly in spea(ing and 'riting siple sentences*
Punctuation
1*? Punctuate dates# city and state# and titles of boo(s correctly*
1*6 5se coas in dates# locations# and addresses and for ites in a series*
Ca&itali1ation
1*" Capitali.e geographical naes# holidays# historical periods# and special e&ents correctly*
S&elling
1*F Spell correctly one-syllable 'ords that ha&e blends# contractions# copounds# orthographic
patterns <e*g*#A6uB consonant doubling# changing the ending of a 'ord fro A-yB to A-iesB 'hen
foring the plural=# and coon hoophones Ae*g*# hair-hareB*
1*! Arrange 'ords in alphabetic order*
Com&rehension
1*1 +etell# paraphrase# and e,plain 'hat has been said by a spea(er*
1*$ Connect and relate prior e,periences# insights# and ideas to those of a spea(er*
1*; +espond to /uestions 'ith appropriate elaboration*
1*4 :dentify the usical eleents of literary language <e*g*# rhyes# repeated sounds# instances of
onoatopoeia=*
Page 1F of 64
1*? 4rgani.e ideas chronologically or around a)or points of inforation*
1*6 Pro&ide a beginning# a iddle# and an end# including concrete details that de&elop a central idea*
1*" 5se clear and specific &ocabulary to counicate ideas and establish the tone*
1*F Clarify and enhance oral presentations through the use of appropriate props <e*g*# ob)ects# pictures#
charts=*
1*! +ead prose and poetry aloud 'ith fluency# rhyth# and pace# using appropriate intonation and
&ocal patterns to ephasi.e iportant passages of the te,t being read*
Anal+sis and E$aluation of 0ral and -edia Communications
1*1> Copare ideas and points of &ie' e,pressed in broadcast and print edia*
1*11 Distinguish bet'een the spea(er1s opinions and &erifiable facts*
Standard 1*>*
5sing the spea(ing strategies of grade three outlined in Listening and Spea(ing Standard 1*># studentsG
$*1 Da(e brief narrati&e presentationsG
a* Pro&ide a conte,t for an incident that is the sub)ect of the presentation*
b* Pro&ide insight into 'hy the selected incident is eorable*
c* :nclude 'ell-chosen details to de&elop character# setting# and plot*
$*$ Plan and present draatic interpretations of e,periences# stories# poes# or plays 'ith clear
diction# pitch# tepo# and tone*
$*; Da(e descripti&e presentations that use concrete sensory details to set forth and support unified
ipressions of people# places# things# or e,periences*
Page 1! of 64
0rade Cour
!eading
)ord Recognition
1*1 +ead narrati&e and e,pository te,t aloud 'ith grade-appropriate fluency and accuracy and 'ith
appropriate pacing# intonation# and e,pression*
1*$ Apply (no'ledge of 'ord origins# deri&ations# synonys# antonys# and idios to deterine the
eaning of 'ords and phrases*
1*; 5se (no'ledge of root 'ords to deterine the eaning of un(no'n 'ords 'ithin a passage*
1*4 8no' coon roots and affi,es deri&ed fro 0ree( and Latin and use this (no'ledge to analy.e
the eaning of cople, 'ords Ae*g*# internationalB*
1*? 5se a thesaurus to deterine related 'ords and concepts*
1*6 Distinguish and interpret 'ords 'ith ultiple eanings*
addition to their regular school reading# students read one-half illion 'ords annually# including a good
representation of grade-le&el-appropriate narrati&e and e,pository te,t <e*g*# classic and conteporary
literature# aga.ines# ne'spapers# online inforation=*
$*1 :dentify structural patterns found in inforational te,t <e*g*# copare and contrast# cause and effect#
se/uential or chronological order# proposition and support= to strengthen coprehension*
$*$ 5se appropriate strategies 'hen reading for different purposes <e*g*# full coprehension# location
of inforation# personal en)oyent=*
$*; Da(e and confir predictions about te,t by using prior (no'ledge and ideas presented in the te,t
itself# including illustrations# titles# topic sentences# iportant 'ords# and foreshado'ing clues*
$*4 E&aluate ne' inforation and hypotheses by testing the against (no'n inforation and ideas*
$*? Copare and contrast inforation on the sae topic after reading se&eral passages or articles*
$*6 Distinguish bet'een cause and effect and bet'een fact and opinion in e,pository te,t*
$*" Collo' ultiple-step instructions in a basic technical anual <e*g*# ho' to use coputer coands
or &ideo gaes=*
Page $> of 64
;*1 Describe the structural differences of &arious iaginati&e fors of literature# including fantasies#
fables# yths# legends# and fairy tales*
;*$ :dentify the ain e&ents of the plot# their causes# and the influence of each e&ent on future actions*
;*; 5se (no'ledge of the situation and setting and of a character1s traits and oti&ations to deterine
the causes for that character1s actions*
;*4 Copare and contrast tales fro different cultures by tracing the e,ploits of one character type and
de&elop theories to account for siilar tales in di&erse cultures <e*g*# tric(ster tales=*
;*? Define figurati&e language <e*g*# siile# etaphor# hyperbole# personification= and identify its use in
literary 'or(s*
#riting
Students 'rite clear# coherent sentences and paragraphs that de&elop a central idea* -heir 'riting sho's
they consider the audience and purpose* Students progress through the stages of the 'riting process <e*g*#
pre'riting# drafting# re&ising# editing successi&e &ersions=*
1*1 Select a focus# an organi.ational structure# and a point of &ie' based upon purpose# audience#
length# and forat re/uireents*
1*$ Create ultiple-paragraph copositionsG
a* Pro&ide an introductory paragraph*
b* Establish and support a central idea 'ith a topic sentence at or near the beginning of the
first paragraph*
c* :nclude supporting paragraphs 'ith siple facts# details# and e,planations*
d* Conclude 'ith a paragraph that suari.es the points*
e* 5se correct indention*
1*; 5se traditional structures for con&eying inforation <e*g*# chronological order# cause and effect#
siilarity and difference# posing and ans'ering a /uestion=*
Penmanshi&
1*4 %rite fluidly and legibly in cursi&e or )oined italic*
Research and "echnolog+
1*? Iuote or paraphrase inforation sources# citing the appropriately*
1*6 Locate inforation in reference te,ts by using organi.ational features <e*g*# prefaces# appendi,es=*
1*" 5se &arious reference aterials <e*g*# dictionary# thesaurus# card catalog# encyclopedia# online
inforation= as an aid to 'riting*
1*F 5nderstand the organi.ation of alanacs# ne'spapers# and periodicals and ho' to use those print
aterials*
1*! Deonstrate basic (eyboarding s(ills and failiarity 'ith coputer terinology <e*g*# cursor#
soft'are# eory# dis( dri&e# hard dri&e=*
1*1> Edit and re&ise selected drafts to ipro&e coherence and progression by adding# deleting#
consolidating# and rearranging te,t*
Page $1 of 64
5sing the 'riting strategies of grade four outlined in %riting Standard 1*># studentsG
a* +elate ideas# obser&ations# or recollections of an e&ent or e,perience*
b* Pro&ide a conte,t to enable the reader to iagine the 'orld of the e&ent or e,perience*
c* 5se concrete sensory details*
d* Pro&ide insight into 'hy the selected e&ent or e,perience is eorable*
$*$ %rite responses to literatureG
a* Deonstrate an understanding of the literary 'or(*
b* Support )udgents through references to both the te,t and prior (no'ledge*
$*; %rite inforation reportsG
a* Crae a central /uestion about an issue or situation*
b* :nclude facts and details for focus*
c* Dra' fro ore than one source of inforation <e*g*# spea(ers# boo(s# ne'spapers# other
edia sources=*
$*4 %rite suaries that contain the ain ideas of the reading selection and the ost significant
details*
Sentence Structure
1*1 5se siple and copound sentences in 'riting and spea(ing*
1*$ Cobine short# related sentences 'ith appositi&es# participial phrases# ad)ecti&es# ad-&erbs# and
prepositional phrases*
#rammar
1*; :dentify and use regular and irregular &erbs# ad&erbs# prepositions# and coordinating con)unctions in
'riting and spea(ing*
Punctuation
1*4 5se parentheses# coas in direct /uotations# and apostrophes in the possessi&e case of nouns
and in contractions*
1*? 5se underlining# /uotation ar(s# or italics to identify titles of docuents*
Ca&itali1ation
1*6 Capitali.e naes of aga.ines# ne'spapers# 'or(s of art# usical copositions# organi.ations#
and the first 'ord in /uotations 'hen appropriate*
Page $$ of 64
S&elling
1*" Spell correctly roots# inflections# suffi,es and prefi,es# and syllable constructions*
Com&rehension
1*1 As( thoughtful /uestions and respond to rele&ant /uestions 'ith appropriate elaboration in oral
settings*
1*$ Suari.e a)or ideas and supporting e&idence presented in spo(en essages and foral
presentations*
1*; :dentify ho' language usages <e*g*# sayings# e,pressions= reflect regions and cultures*
1*4 0i&e precise directions and instructions*
1*? Present effecti&e introductions and conclusions that guide and infor the listener1s understanding
of iportant ideas and e&idence*
1*6 5se traditional structures for con&eying inforation <e*g*# cause and effect# siilarity and
difference# posing and ans'ering a /uestion=*
1*" Ephasi.e points in 'ays that help the listener or &ie'er to follo' iportant ideas and concepts*
1*F 5se details# e,aples# anecdotes# or e,periences to e,plain or clarify inforation*
1*! 5se &olue# pitch# phrasing# pace# odulation# and gestures appropriately to enhance eaning*
Anal+sis and E$aluation of 0ral -edia Communication
1*1> E&aluate the role of the edia in focusing attention on e&ents and in foring opinions on issues*
Standard 1*>*
5sing the spea(ing strategies of grade four outlined in Listening and Spea(ing Standard 1*># studentsG
$*1 Da(e narrati&e presentationsG
a* +elate ideas# obser&ations# or recollections about an e&ent or e,perience*
b* Pro&ide a conte,t that enables the listener to iagine the circustances of the e&ent or
e,perience*
c* Pro&ide insight into 'hy the selected e&ent or e,perience is eorable*
$*$ Da(e inforational presentationsG
a* Crae a (ey /uestion*
b* :nclude facts and details that help listeners to focus*
c* :ncorporate ore than one source of inforation <e*g*# spea(ers# boo(s# ne'spapers#
tele&ision or radio reports=*
$*; Deli&er oral suaries of articles and boo(s that contain the ain ideas of the e&ent or article and
the ost significant details*
Page $; of 64
$*4 +ecite brief poes <i*e*# t'o or three stan.as=# solilo/uies# or draatic dialogues# using clear
diction# tepo# &olue# and phrasing*
Page $4 of 64
1rade i%e
!eading
Students use their (no'ledge of 'ord origins and 'ord relationships# as 'ell as historical and literary
conte,t clues# to deterine the eaning of speciali.ed &ocabulary and to understand the precise eaning of
grade-le&el-appropriate 'ords*
)ord Recognition
1*1 +ead aloud narrati&e and e,pository te,t fluently and accurately and 'ith
appropriate pacing# intonation# and e,pression*
1*$ 5se 'ord origins to deterine the eaning of un(no'n 'ords*
1*; 5nderstand and e,plain fre/uently used synonys# antonys# and hoographs*
1*4 8no' abstract# deri&ed roots and affi,es fro 0ree( and Latin and use this (no'ledge to analy.e
the eaning of cople, 'ords <e*g*# contro$ersial3%
1*? 5nderstand and e,plain the figurati&e and etaphorical use of 'ords in conte,t*
..+ !eading Comprehension 0ocus on Informational Materials2
Students read and understand grade-le&el-appropriate aterial* -hey describe and connect the essential
ideas# arguents# and perspecti&es of the te,t by using their (no'ledge of te,t structure# organi.ation# and
purpose* -he selections in Recommended Literature !indergarten "hrough #rade "wel$e illustrate the
/uality and cople,ity of the aterials to be read by students* :n addition# by grade eight# students read one
illion 'ords annually on their o'n# including a good representation of grade-le&el-appropriate narrati&e and
e,pository te,t <e*g*# classic and conteporary literature# aga.ines# ne'spapers# online inforation=* :n
