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May 6, 2007
MyStudyHall.com is a knowledge-based,
academic website because we believe students must know information
before they can apply it.
Below are the English / Language Arts / Reading (Grades 4 – 12)
education standards for the state of Florida (draft version). The elements highlighted in yellow
indicate the Florida Education Standards which are either covered directly =
or
indirectly in MyStudyHall.com.
Nearly all of the content on MyStudyHall.com relates to the
Reading Process
Concepts of Print
Grade 4 &=
nbsp;
The student will:
LA.4.1.4.1 =
; recognize knowledge of spelling patterns;
LA.4.1.4.2 =
; use
structural analysis; and
LA.4.1.4.3 =
; use
language structure to read multi-syllabic words in text.
Grade 5 &n=
bsp;
&nb=
sp; The
student will:
LA.5.1.4.1 =
; understand spelling patterns;
LA.5.1.4.2 =
; recognize
structural analysis; and
LA.5.1.4.3 =
; use
language structure to read multi-syllabic words in text.
Fluency
Grade 4 &=
nbsp;
The student will:
LA.4.1.5.1 =
; demonstrate
the ability to read grade level text; and
LA.4.1.5.2 adjust read=
ing
rate based on purpose, text difficulty, form, and style.
Grade 5 &=
nbsp;
The student will:
LA.5.1.5.1 =
; demonstrate
the ability to read grade level text; and
LA.5.1.5.2 adjust read=
ing
rate based on purpose, text difficulty, form, and style.
Grade 6 &=
nbsp;
LA.6.1.5.1 The student=
will
adjust reading rate based on purpose, text difficulty, form, and style.
Grade 7 &=
nbsp;
LA.7.1.5.1 The studen=
t will
adjust reading rate based on purpose, text difficulty, form, and style.
Grade 8 &=
nbsp;
LA.8.1.5.1 The studen=
t will
adjust reading rate based on purpose, text difficulty, form, and style.
Grades 9-10
LA.910.1.5.1 The
student will adjust reading rate based on purpose, text difficulty, form, a=
nd
style.
Grades 11–12 =
LA.1112.1.5.1 =
;
The student will adjust reading rate based on purpose, text difficulty, for=
m,
and style.
Vocabulary Development&=
nbsp;
Grade 4 =
;
=
&nb=
sp; The student will:
LA.4.1.6.1 use new voc=
abulary
that is introduced and taught directly;
LA.4.1.6.2 listen to, read, and discuss familiar and conceptually
challenging text;
LA.4.1.6.3 use context=
clues
to determine meanings of unfamiliar words;
LA.4.1.6.4 categorize key vocabulary and identify salient feature=
s;
LA.4.1.6.5 relate new vocabulary to familiar words;
LA.4.1.6.6 identify “shades of meaning” in related wo=
rds
(e.g., blaring, loud);
LA.4.1.6.7 use meaning=
of
familiar base words and affixes to determine meanings of unfamiliar complex
words;
LA.4.1.6.8 use knowled=
ge of
antonyms, synonyms, homophones, and homographs to determine meanings of wor=
ds;
LA.4.1.6.9 determine t=
he
correct meaning of words with multiple meanings in context; and
LA.4.1.6.10 det=
ermine
meanings of words and alternate word choices by using a dictionary, thesaur=
us,
and digital tools.
Grade 5 =
;
=
&nb=
sp; The student will:
LA.5.1.6.1 use new
vocabulary that is introduced and taught directly;
LA.5.1.6.2 listen to, read, and discuss familiar and conceptually
challenging text;
LA.5.1.6.3 use context=
clues
to determine meanings of unfamiliar words;
LA.5.1.6.4 categorize key vocabulary and identify salient feature=
s;
LA.5.1.6.5 relate new vocabulary to familiar words;
LA.5.1.6.6 identify “shades of meaning” in related wo=
rds
(e.g., blaring, loud);
LA.5.1.6.7 use meaning=
of
familiar base words and affixes to determine meanings of unfamiliar complex
words;
LA.5.1.6.8 use knowled=
ge of
antonyms, synonyms, homophones, and homographs to determine meanings of wor=
ds;
LA.5.1.6.9 determine the correct meaning of words with multiple
meanings in context;
LA.5.1.6.10 determine meanings of w=
ords,
pronunciation, parts of speech, etymologies, and alternate word choices by
using a dictionary, thesaurus, and digital tools; and
LA.5.1.6.11 use meaning of familiar=
roots
and affixes derived from Greek and Latin to determine meanings of unfamiliar
complex words.
Grade 6 =
;
=
&nb=
sp; The student will:
LA.6.1.6.1 use new
vocabulary that is introduced and taught directly;
LA.6.1.6.2 listen to, read, and discuss familiar and conceptually
challenging text;
LA.6.1.6.3 use context=
clues
to determine meanings of unfamiliar words;
LA.6.1.6.4 categorize key vocabulary and identify salient feature=
s;
LA.6.1.6.5 relate new vocabulary to familiar words;
LA.6.1.6.6 distinguish denotative and connotative meanings of wor=
ds;
LA.6.1.6.7 identify and understand the meaning of conceptually ad=
vanced
prefixes, suffixes, and root words;
LA.6.1.6.8 identify advanced word/phrase relationships and their
meanings;
LA.6.1.6.9 determine the correct meaning of words with multiple
meanings in context;
LA.6.1.6.10 determine meanings of w=
ords,
pronunciation, parts of speech, etymologies, and alternate word choices by
using a dictionary, thesaurus, and digital tools; and
LA.6.1.6.11 &=
nbsp; identify the meaning of words and phrases derived from=
Greek
and Latin mythology (e.g., mercurial, Achilles' heel) and identify frequent=
ly
used words from other languages (e.g., laissez faire, croissant).
Grade 7 =
;
=
&nb=
sp; The student will:
LA.7.1.6.1 use new
vocabulary that is introduced and taught directly;
LA.7.1.6.2 listen to, read, and discuss familiar and conceptually
challenging text;
LA.7.1.6.3 use context=
clues
to determine meanings of unfamiliar words;
LA.7.1.6.4 categorize key vocabulary and identify salient feature=
s;
LA.7.1.6.5 relate new vocabulary to familiar words;
LA.7.1.6.6 distinguish denotative and connotative meanings of wor=
ds;
LA.7.1.6.7 identify and understand the meaning of conceptually ad=
vanced
prefixes, suffixes, and root words;
LA.7.1.6.8 identify advanced word/phrase relationships and their
meanings;
LA.7.1.6.9 determine the correct meaning of words with multiple
meanings in context;
LA.7.1.6.10 determine meanings of w=
ords,
pronunciation, parts of speech, etymologies, and alternate word choices by
using a dictionary, thesaurus, and digital tools; and
LA.7.1.6.11 &=
nbsp; identify the meaning of words and phrases derived from
Anglo-Saxon, Greek, and Latin mythology.
Grade 8 =
;
=
&nb=
sp; The student will:
LA.8.1.6.1 use new
vocabulary that is introduced and taught directly;
LA.8.1.6.2 listen to, read, and discuss familiar and conceptually
challenging text;
LA.8.1.6.3 use context=
clues
to determine meanings of unfamiliar words;
LA.8.1.6.4 categorize key vocabulary and identify salient feature=
s;
LA.8.1.6.5 relate new vocabulary to familiar words;
LA.8.1.6.6 distinguish denotative and connotative meanings of wor=
ds;
LA.8.1.6.7 identify and understand the meaning of conceptually ad=
vanced
prefixes, suffixes, and root words;
LA.8.1.6.8 &n=
bsp; identify the meaning of words and phrases derived from
Anglo-Saxon, Greek, and Latin mythology;
LA.8.1.6.9 &n=
bsp; identify advanced word/phrase relationships and their
meanings;
LA.8.1.6.10 determine the correct m=
eaning
of words with multiple meanings in context; and
LA.8.1.6.11 det=
ermine
meanings of words, pronunciation, parts of speech, etymologies, and alterna=
te
word choices by using a dictionary, thesaurus, and digital tools.
Grades 9-10
=
&nb=
sp; The
student will:
LA.910.1.6.1 use new vocabulary that is introduc=
ed and
taught directly;
LA.910.1.6.2 listen t=
o, read,
and discuss familiar and conceptually challenging text;
LA.910.1.6.3 use context clues to determine mean=
ings
of unfamiliar words;
LA.910.1.6.4 categorize key
vocabulary and identify salient features;
LA.910.1.6.5 relate n=
ew
vocabulary to familiar words;
LA.910.1.6.6 distinguish
denotative and connotative meanings of words;
LA.910.1.6.7 identify=
and
understand the meaning of conceptually advanced prefixes, suffixes, and root
words;
LA.910.1.6.8 identify
advanced word/phrase relationships and their meanings;
LA.910.1.6.9 determine the
correct meaning of words with multiple meanings in context;
LA.910.1.6.10 &=
nbsp; determine
meanings of words, pronunciation, parts of speech, etymologies, and alterna=
te
word choices by using a dictionary, thesaurus, and digital tools; and
LA.910.1.6.11 =
; identify the meaning of words and phrases from other
languages commonly used by writers of English (e.g., ad hoc, post facto, RS=
VP).
