MyStudyHall.com is a knowledge-based,
academic website because we believe students must know information
before they can apply it. The elements highlighted in yellow below
indicate the Alabama Content Standards which are either covered directly or
indirectly in MyStudyHall.com.
Nearly all of the content on MyStudyHall.com relates to the Alabama
Content Standards, but not all the Alabama Content Standards are covered on
MyStudyHall.com.
http://www.alsde.edu/html/sections/doc_download.asp?section=54&id=302&sort=5
Alabama Course of Study: English Language Arts
The following content standards from the Alabama Course of Study: English Language Arts, Bulletin 1999, No. 17, are being provided in a “text only” format. This version, without tables and graphics, can be easily manipulated for instructional use (Examples: lesson plans, curriculum alignment). For uses necessitating the document in its entirety, please refer to the original version.
Fourth Grade
Students will
1. Use a wide range of strategies to interpret, evaluate, appreciate, and construct meaning from print materials.
• Applying prior knowledge
and experiences
• Using knowledge of word meaning
• Applying knowledge of sentence structure and
context
• Previewing and predicting
• Using structural analysis of words
Examples: roots, prefixes,
suffixes
• Locating information in reference sources
2. Apply knowledge of text features to gain meaning.
• Titles
• Headings
• Graphic aids
• Glossary
• Boldfaced print
• Index
• Table of contents
3. Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instructional levels.
4. Demonstrate literal understanding of print
material.
• Identifying important details
• Identifying sequence of events
• Following directions
5. Interpret passages in print material.
• Identifying main idea
• Drawing conclusions
• Determining cause and effect
• Identifying fact and opinion
• Detecting bias
• Identifying author’s purpose
6. Demonstrate reading improvement gained through substantial amounts of daily reading.
7. Use literary analysis.
• Identifying and
analyzing literary elements
- Theme
- Character
- Setting
- Plot, including problem and
solution
- Point of view
• Identifying figurative language
8. Read grade-level texts aloud and silently with fluency and comprehension.
9. Choose to read and view a variety of literature
representing many cultures, eras, genres, and ideas.
• Fiction
• Nonfiction
• Poetry
• Prose
• Drama
10. Continue to monitor and control own reading.
• Self-questioning
• Rereading
• Using context clues
• Adjusting speed
• Accessing prior knowledge and experiences
11. Read materials encountered in daily lives.
• Textual
Example: classroom texts
• Functional
Examples: directions, schedules
• Recreational
Examples: writing by self and peers, trade books
12. Apply strategies of a skillful listener.
• Establishing purposes
• Focusing on the listening task
• Discriminating among received messages
• Assigning meaning to messages received
• Using self-monitoring techniques to assess effectiveness
13. Exhibit increased independence in selecting appropriate
print and nonprint media for a variety of purposes.
• Pleasure
Examples: short stories,
videos, poetry, trade books
• Information
Examples: newspapers, magazines, television, computers, nonfiction, Internet
14. Distinguish between fact and opinion in information from a
variety of sources.
Examples: Internet, commercials
15. Describe cultural similarities and differences through
exposure to multicultural literature.
Examples: school life, holidays, housing
16. Identify ways that characters and events reflect real experiences.
17. Compare and contrast story elements and the experiences and feelings of literary characters to students’ lives.
18. Employ study strategies with increasing facility to gain
information.
• Previewing
• Predicting
• Questioning
• Following directions
• Sequencing
• Locating
• Taking notes
• Using graphic organizers
19. Use appropriate reference sources for a variety of purposes.
• Dictionary
• Encyclopedia
• Globe
• Chart
• Electronic media
• Newspaper
• Thesaurus
• Telephone directory
20. Demonstrate vocabulary growth developed through reading
and listening to literature.
• Increasing vocabulary in listening, speaking,
reading, and writing
• Improving sentence and paragraph structure in
writing
• Improving spelling and mechanics in writing
• Improving grammar and usage in speaking and writing
21. Use the writing process with assistance when composing different forms of written expression.
• Prewriting
Examples: brainstorming,
mapping, discussing, reading
• Drafting
Example: expressing
ideas with ease
• Revising
Examples: reorganizing ideas,
choosing more precise words
• Editing*
Example: recognizing
and correcting common errors in grammar, usage, mechanics, and spelling
• Publishing
Example: preparing final product for public review
*See content standard 22 for specific concepts.
22. Monitor the writing process.
• Self evaluation
• Peer evaluation
• Teacher evaluation
23. Know and apply principles of grammar and usage in writing,
speaking, and presenting and apply mechanics in writing.
• Capitalization
- First word in sentence
- First word in quotation
- Letter parts
- Proper nouns
- Titles of people, books, and
works of art
- Days and months
• Punctuation
- Apostrophe with contraction
and possessive
- Commas to separate items in a
series, in an address, and in a compound sentence
- Period with abbreviations
- End marks
- Quotation marks and comma with
dialogue
- Underlining or italicizing
book titles
• Grammar and Usage
- Subject-verb agreement with
simple subject
- Adjective forms
- Appropriate tenses including
past, present, and future
- Pronoun case
- Special usage problems such as
double negatives
- Parts of speech (nouns, verbs, adjectives, adverbs, pronouns)
24. Exhibit the habit of writing daily in academic, social,
and/or personal situations.
Examples: journals, self-selected or assigned topics, friendly and business letters, envelope addresses, thank-you notes, invitations, messages, reports, poetry, forms, learning logs, summaries, e-mail messages
25. Write in a variety of modes to express meaning.
• Descriptive
• Narrative
• Expository
26. Organize content of written compositions with attention
to basic characteristics.
• Topic sentence
• Supporting sentences
• Purpose and audience
• Sentence combining and coherence
27. Correct errors in sentence structure in oral and written
presentations.