grade fi&e# students a(e progress to'ard this goal*
$*1 5nderstand ho' te,t features <e*g*# forat# graphics# se/uence# diagras# illustrations# charts#
aps= a(e inforation accessible and usable*
$*$ Analy.e te,t that is organi.ed in se/uential or chronological order*
$*; Discern ain ideas and concepts presented in te,ts# identifying and assessing e&idence that
supports those ideas*
$*4 Dra' inferences# conclusions# or generali.ations about te,t and support the 'ith te,tual e&idence
and prior (no'ledge*
E.&ositor+ Criti6ue
$*? Distinguish facts# supported inferences# and opinions in te,t*
Students read and respond to historically or culturally significant 'or(s of literature* -hey begin to find 'ays
to clarify the ideas and a(e connections bet'een literary 'or(s* -he selections in Recommended
Literature !indergarten "hrough #rade "wel$e illustrate the /uality and cople,ity of the aterials to be
read by students*
;*1 :dentify and analy.e the characteristics of poetry# draa# fiction# and nonfiction and e,plain the
appropriateness of the literary fors chosen by an author for a specific purpose*
Page $? of 64
;*$ :dentify the ain proble or conflict of the plot and e,plain ho' it is resol&ed*
;*; Contrast the actions# oti&es <e*g*# loyalty# selfishness# conscientiousness=# and appearances of
characters in a 'or( of fiction and discuss the iportance of the contrasts to the plot or thee*
;*4 5nderstand that theme refers to the eaning or oral of a selection and recogni.e thees
<'hether iplied or stated directly= in saple 'or(s*
;*? Describe the function and effect of coon literary de&ices <e*g*# iagery# etaphor# sybolis=*
Literar+ Criticism
;*6 E&aluate the eaning of archetypal patterns and sybols that are found in yth and tradition by
using literature fro different eras and cultures*
;*" E&aluate the author1s use of &arious techni/ues <e*g*# appeal of characters in a picture boo(# logic
and credibility of plots and settings# use of figurati&e language= to influence readers1 perspecti&es*
#riting
Students 'rite clear# coherent# and focused essays* -he 'riting e,hibits the students1 a'areness of the
audience and purpose* Essays contain foral introductions# supporting e&idence# and conclusions* Students
progress through the stages of the 'riting process as needed*
1*1 Create ultiple-paragraph narrati&e copositionsG
a* Establish and de&elop a situation or plot*
b* Describe the setting*
c* Present an ending*
1*$ Create ultiple-paragraph e,pository copositionsG
a* Establish a topic# iportant ideas# or e&ents in se/uence or chronological order*
b* Pro&ide details and transitional e,pressions that lin( one paragraph to another in a clear
line of thought*
c* 4ffer a concluding paragraph that suari.es iportant ideas and details*
1*; 5se organi.ational features of printed te,t <e*g*# citations# end notes# bibliographic references= to
locate rele&ant inforation*
1*4 Create siple docuents by using electronic edia and eploying organi.ational features <e*g*#
pass'ords# entry and pull-do'n enus# 'ord searches# a thesaurus# spell chec(s=*
1*? 5se a thesaurus to identify alternati&e 'ord choices and eanings*
1*6 Edit and re&ise anuscripts to ipro&e the eaning and focus of 'riting by adding# deleting#
consolidating# clarifying# and rearranging 'ords and sentences*
Students 'rite narrati&e# e,pository# persuasi&e# and descripti&e te,ts of at least ?>> to ">> 'ords in each
genre* Student 'riting deonstrates a coand of standard Aerican English and the research#
organi.ational# and drafting strategies outlined in %riting Standard 1*>*
5sing the 'riting strategies of grade fi&e outlined in %riting Standard 1*># studentsG
Page $6 of 64
a* Establish a plot# point of &ie'# setting# and conflict*
b* Sho'# rather than tell# the e&ents of the story*
a* Deonstrate an understanding of a literary 'or(*
b* Support )udgents through references to the te,t and to prior (no'ledge*
c* De&elop interpretations that e,hibit careful reading and understanding*
$*; %rite research reports about iportant ideas# issues# or e&ents by using the follo'ing guidelinesG
a* Crae /uestions that direct the in&estigation*
b* Establish a controlling idea or topic*
c* De&elop the topic 'ith siple facts# details# e,aples# and e,planations*
$*4 %rite persuasi&e letters or copositionsG
a* State a clear position in support of a proposal*
b* Support a position 'ith rele&ant e&idence*
c* Collo' a siple organi.ational pattern*
d* Address reader concerns*
Sentence Structure
1*1 :dentify and correctly use prepositional phrases# appositi&es# and independent and dependent
clauses2 use transitions and con)unctions to connect ideas*
#rammar
1*$ :dentify and correctly use &erbs that are often isused <e*g*# lie/ la+ sit/ set rise/ raise3 odifiers#
and pronouns*
Punctuation
1*; 5se a colon to separate hours and inutes and to introduce a list2 use /uotation ar(s around the
e,act 'ords of a spea(er and titles of poes# songs# short stories# and so forth*
Ca&itali1ation
1*4 5se correct capitali.ation*
S&elling
1*? Spell roots# suffi,es# prefi,es# contractions# and syllable constructions correctly*
Page $" of 64
Students deli&er focused# coherent presentations that con&ey ideas clearly and relate to the bac(ground and
interests of the audience* -hey e&aluate the content of oral counication*
Com&rehension
1*1 As( /uestions that see( inforation not already discussed*
1*$ :nterpret a spea(er1s &erbal and non&erbal essages# purposes# and
perspecti&es*
1*; Da(e inferences or dra' conclusions based on an oral report*
1*4 Select a focus# organi.ational structure# and point of &ie' for an oral
presentation*
1*? Clarify and support spo(en ideas 'ith e&idence and e,aples*
1*6 Engage the audience 'ith appropriate &erbal cues# facial e,pressions# and
gestures*
1*" :dentify# analy.e# and criti/ue persuasi&e techni/ues <e*g*# proises# dares# flattery# glittering
generalities=2 identify logical fallacies used in oral presentations and edia essages*
1*F Analy.e edia as sources for inforation# entertainent# persuasion# interpretation of e&ents# and
transission of culture*
Students deli&er 'ell-organi.ed foral presentations eploying traditional rhetorical strategies <e*g*#
narration# e,position# persuasion# description=* Student spea(ing deonstrates a coand of standard
Standard 1*>*
5sing the spea(ing strategies of grade fi&e outlined in Listening and Spea(ing Standard 1*># studentsG
$*1 Deli&er narrati&e presentationsG
a* Establish a situation# plot# point of &ie'# and setting 'ith descripti&e 'ords and phrases*
b* Sho'# rather than tell# the listener 'hat happens*
$*$ Deli&er inforati&e presentations about an iportant idea# issue# or e&ent by the follo'ing eansG
a* Crae /uestions to direct the in&estigation*
b* Establish a controlling idea or topic*
c* De&elop the topic 'ith siple facts# details# e,aples# and e,planations*
$*; Deli&er oral responses to literatureG
a* Suari.e significant e&ents and details*
b* Articulate an understanding of se&eral ideas or iages counicated by the literary 'or(*
c* 5se e,aples or te,tual e&idence fro the 'or( to support conclusions*
Page $F of 64
0rade Si,
!eading
)ord Recognition
1*1 +ead aloud narrati&e and e,pository te,t fluently and accurately and 'ith appropriate pacing#
intonation# and e,pression*
1*$ :dentify and interpret figurati&e language and 'ords 'ith ultiple eanings*
1*; +ecogni.e the origins and eanings of fre/uently used foreign 'ords in English and use these
'ords accurately in spea(ing and 'riting*
1*4 Donitor e,pository te,t for un(no'n 'ords or 'ords 'ith no&el eanings by using 'ord# sentence#
and paragraph clues to deterine eaning*
1*? 5nderstand and e,plain @shades of eaning@ in related 'ords <e*g*# softl+ and 6uietl+3%
grade si,# students continue to a(e progress to'ard this goal*
$*1 :dentify the structural features of popular edia <e*g*# ne'spapers# aga.ines# online inforation=
and use the features to obtain inforation*
$*$ Analy.e te,t that uses the copare-and-contrast organi.ational pattern*
$*; Connect and clarify ain ideas by identifying their relationships to other sources and related topics*
$*4 Clarify an understanding of te,ts by creating outlines# logical notes# suaries# or reports*
$*? Collo' ultiple-step instructions for preparing applications <e*g*# for a public library card# ban(
sa&ings account# sports club# league ebership=*
E.&ositor+ Criti6ue
$*6 Deterine the ade/uacy and appropriateness of the e&idence for an author1s conclusions*
$*" Da(e reasonable assertions about a te,t through accurate# supporting citations*
$*F 7ote instances of unsupported inferences# fallacious reasoning# persuasion# and propaganda in
te,t*
Students read and respond to historically or culturally significant 'or(s of literature that reflect and enhance
their studies of history and social science* -hey clarify the ideas and connect the to other literary 'or(s*
-he selections in Recommended Literature !indergarten "hrough #rade "wel$e illustrate the /uality and
Page $! of 64
;*1 :dentify the fors of fiction and describe the a)or characteristics of each for*
;*$ Analy.e the effect of the /ualities of the character <e*g*# courage or co'ardice# abition or
la.iness= on the plot and the resolution of the conflict*
;*; Analy.e the influence of setting on the proble and its resolution*
;*4 Define ho' tone or eaning is con&eyed in poetry through 'ord choice# figurati&e language#
sentence structure# line length# punctuation# rhyth# repetition# and rhye*
;*? :dentify the spea(er and recogni.e the difference bet'een first-and third-person narration <e*g*#
autobiography copared 'ith biography=*
;*6 :dentify and analy.e features of thees con&eyed through characters# actions# and iages*
;*" E,plain the effects of coon literary de&ices <e*g*# sybolis# iagery# etaphor= in a &ariety of
fictional and nonfictional te,ts*
Literar+ Criticism
;*F Criti/ue the credibility of characteri.ation and the degree to 'hich a plot is contri&ed or realistic
<e*g*# copare use of fact and fantasy in historical fiction=*
#riting
Students 'rite clear# coherent# and focused essays* -he 'riting e,hibits students1 a'areness of the
1*1 Choose the for of 'riting <e*g*# personal letter# letter to the editor# re&ie'# poe# report# narrati&e=
that best suits the intended purpose*
1*$ Create ultiple-paragraph e,pository copositionsG
a* Engage the interest of the reader and state a clear purpose*
b* De&elop the topic 'ith supporting details and precise &erbs# nouns# and ad)ecti&es to paint
a &isual iage in the ind of the reader*
c* Conclude 'ith a detailed suary lin(ed to the purpose of the coposition*
1*; 5se a &ariety of effecti&e and coherent organi.ational patterns# including coparison and contrast2
organi.ation by categories2 and arrangeent by spatial order# order of iportance# or cliactic
order*
1*4 5se organi.ational features of electronic te,t <e*g*# bulletin boards# databases# (ey'ord searches#
e-ail addresses= to locate inforation*
1*? Copose docuents 'ith appropriate foratting by using 'ord-processing s(ills and principles of
design <e*g*# argins# tabs# spacing# coluns# page orientation=*
1*6 +e&ise 'riting to ipro&e the organi.ation and consistency of ideas 'ithin and bet'een
paragraphs*
Page ;> of 64
5sing the 'riting strategies of grade si, outlined in %riting Standard 1*># studentsG
a* Establish and de&elop a plot and setting and present a point of &ie' that is appropriate to
the stories*
b* :nclude sensory details and concrete language to de&elop plot and character*
c* 5se a range of narrati&e de&ices <e*g*# dialogue# suspense=*
$*$ %rite e,pository copositions <e*g*# description# e,planation# coparison and contrast# proble
and solution=G
a* State the thesis or purpose*
b* E,plain the situation*