Grades 11–12 =
=
&nb=
sp; The student will:
LA.1112.1.6.1 &=
nbsp; use
new vocabulary that is introduced and taught directly;
LA.1112.1.6.2 &=
nbsp; listen to, read, and discuss familiar and conceptually
challenging text;
LA.1112.1.6.3 &=
nbsp; use
context clues to determine meanings of unfamiliar words;
LA.1112.1.6.4 &=
nbsp; categorize key vocabulary and identify salient feature=
s;
LA.1112.1.6.5 &=
nbsp; relate new vocabulary to familiar words;
LA.1112.1.6.6 &=
nbsp; distinguish denotative and connotative meanings of wor=
ds;
LA.1112.1.6.7 &=
nbsp; identify and understand the meaning of conceptually ad=
vanced
prefixes, suffixes, and root words;
LA.1112.1.6.8 =
; identify the meaning of unfamiliar terms in political
science and medicine derived from Greek and Latin words (e.g., oligarchy,
homeopathic);
LA.1112.1.6.9 &=
nbsp; identify advanced word/phrase relationships and their
meanings;
LA.1112.1.6.10
LA.1112.1.6.11
Reading Comprehension
Grade 4 &=
nbsp;
The student will:
LA.4.1.7.1 identify the purpose of text features (e.g., format,
graphics, sequence, diagrams, illustrations, charts, maps);
LA.4.1.7.2 identify the
author’s purpose (e.g., to inform, entertain, explain) in text and ho=
w an
author's perspective influences text;
LA.4.1.7.3 determine
explicit ideas and information in grade-level text, including but not limit=
ed
to main idea, relevant supporting details, implied message, inferences,
chronological order of events, summarizing, and paraphrasing;
LA.4.1.7.4 identify cause-and-effect relationships in text;
LA.4.1.7.5 identify th=
e text
structure an author uses (e.g., comparison/contrast, cause/effect, sequence=
of
events) and explain how it impacts meaning in text;
LA.4.1.7.6 identify themes or topics across a variety of fiction =
and
non-fiction selections;
LA.4.1.7.7 compare and
contrast elements in multiple texts (e.g., setting, characters, problems); =
and
LA.4.1.7.8 use strateg=
ies to
repair comprehension of grade-appropriate text when self-monitoring indicat=
es
confusion, including but not limited to rereading, checking context clues,
predicting, summarizing, questioning, and clarifying by checking other sour=
ces.
Grade 5 =
;
=
&nb=
sp; The student will:
LA.5.1.7.1 explain the purpose of text features (e.g., format,
graphics, diagrams, illustrations, charts, and maps), use prior knowledge to
make and confirm predictions, and establish a purpose for reading;
LA.5.1.7.2 identify the
author’s purpose (e.g., to persuade, inform, entertain, explain) and =
how
an author’s perspective influences text;
LA.5.1.7.3 determine the main idea or essential message in grade-=
level
text through inferring, paraphrasing, summarizing, and identifying relevant
details;
LA.5.1.7.4 identify cause-and-effect relationships in text;
LA.5.1.7.5 identify th=
e text
structure an author uses (e.g., comparison/contrast, cause/effect, sequence=
of
events) and explain how it impacts meaning in text;
LA.5.1.7.6 identify themes or topics across a variety of fiction =
and
non-fiction selections;
LA.5.1.7.7 compare and
contrast elements in multiple texts (e.g., setting, characters, problems); =
and
LA.5.1.7.8 use strateg=
ies to
repair comprehension of grade-appropriate text when self-monitoring indicat=
es confusion,
including but not limited to rereading, checking context clues, predicting,
note-making, summarizing, using graphic and semantic organizers, questionin=
g,
and clarifying by checking other sources.
Grade 6 &=
nbsp;
The student will:
LA.6.1.7.1 use backgro=
und
knowledge of subject and related content areas, prerea=
ding
strategies, graphic representations, and knowledge of text structure to make
and confirm complex predictions of content, purpose, and organization of a
reading selection;
LA.6.1.7.2 analyze the
author’s purpose (e.g., to persuade, inform, entertain, or explain) a=
nd
perspective in a variety of texts and understand how they effect meaning;
LA.6.1.7.3 determine the main idea or essential message in grade-=
level
text through inferring, paraphrasing, summarizing, and identifying relevant
details;
LA.6.1.7.4 identify cause-and-effect relationships in text;
LA.6.1.7.5 analyze a variety of text structures (e.g.,
comparison/contrast, cause/effect, chronological order, argument/support,
lists) and text features (main headings with subheadings) and explain their
impact on meaning in text;
LA.6.1.7.6 &n=
bsp; analyze and evaluate similar themes or topics by diffe=
rent
authors across a variety of fiction and non-fiction selections;
LA.6.1.7.7 compare and
contrast elements in multiple texts (e.g., setting, characters, and problem=
s);
and
LA.6.1.7.8 use strateg=
ies to
repair comprehension of grade-appropriate text when self-monitoring indicat=
es
confusion, including but not limited to rereading, checking context clues,
predicting, note-making, summarizing, using graphic and semantic organizers,
questioning, and clarifying by checking other sources.
Grade 7 =
;
=
&nb=
sp; The student will:
LA.7.1.7.1 use backgro=
und
knowledge of subject and related content areas, prerea=
ding
strategies, graphic representations, and knowledge of text structure to make
and confirm complex predictions of content, purpose, and organization of a
reading selection;
LA.7.1.7.2 analyze the
author’s purpose (e.g., to persuade, inform, entertain, explain) and
perspective in a variety of texts and understand how they effect meaning;
LA.7.1.7.3 determine t=
he
main idea or essential message in grade-level or higher texts through
inferring, paraphrasing, summarizing, and identifying relevant details;
LA.7.1.7.4 identify cause-and-effect relationships in text;
LA.7.1.7.5 analyze a variety of text structures (e.g.,
comparison/contrast, cause/effect, chronological order, argument/support,
lists) and text features (main headings with subheadings) and explain their
impact on meaning in text;
LA.7.1.7.6 &n=
bsp; analyze and evaluate similar themes or topics by diffe=
rent
authors across a variety of fiction and non-fiction selections;
LA.7.1.7.7 compare and
contrast elements in multiple texts (e.g., setting, characters, problems); =
and
LA.7.1.7.8 use strateg=
ies to
repair comprehension of grade-appropriate text when self-monitoring indicat=
es
confusion, including but not limited to rereading, =
checking
context clues, predicting, note-making, summarizing, using graphic and sema=
ntic
organizers, questioning, and clarifying by checking other sources.
Grade 8 &=
nbsp;
The
student will:
LA.8.1.7.1 use backgro=
und
knowledge of subject and related content areas, prerea=
ding
strategies, graphic representations, and knowledge of text structure to make
and confirm complex predictions of content, purpose, and organization of a
reading selection;
LA.8.1.7.2 analyze the author’s purpose and/or perspective =
in a
variety of texts and understand how they effect meaning;
LA.8.1.7.3 determine t=
he main
idea or essential message in grade-level or higher texts through inferring,
paraphrasing, summarizing, and identifying relevant details;
LA.8.1.7.4 identify cause-and-effect relationships in text;
LA.8.1.7.5 analyze a variety of text structures (e.g.,
comparison/contrast, cause/effect, chronological order, argument/support,
lists) and text features (main headings with subheadings) and explain their
impact on meaning in text;
LA.8.1.7.6 &n=
bsp; analyze and evaluate similar themes or topics by diffe=
rent
authors across a variety of fiction and non-fiction selections;
LA.8.1.7.7 compare and
contrast elements in multiple texts (e.g., setting, characters, and problem=
s);
and
LA.8.1.7.8 use strateg=
ies to
repair comprehension of grade-appropriate text when self-monitoring indicat=
es
confusion, including but not limited to rereading, checking context clues,
predicting, note-making, summarizing, using graphic and semantic organizers,
questioning, and clarifying by checking other sources.
Grades 9-10
=
&nb=
sp; The student will:
LA.910.1.7.1 use background knowledge of subject=
and
related content areas, prereading strategies (e=
.g.,
previewing, discussing, generating questions), text features, and text
structure to make and confirm complex predictions of content, purpose, and
organization of a reading selection;
LA.910.1.7.2 analyze =
the
author’s purpose and/or perspective in a variety of text and understa=
nd
how they effect meaning;
LA.910.1.7.3 determine the main idea or essential
message in grade-level or higher texts through inferring, paraphrasing,
summarizing, and identifying relevant details;
LA.910.1.7.4 identify
cause-and-effect relationships in text;
LA.910.1.7.5 analyze a
variety of text structures (e.g., comparison/contrast, cause/effect,
chronological order, argument/support, lists) and text features (main headi=
ngs
with subheadings) and explain their impact on meaning in text;
LA.910.1.7.6 analyze and evaluate similar themes or topics by diffe=
rent
authors across a variety of fiction and non-fiction selections;
LA.910.1.7.7 compare and contrast elements in mu=
ltiple
texts (e.g., setting, characters, and problems); and
LA.910.1.7.8 use strategies to repair comprehens=
ion of
grade-appropriate text when self-monitoring indicates confusion, including =
but
not limited to rereading, checking context clues, predicting, note-making,
summarizing, using graphic and semantic organizers, questioning, and clarif=
ying
by checking other sources.