• Awkward construction
• Fragments
• Run-ons
28. Write meaningful sentences and paragraphs.
29. Spell words correctly in final written products.
30. Exhibit an increased proficiency with cursive writing.
• Letter formation
• Spacing of letters and words
• Slant
• Shape
• Direction
31. Use computers for expression.
Examples: word processing, multimedia presentations
32. Apply figurative language found in literature to enhance
written and oral production of language.
Examples: similes, metaphors
33. Organize and present information using a variety of media and student-produced text.
34. Exhibit skill in dramatization and other oral presentations.
Examples: Reader’s Theatre, choral readings, student-created dramas, formal plays
35. Demonstrate facility with oral language for a wide range of purposes.
• Voice modulation
• Eye contact
• Articulation
• Focus
• Audience awareness
Fifth Grade
Students will
1. Use a wide range of strategies to interpret,
evaluate, appreciate, and construct meaning from print materials.
• Applying prior knowledge and experiences
• Using knowledge of word meaning
• Applying knowledge of sentence structure and
context
• Previewing and predicting
• Using structural analysis of words
Examples: roots, prefixes,
suffixes
• Locating information in reference sources
2. Use text features to gain meaning.
• Titles
• Headings
• Graphic aids
• Glossary
• Boldfaced print
• Index
• Table of contents
3. Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instructional levels.
4. Demonstrate literal understanding of print
material.
• Identifying important details
• Identifying sequence of events
• Following directions
5. Interpret passages in print material.
• Identifying main idea
• Drawing conclusions
• Determining cause and effect
• Distinguishing fact from opinion
• Detecting bias
• Summarizing passages
• Identifying author’s purpose
6. Demonstrate reading improvement gained
through substantial amounts of daily reading.
7. Use literary analysis.
• Identifying and analyzing literary elements
- Theme
- Character
- Setting
- Plot, including problem and
solution
- Point of view
• Identifying and understanding figurative language
8. Read grade-level texts aloud and silently
with fluency and comprehension.
9. Recognize the features of a variety of genres.
10. Read and view literature representative of various
cultures, eras, genres, and ideas to develop an appreciation of their heritage
and that of others.
• Fiction
• Nonfiction
• Poetry
• Prose
• Drama
11. Monitor own reading.
• Self questioning
• Rereading
• Using context clues
• Adjusting speed
• Accessing prior knowledge and experiences
12. Read a variety of materials and genres encountered in daily lives.
• Textual
Examples: classroom texts, encyclopedias
• Functional
Examples: directions, schedules
• Recreational
Examples: literature, writing by self and peers
13. Apply strategies of a skillful listener.
• Establishing purpose
• Focusing on the listening task
• Discriminating among received messages
• Assigning meaning to messages received
• Using self-monitoring techniques to assess effectiveness
14. Select appropriate print and nonprint media
independently for a variety of purposes.
• Pleasure
Examples: novels, short
stories, videos, poetry, trade books
• Information
Examples: newspapers, magazines, television, computers, nonfiction books, Internet
15. Recognize persuasive
techniques found in a variety of sources.
Examples: advertisements,
Internet, speeches, newspaper editorials
16. Compare and contrast cultural similarities and
differences of the world through exposure to multicultural literature.
17. Describe how events, places, and characters encountered
in written, spoken, and visual works reflect human experiences and influence
the thinking of the reader, viewer, or listener.
Example: fictional
and actual accounts of life in the Wild West stimulating a reader’s
curiosity
18. Compare and contrast the experiences and feelings of literary characters to students’ lives.
19. Employ study strategies with increasing facility to gain
information.
• Previewing
• Predicting
• Questioning
• Following directions
• Sequencing
• Locating
• Note-taking
• Using graphic organizers
• Skimming
• Scanning
• Outlining
20. Demonstrate vocabulary growth developed through reading
and listening to literature.
• Expanding vocabulary in listening, speaking,
reading, and writing
• Improving sentence and paragraph structure in
writing
• Improving spelling and mechanics in writing
• Improving grammar and usage in speaking and
writing
21. Use appropriate reference sources for a variety of
purposes.
• Dictionaries
• Thesauruses
• Encyclopedias
• Maps and globes
• Charts
• Electronic media
• Newspapers
• Telephone directories
22. Write in a variety of modes to express meaning.
• Descriptive
• Narrative
• Expository
23. Exhibit the habit of writing on a daily basis in
academic, social, and/or personal situations.
Examples: learning logs,
summaries, e-mail messages, friendly letters, social notes
24. Organize content of written compositions with attention
to basic characteristics.
• Topic sentence
• Supporting sentences
• Purpose and audience
• Sentence combining and coherence
25. Use the writing process when composing different forms
of written expression.
• Prewriting
Examples: choosing a topic,
establishing purpose and audience, clustering, discussing, interviewing,
reading, writing, using ideas from external sources
• Drafting
Example: expressing
ideas with ease
• Revising
Example: using
others’ feedback, reorganizing ideas, adding details
• Editing*
Example: recognizing
and correcting common errors in grammar, usage, mechanics, and spelling
• Publishing
Example: preparing final product for public review
*See content standard 26 for specific concepts.
26. Know and apply principles of grammar and usage in
writing, speaking, and presenting and apply mechanics in writing.
• Capitalization
- First word in quotation
- Letter parts in business and
friendly letter
- Proper nouns and adjectives
- Titles of people, books, and
works of art
- Days and months
• Punctuation
- End marks
- Apostrophe with contraction
and possessive
- Comma(s) to set off appositive
- Comma before coordinate
conjunction in compound sentence
- Commas to separate items in a
series, after direct address, and in an address
- Period with abbreviation
- Quotation marks with titles of
short stories and poems
- Quotation marks and comma with
dialogue
- Colon to introduce a list
- Underlining or italicizing book
titles
• Subject-verb agreement with simple and compound
subjects
• Appropriate verb tenses (past, present, and
future)
• Forms of adjectives and adverbs
• Forms of nouns and verbs
• Pronoun case
• Special problems such as double negative
• Parts of speech
27. Monitor the writing process.
• Self evaluation
• Peer evaluation
• Teacher evaluation
28. Spell correctly in final written products.
29. Write legibly in cursive.
30. Express meaning through writing more complex sentences, more detailed paragraphs, and multi-paragraph compositions in an organized manner.