c* Collo' an organi.ational pattern appropriate to the type of coposition*
d* 4ffer persuasi&e e&idence to &alidate arguents and conclusions as needed*
$*; %rite research reportsG
a* Pose rele&ant /uestions 'ith a scope narro' enough to be thoroughly co&ered*
b* Support the ain idea or ideas 'ith facts# details# e,aples# and e,planations fro
ultiple authoritati&e sources <e*g*# spea(ers# periodicals# online inforation searches=*
c* :nclude a bibliography*
$*4 %rite responses to literatureG
a* De&elop an interpretation e,hibiting careful reading# understanding# and insight*
b* 4rgani.e the interpretation around se&eral clear ideas# preises# or iages*
c* De&elop and )ustify the interpretation through sustained use of e,aples and te,tual
e&idence*
$*? %rite persuasi&e copositionsG
a* State a clear position on a proposition or proposal*
b* Support the position 'ith organi.ed and rele&ant e&idence*
c* Anticipate and address reader concerns and counterarguents*
Sentence Structure
1*1 5se siple# copound# and copound-cople, sentences2 use effecti&e coordination and
subordination of ideas to e,press coplete thoughts*
#rammar
1*$ :dentify and properly use indefinite pronouns and present perfect# past perfect# and future perfect
&erb tenses2 ensure that &erbs agree 'ith copound sub)ects*
Page ;1 of 64
Punctuation
1*; 5se colons after the salutation in business letters# seicolons to connect independent clauses# and
coas 'hen lin(ing t'o clauses 'ith a con)unction in copound sentences*
Ca&itali1ation
S&elling
1*? Spell fre/uently isspelled 'ords correctly <e*g*# their the+2re there3%
Com&rehension
1*1 +elate the spea(er1s &erbal counication <e*g*# 'ord choice# pitch# feeling# tone= to the non&erbal
essage <e*g*# posture# gesture=*
1*$ :dentify the tone# ood# and eotion con&eyed in the oral counication*
1*; +estate and e,ecute ultiple-step oral instructions and directions*
1*4 Select a focus# an organi.ational structure# and a point of &ie'# atching the purpose# essage#
occasion# and &ocal odulation to the audience*
1*? Ephasi.e salient points to assist the listener in follo'ing the ain ideas and concepts*
1*6 Support opinions 'ith detailed e&idence and 'ith &isual or edia displays that use appropriate
technology*
1*" 5se effecti&e rate# &olue# pitch# and tone and align non&erbal eleents to sustain audience
interest and attention*
1*F Analy.e the use of rhetorical de&ices <e*g*# cadence# repetiti&e patterns# use of onoatopoeia= for
intent and effect*
1*! :dentify persuasi&e and propaganda techni/ues used in tele&ision and identify false and isleading
inforation*
Standard 1*>*
5sing the spea(ing strategies of grade si, outlined in Listening and Spea(ing Standard 1*># studentsG
a* Establish a conte,t# plot# and point of &ie'*
b* :nclude sensory details and concrete language to de&elop the plot and character*
c* 5se a range of narrati&e de&ices <e*g*# dialogue# tension# or suspense=*
$*$ Deli&er inforati&e presentationsG
Page ;$ of 64
a* Pose rele&ant /uestions sufficiently liited in scope to be copletely and thoroughly
ans'ered*
b* De&elop the topic 'ith facts# details# e,aples# and e,planations fro ultiple
authoritati&e sources <e*g*# spea(ers# periodicals# online inforation=*
a* De&elop an interpretation e,hibiting careful reading# understanding# and insight*
b* 4rgani.e the selected interpretation around se&eral clear ideas# preises# or iages*
c* De&elop and )ustify the selected interpretation through sustained use of e,aples and
te,tual e&idence*
$*4 Deli&er persuasi&e presentationsG
a* Pro&ide a clear stateent of the position*
b* :nclude rele&ant e&idence*
c* 4ffer a logical se/uence of inforation*
d* Engage the listener and foster acceptance of the proposition or proposal*
$*? Deli&er presentations on probles and solutionsG
a* -heori.e on the causes and effects of each proble and establish connections bet'een
the defined proble and at least one solution*
b* 4ffer persuasi&e e&idence to &alidate the definition of the proble and the proposed
solutions*
Page ;; of 64
0rade Se&en
!eading
1*1 :dentify idios# analogies# etaphors# and siiles in prose and poetry*
1*$ 5se (no'ledge of 0ree(# Latin# and Anglo-Sa,on roots and affi,es to understand content-area
&ocabulary*
1*; Clarify 'ord eanings through the use of definition# e,aple# restateent# or contrast*
grade se&en# students a(e substantial progress to'ard this goal*
$*1 5nderstand and analy.e the differences in structure and purpose bet'een &arious categories of
inforational aterials <e*g*# te,tboo(s# ne'spapers# instructional anuals# signs=*
$*$ Locate inforation by using a &ariety of consuer# 'or(place# and public docuents*
$*; Analy.e te,t that uses the cause-and-effect organi.ational pattern*
$*4 :dentify and trace the de&elopent of an author1s arguent# point of &ie'# or perspecti&e in te,t*
$*? 5nderstand and e,plain the use of a siple echanical de&ice by follo'ing technical directions*
E.&ositor+ Criti6ue
$*6 Assess the ade/uacy# accuracy# and appropriateness of the author1s e&idence to support clais
and assertions# noting instances of bias and stereotyping*
;*1 Articulate the e,pressed purposes and characteristics of different fors of prose <e*g*# short story#
no&el# no&ella# essay=*
;*$ :dentify e&ents that ad&ance the plot and deterine ho' each e&ent e,plains past or present
action<s= or foreshado's future action<s=*
;*; Analy.e characteri.ation as delineated through a character1s thoughts# 'ords# speech patterns#
and actions2 the narrator1s description2 and the thoughts# 'ords# and actions of other characters*
Page ;4 of 64
;*4 :dentify and analy.e recurring thees across 'or(s <e*g*# the &alue of bra&ery# loyalty# and
friendship2 the effects of loneliness=*
;*? Contrast points of &ie' <e*g*# first and third person# liited and oniscient# sub)ecti&e and
ob)ecti&e= in narrati&e te,t and e,plain ho' they affect the o&erall thee of the 'or(*
Literar+ Criticism
;*6 Analy.e a range of responses to a literary 'or( and deterine the e,tent to 'hich the literary
eleents in the 'or( shaped those responses*
#riting
Students 'rite clear# coherent# and focused essays* -he 'riting e,hibits students1 a'areness of the
1*1 Create an organi.ational structure that balances all aspects of the coposition and uses effecti&e
transitions bet'een sentences to unify iportant ideas*
1*$ Support all stateents and clais 'ith anecdotes# descriptions# facts and statistics# and specific
e,aples*
1*; 5se strategies of note ta(ing# outlining# and suari.ing to ipose structure on coposition drafts*
1*4 :dentify topics2 as( and e&aluate /uestions2 and de&elop ideas leading to in/uiry# in&estigation# and
research*
1*? 0i&e credit for both /uoted and paraphrased inforation in a bibliography by using a consistent and
sanctioned forat and ethodology for citations*
1*6 Create docuents by using 'ord-processing s(ills and publishing progras2 de&elop siple
databases and spreadsheets to anage inforation and prepare reports*
1*" +e&ise 'riting to ipro&e organi.ation and 'ord choice after chec(ing the logic of the ideas and
the precision of the &ocabulary*
genre* -he 'riting deonstrates a coand of standard Aerican English and the research# organi.ational#
and drafting strategies outlined in %riting Standard 1*>*
5sing the 'riting strategies of grade se&en outlined in %riting Standard 1*># studentsG
$*1 %rite fictional or autobiographical narrati&esG
a* De&elop a standard plot line <ha&ing a beginning# conflict# rising action# clia,# and
denoueent= and point of &ie'*
b* De&elop cople, a)or and inor characters and a definite setting*
c* 5se a range of appropriate strategies <e*g*# dialogue2 suspense2 naing of specific
narrati&e action# including o&eent# gestures# and e,pressions=*
a* De&elop interpretations e,hibiting careful reading# understanding# and insight*
Page ;? of 64
b* 4rgani.e interpretations around se&eral clear ideas# preises# or iages fro the literary
'or(*
c* 3ustify interpretations through sustained use of e,aples and te,tual e&idence*
a* Pose rele&ant and tightly dra'n /uestions about the topic*
b* Con&ey clear and accurate perspecti&es on the sub)ect*
c* :nclude e&idence copiled through the foral research process <e*g*# use of a card
catalog# Reader2s #uide to Periodical Literature a coputer catalog# aga.ines#
ne'spapers# dictionaries=*
d* Docuent reference sources by eans of footnotes and a bibliography*
$*4 %rite persuasi&e copositionsG
a* State a clear position or perspecti&e in support of a proposition or proposal*
b* Describe the points in support of the proposition# eploying 'ell-articulated e&idence*
c* Anticipate and address reader concerns and counterarguents*
$*? %rite suaries of reading aterialsG
a* :nclude the ain ideas and ost significant details*
b* 5se the student1s o'n 'ords# e,cept for /uotations*
c* +eflect underlying eaning# not )ust the superficial details*
Students 'rite and spea( 'ith a coand of standard English con&entions appropriate to the grade le&el*
Sentence Structure
1*1 Place odifiers properly and use the acti&e &oice*
#rammar
1*$ :dentify and use infiniti&es and participles and a(e clear references bet'een pronouns and
antecedents*
1*; :dentify all parts of speech and types and structure of sentences*
1*4 Deonstrate the echanics of 'riting <e*g*# /uotation ar(s# coas at end of dependent
clauses= and appropriate English usage <e*g*# pronoun reference=*
Punctuation
1*? :dentify hyphens# dashes# brac(ets# and seicolons and use the correctly*
Ca&itali1ation
Page ;6 of 64
S&elling
1*" Spell deri&ati&es correctly by applying the spellings of bases and affi,es*
Deli&er focused# coherent presentations that con&ey ideas clearly and relate to the bac(ground and interests
of the audience* Students e&aluate the content of oral counication*
Com&rehension
1*1 As( probing /uestions to elicit inforation# including e&idence to support the spea(er1s clais and
conclusions*
1*$ Deterine the spea(er1s attitude to'ard the sub)ect*
1*; +espond to persuasi&e essages 'ith /uestions# challenges# or affirations*
1*4 4rgani.e inforation to achie&e particular purposes and to appeal to the bac(ground and interests
of the audience*
1*? Arrange supporting details# reasons# descriptions# and e,aples effecti&ely and persuasi&ely in
relation to the audience*
1*6 5se spea(ing techni/ues# including &oice odulation# inflection# tepo# enunciation# and eye
contact# for effecti&e presentations*
1*" Pro&ide constructi&e feedbac( to spea(ers concerning the coherence and logic of a speech1s
content and deli&ery and its o&erall ipact upon the listener*
1*F Analy.e the effect on the &ie'er of iages# te,t# and sound in electronic )ournalis2 identify the
techni/ues used to achie&e the effects in each instance studied*
Standard 1*>*
5sing the spea(ing strategies of grade se&en outlined in Listening and Spea(ing Standard 1*># studentsG
a* Establish a conte,t# standard plot line <ha&ing a beginning# conflict# rising action# clia,#
and denoueent=# and point of &ie'*
b* Describe cople, a)or and inor characters and a definite setting*
c* 5se a range of appropriate strategies# including dialogue# suspense# and naing of
specific narrati&e action <e*g*# o&eent# gestures# e,pressions=*
$*$ Deli&er oral suaries of articles and boo(sG
a* :nclude the ain ideas of the e&ent or article and the ost significant details*
b* 5se the student1s o'n 'ords# e,cept for aterial /uoted fro sources*
c* Con&ey a coprehensi&e understanding of sources# not )ust superficial details*
Page ;" of 64
$*; Deli&er research presentationsG
a* Pose rele&ant and concise /uestions about the topic*
b* Con&ey clear and accurate perspecti&es on the sub)ect*
c* :nclude e&idence generated through the foral research process <e*g*# use of a card
catalog# Reader2s #uide to Periodical Literature coputer databases# aga.ines#