Grades 11–12 =
=
&nb=
sp; The student will:
LA.1112.1.7.1 &=
nbsp; use
background knowledge of subject and related content areas, prereading
strategies (e.g., previewing, discussing, generating questions), text featu=
res,
and text structure to make and confirm complex predictions of content, purp=
ose,
and organization of a reading selection;
LA.1112.1.7.2 &=
nbsp; analyze the author’s purpose and/or perspective =
in a
variety of text and understand how they effect meaning;
LA.1112.1.7.3 &=
nbsp; determine
the main idea or essential message in grade-level or higher texts through
inferring, paraphrasing, summarizing, and identifying relevant details and
facts;
LA.1112.1.7.4 &=
nbsp; identify cause-and-effect relationships in text;
LA.1112.1.7.5 &=
nbsp; analyze a variety of text structures (e.g.,
comparison/contrast, cause/effect, chronological order, argument/support,
lists) and text features (main headings with subheadings) and explain their
impact on meaning in text;
LA.1112.1.7.6 =
; analyze and evaluate similar themes or topics by diffe=
rent
authors across a variety of fiction and non-fiction selections;
LA.1112.1.7.7 &=
nbsp; compare
and contrast elements in multiple texts (e.g., setting, characters, and
problems); and
LA.1112.1.7.8 &=
nbsp; use
strategies to repair comprehension of grade-appropriate text when
self-monitoring indicates confusion, including but not limited to rereading=
, checking
context clues, predicting, note-making, summarizing, using graphic and sema=
ntic
organizers, questioning, and clarifying by checking other sources.
Literary Analysis
Fiction
Grade 4 =
;
=
&nb=
sp; The student will:
LA.4.2.1.1 &n=
bsp; read
and distinguish among the genres and sub-genres =
of
fiction, nonfiction, poetry, drama, and media;
LA.4.2.1.2 identify and explain the elements of plot structure,
including exposition, setting, character development, problem/resolution, a=
nd
theme in a variety of fiction;
LA.4.2.1.3 identify and
explain how language choice helps to develop mood and meaning in poetry (e.=
g.,
sensory and concrete words as well as figurative language);
LA.4.2.1.4 identify an author’s theme, and use details from=
the
text to explain how the author developed that theme;
LA.4.2.1.5 respond to,
discuss, and reflect on various literary selections, connecting text to self
(personal connection),=
text to world (social connection), text to text (comparison a=
mong
multiple texts);
LA.4.2.1.6 write a book report, review, or critique that identifi=
es the
main idea, character(s), setting, sequence of events, conflict, crisis, and
resolution;
LA.4.2.1.7 identify and
explain an author’s use of descriptive, idiomatic, and figurative
language (e.g., personification, similes, metaphors, symbolism), and examine
how it is used to describe people, feelings, and objects;
LA.4.2.1.8 recognize t=
hat
vocabulary and language patterns have changed in literary texts from the pa=
st
to the present; and
LA.4.2.1.9 select a ba=
lance
of age- and ability-appropriate fiction materials to read (e.g., novels,
mysteries, mythology, poetry), based on teacher recommendations, to continue
building a core foundation of knowledge.
Grade 5 &=
nbsp;
The student will:
LA.5.2.1.1 &n=
bsp; demonstrate knowledge of the characteristics of various
genres (e.g., poetry, fiction, short story, dramatic literature) as forms w=
ith
distinct characteristics and purposes;
LA.5.2.1.2 locate and
analyze the elements of plot structure, including exposition, setting, char=
acter
development, rising/falling action, problem/resolution, and the=
me in
a variety of fiction;
LA.5.2.1.3 &n=
bsp; demonstrate how rhythm and repetition as well as descr=
iptive
and figurative language help to communicate meaning in a poem;
LA.5.2.1.4 identify an author’s theme, and use details from=
the
text to explain how the author developed that theme;
LA.5.2.1.5 demonstrate an understanding of a literary selection, =
and
depending on the selection, include evidence from the text, personal
experience, and comparison to other text/media;
LA.5.2.1.6 write a book
report, review, or critique that identifies the main idea, character(s),
setting, sequence of events, conflict, crisis, and resolution;
LA.5.2.1.7 identify and
explain an author’s use of descriptive, idiomatic, and figurative
language (e.g., personification, similes, metaphors, symbolism), and examine
how it is used to describe people, feelings, and objects;
LA.5.2.1.8 explain cha=
nges
in the vocabulary and language patterns of literary texts written across
historical periods; and
LA.5.2.1.9 use interes=
t and
recommendations of other to select a balance of age- and ability-appropriate
fiction materials to read (e.g., novels, historical fiction, mythology, poe=
try)
to expand the core foundation of knowledge necessary to function as a fully
literate member of a shared culture.
Grade 6 =
;
=
&nb=
sp; The student will:
LA.6.2.1.1 &n=
bsp; demonstrate knowledge of the characteristics of various
genres (e.g., poetry, fiction, short story, dramatic literature) as forms w=
ith distinct
characteristics and purposes;
LA.6.2.1.2 locate and
analyze the elements of plot structure, including exposition, setting,
character development, rising/falling action, conflict/resolution, and th=
eme in
a variety of fiction;
LA.6.2.1.3 &n=
bsp; locate
and analyze the effects of sound, meter, figurative and descriptive languag=
e,
graphics (illustrations), and structure (e.g., line length, fonts, word
placement) to communicate mood and meaning;
LA.6.2.1.4 &n=
bsp; identify and explain recurring themes across a variety=
of
works (e.g., bravery, friendship, loyalty, good vs. evil);
LA.6.2.1.5 develop an interpretation of a selection around several
clear ideas, premises, or images, and justify the interpretation through
sustained used of examples and contextual evidence;
LA.6.2.1.6 write a book report, review, or critique that compares=
two
or more works by the same author;
LA.6.2.1.7 locate and
analyze an author's use of allusions and descriptive, idiomatic, and figura=
tive
language in a variety of literary text, identifying how word choice sets the
author's tone and advances the work's theme;
LA.6.2.1.8 compare language patterns and vocabulary of contempora=
ry
texts to those of historical texts;
LA.6.2.1.9 explain how
ideas, values, and themes of a literary work often reflect the historical
period in which it was written; and
LA.6.2.1.10 use interest and
recommendation of others to select a balance of age- and ability-appropriate
fiction materials to read (e.g., novels, historical fiction, mythology, poe=
try)
to expand the core foundation of knowledge necessary to function as a fully
literate member of a shared culture.
Grade 7 =
;
=
&nb=
sp; The
student will:
LA.7.2.1.1 &n=
bsp; identify and analyze the characteristics of various ge=
nres
(e.g., poetry, fiction, short story, dramatic literature) as forms with
distinct characteristics and purposes;
LA.7.2.1.2 locate and
analyze elements of characterization, setting, and plot, including rising
action, conflict, resolution, theme, and other literary elements as appropr=
iate
in a variety of fiction;
LA.7.2.1.3 locate and analyze various literary devices (e.g., sou=
nd,
meter, figurative and descriptive language), graphics, and structure contri=
bute
to the mood and meaning in poetry;
LA.7.2.1.4 &n=
bsp; identify and analyze recurring themes across a variety=
of
works (e.g., bravery, friendship, loyalty, good vs. evil);
LA.7.2.1.5 develop an
interpretation of a selection around several clear ideas, premises, or imag=
es,
developing and justifying the interpretation through sustained used of exam=
ples
and contextual evidence;
LA.7.2.1.6 &n=
bsp; compare the illustration of the same theme in two diff=
erent
literary genres, using their structural features as the basis for the
comparison (e.g., novel and play, poem and short story);
LA.7.2.1.7 locate and
analyze an author's use of allusions and descriptive, idiomatic, and figura=
tive
language in a variety of literary text, identifying how word choice is used=
to
appeal to the reader's senses and emotions, providing evidence from text to
support the analysis;
LA.7.2.1.8 explain how ideas, values, and themes of a literary wo=
rk
often reflect the historical period in which it was written;
LA.7.2.1.9 describe ch=
anges
in the English language over time, and support these descriptions with exam=
ples
from literary texts; and
LA.7.2.1.10 use interest and
recommendation of others to select a balance of age- and ability-appropriate
fiction materials to read (e.g., novels, historical fiction, mythology, poe=
try)
to expand the core foundation of knowledge necessary to function as a fully
literate member of a shared culture.