31. Correct errors in sentence structure in oral and written
presentations.
• Awkward construction
• Redundancy
• Fragments
• On-and-ons
• Run-ons
32. Use computers for expression.
Examples: word processing,
multimedia presentations
33. Apply figurative language found in literature to enhance
written and oral expression.
Examples: personification, idioms, metaphors
34. Organize and present information in visual, oral, and/or print form.
35. Exhibit skill in dramatizations and other oral presentations.
Examples: Reader’s Theatre, choral readings, student-created dramas, formal plays
36. Demonstrate increased facility with oral language for a wide range of purposes and audiences.
• Voice modulation
• Eye contact
• Articulation
• Focus
Sixth Grade
Students will
1. Interpret and construct meaning by applying
appropriate strategies to materials across the curriculum.
Examples: making initial predictions
about text meaning, using prior knowledge, setting purposes for reading,
interpreting author’s meaning, using monitoring strategies, correcting or
confirming author’s message, determining cause and effect, noting
sequence of events, identifying main idea and supporting details
2. Read with ease textual, functional, and
recreational materials encountered in daily life.
Examples: textbooks, trade
books, magazines, newspapers, computer materials, written correspondence,
school rules
3. Exhibit the habit of reading for a
substantial amount of time daily, including assigned and self-selected
materials at their independent and instructional levels.
4. Demonstrate reading improvement gained
through substantial amounts of daily reading.
5. Recognize various forms of literature
according to characteristics.
Examples: poetry, short
stories, novels, plays, folktales, myths
6. Determine the author’s purpose.
• To persuade
• To inform
• To entertain
7. Recognize the characteristics and cultural
influences of works of literature representative of various eras.
Examples: books and plays;
presentations; class, school, and/or community productions; movies; television
productions
8.
Be aware of writing and speaking styles that incorporate dialects,
idioms, and intonation patterns.
9. Become aware of the etymology of language.
• Word origins
• Cultural and regional expressions
10. Recognize linguistic and cultural diversity.
• Geographic
• Ethnic
11. Recognize the power of language as it evokes emotion; expands
thinking; and influences problem solving, decision making, and action.
12. Develop general listening behaviors for different
purposes and situations.
Examples: comprehending
messages, understanding literal meaning of words, remembering significant
details accurately, remembering directions or sequences, paraphrasing spoken
messages
13. Select and indicate preference for sources of
information.
Examples: magazines, Internet, how-to books and videos
14. Use study processes to manage information.
Examples: locating resource
materials and information; taking notes; summarizing, organizing, questioning,
and retaining information
15. Demonstrate an awareness of the research process.
• Locating and using multiple sources
Examples: retrieving,
selecting, evaluating
• Accomplishing a variety of purposes
Examples: personal research,
content-area research
• Documenting
Example: correct
use of copyrighted materials
• Presenting findings
Examples: projects, posters, demonstrations, multimedia presentations
16. Respond with understanding and empathy to information read, viewed, and heard.
Examples: question-and-answer sessions, classroom discussions, student journals
17. Develop an extended vocabulary through reading,
listening, viewing, writing, speaking, and presenting.
• Synonyms
• Antonyms
• Affixes and base words
• Classifications
• Context clues
18. Use available computer technology to enhance reading and
writing skills.
Examples: interactive reading and writing programs, word processing
19. Read aloud effectively from literature and personal compositions.
Examples: choral reading, creative dramatics, dramatic readings
20. Demonstrate effective listening and speaking behaviors for varied situations and purposes.
• Interpersonal situations
Examples: taking turns, asking questions, adjusting proximity to
other person
• Group discussions
Examples: taking turns, asking questions, noting facial expressions, attending to speakers
• Public speaking
Examples: audience awareness, posture, gestures
21. Use the writing process when composing various forms of
written expression.
• Prewriting
Examples: choosing topic,
developing word/topic banks
• Drafting
Example: focusing
on purpose
• Revising
Example: clarifying
the meaning after a teacher conference
• Editing*
Example: making
needed corrections
• Publishing
Examples: sharing orally, making room displays
*See content standard 22 for specific concepts.
22. Know and apply principles of grammar and usage in
writing, speaking, and presenting and apply mechanics in writing.
• Capitalization
- First word in quotation
- Parts of a letter
- Proper nouns and adjectives
- Regions of country
- Titles of people, books, and
works of art
• Punctuation
- Comma(s) to set off appositive
- Comma before coordinate conjunction
in compound sentence
- Commas with items in a series
and introductory elements
- Colon to introduce a list
- Quotation marks and commas
with direct quotations
- Apostrophe with contraction
and for possession
- End punctuation
• Grammar, usage, and
spelling
- Adverb and adjective forms
- Noun and verb forms
- Appropriate tense (present,
past, and future)
- Subject-verb agreement
(including indefinite pronoun as subject)
- Pronoun case
- Special usage problems
Examples: double negatives,
homonym confusion
- Parts of speech
- Variety in word choice
- Developing compound and
complex sentences
- Avoiding redundancy, fragments, run-ons, and on-and-on sentences
23. Compose using recognized literature as models.
24. Use self-monitoring and feedback from peers and teachers
to evaluate reading, writing, listening, viewing, studying, and research
skills.
Examples: portfolios, journals, rubrics, student checklists
25. Organize content of written composition with attention
to basic characteristics.
• Topic sentence
• Supporting sentences
• Purpose and audience
• Sentence combining and coherence
26. Compose descriptive, narrative, expository, and persuasive essays.
27. Spell correctly in final written works.
28. Write legible final drafts.
• Cursive
• Manuscript
29. Compose and present using various techniques for
different audiences.