ne'spapers# dictionaries=*
d* Cite reference sources appropriately*
a* State a clear position or perspecti&e in support of an arguent or proposal*
b* Describe the points in support of the arguent and eploy 'ell-articulated e&idence*
Page ;F of 64
0rade Eight
!eading
1*1 Analy.e idios# analogies# etaphors# and siiles to infer the literal and figurati&e eanings of
phrases*
1*$ 5nderstand the ost iportant points in the history of English language and use coon 'ord
origins to deterine the historical influences on English 'ord eanings*
1*; 5se 'ord eanings 'ithin the appropriate conte,t and sho' ability to &erify those eanings by
definition# restateent# e,aple# coparison# or contrast*
/uality and cople,ity of the aterials to be read by students* :n addition# students read one illion 'ords
annually on their o'n# including a good representation of narrati&e and e,pository te,t <e*g*# classic and
conteporary literature# aga.ines# ne'spapers# online inforation=*
$*1 Copare and contrast the features and eleents of consuer aterials to gain eaning fro
docuents <e*g*# 'arranties# contracts# product inforation# instruction anuals=*
$*$ Analy.e te,t that uses proposition and support patterns*
$*; Cind siilarities and differences bet'een te,ts in the treatent# scope# or organi.ation of ideas*
$*4 Copare the original te,t to a suary to deterine 'hether the suary accurately captures the
ain ideas# includes critical details# and con&eys the underlying eaning*
$*? 5nderstand and e,plain the use of a cople, echanical de&ice by follo'ing technical directions*
$*6 5se inforation fro a &ariety of consuer# 'or(place# and public docuents to e,plain a situation
or decision and to sol&e a proble*
E.&ositor+ Criti6ue
$*" E&aluate the unity# coherence# logic# internal consistency# and structural patterns of te,t*
;*1 Deterine and articulate the relationship bet'een the purposes and characteristics of different
fors of poetry <e*g*# ballad# lyric# couplet# epic# elegy# ode# sonnet=*
;*$ E&aluate the structural eleents of the plot <e*g*# subplots# parallel episodes# clia,=# the plot1s
Page ;! of 64
de&elopent# and the 'ay in 'hich conflicts are <or are not= addressed and resol&ed*
;*; Copare and contrast oti&ations and reactions of literary characters fro different historical eras
confronting siilar situations or conflicts*
;*4 Analy.e the rele&ance of the setting <e*g*# place# tie# custos= to the ood# tone# and eaning of
the te,t*
;*? :dentify and analy.e recurring thees <e*g*# good &ersus e&il= across traditional and conteporary
'or(s*
;*6 :dentify significant literary de&ices <e*g*# etaphor# sybolis# dialect# irony= that define a 'riter1s
style and use those eleents to interpret the 'or(*
Literar+ Criticism
;*" Analy.e a 'or( of literature# sho'ing ho' it reflects the heritage# traditions# attitudes# and beliefs of
its author* <Biographical approach=
#riting
Students 'rite clear# coherent# and focused essays* -he 'riting e,hibits students1 a'areness of audience
and purpose* Essays contain foral introductions# supporting e&idence# and conclusions* Students progress
through the stages of the 'riting process as needed*
1*1 Create copositions that establish a controlling ipression# ha&e a coherent thesis# and end 'ith a
clear and 'ell-supported conclusion*
1*$ Establish coherence 'ithin and aong paragraphs through effecti&e transitions# parallel structures#
and siilar 'riting techni/ues*
1*; Support theses or conclusions 'ith analogies# paraphrases# /uotations# opinions fro authorities#
coparisons# and siilar de&ices*
1*4 Plan and conduct ultiple-step inforation searches by using coputer net'or(s and odes*
1*? Achie&e an effecti&e balance bet'een researched inforation and original ideas*
1*6 +e&ise 'riting for 'ord choice2 appropriate organi.ation2 consistent point of &ie'2 and transitions
bet'een paragraphs# passages# and ideas*
Students 'rite narrati&e# e,pository# persuasi&e# and descripti&e essays of at least ?>> to ">> 'ords in each
5sing the 'riting strategies of grade eight outlined in %riting Standard 1*># studentsG
$*1 %rite biographies# autobiographies# short stories# or narrati&esG
a* +elate a clear# coherent incident# e&ent# or situation by using 'ell-chosen details*
b* +e&eal the significance of# or the 'riter1s attitude about# the sub)ect*
c* Eploy narrati&e and descripti&e strategies <e*g*# rele&ant dialogue# specific action#
physical description# bac(ground description# coparison or contrast of characters=*
Page 4> of 64
a* E,hibit careful reading and insight in their interpretations*
b* Connect the student1s o'n responses to the 'riter1s techni/ues and to specific te,tual
references*
c* Dra' supported inferences about the effects of a literary 'or( on its audience*
d* Support )udgents through references to the te,t# other 'or(s# other authors# or to
personal (no'ledge*
a* Define a thesis*
b* +ecord iportant ideas# concepts# and direct /uotations fro significant inforation
sources and paraphrase and suari.e all perspecti&es on the topic# as appropriate*
c* 5se a &ariety of priary and secondary sources and distinguish the nature and &alue of
each*
d* 4rgani.e and display inforation on charts# aps# and graphs*
a* :nclude a 'ell-defined thesis <i*e*# one that a(es a clear and (no'ledgeable )udgent=*
b* Present detailed e&idence# e,aples# and reasoning to support arguents# differentiating
bet'een facts and opinion*
c* Pro&ide details# reasons# and e,aples# arranging the effecti&ely by anticipating and
ans'ering reader concerns and counterarguents*
$*? %rite docuents related to career de&elopent# including siple business letters and )ob
applicationsG
a* Present inforation purposefully and succinctly and eet the needs of the intended
audience*
b* Collo' the con&entional forat for the type of docuent <e*g*# letter of in/uiry#
eorandu=*
$*6 %rite technical docuentsG
a* :dentify the se/uence of acti&ities needed to design a syste# operate a tool# or e,plain
the byla's of an organi.ation*
b* :nclude all the factors and &ariables that need to be considered*
c* 5se foratting techni/ues <e*g*# headings# differing fonts= to aid coprehension*
Sentence Structure
1*1 5se correct and &aried sentence types and sentence openings to present a li&ely and effecti&e
Page 41 of 64
personal style*
1*$ :dentify and use parallelis# including siilar graatical fors# in all 'ritten discourse to present
ites in a series and ites )u,taposed for ephasis*
1*; 5se subordination# coordination# apposition# and other de&ices to indicate clearly the relationship
bet'een ideas*
#rammar
1*4 Edit 'ritten anuscripts to ensure that correct graar is used*
Punctuation and Ca&itali1ation
1*? 5se correct punctuation and capitali.ation*
S&elling
1*6 5se correct spelling con&entions*
Com&rehension
1*1 Analy.e oral interpretations of literature# including language choice and deli&ery# and the effect of
the interpretations on the listener*
1*$ Paraphrase a spea(er1s purpose and point of &ie' and as( rele&ant /uestions concerning the
spea(er1s content# deli&ery# and purpose*
1*; 4rgani.e inforation to achie&e particular purposes by atching the essage# &ocabulary# &oice
odulation# e,pression# and tone to the audience and purpose*
1*4 Prepare a speech outline based upon a chosen pattern of organi.ation# 'hich generally includes an
introduction2 transitions# pre&ie's# and suaries2 a logically de&eloped body2 and an effecti&e
conclusion*
1*? 5se precise language# action &erbs# sensory details# appropriate and colorful odifiers# and the
acti&e rather than the passi&e &oice in 'ays that enli&en oral presentations*
1*6 5se appropriate graar# 'ord choice# enunciation# and pace during foral presentations*
1*" 5se audience feedbac( <e*g*# &erbal and non&erbal cues=G
a* +econsider and odify the organi.ational structure or plan*
b* +earrange 'ords and sentences to clarify the eaning*
1*F E&aluate the credibility of a spea(er <e*g*# hidden agendas# slanted or biased aterial=*
1*! :nterpret and e&aluate the &arious 'ays in 'hich &isual iage a(ers <e*g*# graphic artists#
illustrators# ne's photographers= counicate inforation and affect ipressions and opinions*
Standard 1*>*
5sing the spea(ing strategies of grade eight outlined in Listening and Spea(ing Standard 1*># studentsG
Page 4$ of 64
$*1 Deli&er narrati&e presentations <e*g*# biographical# autobiographical=G
a* +elate a clear# coherent incident# e&ent# or situation by using 'ell-chosen details*
b* +e&eal the significance of# and the sub)ect1s attitude about# the incident# e&ent# or
situation*
c* Eploy narrati&e and descripti&e strategies <e*g*# rele&ant dialogue# specific action#
physical description# bac(ground description# coparison or contrast of characters=*
$*$ Deli&er oral responses to literatureG
a* :nterpret a reading and pro&ide insight*
b* Connect the students1 o'n responses to the 'riter1s techni/ues and to specific te,tual
references*
c* Dra' supported inferences about the effects of a literary 'or( on its audience*
d* Support )udgents through references to the te,t# other 'or(s# other authors# or personal
(no'ledge*
$*; Deli&er research presentationsG
a* Define a thesis*
b* +ecord iportant ideas# concepts# and direct /uotations fro significant inforation
sources and paraphrase and suari.e all rele&ant perspecti&es on the topic# as
appropriate*
c* 5se a &ariety of priary and secondary sources and distinguish the nature and &alue of
each*
d* 4rgani.e and record inforation on charts# aps# and graphs*
a* :nclude a 'ell-defined thesis <i*e*# one that a(es a clear and (no'ledgeable )udgent=*
b* Differentiate fact fro opinion and support arguents 'ith detailed e&idence# e,aples#
and reasoning*
c* Anticipate and ans'er listener concerns and counterarguents effecti&ely through the
inclusion and arrangeent of details# reasons# e,aples# and other eleents*
d* Daintain a reasonable tone*
$*? +ecite poes <of four to si, stan.as=# sections of speeches# or draatic solilo/uies# using &oice
odulation# tone# and gestures e,pressi&ely to enhance the eaning*
Page 4; of 64
0rades 7ine J -en
!eading
Students apply their (no'ledge of 'ord origins to deterine the eaning of ne' 'ords encountered in
reading aterials and use those 'ords accurately*
1*1 :dentify and use the literal and figurati&e eanings of 'ords and understand 'ord deri&ations*
1*$* Distinguish bet'een the denotati&e and connotati&e eanings of 'ords and interpret the
connotati&e po'er of 'ords*
1*; :dentify 0ree(# +oan# and 7orse ythology and use the (no'ledge to understand the origin and
eaning of ne' 'ords <e*g*# the 'ord narcissistic dra'n fro the yth of 7arcissus and Echo=*
Students read and understand grade-le&el-appropriate aterial* -hey analy.e the organi.ational patterns#
arguents# and positions ad&anced* -he selections in Recommended Literature !indergarten "hrough
#rade "wel$e illustrate the /uality and cople,ity of the aterials to be read by students* :n addition# by
grade t'el&e# students read t'o illion 'ords annually on their o'n# including a 'ide &ariety of classic and
conteporary literature# aga.ines# ne'spapers# and online inforation* :n grades nine and ten# students
a(e substantial progress to'ard this goal*
$*1 Analy.e the structure and forat of functional 'or(place docuents# including the graphics and
headers# and e,plain ho' authors use the features to achie&e their purposes*
$*$ Prepare a bibliography of reference aterials for a report using a &ariety of consuer# 'or(place#
and public docuents*
$*; 0enerate rele&ant /uestions about readings on issues that can be researched*
$*4 Synthesi.e the content fro se&eral sources or 'or(s by a single author dealing 'ith a single
issue2 paraphrase the ideas and connect the to other sources and related topics to deonstrate
coprehension*