Grade 8 &=
nbsp;
The student will:
LA.8.2.1.1 &n=
bsp; identify,
analyze, and compare the characteristics of various genres (e.g., poetry,
fiction, short story, dramatic literature) as forms chosen by an author to
accomplish a purpose;
LA.8.2.1.2 locate and
analyze elements of characterization, setting, and plot, including rising
action, conflict, resolution, theme, and other literary elements as appropr=
iate
in a variety of fiction;
LA.8.2.1.3 locate and analyze various literary devices (e.g., sou=
nd,
meter, figurative and descriptive language), graphics, and structure contri=
bute
to the mood and meaning in poetry;
LA.8.2.1.4 identify and analyze universal themes and symbols acro=
ss
genres and historical periods, and explain their significance;
LA.8.2.1.5 develop an
interpretation of a selection around several clear ideas, premises, or imag=
es,
developing and justifying the interpretation through sustained used of exam=
ples
and contextual evidence;
LA.8.2.1.6 &n=
bsp; compare literary texts that
express a universal theme, providing textual evidence (e.g., examples, deta=
ils,
quotations) as support for the identified theme;
LA.8.2.1.7 locate and
analyze an author's use of allusions and descriptive, idiomatic, and figura=
tive
language in a variety of literary text, identifying how word choice is used=
to
appeal to the reader's senses and emotions, providing evidence from text to
support the analysis;
LA.8.2.1.8 explain how ideas, values, and themes of a literary wo=
rk
often reflect the historical period in which it was written;
LA.8.2.1.9 identify,
analyze, and compare the differences in English language patterns and
vocabulary choices of contemporary and historical texts; and
LA.8.2.1.10 use interest and
recommendation of others to select a balance of age and ability appropriate
fiction materials to read (e.g., novels, historical fiction, =
mythology,
poetry) to expand the core foundation of knowledge necessary to function as=
a
fully literate member of a shared culture.
Grades 9-10
=
&nb=
sp; The student will:
LA.910.2.1.1 read,
analyze, and compare historically and culturally significant works of
literature, identifying the relationships among the major genres (e.g., poe=
try,
fiction, nonfiction, short story, dramatic literature, essay) and the liter=
ary
devices unique to each, and analyze how they support and enhance the theme =
and
main ideas of the text;
LA.910.2.1.2 read, analyze, and compare a variet=
y of
traditional, classical, and contemporary literary works, and identify the
literary elements of each (e.g., setting, plot, characterization, conflict)=
;
LA.910.2.1.3 explain
how meaning is enhanced through various features of poetry, including sound
(e.g., rhythm, repetition, alliteration, consonance, assonance), structure
(e.g., meter, rhyme scheme), and graphic elements (e.g., line length,
punctuation, word position);
LA.910.2.1.4 identify and analyze universal themes and symbols acro=
ss
genres and historical periods, and explain their significance;
LA.910.2.1.5 describe,
discuss, and analyze an author’s use of literary elements (i.e., them=
e,
point of view, characterization, setting, plot), and explain and analyze
different elements of figurative language (i.e., simile, metaphor,
personification, hyperbole, symbolism, allusion, and imagery) in multiple
literary selections;
LA.910.2.1.6 create a complex, multi-genre respo=
nse to
the reading of two or more literary works, describing and analyzing an
author’s use of literary elements (i.e., theme, point of view,
characterization, setting, plot), figurative language (i.e., simile, metaph=
or, personification,
hyperbole, symbolism, allusion, imagery), and analyzing an author’s
development of time and sequence through the use of complex literary devices
such as foreshadowing and flashback;
LA.910.2.1.7 analyze, interpret, and evaluate an
author's use of descriptive language (e.g., tone, irony, mood, imagery, pun,
alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism,
metaphor, personification, hyperbole), common idioms, and mythological and
literary allusions, and explain how they impact meaning in a variety of tex=
ts;
LA.910.2.1.8 explain =
how
ideas, values, and themes of a literary work often reflect the historical
period in which it was written;
LA.910.2.1.9 describe changes in the English lan=
guage
over time, and support these descriptions with examples from literary texts;
and
LA.910.2.1.10 &=
nbsp; select
a variety of age- and ability-appropriate fiction materials to read based on
knowledge of authors’ styles, themes, and genres to expand the core
foundation of knowledge necessary to connect topics and function as a fully
literate member of a shared culture.
Grades 11–12 &=
nbsp;
The
student will:
LA.1112.2.1.1 =
; read,
analyze, and compare historically and culturally significant works of
literature, identifying the relationships among the major genres (e.g., poe=
try,
fiction, nonfiction, short story, dramatic literature, essay) and the liter=
ary
devices unique to each, and analyze how they support and enhance the theme =
and
main ideas of the text;
LA.1112.2.1.2 =
; read,
analyze, and compare a variety of traditional, classical, and contemporary
literary works, and identify the literary elements of each (e.g., setting,
plot, characterization, conflict);
LA.1112.2.1.3 =
; analyze, compare, evaluate, and interpret poetry for t=
he effects
of various literary devices, graphics, structure, and theme to convey mood,
meaning, and aesthetic qualities;
LA.1112.2.1.4 =
; analyze the way in which the theme or meaning of a sel=
ection
represents a view or comment on life, providing textual evidence for the
identified theme;
LA.1112.2.1.5 =
; analyze
and discuss characteristics of subgenres (e.g., satire, parody, allegory) t=
hat
overlap or cut across the lines of genre classifications such as poetry, no=
vel,
drama, short story, essay or editorial;
LA.1112.2.1.6 &=
nbsp; create
a complex, multi-genre response to the reading of two or more literary works
using multiple critical perspectives (e.g., historical, archetypal, social),
describing and analyzing an author’s use of literary elements (i.e.,
theme, point of view, characterization, setting, plot), figurative language
(i.e., simile, metaphor, personification, hyperbole, symbolism, allusion, a=
nd
imagery), and analyzing an author’s development of time and sequence =
(e.g, through the use of complex literary devices such=
as
foreshadowing and flashback);
LA.1112.2.1.7 =
; analyze,
interpret, and evaluate an author's use of descriptive language (e.g., tone,
irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative
language (e.g., symbolism, metaphor, personification, hyperbole), common
idioms, and mythological and literary allusions, and explain how they impact
meaning in a variety of texts with an emphasis on how they evoke reader's
emotions;
LA.1112.2.1.8 &=
nbsp; explain how ideas, values, and themes of a literary wo=
rk
often reflect the historical period in which it was written;
LA.1112.2.1.9 &=
nbsp; describe
changes in the English language over time, and support these descriptions w=
ith
examples from literary texts; and
LA.1112.2.1.10
Non-Fiction
Grade 4 =
;
=
&nb=
sp; The student will:
LA.4.2.2.1 locate, explain, and use information from text features
(e.g., table of contents, glossary, headings, charts, graphs, diagrams,
illustrations);
LA.4.2.2.2 use informa=
tion
from the text to answer questions related to explicitly stated main ideas or
relevant details;
LA.4.2.2.3 organize information to show an understanding of main =
ideas
within a text through charting, mapping, or summarizing;
LA.4.2.2.4 identify and
explain the functions and characteristics of a variety of types of text (e.=
g.,
reference, children’s newspapers, practical/functional texts); and
LA.4.2.2.5 select a ba=
lance
of age- and ability-appropriate non-fiction materials to read (e.g.,
biographies and topical areas, such as animals, science, history), based on
teacher recommendations, to continue building a core foundation of knowledg=
e.
Grade 5 =
;
=
&nb=
sp; The student will:
LA.5.2.2.1 locate, explain, and use information from text features
(e.g., table of contents, glossary, index, transition words/phrases, headin=
gs,
subheadings, charts, graphs, illustrations);
LA.5.2.2.2 use informa=
tion
from the text to answer questions related to explicitly stated main ideas or
relevant details;
LA.5.2.2.3 organize information to show understanding (i.e.,
representing main ideas within text through charting, mapping, paraphrasing=
, or
summarizing);
LA.5.2.2.4 identify the
characteristics of a variety of types of text (e.g., reference, newspapers,
practical/functional texts); and
LA.5.2.2.5 use interes=
t and
recommendations of others to select a balance of age and ability appropriate
non-fiction materials to read (e.g., biographies and topical areas, such as
animals, science, history) to continue building a core foundation of knowle=
dge.
Grade 6 &=
nbsp;
The student will:
LA.6.2.2.1 locate, use, and analyze specific information from
organizational text features (e.g., table of contents, headings, captions, =
bold
print, italics, glossaries, indices, key/guide words);
LA.6.2.2.2 use informa=
tion
from the text to answer questions related to the main idea or relevant deta=
ils,
maintaining chronological or logical order;
LA.6.2.2.3 organize information to show understanding (i.e.,
representing main ideas within text through charting, mapping, paraphrasing,
summarizing, or comparing/contrasting);
LA.6.2.2.4 identify the
characteristics of a variety of types of non-fiction text (e.g., reference
works, newspapers, biographies, procedures, instructions, practical/functio=
nal
texts); and
LA.6.2.2.5 use interes=
t and
recommendation of others to select a variety of age- and ability-appropriate
non-fiction materials (e.g., biographies and topical areas, such as science,
music, art, history, sports, current events) to expand the core knowledge
necessary to connect topics and function as a fully literate member of a sh=
ared
culture.