Examples: descriptive,
narrative, expository, and persuasive essays and speeches; written
correspondence; informal reports; forms; spontaneous response writing
30. Express personal feelings, opinions, and information in
formal, informal, and interpersonal situations.
Examples: conversations, letters, announcements, discussions
Seventh
Grade
Students will
1. Construct, interpret, and evaluate meaning
by applying appropriate strategies to materials across the curriculum.
Examples: setting purposes for
reading, interpreting author’s meaning, using monitoring strategies,
correcting or confirming author’s message, distinguishing fact from
opinion, determining cause and effect, noting sequence of events, identifying
main idea and supporting details
2. Read with ease textual, functional, and
recreational materials encountered in daily life.
Examples: textbooks, trade
books, magazines, newspapers, computer materials, written correspondence,
school and community rules and laws, directions
3. Exhibit the habit of reading for a
substantial amount of time daily, including assigned and self-selected
materials at their independent and instructional levels.
4. Demonstrate reading improvement gained
through substantial amounts of daily reading.
5. Recognize various forms of literature
according to characteristics.
Examples: poetry, short
stories, novels, plays, folktales, myths, nonfiction
6. Determine the author’s purpose by
identifying the mode of writing.
• Narrative
• Descriptive
• Expository
• Persuasive
7. Appreciate the characteristics, literary elements, and cultural influences of literary works representative of various eras.
Examples: reading books and plays, listening to presentations, participating in productions, viewing movie and television productions
8. Identify writing and speaking styles that
incorporate dialects, idioms, and intonation patterns.
9. Demonstrate respect for linguistic and
cultural diversity in literature.
• Geographic
• Ethnic
10. Identify components of the etymology of language.
• Word origins
• Cultural/regional expressions
• Country of origin
11. Refine general listening behaviors.
• Identifying main idea and summarizing
• Understanding contextual meaning of words used
• Listening for implications of significant details
• Understanding relationships among ideas
• Connecting spoken message to prior experiences
12. Select and indicate preference for sources of information.
Examples: magazines, Internet, videotapes, how-to books and videos
13. Use study processes to manage information.
Examples: taking notes; summarizing; organizing, questioning, and retaining information
14. Conduct project research, individually and
collaboratively, utilizing all aspects of the research process.
• Locating and using multiple sources
Examples: retrieving,
selecting, evaluating
• Fulfilling a variety of purposes
Examples: personal research, content-area
research
• Documenting
Example: correct
use of copyrighted material
• Presenting findings
Examples: written reports, projects
15. Respond with understanding and empathy to information read, viewed, and heard.
Examples: large- and small-group discussions, student journals
16. Develop and use an extended vocabulary through reading,
listening, viewing, writing, speaking, and presenting.
• Synonyms
• Antonyms
• Affixes and base words
• Classifications
• Context clues
• Denotation and connotation
17. Use available computer technology to enhance reading and
writing skills.
Examples: word processing programs, multimedia presentations, Internet
18. Present literature and personal composition effectively.
Examples: Reader’s Theatre, choral speaking, oral interpretation
19. Identify ways the power of language evokes emotion; expands thinking; and influences problem solving, decision making, and action.
20. Demonstrate effective listening and speaking behaviors for varied situations and purposes.
• Interpersonal situations
Examples: taking turns, asking questions, adjusting proximity to
other person
• Group discussions
Examples: taking turns, asking questions, noting facial expressions, attending to speakers
• Public speaking
Examples: audience awareness, posture, gestures
21. Exhibit proficiency in the use of the writing process.
• Prewriting
Examples: choosing a topic,
group and/or individual brainstorming
• Drafting
Example: focusing
on purpose and audience
• Revising
Example: reorganizing
sentences
• Editing*
Example: making
needed corrections
• Publishing
Example: constructing books
*See content standard 22 for specific concepts.
22. Know and apply principles of grammar and usage in writing,
speaking, and presenting and apply mechanics in writing.
• Capitalization
- Proper nouns and adjectives
- Regions of country
- Titles of people, books, and
works of art
- First word in quotations
• Punctuation
- Comma(s) with appositives,
with introductory elements, and before coordinate conjunction in compound
sentence
- Colon to introduce a list
- Quotation marks and commas
with direct quotations
- Semicolon between independent
clauses with no conjunction
- Apostrophe for possession and
contractions
• Grammar, usage, and spelling
- Adverb and adjective forms
- Noun and verb forms
- Appropriate tenses including
present, past, future, and perfect tenses
- Subject-verb agreement
including intervening phrase
- Pronoun-antecedent agreement
- Pronoun case
- Special usage problems
Examples: double negatives,
homonym confusion
- Parts of speech
- Developing compound and
complex sentences
- Avoiding redundancy,
fragments, run-ons, and on-and-on sentences
23. Compose using recognized literature as models.
24. Use self-monitoring and feedback from peers and teachers
to evaluate reading, writing, listening, viewing, studying, and research
skills.
Examples: portfolios, journals, rubrics, student checklists
25. Organize content of written composition with attention
to basic characteristics.
• Topic sentence
• Supporting sentences
• Purpose and audience
• Sentence combining and
coherence
26. Compose descriptive, narrative, expository, and
persuasive essays.
27. Compose and present in many ways using different
techniques for various audiences and occasions both formal and informal.
Examples: speeches, poems,
social notes, forms, spontaneous response writing
28. Express personal feelings, opinions, and information in formal and informal situations.
Examples: conversations, written communications, interviews, public speaking
Eighth Grade
Students will
1. Apply appropriate strategies to materials
across the curriculum to construct meaning through interpretation and
evaluation.
Examples: using monitoring strategies,
correcting or confirming author’s message, distinguishing fact from
opinion, confirming author’s credentials, confirming intention and
validity of message, using context clues, drawing conclusions, determining
cause and effect, determining sequence of events, identifying main idea and
supporting details
2. Read with ease textual, functional, and
recreational materials encountered in daily life.