$*? E,tend ideas presented in priary or secondary sources through original analysis# e&aluation# and
elaboration*
$*6 Deonstrate use of sophisticated learning tools by follo'ing technical directions <e*g*# those found
'ith graphic calculators and speciali.ed soft'are progras and in access guides to %orld %ide
%eb sites on the :nternet=*
E.&ositor+ Criti6ue
$*" Criti/ue the logic of functional docuents by e,aining the se/uence of inforation and
procedures in anticipation of possible reader isunderstandings*
$*F E&aluate the credibility of an author1s arguent or defense of a clai by criti/uing the relationship
bet'een generali.ations and e&idence# the coprehensi&eness of e&idence# and the 'ay in 'hich
the author1s intent affects the structure and tone of the te,t <e*g*# in professional )ournals# editorials#
political speeches# priary source aterial=*
their studies of history and social science* -hey conduct in-depth analyses of recurrent patterns and thees*
Page 44 of 64
;*1 Articulate the relationship bet'een the e,pressed purposes and the characteristics of different
fors of draatic literature <e*g*# coedy# tragedy# draa# draatic onologue=*
;*$ Copare and contrast the presentation of a siilar thee or topic across genres to e,plain ho' the
selection of genre shapes the thee or topic*
;*; Analy.e interactions bet'een ain and subordinate characters in a literary te,t <e*g*# internal and
e,ternal conflicts# oti&ations# relationships# influences= and e,plain the 'ay those interactions
affect the plot*
;*4 Deterine characters1 traits by 'hat the characters say about thesel&es in narration# dialogue#
draatic onologue# and solilo/uy*
;*? Copare 'or(s that e,press a uni&ersal thee and pro&ide e&idence to support the ideas
e,pressed in each 'or(*
;*6 Analy.e and trace an author1s de&elopent of tie and se/uence# including the use of cople,
literary de&ices <e*g*# foreshado'ing# flashbac(s=*
;*" +ecogni.e and understand the significance of &arious literary de&ices# including figurati&e
language# iagery# allegory# and sybolis# and e,plain their appeal*
;*F :nterpret and e&aluate the ipact of abiguities# subtleties# contradictions# ironies# and
incongruities in a te,t*
;*! E,plain ho' &oice# persona# and the choice of a narrator affect characteri.ation and the tone# plot#
and credibility of a te,t*
;*1> :dentify and describe the function of dialogue# scene designs# solilo/uies# asides# and character
foils in draatic literature*
Literar+ Criticism
;*11 E&aluate the aesthetic /ualities of style# including the ipact of diction and figurati&e language on
tone# ood# and thee# using the terinology of literary criticis* <Aesthetic approach=
;*1$ Analy.e the 'ay in 'hich a 'or( of literature is related to the thees and issues of its historical
period* <6istorical approach=
#riting
Students 'rite coherent and focused essays that con&ey a 'ell-defined perspecti&e and tightly reasoned
arguent* -he 'riting deonstrates students1 a'areness of the audience and purpose* Students progress
through the stages of the 'riting process as needed*
1*1 Establish a controlling ipression or coherent thesis that con&eys a clear and distincti&e
perspecti&e on the sub)ect and aintain a consistent tone and focus throughout the piece of
'riting*
1*$ 5se precise language# action &erbs# sensory details# appropriate odifiers# and the acti&e rather
than the passi&e &oice*
1*; 5se clear research /uestions and suitable research ethods <e*g*# library# electronic edia#
personal inter&ie'= to elicit and present e&idence fro priary and secondary sources*
1*4 De&elop the ain ideas 'ithin the body of the coposition through supporting e&idence <e*g*#
scenarios# coonly held beliefs# hypotheses# definitions=*
1*? Synthesi.e inforation fro ultiple sources and identify cople,ities and discrepancies in the
inforation and the different perspecti&es found in each ediu <e*g*# alanacs# icrofiche# ne's
sources# in-depth field studies# speeches# )ournals# technical docuents=*
1*6 :ntegrate /uotations and citations into a 'ritten te,t 'hile aintaining the flo' of ideas*
1*" 5se appropriate con&entions for docuentation in the te,t# notes# and bibliographies by adhering to
those in style anuals <e*g*# -odern Language Association 7andbook "he Chicago -anual of
St+le3%
1*F Design and publish docuents by using ad&anced publishing soft'are and graphic progras*
Page 4? of 64
1*! +e&ise 'riting to ipro&e the logic and coherence of the organi.ation and controlling perspecti&e#
the precision of 'ord choice# and the tone by ta(ing into consideration the audience# purpose# and
forality of the conte,t*
Students cobine the rhetorical strategies of narration# e,position# persuasion# and description to produce
te,ts of at least 1#?>> 'ords each* Student 'riting deonstrates a coand of standard Aerican English
and the research# organi.ational# and drafting strategies outlined in %riting Standard 1*>*
5sing the 'riting strategies of grades nine and ten outlined in %riting Standard 1*># studentsG
$*1 %rite biographical or autobiographical narrati&es or short storiesG
a* +elate a se/uence of e&ents and counicate the significance of the e&ents to the
audience*
b* Locate scenes and incidents in specific places*
c* Describe 'ith concrete sensory details the sights# sounds# and sells of a scene and the
specific actions# o&eents# gestures# and feelings of the characters2 use interior
onologue to depict the characters1 feelings*
d* Pace the presentation of actions to accoodate changes in tie and ood*
e* Da(e effecti&e use of descriptions of appearance# iages# shifting perspecti&es# and
sensory details*
a* Deonstrate a coprehensi&e grasp of the significant ideas of literary 'or(s*
b* Support iportant ideas and &ie'points through accurate and detailed references to the
te,t or to other 'or(s*
c* Deonstrate a'areness of the author1s use of stylistic de&ices and an appreciation of the
effects created*
d* :dentify and assess the ipact of percei&ed abiguities# nuances# and cople,ities 'ithin
the te,t*
$*; %rite e,pository copositions# including analytical essays and research reportsG
a* Darshal e&idence in support of a thesis and related clais# including inforation on all
rele&ant perspecti&es*
b* Con&ey inforation and ideas fro priary and secondary sources accurately and
coherently*
c* Da(e distinctions bet'een the relati&e &alue and significance of specific data# facts# and
ideas*
d* :nclude &isual aids by eploying appropriate technology to organi.e and record
inforation on charts# aps# and graphs*
e* Anticipate and address readers1 potential isunderstandings# biases# and e,pectations*
Page 46 of 64
f* 5se technical ters and notations accurately*
a* Structure ideas and arguents in a sustained and logical fashion*
b* 5se specific rhetorical de&ices to support assertions <e*g*# appeal to logic through
reasoning2 appeal to eotion or ethical belief2 relate a personal anecdote# case study# or
analogy=*
c* Clarify and defend positions 'ith precise and rele&ant e&idence# including facts# e,pert
opinions# /uotations# and e,pressions of coonly accepted beliefs and logical
reasoning*
d* Address readers1 concerns# counterclais# biases# and e,pectations*
$*? %rite business lettersG
a* Pro&ide clear and purposeful inforation and address the intended audience
appropriately*
b* 5se appropriate &ocabulary# tone# and style to ta(e into account the nature of the
relationship 'ith# and the (no'ledge and interests of# the recipients*
c* 6ighlight central ideas or iages*
d* Collo' a con&entional style 'ith page forats# fonts# and spacing that contribute to the
docuents1 readability and ipact*
$*6 %rite technical docuents <e*g*# a anual on rules of beha&ior for conflict resolution# procedures
for conducting a eeting# inutes of a eeting=G
a* +eport inforation and con&ey ideas logically and correctly*
b* 4ffer detailed and accurate specifications*
c* :nclude scenarios# definitions# and e,aples to aid coprehension <e*g*# troubleshooting
guide=*
d* Anticipate readers1 probles# ista(es# and isunderstandings*
#rammar and -echanics of )riting
1*1 :dentify and correctly use clauses <e*g*# ain and subordinate=# phrases <e*g*# gerund# infiniti&e#
and participial=# and echanics of punctuation <e*g*# seicolons# colons# ellipses# hyphens=*
1*$ 5nderstand sentence construction <e*g*# parallel structure# subordination# proper placeent of
odifiers= and proper English usage <e*g*# consistency of &erb tenses=*
Page 4" of 64
1*; Deonstrate an understanding of proper English usage and control of graar# paragraph and
sentence structure# diction# and synta,*
-anuscri&t Form
1*4 Produce legible 'or( that sho's accurate spelling and correct use of the con&entions of
punctuation and capitali.ation*
1*? +eflect appropriate anuscript re/uireents# including title page presentation# pagination# spacing
and argins# and integration of source and support aterial <e*g*# in-te,t citation# use of direct
/uotations# paraphrasing= 'ith appropriate citations*
Students forulate adroit )udgents about oral counication* -hey deli&er focused and coherent
presentations of their o'n that con&ey clear and distinct perspecti&es and solid reasoning* -hey use
gestures# tone# and &ocabulary tailored to the audience and purpose*
Com&rehension
1*1 Corulate )udgents about the ideas under discussion and support those )udgents 'ith
con&incing e&idence*
1*$ Copare and contrast the 'ays in 'hich edia genres <e*g*# tele&ised ne's# ne's aga.ines#
docuentaries# online inforation= co&er the sae e&ent*
1*; Choose logical patterns of organi.ation <e*g*# chronological# topical# cause and effect= to infor and
to persuade# by soliciting agreeent or action# or to unite audiences behind a coon belief or
cause*
1*4 Choose appropriate techni/ues for de&eloping the introduction and conclusion <e*g*# by using
literary /uotations# anecdotes# references to authoritati&e sources=*
1*? +ecogni.e and use eleents of classical speech fors <e*g*# introduction# first and second
transitions# body# conclusion= in forulating rational arguents and applying the art of persuasion
and debate*
1*6 Present and ad&ance a clear thesis stateent and choose appropriate types of proof <e*g*#
statistics# testiony# specific instances= that eet standard tests for e&idence# including credibility#
&alidity# and rele&ance*
1*" 5se props# &isual aids# graphs# and electronic edia to enhance the appeal and accuracy of
presentations*
1*F Produce concise notes for e,teporaneous deli&ery*
1*! Analy.e the occasion and the interests of the audience and choose effecti&e &erbal and non&erbal
techni/ues <e*g*# &oice# gestures# eye contact= for presentations*
1*1> Analy.e historically significant speeches <e*g*# Abraha Lincoln1s @0ettysburg Address#@ Dartin
Luther 8ing# 3r*1s @: 6a&e a Drea@= to find the rhetorical de&ices and features that a(e the
eorable*
1*11 Assess ho' language and deli&ery affect the ood and tone of the oral counication and a(e
an ipact on the audience*
1*1$ E&aluate the clarity# /uality# effecti&eness# and general coherence of a spea(er1s iportant points#
arguents# e&idence# organi.ation of ideas# deli&ery# diction# and synta,*
1*1; Analy.e the types of arguents used by the spea(er# including arguent by causation# analogy#
authority# eotion# and logic*
1*14 :dentify the aesthetic effects of a edia presentation and e&aluate the techni/ues used to create
the <e*g*# copare Sha(espeare1s 7enr+ * 'ith 8enneth Branagh1s 1!!> fil &ersion=*
Students deli&er polished foral and e,teporaneous presentations that cobine the traditional rhetorical
strategies of narration# e,position# persuasion# and description* Student spea(ing deonstrates a coand
of standard Aerican English and the organi.ational and deli&ery strategies outlined in Listening and
Spea(ing Standard 1*>*
Page 4F of 64