Grade 7 =
;
=
&nb=
sp; The student will:
LA.7.2.2.1 locate, use, and analyze specific information from
organizational text features (e.g., table of contents, headings, captions, =
bold
print, italics, glossaries, indices, key/guide words);
LA.7.2.2.2 use informa=
tion
from the text to state the main idea and/or provide relevant details;
LA.7.2.2.3 organize information to show understanding (i.e.,
representing main ideas within text through charting, mapping, paraphrasing,
summarizing, or comparing/contrasting);
LA.7.2.2.4 identify the
characteristics of a variety of types of text and how they are alike and
LA.7.2.2.5 use interes=
t and
recommendation of others to select a variety of age- and ability-appropriate
non-fiction materials (e.g., biographies and topical areas, such as science,
music, art, history, sports, current events) to expand the core knowledge
necessary to connect topics and function as a fully literate member of a sh=
ared
culture.
Grade 8 =
;
=
&nb=
sp; The student will:
LA.8.2.2.1 locate, use, and analyze specific information from
organizational text features (e.g., table of contents, headings, captions, =
bold
print, italics, glossaries, indices, key/guide words);
LA.8.2.2.2 synthesize and use information from the text to state =
the
main idea or provide relevant details;
LA.8.2.2.3 organize information to show understanding or relation=
ships
among facts, ideas, and events (i.e., representing key points within text
through charting, mapping, paraphrasing, summarizing, or
comparing/contrasting);
LA.8.2.2.4 identify and
analyze the characteristics of a variety of types of text (e.g., reference
works, reports, technical manuals, newspapers, magazines, biographies,
periodicals, procedures, instructions, practical/functional texts); and
LA.8.2.2.5 use interes=
t and
recommendation of others to select a variety of age- and ability-appropriate
non-fiction materials (e.g., biographies and topical areas, such as science,
music, art, history, sports, current events) to expand the core knowledge
necessary to connect topics and function as a fully literate member of a sh=
ared
culture.
Grades 9-10
The student will:
LA.910.2.2.1 analyze and evaluate information fr=
om
text features (e.g., transitional devices, table of contents, glossary, ind=
ex,
bold or italicized text, headings, charts and graphs, illustrations,
subheadings);
LA.910.2.2.2 use information from the text to an=
swer
questions or to state the main idea or provide relevant details;
LA.910.2.2.3 organize the information to show
understanding or relationships among facts, ideas, and events (i.e.,
representing key points within text through charting, mapping, paraphrasing,
summarizing, comparing, contrasting, or outlining);
LA.910.2.2.4 identify and analyze the characteri=
stics
of a variety of types of text (e.g., references, reports, technical manuals,
articles, editorials, primary source historical documents, periodicals, job=
-related
materials, practical/functional text); and
LA.910.2.2.5 select a variety of age- and
ability-appropriate non-fiction materials (e.g., biographies and topical ar=
eas,
such as science, music, art, history, sports, current events) to expand the=
core
knowledge necessary to connect topics and function as a fully literate memb=
er
of a shared culture.
Grades 11–12 =
=
&nb=
sp; The student will:
LA.1112.2.2.1 &=
nbsp; analyze
and evaluate information from text features (e.g., transitional devices, ta=
ble
of contents, glossary, index, bold or italicized text, headings, charts and
graphs, illustrations, subheadings);
LA.1112.2.2.2 &=
nbsp; use
information from the text to answer questions or to state the main idea or
provide relevant details;
LA.1112.2.2.3 &=
nbsp; organize the information to show understanding or
relationships among facts, ideas, and events (e.g., representing key points
within text through charting, mapping, paraphrasing, summarizing, comparing,
contrasting, outlining);
LA.1112.2.2.4 &=
nbsp; identify
and analyze the characteristics of a variety of types of text (e.g.,
references, reports, technical manuals, articles, editorials, primary source
historical documents, periodicals, job-related materials, practical/functio=
nal
text); and
LA.1112.2.2.5 &=
nbsp; select
a variety of age- and ability-appropriate non-fiction materials (e.g.,
biographies and topical areas, such as science, music, art, history, sports,
current events) to expand the core knowledge necessary to connect topics and
function as a fully literate member of a shared culture.
Writing Process
Pre-Writing
Grade 4
=
&nb=
sp; The student will prewrite by:
LA.4.3.1.1 generating =
ideas
from multiple sources (e.g., text, brainstorming, graphic organizer, drawin=
g,
writer’s notebook, group discussion) based upon teacher-directed topi=
cs
and personal interests;
LA.4.3.1.2 determining=
the
purpose (e.g., to entertain, to inform, to communicate, to persuade) and the
intended audience of a writing piece; and
LA.4.3.1.3 organizing =
ideas
using strategies and tools (e.g., technology, graphic organizer, KWL chart,
log) to make a plan for writing that prioritizes ideas and addresses the ma=
in
idea and logical sequence.
Grade 5 &=
nbsp;
The student will prewrite by:
LA.5.3.1.1 generating =
ideas
from multiple sources (e.g., text, brainstorming, graphic organizer, drawin=
g,
writer’s notebook, group discussion, printed material) based upon
teacher-directed topics and personal interests;
LA.5.3.1.2 determining=
the
purpose (e.g., to entertain, to inform, to communicate, to persuade) and
intended audience of a writing piece; and
LA.5.3.1.3 organizing =
ideas
using strategies and tools (e.g., technology, graphic organizer, KWL chart,
log) to make a plan for writing that prioritizes ideas and addresses main i=
dea,
logical sequence, and the time needed to complete the task.
Grade 6 =
;
=
&nb=
sp; The student will prewrite by:
LA.6.3.1.1 generating =
ideas
from multiple sources (e.g., prior knowledge, discussion with others,
writer’s notebook, research materials, or other reliable sources), ba=
sed
upon teacher-directed topics and personal interests;
LA.6.3.1.2 making a pl=
an for
writing that prioritizes ideas, addresses purpose, audience, main idea, and
logical sequence; and
LA.6.3.1.3 using
organizational strategies and tools (e.g., technology, outline, chart, tabl=
e,
graph, web, story map) to make a plan for writing that prioritizes ideas and
addresses purpose, audience, main idea, and logical sequence.=
Grade 7 =
;
=
&nb=
sp; The student will prewrite by:
LA.7.3.1.1 generating =
ideas
from multiple sources (e.g., prior knowledge, discussion with others,
writer’s notebook, research materials, or other reliable sources) bas=
ed
upon teacher-directed topics and personal interests;
LA.7.3.1.2 making a pl=
an for
writing that addresses purpose, audience, main idea, and logical sequence; =
and
LA.7.3.1.3 using
organizational strategies and tools (e.g., technology, outline, chart, tabl=
e,
graph, Venn Diagram, web, story map, plot pyrami=
d) to
develop a personal organizational style.
Grade 8 &=
nbsp;
The student will prewrite by:
LA.8.3.1.1 generating =
ideas
from multiple sources (e.g., prior knowledge, discussion with others,
writer’s notebook, research materials, or other reliable sources) bas=
ed
upon teacher-directed topics and personal interests;
LA.8.3.1.2 making a pl=
an for
writing that addresses purpose, audience, main idea, logical sequence, and =
time
frame for completion: and
LA.8.3.1.3 using
organizational strategies and tools (e.g., technology, spreadsheet, outline,
chart, table, graph, Venn Diagram, web, story ma=
p,
plot pyramid) to develop a personal organizational style.
Grades 9-10
=
&nb=
sp; The student will prewrite by:
LA.910.3.1.1 generating ideas from multiple sour=
ces
(e.g., brainstorming, notes, journals, discussion, research materials or ot=
her
reliable sources) based upon teacher-directed topics and personal interests=
;
LA.910.3.1.2 making a plan for writing that addr=
esses
purpose, audience, a controlling idea, logical sequence, and time frame for
completion; and
LA.910.3.1.3 using organizational strategies and=
tools
(e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a pe=
rsonal
organizational style.
Grades 11–12 =
=
&nb=
sp; The student will prewrite by:
LA.1112.3.1.1 &=
nbsp; generating
ideas from multiple sources (e.g., brainstorming, notes, journals, discussi=
on,
research materials or other reliable sources) based upon teacher-directed
topics and personal interests;
LA.1112.3.1.2 &=
nbsp; making
a plan for writing that addresses purpose, audience, a controlling idea,
logical sequence, and time frame for completion; and
LA.1112.3.1.3 &=
nbsp; using
organizational strategies and tools (e.g., technology, spreadsheet, outline,
chart, table, graph, Venn Diagram, web, story ma=
p,
plot pyramid) to develop a personal organizational style.