Examples: textbooks, trade
books, magazines, newspapers, computer materials, written correspondence, laws
and rules, directions
3. Exhibit the habit of reading for a
substantial amount of time daily, including assigned and self-selected
materials at their independent and instructional levels.
4. Demonstrate reading improvement gained
through substantial amounts of daily reading.
5. Distinguish various forms of literature
according to characteristics.
Examples: poetry, short
stories, novels, plays, folktales, myths, epics, nonfiction, science fiction
6. Determine the author’s purpose.
• To persuade
• To inform
• To entertain
• To evaluate
7. Value recognized written, spoken, and visual
works of literature representative of various cultures and eras.
8. Appreciate writing and speaking styles that
incorporate dialects, idioms, and intonation patterns.
9. Analyze the etymology of language.
• Word origins
• Cultural and regional expressions
• Country of origin
10. Demonstrate an appreciation for the power of language as
it evokes emotion; expands thinking; and influences problem solving, decision
making, and action.
Examples: literary response journals, spontaneous response writings
11. Demonstrate active listening and speaking behaviors related to effective oral communication in a number of situations for various purposes.
• Interpersonal situations
Example: appropriate language use and tone of voice
• Group discussions
Example: appropriate language use, posture, and gestures
• Public speaking
Examples: message organization, facial expressions, eye contact
12. Select and indicate preference for sources of
information.
Examples: magazines, Internet, novels, videotaped dramas, biographies, documentaries, how-to books and videos
13. Use study processes to manage information.
Examples: organizing,
questioning, summarizing, and retaining information
14. Conduct individual research utilizing all aspects of the
research process.
• Information management
Examples: locating, selecting,
retrieving, evaluating
• Information documentation
Example: correct
use of copyrighted material
• Information organization
Example: presentation
method
• Presentation of findings
Examples: formal written reports, projects
15. Critique with understanding and empathy information read, viewed, and heard.
Examples: panel discussions, book and movie reviews
16. Comprehend and display an extended vocabulary through
reading, listening, viewing, writing, speaking, and presenting.
• Synonyms
• Antonyms
• Affixes and base words
• Classifications
• Context clues
• Denotation and connotation
17. Use available computer technology to enhance reading and
writing skills.
Examples: editing programs, Internet
18. Demonstrate effective listening and speaking behaviors for varied situations and purposes.
• Interpersonal situations
Examples: taking turns, asking questions, adjusting proximity to
other person
• Group discussions
Examples: taking turns, asking questions, noting facial expressions
• Public speaking
Examples: audience awareness, posture, gestures
19. Internalize the writing process.
• Prewriting
Example: using a
graphic organizer to determine the breadth of a topic
• Drafting
Example: focusing
on content
• Revising
Example: reordering
paragraphs
• Editing*
Example: making
needed corrections
• Publishing
Example: printing in literary magazines
*See content standard 20 for specific concepts.
20. Know and apply principles of grammar and usage in
writing, speaking, and presenting and apply mechanics in writing.
• Capitalization
- Proper nouns and adjectives
- Regions of country
- Titles of people, books,
paintings, films, and ships
- First word in quotations
• Punctuation
- Comma(s) to set off
nonessential appositives
- Comma with introductory
elements and direct quotations
- Comma before coordinate
conjunction in compound sentence
- Colon to introduce a list
- Quotation marks with direct
quotations
- Semicolon between independent
clauses with no conjunction
- Apostrophe for possession and
contractions
• Grammar, usage, and spelling
- Adverb and adjective forms
- Noun and verb forms
- Appropriate tense (avoiding
shifts, all tenses)
- Subject-verb agreement
- Pronoun-antecedent agreement
- Pronoun case
- Special usage problems
Examples: double negatives,
homonym confusion
- Parts of speech
- Variety and precision in word
choice
- Developing compound and
complex sentences
- Avoiding redundancy,
fragments, run-ons, and on-and-on sentences
21. Compose using recognized literature as models.
22. Use self-monitoring and feedback from peers and teachers
to evaluate reading, writing, listening, viewing, studying, and research
skills.
Examples: portfolios, journals, rubrics, student checklists
23. Organize content of written composition with attention
to basic characteristics.
• Topic sentence
• Supporting sentences
• Purpose and audience
• Sentence combining and coherence
24. Compose descriptive, narrative, expository, and
persuasive essays.
25. Compose and present in many forms using different
techniques for various audiences and occasions both formal and informal.
Examples: speeches, plays, research reports, business letters, forms, spontaneous response writing
26. Participate in presentations of written material.
Examples: plays, student writings, improvisational poetry, written communications, debates
27. Express personal feelings, opinions, and information in formal and informal situations.
Ninth Grade
Students will
1. Apply strategies to interpret textual,
functional, and recreational written materials.
Examples: applying prior
knowledge, noting organizational pattern, determining sequence of events, determining
cause and effect, noting important details, drawing conclusions about main idea
2. Exhibit the habit of reading for a
substantial amount of time daily, including assigned and self-selected
materials at their independent and instructional levels.
3. Demonstrate reading improvement gained
through substantial amounts of daily reading.
4. Recognize cultures and genres represented in
selections from world literature.
Example: Japanese poetry identified by characteristics
5. Recognize the styles of commonly anthologized authors of world literature.
• Standard usage versus dialect
• Length and complexity of sentences
• Diction
• Literary devices
Examples: personification, onomatopoeia, flashbacks
6. Determine the literary elements in specific works.
• Plot
• Tone
• Mood
• Character
• Setting
• Theme
7.
Critique literature, student writing, and various presentations.
8. Determine when argument and propaganda are
used in written, oral, and visual forms.
• Fact versus opinion
• Appeal to emotion
9. Determine levels of usage.
• Formal
• Informal
10. Recognize that language changes and develops.
• Etymology
• Connotation
• Technology
• Multicultural contexts
11. Select and indicate preferences for various forms of
communication.