5sing the spea(ing strategies of grades nine and ten outlined in Listening and Spea(ing Standard 1*>#
studentsG
a* 7arrate a se/uence of e&ents and counicate their significance to the audience*
specific actions# o&eents# gestures# and feelings of characters*
d* Pace the presentation of actions to accoodate tie or ood changes*
$*$ Deli&er e,pository presentationsG
a* Darshal e&idence in support of a thesis and related clais# including inforation on all
rele&ant perspecti&es*
b* Con&ey inforation and ideas fro priary and secondary sources accurately and
coherently*
c* Da(e distinctions bet'een the relati&e &alue and significance of specific data# facts# and
ideas*
d* :nclude &isual aids by eploying appropriate technology to organi.e and display
inforation on charts# aps# and graphs*
e* Anticipate and address the listener1s potential isunderstandings# biases# and
e,pectations*
f* 5se technical ters and notations accurately*
$*; Apply appropriate inter&ie'ing techni/uesG
a* Prepare and as( rele&ant /uestions*
b* Da(e notes of responses*
c* 5se language that con&eys aturity# sensiti&ity# and respect*
d* +espond correctly and effecti&ely to /uestions*
e* Deonstrate (no'ledge of the sub)ect or organi.ation*
f* Copile and report responses*
g* E&aluate the effecti&eness of the inter&ie'*
$*4 Deli&er oral responses to literatureG
a* Ad&ance a )udgent deonstrating a coprehensi&e grasp of the significant ideas of
'or(s or passages <i*e*# a(e and support 'arranted assertions about the te,t=*
b* Support iportant ideas and &ie'points through accurate and detailed references to the
c* Deonstrate a'areness of the author1s use of stylistic de&ices and an appreciation of the
effects created*
Page 4! of 64
d* :dentify and assess the ipact of percei&ed abiguities# nuances# and cople,ities 'ithin
the te,t*
$*? Deli&er persuasi&e arguents <including e&aluation and analysis of probles and solutions and
causes and effects=G
a* Structure ideas and arguents in a coherent# logical fashion*
b* 5se rhetorical de&ices to support assertions <e*g*# by appeal to logic through reasoning2 by
appeal to eotion or ethical belief2 by use of personal anecdote# case study# or analogy=*
c* Clarify and defend positions 'ith precise and rele&ant e&idence# including facts# e,pert
opinions# /uotations# e,pressions of coonly accepted beliefs# and logical reasoning*
d* Anticipate and address the listener1s concerns and counterarguents*
$*6 Deli&er descripti&e presentationsG
a* Establish clearly the spea(er1s point of &ie' on the sub)ect of the presentation*
b* Establish clearly the spea(er1s relationship 'ith that sub)ect <e*g*# dispassionate
obser&ation# personal in&ol&eent=*
c* 5se effecti&e# factual descriptions of appearance# concrete iages# shifting perspecti&es
and &antage points# and sensory details*
Page ?> of 64
0rades Ele&en J -'el&e
!eading
Students apply their (no'ledge of 'ord origins to deterine the eaning of ne' 'ords encountered in
reading aterials and use those 'ords accurately*
1*1 -race the etyology of significant ters used in political science and history*
1*$ Apply (no'ledge of 0ree(# Latin# and Anglo-Sa,on roots and affi,es to dra' inferences concerning
the eaning of scientific and atheatical terinology*
1*; Discern the eaning of analogies encountered# analy.ing specific coparisons as 'ell as
relationships and inferences*
Students read and understand grade-le&el-appropriate aterial* -hey analy.e the organi.ational patterns#
arguents# and positions ad&anced* -he selections in Recommended Literature !indergarten "hrough
#rade "wel$e illustrate the /uality and cople,ity of the aterials to be read by students* :n addition# by
grade t'el&e# students read t'o illion 'ords annually on their o'n# including a 'ide &ariety of classic and
conteporary literature# aga.ines# ne'spapers# and online inforation*
$*1 Analy.e both the features and the rhetorical de&ices of different types of public docuents <e*g*#
policy stateents# speeches# debates# platfors= and the 'ay in 'hich authors use those features
and de&ices*
$*$ Analy.e the 'ay in 'hich clarity of eaning is affected by the patterns of organi.ation# hierarchical
structures# repetition of the ain ideas# synta,# and 'ord choice in the te,t*
$*; Kerify and clarify facts presented in other types of e,pository te,ts by using a &ariety of consuer#
'or(place# and public docuents*
$*4 Da(e 'arranted and reasonable assertions about the author1s arguents by using eleents of the
te,t to defend and clarify interpretations*
$*? Analy.e an author1s iplicit and e,plicit philosophical assuptions and beliefs about a sub)ect*
E.&ositor+ Criti6ue
$*6 Criti/ue the po'er# &alidity# and truthfulness of arguents set forth in public docuents2 their
appeal to both friendly and hostile audiences2 and the e,tent to 'hich the arguents anticipate and
address reader concerns and counterclais <e*g*# appeal to reason# to authority# to pathos and
eotion=*
their studies of history and social science* -hey conduct in-depth analyses of recurrent thees* -he
selections in Recommended Literature !indergarten "hrough #rade "wel$e illustrate the /uality and
;*1 Analy.e characteristics of subgenres <e*g*# satire# parody# allegory# pastoral= that are used in
poetry# prose# plays# no&els# short stories# essays# and other basic genres*
Page ?1 of 64
;*$ Analy.e the 'ay in 'hich the thee or eaning of a selection represents a &ie' or coent on
life# using te,tual e&idence to support the clai*
;*; Analy.e the 'ays in 'hich irony# tone# ood# the author1s style# and the @sound@ of language
achie&e specific rhetorical or aesthetic purposes or both*
;*4 Analy.e 'ays in 'hich poets use iagery# personification# figures of speech# and sounds to e&o(e
readers1 eotions*
;*? Analy.e recogni.ed 'or(s of Aerican literature representing a &ariety of genres and traditionsG
a* -race the de&elopent of Aerican literature fro the colonial period for'ard*
b* Contrast the a)or periods# thees# styles# and trends and describe ho' 'or(s by
ebers of different cultures relate to one another in each period*
c* E&aluate the philosophical# political# religious# ethical# and social influences of the
historical period that shaped the characters# plots# and settings*
;*6 Analy.e the 'ay in 'hich authors through the centuries ha&e used archetypes dra'n fro yth
and tradition in literature# fil# political speeches# and religious 'ritings <e*g*# ho' the archetypes of
banishent fro an ideal 'orld ay be used to interpret Sha(espeare1s tragedy -acbeth3%
;*" Analy.e recogni.ed 'or(s of 'orld literature fro a &ariety of authorsG
a* Contrast the a)or literary fors# techni/ues# and characteristics of the a)or literary
periods <e*g*# 6oeric 0reece# edie&al# roantic# neoclassic# odern=*
b* +elate literary 'or(s and authors to the a)or thees and issues of their eras*
c* E&aluate the philosophical# political# religious# ethical# and social influences of the
historical period that shaped the characters# plots# and settings*
Literar+ Criticism
;*F Analy.e the clarity and consistency of political assuptions in a selection of literary 'or(s or
essays on a topic <e*g*# suffrage# 'oen1s role in organi.ed labor=* <Political approach=
;*! Analy.e the philosophical arguents presented in literary 'or(s to deterine 'hether the authors1
positions ha&e contributed to the /uality of each 'or( and the credibility of the characters*
<Philosophical approach=
#riting
Students 'rite coherent and focused te,ts that con&ey a 'ell-defined perspecti&e and tightly reasoned
arguent* -he 'riting deonstrates students1 a'areness of the audience and purpose and progression
through the stages of the 'riting process*
1*1 Deonstrate an understanding of the eleents of discourse <e*g*# purpose# spea(er# audience#
for= 'hen copleting narrati&e# e,pository# persuasi&e# or descripti&e 'riting assignents*
1*$ 5se point of &ie'# characteri.ation# style <e*g*# use of irony=# and related eleents for specific
rhetorical and aesthetic purposes*
1*; Structure ideas and arguents in a sustained# persuasi&e# and sophisticated 'ay and support the
'ith precise and rele&ant e,aples*
1*4 Enhance eaning by eploying rhetorical de&ices# including the e,tended use of parallelis#
repetition# and analogy2 the incorporation of &isual aids <e*g*# graphs# tables# pictures=2 and the
issuance of a call for action*
1*? 5se language in natural# fresh# and &i&id 'ays to establish a specific tone*
Page ?$ of 64
1*6 De&elop presentations by using clear research /uestions and creati&e and critical research
strategies <e*g*# field studies# oral histories# inter&ie's# e,perients# electronic sources=*
1*" 5se systeatic strategies to organi.e and record inforation <e*g*# anecdotal scripting# annotated
bibliographies=*
1*F :ntegrate databases# graphics# and spreadsheets into 'ord-processed docuents*
1*! +e&ise te,t to highlight the indi&idual &oice# ipro&e sentence &ariety and style# and enhance
subtlety of eaning and tone in 'ays that are consistent 'ith the purpose# audience# and genre*
Students cobine the rhetorical strategies of narration# e,position# persuasion# and description to produce
te,ts of at least 1#?>> 'ords each* Student 'riting deonstrates a coand of standard Aerican English
and the research# organi.ational# and drafting strategies outlined in %riting Standard 1*>*
5sing the 'riting strategies of grades ele&en and t'el&e outlined in %riting Standard 1*># studentsG
$*1 %rite fictional# autobiographical# or biographical narrati&esG
a* 7arrate a se/uence of e&ents and counicate their significance to the audience*
specific actions# o&eents# gestures# and feelings of the characters2 use interior
onologue to depict the characters1 feelings*
d* Pace the presentation of actions to accoodate teporal# spatial# and draatic ood
changes*
e* Da(e effecti&e use of descriptions of appearance# iages# shifting perspecti&es# and
sensory details*
a* Deonstrate a coprehensi&e understanding of the significant ideas in 'or(s or
passages*
b* Analy.e the use of iagery# language# uni&ersal thees# and uni/ue aspects of the te,t*
c* Support iportant ideas and &ie'points through accurate and detailed references to the
te,t and to other 'or(s*
d* Deonstrate an understanding of the author1s use of stylistic de&ices and an appreciation
of the effects created*
e* :dentify and assess the ipact of percei&ed abiguities# nuances# and cople,ities 'ithin
the te,t*
$*; %rite reflecti&e copositionsG
a* E,plore the significance of personal e,periences# e&ents# conditions# or concerns by using
rhetorical strategies <e*g*# narration# description# e,position# persuasion=*
Page ?; of 64
b* Dra' coparisons bet'een specific incidents and broader thees that illustrate the
'riter1s iportant beliefs or generali.ations about life*
c* Daintain a balance in describing indi&idual incidents and relate those incidents to ore
general and abstract ideas*
$*4 %rite historical in&estigation reportsG
a* 5se e,position# narration# description# arguentation# or soe cobination of rhetorical
strategies to support the ain proposition*
b* Analy.e se&eral historical records of a single e&ent# e,aining critical relationships
bet'een eleents of the research topic*
c* E,plain the percei&ed reason or reasons for the siilarities and differences in historical
records 'ith inforation deri&ed fro priary and secondary sources to support or
enhance the presentation*
d* :nclude inforation fro all rele&ant perspecti&es and ta(e into consideration the &alidity
and reliability of sources*
e* :nclude a foral bibliography*
$*? %rite )ob applications and rLsuLsG
a* Pro&ide clear and purposeful inforation and address the intended audience
appropriately*
b* 5se &aried le&els# patterns# and types of language to achie&e intended effects and aid
coprehension*