Drafting
Grade 4
&=
nbsp; The
student will draft writing by:
LA.4.3.2.1 using a pre-writing plan to focus on the main idea with ample
development of supporting details that shows an understanding of facts and/=
or
opinions;
LA.4.3.2.2 organizing
information into a logical sequence and combining or deleting sentences to
enhance clarity; and
LA.4.3.2.3 creating
interesting leads through the use of quotations, questions, or descriptions=
.
Grade 5 =
;
=
&nb=
sp; The student will draft wri=
ting
by:
LA.5.3.2.1 using a
pre-writing plan to focus on the main idea with ample development of suppor=
ting
details, elaborating on organized information using descriptive language,
supporting details, and word
choices appropriate to the selected tone and mood;
LA.5.3.2.2 organizing
information into a logical sequence and combining or deleting sentences to
enhance clarity; and
LA.5.3.2.3 creating
interesting leads by studying the leads of professional authors and
experimenting with various types of leads (e.g., an astonishing fact, a
dramatic scene).
Grade 6 &=
nbsp;
The student will draft wri=
ting
by:
LA.6.3.2.1 developing =
main
ideas from the pre-writing plan using primary and secondary sources appropr=
iate
to purpose and audience, elaborating on organized information using descrip=
tive
language, supporting details, and word choices appropriate to the selected =
tone
and mood;
LA.6.3.2.2 organizing
information into a logical sequence and combining or deleting sentences to
enhance clarity; and
LA.6.3.2.3 analyzing
language techniques of professional authors (e.g., point of view, establish=
ing
mood) to enhance the use of descriptive language and word choices.
Grade 7 =
;
=
&nb=
sp; The student will draft wri=
ting
by:
LA.7.3.2.1 developing =
main
ideas from the pre-writing plan using primary and secondary sources appropr=
iate
to the purpose and audience,
elaborating on organized information using descriptive language,
supporting details, and word
choices appropriate to the selected tone and mood;
LA.7.3.2.2 organizing
information into a logical sequence and combining or deleting sentences to
enhance clarity; and
LA.7.3.2.3 analyzing
language techniques of professional authors (including concrete and abstract
word choices), and infusing a variety of language techniques to reinforce
voice.
Grade 8 =
;
=
&nb=
sp; The student will draft wri=
ting
by:
LA.8.3.2.1 developing =
ideas from
the pre-writing plan using primary and secondary sources appropriate to the
purpose and audience;
LA.8.3.2.2 establishin=
g a
logical organizational pattern with supporting details that are substantial,
specific, and relevant; and
LA.8.3.2.3 analyzing l=
anguage
techniques of professional authors (rhythm, varied sentence structure) to
develop a personal style, demonstrating a command of language with freshnes=
s of
expression.
Grades 9-10
=
&nb=
sp; The student will draft wri=
ting
by:
LA.910.3.2.1 developing ideas from the pre-writi=
ng
plan using primary and secondary sources appropriate to the purpose and
audience;
LA.910.3.2.2 establishing a logical organization=
al
pattern with supporting details that are substantial, specific, and relevan=
t;
and
LA.910.3.2.3 analyzing language techniques of
professional authors (e.g., figurative language, denotation, and connotatio=
n)
to establish a personal style, demonstrating a command of language with
confidence of expression.
Grades 11–12 =
=
&nb=
sp; The student will draft wri=
ting
by:
LA.1112.3.2.1 &=
nbsp; developing
ideas from the pre-writing plan using primary and secondary sources appropr=
iate
to the purpose and audience;
LA.1112.3.2.2 &=
nbsp; establishing
a logical organizational pattern with supporting details that are substanti=
al,
specific, and relevant; and
LA.1112.3.2.3 &=
nbsp; analyzing
language techniques of professional authors (e.g., figurative language,
denotation, and connotation) to establish a personal style, demonstrating a
command of language with conviction of expression.
Revising <= o:p>
Grade 4 =
;
=
&nb=
sp; The student will revise by=
:
LA.4.3.3.1 evaluating =
the
draft for development of ideas and content, logical organization, voice (e.=
g.,
formal or informal), point of view, word choice, and sentence variation;
LA.4.3.3.2 creating cl=
arity
by deleting extraneous or repetitious information and organizing and connec=
ting
related ideas (e.g., order of importance, chronological order,
compare/contrast, repetition of words for emphasis);
LA.4.3.3.3 creating
precision and interest by expressing ideas vividly through varied language
techniques (e.g., imagery, simile, metaphor, sensory language) and modifying
word choices using resources and reference materials (e.g., dictionary,
thesaurus); and
LA.4.3.3.4 &n=
bsp; applying
appropriate tools or strategies to evaluate and refine the draft (e.g., peer
review, checklists, rubrics).
Grade 5 &=
nbsp;
The student will revise by=
:
LA.5.3.3.1 evaluating =
the
draft for development of ideas and content, logical organization, voice, po=
int
of view, word choice, and sentence variation;
LA.5.3.3.2 creating cl=
arity
and logic by deleting extraneous or repetitious information and tightening =
plot
or central idea through the use of sequential organization, appropriate
transitional phrases, and introductory phrases and clauses that vary rhythm=
and
sentence structure;
LA.5.3.3.3 creating
precision and interest by expressing ideas vividly through varied language
techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory languag=
e,
connotation, denotation) and modifying word choices using resources and
reference materials (e.g., dictionary, thesaurus); and
LA.5.3.3.4 &n=
bsp; applying
appropriate tools or strategies to evaluate and refine the draft (e.g., peer
review, checklists, rubrics).
Grade 6 =
;
=
&nb=
sp; The student will revise by=
:
LA.6.3.3.1 evaluating =
the
draft for development of ideas and content, logical organization, voice, po=
int
of view, word choice, and sentence variation;
LA.6.3.3.2 creating cl=
arity
and logic by rearranging words, sentences, and paragraphs, adding transitio=
nal
words, incorporating sources directly and indirectly into writing, using
generalizations where appropriate, and connecting conclusion to ending (e.g=
.,
use of the circular ending);
LA.6.3.3.3 creating
precision and interest by expressing ideas vividly through multiple language
techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory languag=
e,
connotation, denotation) and modifying word choices using resources and
reference materials (e.g., dictionary, thesaurus); and
LA.6.3.3.4 &n=
bsp; applying
appropriate tools or strategies to evaluate and refine the draft (e.g., peer
review, checklists, rubrics).
Grade 7 =
;
=
&nb=
sp; The student will revise by=
:
LA.7.3.3.1 evaluating =
the
draft for development of ideas and content, logical organization, voice, po=
int
of view, word choice, and sentence variation;
LA.7.3.3.2 creating cl=
arity
and logic by rearranging words, sentences, and paragraphs and developing
relationships among ideas;
LA.7.3.3.3 creating
precision and interest by using a variety of sentence structures (including=
the
use of participles and participial phrases at the beginning and end of
sentences), creative language devices, and modifying word choices using
resources and reference materials (e.g., dictionary, thesaurus); and=
LA.7.3.3.4 &n=
bsp; applying
appropriate tools or strategies to evaluate and refine the draft (e.g., peer
review, checklists, rubrics).
Grade 8 =
;
=
&nb=
sp; The student will revise by=
:
LA.8.3.3.1 evaluating =
the
draft for development of ideas and content, logical organization, voice, po=
int
of vies, word choice, and sentence variation;
LA.8.3.3.2 creating cl=
arity
and logic by maintaining central theme, idea, or unifying point and develop=
ing
relationships among ideas;
LA.8.3.3.3 creating
precision and interest by elaborating ideas through supporting details (e.g=
.,
facts, statistics, expert opinions, anecdotes), a variety of sentence
structures, creative language
devices, and modifying word choices using resources and reference materials
(e.g., dictionary, thesaurus); and
LA.8.3.3.4 applying
appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rub=
rics).