Examples: magazines, Internet, movies, how-to books and videos, drama, biographies, documentaries
12. Practice listening and viewing skills in a variety of situations.
• Interpersonal communications
• Lectures
• Small- and large-group settings
• Multimedia presentations
13. Employ study skills effectively.
• Taking accurate notes
• Transferring and
correlating information
• Using table of contents
and index
• Using mnemonic devices
• Skimming and scanning
• Outlining
• Using graphic organizers
14. Ask appropriate questions in search of information.
15. Synthesize information for reports.
• Taking notes
• Matching ideas
• Contrasting ideas
• Paraphrasing
• Summarizing
16. Synthesize information from a variety of sources.
Examples: dictionary, thesaurus,
atlas, almanac, cataloging systems, reader’s guide, encyclopedia,
vertical file, reference books, computerized data, electronic text
17. Conduct individual research using all aspects of the
research process.
• Managing information
Examples: locating, selecting,
retrieving, evaluating
• Documenting information
Example: correct
use of copyrighted materials
• Organizing information
Examples: choosing
presentation method, following a style sheet
• Presenting information
Examples: formal written reports, projects
18. Demonstrate responsible use of others’ ideas.
Documenting sources when quoting, paraphrasing, or
summarizing
Using facts from common knowledge
19. Demonstrate proficiency with available technology and
software in the oral communication, research, and writing processes.
Examples: word processors, facsimile machines
20. Evaluate personal style in approaching the reading and writing processes using teacher and peer feedback.
21. Write using the principal characteristics of an
author’s style.
Example: organizing
an original poem with Emily Dickinson’s simplicity
21.
Demonstrate personal style and voice through writing poetry and prose.
23. Write in a variety of modes for different purposes and
audiences.
• Modes
- Description
- Narration
- Exposition
- Persuasion
• Purposes
- Entertainment
- Information
- Persuasion
• Audiences
Examples: peers, teachers,
parents, local organizations, prospective employers
24. Use a variety of sentence structures in writing.
Example: combinations
of simple, compound, complex, and compound-complex
25. Organize paragraphs in a variety of patterns.
Examples: chronological order,
cause and effect, order of importance
26. Write to clarify ideas and organize thinking.
Example: spontaneous
response writing
27. Respond to argument.
Examples: informal debate,
letters to the editor
28. Produce a final draft by using the writing process with
peer and teacher assistance.
• Prewriting
• Drafting
• Revising
• Editing*
• Publishing
*See content standard 29 for specific concepts.
29. Demonstrate understanding of language terms and ability
to apply the concepts to writing.
• Capitalization
- Proper nouns and adjectives
- Regions of the country
- Courtesy titles
- Videos, paintings, and other
works of art
• Punctuation
- Commas for items in a series,
direct address, compound sentences, friendly letter salutations, addresses,
nonrestrictive appositives and phrases, introductory adverb clauses, and direct
quotations
- Periods for abbreviations
- Underlining or italicizing for
certain titles
- Quotation marks for certain
titles
- Quotation marks with direct
quotations
- Colons
- Semicolons
- Apostrophe for possession and
contractions
• Grammar, usage, and
spelling
- Singular, plural, and
possessive noun forms
- Singular and plural verb forms
- Subject-verb agreement
- Pronoun-antecedent agreement
- Avoidance of double negatives,
fragments, run-ons, on-and-ons, comma splices, and homonym confusion
- Appropriate subordination
- Placement of modifiers
- Pronoun case, number, and
gender
- Tense
- Parallel structure
30.
Discuss approaches to grammar and conventions as used in literature.
31. Produce effective oral presentations through use of tone, inflections, and tempo.
Examples: recitations, book reports, debates, summaries
32. Vary the formality and precision of spoken language to suit different situations.
Examples: formal class discussions, prepared presentations, impromptu speeches, informal small-group interaction
33. Display self-confidence in speaking.
Examples: answering questions when called upon, voluntarily asking and answering questions, reading one’s own writing to peers, presenting results from research
34. Display an extended vocabulary in writing, speaking, and
presenting.
• Synonyms
• Antonyms
• Affixes and base words
• Classification
• Context clues
• Denotation and connotation
Tenth Grade
Students will
1. Apply appropriate strategies to interpret
various types of reading materials.
• Textual
• Functional
• Recreational
Examples: recognizing
symbolism, using context clues, following directions, recognizing cause and
effect, identifying sequence
2.
Exhibit the habit of reading for a substantial amount of time daily,
including assigned and self-selected materials at their independent and
instructional levels.
3. Read for a variety of purposes.
• Practical information
Examples: newspapers,
catalogs, directions
• Survival
Examples: weather reports,
posted warnings
• Pleasure
Examples: short stories, novels, magazines
4. Demonstrate reading improvement gained through
substantial amounts of daily reading.
5. Exhibit familiarity with American literature to 1900 and related world literature representing a variety of cultures.
6. Identify examples of differences in language
usage among several authors.
Examples: Phyllis Wheatley,
William Cullen Bryant, William Bradford
7.
Recognize characterization as a means of expressing various ideas and
ways of interacting.
8. Determine how authors use imagery,
symbolism, dialogue, and plot to express meaning.
Examples: stereotypes, archetypes
9. Recognize elements of plot in print form as well as in movies and plays.
• Exposition
• Conflict
• Rising action
• Climax
• Denouement
10. Recognize fallacies of logic in written, oral, and
visual presentations.
Example: appeal to emotion or authority
11. Read and view nonprint and print media critically and
selectively.
Examples: applying a personal criterion to use of television, discerning the reliability of Internet information
12. Examine and report others’ ideas as represented in literature including dramatic productions.
• Summary
• Paraphrase
• Review
13.
Identify main ideas and supporting details from non-fictional reading.