c* Dodify the tone to fit the purpose and audience*
d* Collo' the con&entional style for that type of docuent <e*g*# rLsuL# eorandu= and
use page forats# fonts# and spacing that contribute to the readability and ipact of the
docuent*
$*6 Deli&er ultiedia presentationsG
a* Cobine te,t# iages# and sound and dra' inforation fro any sources <e*g*#
tele&ision broadcasts# &ideos# fils# ne'spapers# aga.ines# CD-+4Ds# the :nternet#
electronic edia-generated iages=*
b* Select an appropriate ediu for each eleent of the presentation*
c* 5se the selected edia s(illfully# editing appropriately and onitoring for /uality*
d* -est the audience1s response and re&ise the presentation accordingly*
Page ?4 of 64
1*1 Deonstrate control of graar# diction# and paragraph and sentence structure and an
understanding of English usage*
1*$ Produce legible 'or( that sho's accurate spelling and correct punctuation and capitali.ation*
1*; +eflect appropriate anuscript re/uireents in 'riting*
Students forulate adroit )udgents about oral counication* -hey deli&er focused and coherent
presentations that con&ey clear and distinct perspecti&es and deonstrate solid reasoning* -hey use
gestures# tone# and &ocabulary tailored to the audience and purpose*
Com&rehension
1*1 +ecogni.e strategies used by the edia to infor# persuade# entertain# and transit culture <e*g*#
ad&ertiseents2 perpetuation of stereotypes2 use of &isual representations# special effects#
language=*
1*$ Analy.e the ipact of the edia on the deocratic process <e*g*# e,erting influence on elections#
creating iages of leaders# shaping attitudes= at the local# state# and national le&els*
1*; :nterpret and e&aluate the &arious 'ays in 'hich e&ents are presented and inforation is
counicated by &isual iage a(ers <e*g*# graphic artists# docuentary fila(ers# illustrators#
ne's photographers=*
1*4 5se rhetorical /uestions# parallel structure# concrete iages# figurati&e language# characteri.ation#
irony# and dialogue to achie&e clarity# force# and aesthetic effect*
1*? Distinguish bet'een and use &arious fors of classical and conteporary logical arguents#
includingG
a* :nducti&e and deducti&e reasoning
b* Syllogiss and analogies
1*6 5se logical# ethical# and eotional appeals that enhance a specific tone and purpose*
1*" 5se appropriate rehearsal strategies to pay attention to perforance details# achie&e coand of
the te,t# and create s(illful artistic staging*
1*F 5se effecti&e and interesting language# includingG
a* :nforal e,pressions for effect
b* Standard Aerican English for clarity
c* -echnical language for specificity
1*! 5se research and analysis to )ustify strategies for gesture# o&eent# and &ocali.ation# including
dialect# pronunciation# and enunciation*
1*1> E&aluate 'hen to use different (inds of effects <e*g*# &isual# usic# sound# graphics= to create
effecti&e productions*
1*11 Criti/ue a spea(er1s diction and synta, in relation to the purpose of an oral counication and the
ipact the 'ords ay ha&e on the audience*
1*1$ :dentify logical fallacies used in oral addresses <e*g*# attac( ad hominem false causality# red
herring# o&ergenerali.ation# band'agon effect=*
Page ?? of 64
1*1; Analy.e the four basic types of persuasi&e speech <i*e*# propositions of fact# &alue# proble# or
policy= and understand the siilarities and differences in their patterns of organi.ation and the use
of persuasi&e language# reasoning# and proof*
1*14 Analy.e the techni/ues used in edia essages for a particular audience and e&aluate their
effecti&eness <e*g*# 4rson %elles1 radio broadcast @%ar of the %orlds@=*
Students deli&er polished foral and e,teporaneous presentations that cobine traditional rhetorical
strategies of narration# e,position# persuasion# and description* Student spea(ing deonstrates a coand
of standard Aerican English and the organi.ational and deli&ery strategies outlined in Listening and
Spea(ing Standard 1*>*
5sing the spea(ing strategies of grades ele&en and t'el&e outlined in Listening and Spea(ing Standard 1*>#
studentsG
$*1 Deli&er reflecti&e presentationsG
a* E,plore the significance of personal e,periences# e&ents# conditions# or concerns# using
appropriate rhetorical strategies <e*g*# narration# description# e,position# persuasion=*
b* Dra' coparisons bet'een the specific incident and broader thees that illustrate the
spea(er1s beliefs or generali.ations about life*
c* Daintain a balance bet'een describing the incident and relating it to ore general#
abstract ideas*
$*$ Deli&er oral reports on historical in&estigationsG
a* 5se e,position# narration# description# persuasion# or soe cobination of those to
support the thesis*
b* Analy.e se&eral historical records of a single e&ent# e,aining critical relationships
bet'een eleents of the research topic*
c* E,plain the percei&ed reason or reasons for the siilarities and differences by using
inforation deri&ed fro priary and secondary sources to support or enhance the
presentation*
d* :nclude inforation on all rele&ant perspecti&es and consider the &alidity and reliability of
sources*
a* Deonstrate a coprehensi&e understanding of the significant ideas of literary 'or(s
<e*g*# a(e assertions about the te,t that are reasonable and supportable=*
b* Analy.e the iagery# language# uni&ersal thees# and uni/ue aspects of the te,t through
the use of rhetorical strategies <e*g*# narration# description# persuasion# e,position# a
cobination of those strategies=*
c* Support iportant ideas and &ie'points through accurate and detailed references to the
d* Deonstrate an a'areness of the author1s use of stylistic de&ices and an appreciation of
the effects created*
e* :dentify and assess the ipact of percei&ed abiguities# nuances# and cople,ities 'ithin
the te,t*
Page ?6 of 64
$*4 Deli&er ultiedia presentationsG
a* Cobine te,t# iages# and sound by incorporating inforation fro a 'ide range of
edia# including fils# ne'spapers# aga.ines# CD-+4Ds# online inforation# tele&ision#
&ideos# and electronic edia-generated iages*
b* Select an appropriate ediu for each eleent of the presentation*
c* 5se the selected edia s(illfully# editing appropriately and onitoring for /uality*
d* -est the audience1s response and re&ise the presentation accordingly*
$*? +ecite poes# selections fro speeches# or draatic solilo/uies 'ith attention to perforance
details to achie&e clarity# force# and aesthetic effect and to deonstrate an understanding of the
eaning <e*g*# 6alet1s solilo/uy @-o Be or 7ot to Be@=*
Page ?" of 64
0lossary
acti%e %oice A &erb for in 'hich the sub)ect of the &erb carries out soe
action* Example: 7e hit the ball*
affi5 A bound <non'ord= orphee that changes the eaning or
function of a root or ste to 'hich it is attached# such as the
prefi, ad- and the suffi, -ing in ad)oining%
alliteration -he repetition of the sae sound# usually of a consonant# at the
begin-ning of t'o or ore 'ords iediately succeeding each
other or at short inter&als*
Example: -he repetition of f and g in fields e&er fresh gro$es
e&er green
alphabetic principle -he assuption underlying alphabetic 'riting systes that each
speech sound or phonee of a language should ha&e its o'n
distincti&e graphic representation*
analog& A reseblance in soe particulars bet'een things other'ise
unli(e*
anecdotal scripting -he systeatic recording of beha&ioral incidents cited in a
literary 'or( for purposes of organi.ation and clarity*
annotated bibliograph& -he inclusion of additional coents in the 'or(s listed in the
standard bibliography*
antecedent A 'ord# phrase# or clause to 'hich a follo'ing pronoun refers*
Example: ,ris tried# but she couldn9t find the boo(* ,ris is the
antecedent of she*
appeal to reason A call upon the reader9s faculty to thin( in a rational 'ay to
persuade his or her thoughts*
appeal to authorit& A call upon an indi&idual or other source as an e,pert to
strengthen an arguent ade by the author of a 'or(*
appeal to emotion -he ad &o&ulum approach is a coon fallacy in arguents*
:nstead of presenting e&idence in an arguent# it relies on
e,pressi&e language and other de&ices calculated to incite
enthusias# e,citeent# anger# or hatred*
appeal to pathos 0pit&2 A coon fallacy in arguents# the ad misericordiam approach
is a special case of the appeal to eotion in 'hich the altruis
and ercy of the audience are the special eotions to 'hich the
spea(er appeals*
appositi%e A 'ord or phrase that restates or odifies an iediately
preceding noun* /ote8 An appositi&e is often useful as a conte,t
clue for deterining or refining the eaning of the 'ord or 'ords
to 'hich it refers*
Example: Dy son Enrico <appositi&e= is t'el&e years old*
Page ?F of 64
archet&pal criticism -he study of apparent perennial iages# thees# sybols#
stories# and yths in literature# including narrati&es that unite the
seasons 'ith literary genres*
archet&pe -he original pattern or odel of 'hich all things of the sae type
are representations or copies2 a perfect e,aple*
attac" ad hominem An attac( Magainst the anN2 a fallacious attac( in 'hich the
thrust is directed# not at the conclusion one 'ishes to deny# but
at the person 'ho asserts or defends it*
band3agon A popular party# faction# or cause that attracts gro'ing support2 a
current or fashionable trend*
base 3ord A 'ord to 'hich affi,es ay be added to create related 'ords*
Example: "each in reteach or teaching%
blend A cobination of sounds represented by letters to pronounce a
'ord2 sounding out the )oining of the sounds represented by t'o
or ore letters 'ith inial change in those sounds# such as the
consonant cluster in EgrE in gro'# Es&lE in splash*
boundar& A di&ision bet'een units of a language# such as bet'een 'ords#
'ord parts# or syllables*
clima5 -he point of highest draatic tension or a a)or turning point in
the action <such as in a play# story# or other literary coposition=*
clustering A content field techni/ue or strategy to help students freely
associate ideas in their e,perience 'ith a (ey'ord proposed by
the teacher# thus foring a group of related concepts2 a teaching
process of relating a target 'ord to a set of synonys and other
'ord associations* /oteG Clustering ay be used to stiulate the
recall of related ideas in reading and 'riting# especially in
pre'riting*
complement -he 'ord <or 'ords= that copletes the action in the predicate of
a sentence2 to coplete a graatical construction in this 'ay*
Example: -o is a &oliceman <copleent=*
compound sentence A sentence consisting of t'o or ore coordinate independent
clauses*
Example: #eorge talked and 7arr+ listened*
concrete image A literal representation of a sensory e,perience or of an ob)ect
that can be (no'n by ore than one of the senses2
representation that in&ol&es no necessary change or e,tension in
the ob&ious eaning of the 'ords2 the 'ords call up a sensory
representation of the literal ob)ect or sensation*
consonant doubling -he addition of a consonant in the foration of soe gerunds
and participles*
Example: Running*
Page ?! of 64
conte5t clues -he inforation fro the iediate te,tual setting that helps
identify a 'ord for decoding <sounding out= and 'ords being read
for the first tie* -he reader9s spea(ing &ocabulary is a bac(-up
strategy and is priarily useful to resol&e abiguity <is bread
pronounced bred or breed93 and to confir the accuracy of
decoding <does it a(e sense and does it sound rightO=* -he
conte,t helps resol&e 'hich shade of eaning is intended <&rog-
ress or &ro-gress= and is used for learning the eaning of ne'
'ords that can be decoded or pronounced but are not yet in the
reader9s spea(ing &ocabulary2 it is a priary strategy*
decoding -he ability and 'illingness to sound out 'ords by generating all
the sounds into a recogni.able 'ord <technically called
phonological recoding=* -he ability to get the eaning of a 'ord