Grades 9-10
The student will revise by=
:
LA.910.3.3.1 evaluating the draft for developmen=
t of
ideas and content, logical organization, voice, point of view, word choice,=
and
sentence variation;
LA.910.3.3.2 creating clarity and logic by maint=
aining
central theme, idea, or unifying point and developing meaningful relationsh=
ips
among ideas;
LA.910.3.3.3 creating precision and interest by
elaborating ideas through supporting details (e.g., facts, statistics, expe=
rt
opinions, anecdotes), a variety of sentence structures, creative language
devices, and modifying word choices using resources and reference materials
(e.g., dictionary, thesaurus) to select more effective and precise language;
and
LA.910.3.3.4 applying
appropriate tools or strategies to evaluate and refine the draft (e.g., peer
review, checklists, rubrics). Grades 11–12 =
=
&nb=
sp; The student will revise by=
: LA.1112.3.3.1 &=
nbsp; evaluating
the draft for development of ideas and content, logical organization, voice=
, point
of view, word choice, and sentence variation; LA.1112.3.3.2 &=
nbsp; creating
clarity and logic by maintaining central theme, idea, or unifying point and
developing meaningful relationships among ideas; LA.1112.3.3.3 &=
nbsp; creating
precision and interest by elaborating ideas through supporting details (e.g=
.,
facts, statistics, expert opinions, anecdotes), a variety of sentence
structures, creative language devices, and modifying word choices using
resources and reference materials (e.g., dictionary, thesaurus) to select m=
ore
effective and precise language; and LA.1112.3.3.4 =
; applying
appropriate tools or strategies to evaluate and refine the draft (e.g., peer
review, checklists, rubrics). Editing for Standard Language Conventions Grade 4 =
; =
&nb=
sp; The student edits writing =
for
grammar and language conventions, including the correct use of: LA.4.3.4.1 spelling, u=
sing
spelling rules, orthographic patterns, and generalizations (e.g., r-control=
led,
diphthong, consonant digraphs, vowel digraphs, silent e, plural for words
ending in –y, doubling final consonant, i
before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and
using a dictionary, thesaurus, or other resources as necessary; LA.4.3.4.2 capitalizat=
ion
for proper nouns, including titles used with someone’s name, initials,
and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.); LA.4.3.4.3 punctuation,
including end punctuation, apostrophes, commas, colons, quotation marks in
dialogue, and apostrophes in singular possessives; LA.4.3.4.4 present and=
past
verb tense, noun-pronoun agreement, noun-verb agreement, subjective and
objective pronouns, demonstrative pronouns and conjunctions; LA.4.3.4.5 subject/ver=
b and
noun/pronoun agreement in simple and compound sentences; and LA.4.3.4.6 end punctua=
tion
for declarative, interrogative, imperative, and exclamatory sentences. Grade 5 &=
nbsp; =
&nb=
sp; The student edits writing =
for
grammar and language conventions, including the correct use of: LA.5.3.4.1 spelling, u=
sing
spelling rules, orthographic patterns, generalizations, knowledge of root
words, prefixes, suffixes, and knowledge of Greek and Latin root words and
using a dictionary, thesaurus, or other resources as necessary; LA.5.3.4.2 capitalizat=
ion,
including literary titles, nationalities, ethnicities, languages, religions=
, geographic
names and places; LA.5.3.4.3 punctuation,
including commas in clauses, hyphens, and in cited sources, including
quotations for exact words from sources; LA.5.3.4.4 the four ba=
sic
parts of speech (nouns, verbs, adjectives, adverbs), and subjective, object=
ive,
and demonstrative pronouns and singular and plural possessives of nouns; an=
d LA.5.3.4.5 subject/ver=
b and
noun/pronoun agreement in simple and compound sentences. Grade 6 =
; =
&nb=
sp; The student edits writing =
for grammar
and language conventions, including the correct use of: LA.6.3.4.1 spelling, u=
sing
spelling rules, orthographic patterns, generalizations, knowledge of root
words, prefixes, suffixes, and knowledge of Greek and Latin root words and
using a dictionary, thesaurus, or other resources as necessary; LA.6.3.4.2 capitalizat=
ion,
including major words in titles of books, plays, movies, and television
programs; LA.6.3.4.3 punctuation=
in
simple, compound, and complex sentences, including appositives and appositi=
ve
phrases, and in cited sources, including quotations for exact words from
sources; LA.6.3.4.4 the eight p=
arts
of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,
interjection); and LA.6.3.4.5 consistency=
in
verb tense in
simple, compound, and complex sentences. Grade 7 &=
nbsp; The
student edits writing for grammar and language conventions, including the
correct use of: LA.7.3.4.1 spelling, u=
sing
spelling rules, orthographic patterns, generalizations, knowledge of root
words, prefixes, suffixes, and knowledge of Greek and Latin root words and
using a dictionary, thesaurus, or other resources as necessary; LA.7.3.4.2 capitalizat=
ion,
including regional names (e.g., East Coast), historical events and document=
s; LA.7.3.4.3 punctuation=
of sentence
structures, including participles and participial phrases, colon in
introductory lists and to punctuate business letter salutations, semicolon =
in
compound sentences, dash for additional emphasis or information, and
apostrophes for plural possessives; LA.7.3.4.4 the eight p=
arts
of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,
interjection), regular and irregular verbs, and pronoun agreement; and LA.7.3.4.5 &n=
bsp; consistency in verb tense in=
simple,
compound, and complex sentences. Grade 8 =
; =
&nb=
sp; The student edits writing =
for
grammar and language conventions, including the correct use of: LA.8.3.4.1 spelling, u=
sing
spelling rules, orthographic patterns, generalizations, knowledge of root
words, prefixes, suffixes, and knowledge of Greek and Latin root words and
using a dictionary, thesaurus, or other resources as necessary; LA.8.3.4.2 capitalizat=
ion,
including names of academic courses (e.g., Algebra I) and proper adjectives
(e.g., German shepherd, Italian restaurant); LA.8.3.4.3 punctuation,
including commas, colons, semicolons, quotation marks, and apostrophes; LA.8.3.4.4 the eight p=
arts
of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,
interjection), regular and irregular verbs, and pronoun agreement; and LA.8.3.4.5 subject/verb
agreement, noun/pronoun agreement. Grades 9-10 =
&nb=
sp; The student edits writing =
for
grammar and language conventions, including the correct use of: LA.910.3.4.1 spelling, using spelling rules, ort=
hographic
patterns, generalizations, knowledge of root words, prefixes, suffixes,
knowledge of Greek, Latin, and Anglo-Saxon root words, and knowledge of for=
eign
words commonly used in English (laissez faire, croissant); LA.910.3.4.2 punctuation, including commas, colo=
ns,
semicolons, apostrophes, dashes, quotation marks, and underlining or italic=
s; LA.910.3.4.3 possessives, subject/verb agreement,
comparative and superlative adjectives and adverbs, and noun/pronoun agreem=
ent;
and LA.910.3.4.4 sentence formation, including absol=
utes
and absolute phrases, infinitives and infinitive phrases, and use of fragme=
nts
for effect. Grades 11–12 =
=
&nb=
sp; The student edits writing =
for
grammar and language conventions, including the correct use of: LA.1112.3.4.1 &=
nbsp; spelling,
using spelling rules, orthographic patterns, generalizations, knowledge of =
root
words, prefixes, suffixes, knowledge of Greek, Latin, and Anglo-Saxon root
words, and knowledge of foreign words commonly used in English (laissez fai=
re,
croissant); LA.1112.3.4.2 &=
nbsp; punctuation,
including commas, colons, semicolons, apostrophes, dashes, quotation marks,
parentheses, ellipses, brackets, and underlining or italics; LA.1112.3.4.3 &=
nbsp; grammar
and usage, including but not limited to parts of speech, verb tense,
noun/pronoun agreement, subject/verb agreement, pronoun/antecedent agreemen=
t,
parallel structure, modifier placement, comparative and superlative
adjectives and adverbs; and unintended shift in person or tense; and LA.1112.3.4.4 &=
nbsp; varied
sentence structure, including the elimination of dangling or misplaced
modifiers, run-on or fused sentences, and unintended sentence fragments. Publishing Grade 4 =
; =
&nb=
sp; The student will: LA.4.3.5.1 prepare writing using technology in a format appropria=
te to
audience and purpose (e.g., manuscript, multimedia); LA.4.3.5.2 use element=
s of
spacing and design to enhance the appearance of the document and add graphi=
cs
where appropriate; and LA.4.3.5.3 share the writing with the intended audience.
Grade 5 =
;
=
&nb=
sp; The student will:
LA.5.3.5.1 prepare writing using technology in a format appropria=
te to
audience and purpose (e.g., manuscript, multimedia);
LA.5.3.5.2 use element=
s of
spacing and design to enhance the appearance of the document and add graphi=
cs
where appropriate; and
LA.5.3.5.3 share the writing with the intended audience.
Grade 6 =
;
=
&nb=
sp; The student will:
LA.6.3.5.1 prepare writing using technology in a format appropria=
te to
audience and purpose (e.g., manuscript, multimedia);
LA.6.3.5.2 use element=
s of spacing
and design for graphics (e.g., tables, drawings, charts, graphs) when
applicable to enhance the appearance of the document; and
LA.6.3.5.3 share the writing with the intended audience.
Grade 7 =
;
=
&nb=
sp; The student will:
LA.7.3.5.1 prepare writing using technology in a format appropria=
te to
audience and purpose (e.g., manuscript, multimedia);
LA.7.3.5.2 use element=
s of
spacing and design for graphics (e.g., tables, drawings, charts, graphs) wh=
en
applicable to enhance the appearance of the document; and
LA.7.3.5.3 share the writing with the intended audience.
Grade 8 =
;
=
&nb=
sp; The student will:
LA.8.3.5.1 prepare writing using technology in a format appropria=
te to
audience and purpose (e.g., manuscript, multimedia);
LA.8.3.5.2 use element=
s of
spacing and design for graphics (e.g., tables, drawings, charts, graphs) wh=
en
applicable to enhance the appearance of the document; and
LA.8.3.5.3 share the writing with the intended audience.