14. Write in response to literature.
Examples: response journals, critical analyses
15. Demonstrate listening skills.
• Standard English
recognition
• Vocabulary development
• Dialects, slang, and jargon
16. Interact effectively in group situations.
Examples: phrasing of questions, respecting the rights of others, rephrasing for clarification
17. Apply personal study skills.
• Predicting
• Summarizing
• Skimming and scanning
• Underlining
• Notetaking
• Outlining
• Classifying
• Listening actively
• Reviewing with partner
• Recognizing genre
• Recognizing author style
18. Apply the principles of standard English by adjusting vocabulary and style to suit the occasion.
• Formal
• Informal
- Slang
- Dialect
- Jargon
• Tone
• Tempo
• Nonverbal behaviors
- Eye contact
- Gestures
19. Produce thoughtful compositions through improved use of phases in the writing process.
• Prewriting
• Drafting
• Revising
• Editing*
• Publishing
*See content standard 20 for specific concepts.
20. Demonstrate knowledge of language terminology and
application of the concepts.
• Capitalization
- Proper nouns and adjectives
- Regions of the country
- Books, works of art, videos,
ships, buildings
- Courtesy titles
• Punctuation
- Commas for items in a series,
compound sentences, friendly letter salutation, direct address, introductory
adverb clauses, nonrestrictive appositives and phrases including parenthetical
expressions, and with dialogue
- Apostrophes for possession
(singular and plural)
- Periods for abbreviations
- Underlining or italicizing for
certain titles
- Quotation marks for certain
titles and for dialogue
- Ellipses
- Parentheses
- Hyphens
- Colons
- Semicolons
• Grammar, usage, and
spelling
- Subject-verb agreement
- Noun and verb forms
- Pronoun-antecedent agreement
- Avoidance of double negatives,
fragments, run-ons, comma splices, shifts in verb tense (all)
- Phrases and clauses
- Appropriate subordination
- Placement of modifiers
- Pronoun case, number, and
gender
- Parallel structure in lists or
series, clauses, phrases
- Word choice for vividness and
clarity
- Preference for active voice
-
Spelling of commonly confused words
21. Conduct individual research using all aspects of the
research process.
• Managing information
Examples: locating, selecting,
retrieving, evaluating
• Documenting information
Example: correct
use of copyrighted materials
• Organizing information
Examples: presentation method,
following a style sheet
• Presenting information
Examples: the I-Search paper,
a career-search paper
22. Use available technology related to English language
arts.
23. Write in a variety of modes for many purposes and
audiences.
• Modes
- Description
- Narration
- Exposition
- Persuasion
• Purposes
- Entertainment
- Information
- Persuasion
• Audiences
Examples: peers, parents,
local organizations, prospective employers
24. Demonstrate a mastery of paragraph structures.
Examples: comparison and contrast, persuasion, explanation
25. Write to clarify and to organize thoughts and ideas.
26. Speak successfully in a variety of situations.
• Controlling anxiety
• Clarifying through word choice
Examples: telling personal anecdotes, reporting on current events, reading personal poems
27. Organize for orderly informal debates.
Example: transplanted Europeans versus Native Americans
28. Participate in dramatic activities as a means of sharing ideas and feelings.
29. Display an extended vocabulary.
• Common foreign words and terms
• Specialized and technical terms
• Analogies
• Formal and informal
30. Use audiovisual aids in presentations.
Eleventh
Grade
Students will
1. Read selections by American authors and
secondary sources by literary critics (1900 to the present).Read for a variety
of purposes using appropriate strategies to comprehend.
Examples: identifying themes or
main idea, outlining, drawing conclusions, determining cause and effect, using
context clues, following directions, identifying sequence
2. Exhibit the habit of reading for a
substantial amount of time daily, including assigned and self-selected materials
at their independent and instructional levels.
3. Demonstrate reading improvement gained through substantial amounts of daily reading.
4. Recognize masterful use of language.
Examples: word choice, parallelism in structure
5. Read selections by American authors and secondary sources by literary critics (1900 to the present).
6. Evaluate effectiveness of literary devices in poetry and prose.
7. Recognize the style of selected American authors (1900 to the present).
Examples: Ernest Hemingway, Langston Hughes, Alice Walker, Amy Tan
8. Apply critical reading skills with
expository, editorial, and narrative materials recognizing aspects that affect
meaning.
• Propaganda
• Bias
• Tone
• Mood
• Logical fallacies
9. Differentiate points of view.
Examples: respecting opposing opinions, recognizing implied meanings, making group decisions in an orderly fashion
10. Compare content and literary form among several
selections of anthologized literature and among selected student writings.
Examples: poetic form, novel structure, point of view
11. Apply critical reading and viewing skills to analysis of print and nonprint media.
• Universal interest
• Artistic value and literary elements
• Propaganda content
• Audience appropriateness
12. Employ critical listening skills in class discussions, lectures, and speeches—noting aspects that affect meaning.
• Main idea
• Supporting ideas
• Bias
• Propaganda
• Fallacious thinking
13. Discern the organizational patterns and transitional devices in written materials and in oral or visual presentations.
14. Exhibit an effective personal study style.
Examples: previewing, predicting, taking notes, summarizing
15. Justify personal opinions about authors, issues, styles, and trends in American literature.
16. Explain personal selections in reading material by describing preferences in authors’ styles.
17. Describe the general development of American literature emphasizing twentieth-century writings.
Examples: chronology, genre, style, theme
18. Demonstrate vocabulary development in reading comprehension, writing, and speaking.
19. Produce an essay or speech imitating the style of a successful author or public figure.
Examples: descriptive passages by Annie Dillard; parallel sentence structures of Martin L. King, Jr.; personal point of view of Henry D. Thoreau
20. Apply specific evaluation procedures to one’s own reading, studying, and writing*.
Examples: using a teacher-developed checklist, responding to teacher’s comments in a response journal
21. Demonstrate proficiency in using language terminology
and in applying language concepts.