/uic(ly# effortlessly# and unconsciously after a brief &isual scan#
such as in autoaticity 'ith indi&idual 'ords <'hich is the
product of initial phonological decoding# follo'ed by the reading
of that 'ord successfully se&eral ties# prefer-ably in te,t# until
the neural connections aong the letters# the sounds# and the
eaning of the 'ord are fully established=*
denouement -he final outcoe of the ain draatic e&ent in a literary 'or(*
description 4ne of the four traditional fors of coposition in speech and
'riting# it is eant to gi&e a &erbal picture of the character and
e&ent# including the setting*
digraphs -'o letters that represent one speech sound# such as ch for /ch/
in chin or ea for /e/ in bread%
discourse A con&ersation2 the act or result of a(ing a foral 'ritten or
spo(en presentation on a sub)ect2 in linguistics# any for of oral
or 'ritten counication ore e,tensi&e than a sentence*
et&molog& -he history of 'ords2 the study of the history of 'ords*
e5position 4ne of the four traditional fors of coposition in speech and
'riting# it is intended to set forth or e,plain* /oteG 0ood
e,position is clear in conception# 'ell organi.ed# and
understandable* :t ay include liited aounts of
arguentation# description# and narration to achie&e that
purpose*
e5pressi%e 3riting 6ighly personal 'riting# such as in diaries# personal letters# and
autobiographies*
false causalit& Any reasoning that relies upon treating as the cause of a thing
that 'hich is not really its cause <e*g*# the error of concluding that
an e&ent is caused by another siply because it follo's that
other=*
fluenc& -he clear# easy# 'ritten or spo(en e,pression of ideas2 freedo
fro 'ord-identification probles that ight hinder
coprehension in silent reading or the e,pression of ideas in
oral reading2 autoaticity2 the ability to e,ecute otor
o&eents soothly# easily# and readily*
Page 6> of 64
high-fre6uenc& 3ords A 'ord that appears any ore ties than ost other 'ords in
spo(en or 'ritten language* /oteG Basic 'ord lists generally
pro&ide 'ords ran(ed in order of their fre/uency of occurrence
as calculated fro a saple of 'ritten or spo(en te,t suitable for
the le&el of intended use*
historical in%estigation -he techni/ues used by historians to reconstruct and interpret
0reports2 the past* /oteG -he data for historical research are the spo(en#
'ritten# and printed sources or other aterial originating fro
those 'ho participated in or 'itnessed the e&ents studied2 the
historian ust e&aluate these data for authenticity# bias# and
generali.ability and dra' conclusions fro the*
homograph A 'ord 'ith the sae spelling as another 'ord but ha&ing a
different eaning or soeties a different pronunciation*
Example: :ow# as in P and arro' copared to P of a ship*
homophone A 'ord 'ith a different origin and eaning but ha&ing the sae
pronunciation as another 'ord 'hether or not spelled ali(e*
Example: 7air and hare2 scale# as in P of a fish copared to P a
ladder* Also t'o or ore graphees that represent the sae
sound*
Example: -he /k/ sound in /c/and+ k/ing and s/ch/ool%
idiom A use of 'ords peculiar to a particular language*
initial consonants -he )oining of t'o or ore consonant sounds# represented by
0initial blends2 letters# that begin a 'ord 'ithout losing the identity of the
sounds# such as /bl/ in black# /skr/ in scramble2 the )oining of the
first consonant and &o'el sounds in a 'ord# such as /b/ and /a/
in bab+* /oteG -his process is regarded by soe to be a crucial
step in learning phonics*
irregularit& An e,ception to a linguistic pattern or rule*
Example7 #ood better and best are e,ceptions to the usual -er
-est pattern of coparati&es and superlati&es in English*
literar& anal&sis -he study of a literary 'or( by a critic# student# or scholar2 a
careful# detailed reading and report thereof*
literar& criticism -he analysis and )udgent of 'or(s of literature* -he body of
principles by 'hich the 'or( of 'riters is )udged* /oteG -he
principles used in )udging a literary 'or( &ary fro the highly
personal and sub)ecti&e to the relati&ely ob)ecti&e2 they ay
in&ol&e but are not liited to specific consideration of oral
&alues# historical accuracy# and literary for and type2 they ay
be different fro one literary period to another*
main idea -he gist of a passage2 central thought2 the chief topic of a
passage e, - pressed or iplied in a 'ord or phrase2 the topic
sentence of a paragraph2 a stateent that gi&es the e,plicit or
iplied a)or topic of a passage and the specific 'ay in 'hich
the passage is liited in content or reference*
Page 61 of 64
media sources -he eans of counication# especially of ass
counication# such as boo(s# ne'spapers# aga.ines# radio#
tele&ision# otion pictures# recordings*
metaphor A figure of speech in 'hich a 'ord or phrase literally denoting
one (ind of ob)ect or idea is used in place of another to suggest
a li(eness bet'een the*
Example: 6e 'as drowning in mone+%
narration 4ne of the four traditional fors of coposition in speech and
'riting# it tells a story or gi&es an account of soething dealing
'ith se/uences of e&ents and e,periences# though not
necessarily in strict order*
non%erbal A nonlanguage counication# such as a noise# gesture# or
facial e,pression*
nonsense s&llable A pronounceable cobination of graphic characters# usually
trigras# that do not a(e a 'ord# such as kak $or mek
pronounced in English as spellings* /oteG 7onsense syllables
are soeties used in reading to test phonics (no'ledge2 they
are soeties used in spelling to test for desired syllabic
patterns 'hile a&oiding (no'n 'ords*
onomatopoeia -he ter used to describe 'ords 'hose pronunciations suggest
their eaning <e*g*# meow bu11=*
oral histories -he stories and histories (ept ali&e by the spo(en 'ord rather
than the 'ritten 'ord* /oteG Although an oral tradition is
characteristic of an oral culture# it ay coe,ist in a 'riting
culture*
orthograph& -he study of the nature and use of sybols in a 'riting syste2
correct or standardi.ed spelling according to established usage
in a gi&en language*
parallelism -he phrasing of language so as to balance ideas of e/ual
iportance* /oteG Parallelis ay apply to phrases# sentences#
paragraphs# longer passages# or 'hole selections*
passi%e %oice A &erb for in 'hich the sub)ect of the &erb is the recei&er of
soe action or state indicated by the &erb*
Example: 7e was hit by the ball*
persuasion 4ne of the four traditional fors of coposition in speech and
'riting# it is eant to o&e the reader by arguent or entreaty to
a belief or position*
phoneme A inial sound unit of speech that# 'hen contrasted 'ith
another phonee# affects the naing of 'ords in a language#
such as /b/ in book contrasts 'ith /t/ in took# /k/ in cook# /h/ in
hook* /oteG -he phonee is an abstract concept anifested in
actual speech as a phonetic &ariant# such as the allophones of
the phonee /t/ in to& sto& &ot*
Page 6$ of 64
phonemic a3areness -he a'areness of the sounds <phonees= that a(e up spo(en
'ords* Such a'areness does not appear 'hen young children
learn to tal(2 the ability is not necessary for spea(ing and
understanding spo(en language2 ho'e&er# phoneic a'areness
is iportant for learning to read* :n alphabetic languages# letters
<and letter clusters= represent phonees2 to learn the
correspondences bet'een letters and sounds# one ust ha&e
soe understanding of the notion that 'ords are ade up of
phonees*
phonics A syste of teaching reading and spelling that stresses basic
sybol sound relationships and their application in decoding
'ords2 a syste used especially in beginning instruction*
phonogram A graphic character or sybol that ay represent a phonetic
sound# phonee# or 'ord2 in 'ord recognition# a graphic
se/uence coposed of a &o'el graphee and an ending
consonant graphee# such as -ed in red bed fed%
pre3riting -he initial creati&e stage of 'riting# prior to drafting# in 'hich the
'riter forulates ideas# gathers inforation# and considers 'ays
in 'hich to organi.e the inforation2 planning*
principal parts of %erbs -he principal parts2 the set of inflected fors of a graatical
class# such as sing sang sung%
prior "no3ledge -he (no'ledge that stes fro pre&ious e,perience* /oteG Prior
(no'ledge is a a)or coponent of schea theories of reading
coprehension in spite of the redundancy inherent in the ter
r-controlled sound -he odified sound of a &o'el iediately preceding /r/ in the
sae syllable# such as in care ne$er sir or curse*
red herring A distractor that dra's attention a'ay fro the real issue*
rhetorical strategies -he traditional fors of coposition in speech and 'ritingG
e,position# narration# persuasion# and description <each is
defined in this glossary=*
root 3ord -he eaningful base for of a cople, 'ord after all affi,es are
re-o&ed* /oteG A root ay be independent or free# such as
read in unread-able# or ay be dependent# or bound# such as
-liter- <fro the 0ree( for letter= in illiterate%
sentencesG
declarati%e A sentence that a(es a stateent*
e5clamator& A sentence that a(es a &eheent stateent or con&eys strong
or sudden eotion*
imperati%e A sentence that e,presses a coand or re/uest*
interrogati%e A sentence that as(s a /uestion or a(es an in/uiry*
Page 6; of 64
sight 3ord A 'ord that is iediately recogni.ed as a 'hole and does not
re/uire 'ord analysis for identification*
standard American English -he language in 'hich ost educational te,ts and go&ernent
and edia publications are 'ritten in the 5nited States* /oteG
Standard Aerican English# a relati&e concept# &aries 'idely in
pronunciation and in idioatic use but aintains a fairly unifor
graatical structure*
s&llabication -he di&ision of 'ords into syllables <the inial units of
se/uential speech sounds coposed of a &o'el sound or a
&o'el-consonant cobination# such as /a/ /ba/ /ab/ /bab/3%
theme* A topic of discussion or 'riting2 a a)or idea or proposition broad
enough to co&er the entire scope of a literary or other 'or( of art*
/oteG A thee ay be stated or iplicit# but clues to it ay be
found in the ideas that are gi&en special proinence or tend to
recur in a 'or(*
thesis -he basic arguent ad&anced by a spea(er or 'riter 'ho then
attepts to pro&e it2 the sub)ect or a)or arguent of a speech
or coposition*
topic -he general category or class of ideas# often stated in a 'ord or
phrase# to 'hich the ideas of a passage as a 'hole belong*
topic sentence A sentence intended to e,press the ain idea in a paragraph or
passage*
transiti%e %erb A &erb that ta(es a direct ob)ect*
ExampleG Crancesca read <transiti&e &erb= the boo(*
%oice A syntactic pattern that indicates the &erb-sub)ect relationship2
the principal &oices in English and any other languages are
acti$e and &assi$e%
3ord recognition -he process of deterining the pronunciation and soe degree
of eaning of a 'ord in 'ritten or printed for2 the /uic( and
easy identification of the for# pronunciation# and appropriate
eaning of a 'ord pre&iously encountered in print or 'riting*
Page 64 of 64
Selected +eferences
Copi# :r&ing D*# and Carl Cohen* ,ntroduction to Logic <Eighth edition=* 7e' Qor(G Dacillan# 1!!>*
"he Literac+ (ictionar+8 "he *ocabular+ of Reading and )riting% Edited by -heodore L* 6arris and +ichard
E* 6odges* 7e'ar(# Del*G :nternational +eading Association# 1!!?*
Recommended Literature #rades /ine "hrough "wel$e% SacraentoG California Departent of Education#
1!!>*
Recommended Readings in Literature !indergarten "hrough #rade Eight <+e&ised edition=* SacraentoG
California Departent of Education# 1!!6*
-erriam-)ebster2s Collegiate (ictionar+ <-enth edition=* Springfield# Dass*G Derria-%ebster# :nc*# 1!!;*

El A Standards

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

El A Standards

Caricato da

Copyright:

Formati disponibili

English-Language Arts Content Standards for CA Public Schools

Potrebbero piacerti anche