• Capitalization
• Punctuation
Commas for items in a series,
direct address, nonrestrictive appositives and phrases including parenthetical
expressions, introductory adverb clauses, nominative absolutes, and direct
quotations
Apostrophe for possessives
Periods for abbreviations
Underlining or italicizing
certain titles
Quotation marks for direct
quotation and for certain titles
Ellipses
Parentheses
Hyphens including suspended
hyphens
- Slashes
- Colons
- Semicolons
• Grammar, usage, and
spelling
- Subject-verb agreement
including in subjunctive mood and with noun clause as subject
- Noun and verb forms
- Pronoun-antecedent agreement
- Avoidance of double negatives,
fragments, run-ons, comma splices, shifts in verb tense, passive voice,
redundancy, ambiguity, stilted or artificial language, and homonym confusion
- Appropriate subordination
- Placement of modifiers
- Pronoun case, number, and
gender
- Parallelism of all types
- Use of numerals or words
22. Conduct individual research using all aspects of the
research process.
• Managing information
Examples: locating, selecting,
retrieving, evaluating
• Documenting information
Example: correct
use of copyrighted materials
• Organizing information
Examples: supporting a thesis,
following a style sheet, selecting a presentation method
• Presenting information
Examples: literary topic,
career study, historical research
23. Demonstrate proficiency in using available technology for expression and learning.
24. Participate constructively in classroom and small-group discussion.
• Listening
• Speaking
25. Participate in informal debate.
26. Demonstrate appropriate interview skills.
• Planning
• Participating
• Responding
27. Write for a variety of purposes, audiences, and
occasions both formal and informal.
28. Write for practical and personal purposes.
Examples: résumés, applications, forms, editorials, speeches, advertisements, business and friendly letters, essays, journals, diaries
29. Write creatively in a variety of genres.
Examples: poetry, prose, drama
30. Use literary devices in poetry, narratives, and exposition.
• Figurative language
• Analogy
31. Adjust tone, word choice, and content when participating
in interviews for various purposes.
Examples: job interviews, research interviews
32. Produce effective, planned oral presentations.
• Word choice
• Logical and valid
content
• Poise
• Tone
• Mood
Examples: book reports, oral interpretations, reports on events, critiques of television documentaries
Twelfth
Grade
Students will
1. Comprehend a variety of reading materials by
applying appropriate strategies.
Examples: identifying the
tone, mood, theme or main idea, and supporting details; representing
organizational structure with a graphic organizer; noting figurative language
2. Exhibit the habit of reading for a
substantial amount of time daily, including assigned and self-selected
materials at their independent and instructional levels.
3. Demonstrate reading improvement gained through substantial amounts of daily reading.
4. Read for pleasure and research selections from British literature.
5. Recognize tone, diction, imagery, figurative language, and mood through inferential and interpretive reading, listening, and viewing.
6. Characterize the styles of selected authors.
Examples: use of figures of speech, literary devices
7. Evaluate literature for its historical significance, moral significance, and universality.
8. Apply critical and creative thinking when selecting nonprint or print media for viewing or reading.
9. Recall the general historical development of language and literature in the British Isles.
• Anglo-Saxon
• Middle English
• Modern English
Example: explaining the etymology of wyrd in the context of Beowulf
10. Listen effectively in a wide range of circumstances.
11. Formulate strategies to locate, select, and evaluate
research materials.
• Primary and secondary
sources
• Library research
Examples: computerized data,
cataloging systems, Reader’s Guide, reference books
• Databases
12. Demonstrate mastery of effective study skills.
13. Synthesize information from primary and secondary sources for research.
14. Interpret and evaluate oral and written material.
15. Express effectively opinions about literary topics in group discussions.
16. Articulate others’ positions as expressed in lecture, speech, film, informal debate, and group discussion.
Examples: identifying tone, mood, and implied meaning; understanding body language; exhibiting body language of an active listener; applying appropriate strategies of one’s learning style
17. Respond critically to argument.
Examples: group discussion, conferences, debates, media advertisements, editorials
18. Employ the research process to support a thesis.
• Managing information
Examples: locating, selecting,
retrieving, evaluating
• Documenting information
Example: correct
use of copyrighted materials
• Organizing information
Examples: selecting
a presentation method, following a style sheet
• Presenting information
Example: literature-based
research paper
19. Use available modern technology for a variety of
communication purposes.
Examples: e-mail, Internet,
databases, multimedia presentation programs
20. Ask and answer questions coherently and concisely.
21. Write for a variety of purposes.
Examples: editorials, reports,
poetry, critical essays, advertisements, résumés, creative
writing, personal writing
22. Write for specific audiences.
Examples: prospective employers, peers, community
23. Demonstrate mastery of language terms and applications
of concepts.
• Capitalization and
spelling
• Punctuation
- Commas for items in a series, direct
address, nonrestrictive appositives and phrases, introductory adverb clauses,
nominative absolutes, and direct quotations
- Periods for abbreviations
- Underlining or italicizing of
certain titles
- Quotation marks for direct
quotation and for certain titles
- Ellipses
- Parentheses
- Hyphens including suspended
hyphens
- Slashes
- Colons
- Semicolons
• Grammar and usage
- Subject-verb agreement with
compound subject, with intervening phrases, with noun clause as subject, and in
subjunctive mood
- Noun and verb forms
- Pronoun-antecedent agreement
- Avoidance of double negatives,
fragments, run-ons, comma splices, shifts in verb tense, passive voice,
redundancy, ambiguity, and stilted or artificial language
- Appropriate subordination
- Placement of modifiers
- Pronoun case, number, and
gender
- Parallelism of all types
- Use of numerals or words
- Hyphenation of number and noun
modifiers
Example: two-piece suit
24. Revise and edit written drafts applying conventions of standard English.*
*See content standard 23 for specific concepts.
25. Write to clarify opinions and interpretations.
26. Use precise vocabulary in writing and speaking.
27. Apply conventions of standard English, appropriate
diction, and proper tone in class discussions.
28. Produce formal oral presentations for a variety of
purposes.
Examples: persuading, entertaining, informing, explaining