Grades 9-10
=
&nb=
sp; The student will:
LA.910.3.5.1 prepare writing using technology in=
a format
appropriate to the purpose (e.g., for display, multimedia);
LA.910.3.5.2 include such techniques as principl=
e of
design (e.g., margins, tabs, spacing, and columns) and graphics (e.g.,
drawings, charts, graphs); and
LA.910.3.5.3 sharing with others, or submitting =
for
publication).
Grades 11–12 =
=
&nb=
sp; The student will:
LA.1112.3.5.1 &=
nbsp; prepare
writing using technology in a format appropriate to the purpose (e.g., for
display, multimedia);
LA.1112.3.5.2 &=
nbsp; include
such techniques as principle of design (e.g., margins, tabs, spacing, and
columns) and graphics (e.g., drawings, charts, graphs); and
LA.1112.3.5.3 &=
nbsp; sharing
with others, or submitting for publication).
Writing Applications
Creative <= o:p>
Grade 4 =
;
=
&nb=
sp; The
student will:
LA.4.4.1.1 &n=
bsp; write
narratives based on real or imagined ideas, events, or observations that
include characters, setting, plot, sensory details, a logical sequence of
events, and a context to enable the reader to imagine the world of the even=
t or
experience, and
LA.4.4.1.2 &n=
bsp; write
a variety of expressive forms (e.g., short story, poetry, skit, song lyrics)
that employ figurative language (e.g., simile, metaphor, onomatopoeia,
personification), rhythm, dialogue, characterization, plot, and/or appropri=
ate
format.
Grade 5 =
;
=
&nb=
sp; The
student will:
LA.5.4.1.1 write narra=
tives
that establish a situation and plot with rising action, conflict, and
resolution; and
LA.5.4.1.2 write a var=
iety
of expressive forms (e.g., fiction, short story, autobiography, science
fiction, haiku) that employ figurative language (e.g., simile, metaphor,
onomatopoeia, personification, hyperbole), rhythm, dialogue, characterizati=
on,
plot, and/or appropriate format.
Grade 6 =
;
=
&nb=
sp; The student will:
LA.6.4.1.1 write narra=
tive
accounts with an engaging plot (including rising action, conflict, climax,
falling action, and resolution) include a clearly described setting with
figurative language and descriptive words or phrases to enhance style and t=
one;
and
LA.6.4.1.2 write a variety of expressive forms (e.g., short play,=
song
lyrics, historical fiction, limericks) that employ figurative language, rhy=
thm,
dialogue, characterization, and/or appropriate format.
Grade 7 =
;
=
&nb=
sp; The student will:
LA.7.4.1.1 write narra=
tive
accounts with an engaging plot (including rising action, conflict, suspense,
climax, falling action, and resolution), and that use a range of appropriate
strategies and specific narrative action (e.g., dialogue, movement, gesture=
s,
expressions) and include effectively developed and complex characters, a
clearly described setting, figurative language, and descriptive words or
phrases to enhance style and tone; and
LA.7.4.1.2 write a var=
iety
of expressive forms (e.g., realistic fiction, one-act play, suspense story,
poetry) that according to the type of writing employed, incorporate figurat=
ive
language, rhythm, dialogue, characterization, plot, and appropriate format.=
Grade 8 =
;
=
&nb=
sp; The student will:
LA.8.4.1.1 write narra=
tive
accounts with an engaging plot (including rising action, conflict, suspense,
climax, falling action and resolution), and that use a range of appropriate
strategies and specific narrative action (e.g., dialogue, movement, gesture=
s,
expressions) and include well-chosen details using both narrative and
descriptive strategies (e.g., relevant dialogue, specific action, physical
description, background description, comparison/contrast of characters); an=
d
LA.8.4.1.2 write a var=
iety
of expressive forms (e.g., realistic fiction, one-act play, suspense story,
poetry) that according to the type of writing employed, incorporate figurat=
ive
language, rhythm, dialogue, characterization, plot, and appropriate format.=
Grades 9-10
=
&nb=
sp; The student will write in a
variety of expressive and reflective forms with:
LA.910.4.1.1 an engaging plot that use a range o=
f appropriate
strategies and specific narrative techniques (e.g., dialogue, internal
monologue, point of view), employ literary devices (e.g., irony, conceit,
imagery, flashback, foreshadowing, symbolism, allusion), and sensory
description; and
LA.910.4.1.2 incorporate
figurative language, emotions, gestures, rhythm, dialogue, characterization,
plot, and appropriate format.
Grades 11–12 =
=
&nb=
sp; The student will write in a
variety of expressive and reflective forms with:
LA.1112.4.1.1 &=
nbsp; an
engaging plot that use a range of appropriate strategies and specific narra=
tive
techniques (e.g., dialogue, internal monologue, point of view), employ lite=
rary
devices (e.g., irony, conceit, imagery, flashback, foreshadowing, symbolism,
allusion), and sensory description; and
LA.1112.4.1.2 &=
nbsp; incorporate figurative language, emotions, gestures, r=
hythm,
dialogue, characterization, plot, and appropriate format.
Informative
Grade 4 =
;
=
&nb=
sp; The student will:
LA.4.4.2.1 write in a
variety of informational/expository forms (e.g., summaries, procedures,
recipes, instructions, graphs/tables, experiments, rubrics, how-to manuals)=
;
LA.4.4.2.2 record
information (e.g., observations, notes, lists, charts, map labels, legends)
related to a topic, including visual aids as appropriate;
LA.4.4.2.3 write informational/expository essays that contain
introductory, body, and concluding paragraphs;
LA.4.4.2.4 write a var=
iety
of communications (e.g., friendly letters, thank-you notes, formal letters,
messages, invitations) that have a clearly stated purpose and that include =
the
date, proper salutation, body, closing and signature; and
LA.4.4.2.5 write simple directions to familiar locations using ca=
rdinal
directions, landmarks, and distances, and create an accompanying map.
Grade 5 =
;
=
&nb=
sp; The student will:
LA.5.4.2.1 write in a
variety of informational/expository forms (e.g., summaries, procedures,
instructions, experiments, rubrics, how-to manuals, assembly instructions);=
LA.5.4.2.2 record
information (e.g., observations, notes, lists, charts, map labels, legends)
related to a topic, including visual aids to organize and record informatio=
n on
charts, data tables, maps and graphs, as appropriate;
LA.5.4.2.3 write
informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding
paragraphs;
LA.5.4.2.4 write a var=
iety
of communications (e.g., friendly letters, thank-you notes, formal letters,
messages, invitations) that have a clearly stated purpose and that include =
the
date, proper salutation, body, closing and signature; and
LA.5.4.2.5 write directions to unfamiliar locations using cardina=
l and
ordinal directions, landmarks, and distances, and create an accompanying ma=
p.
Grade 6 &=
nbsp;
The student will:
LA.6.4.2.1 write in a =
variety
of informational/expository forms (e.g., summaries, procedures, instruction=
s,
experiments, rubrics, how-to manuals, assembly instructions);
LA.6.4.2.2 record
information (e.g., observations, notes, lists, charts, legends) related to a
topic, including visual aids to organize and record information and include=
a
list of sources used;
LA.6.4.2.3 write
informational/expository essays (e.g., process, description, explanation,
comparison/contrast, problem/solution) that include a thesis statement, sup=
porting
details, and introductory, body, and concluding paragraphs;
LA.6.4.2.4 write a var=
iety
of informal communications (e.g., friendly letters, thank-you notes,
messages) and formal communic=
ations
(e.g., conventional business letters, invitations) that follow a format and
that have a clearly stated purpose and that include the date, proper
salutation, body, closing and signature; and
LA.6.4.2.5 write directions to unfamiliar locations using cardina=
l and
ordinal directions, landmarks, and distances, and create an accompanying ma=
p.
Grade 7 =
;
=
&nb=
sp; The student will:
LA.7.4.3.1 write in a
variety of informational/expository forms (e.g., summaries, procedures,
instructions, experiments, rubrics, how-to manuals, assembly instructions);=
LA.7.4.3.2 record
information (e.g., observations, notes, lists, charts, legends) related to a
topic, including visual aids to organize and record information, as
appropriate, and attribute sources of information;
LA.7.4.3.3 write speci=
alized
informational/expository essays (e.g., process, description, explanation,
comparison/contrast, problem/solution) that include a thesis statement,
supporting details, an organizational structure particular to its type, and
introductory, body, and concluding paragraphs;
LA.7.4.3.4 write a var=
iety
of informal communications (e.g., friendly letters, thank-you notes,
messages) and formal communic=
ations
(e.g., conventional business letters, invitations) that follow a format and
that have a clearly stated purpose and that include the date, proper saluta=
tion,
body, closing and signature; and
LA.7.4.3.5 write detailed directions to unfamiliar locations using
cardinal and ordinal directions, landmarks, streets, and distances, and cre=
ate
an accompanying map.
Grade 8 =
;
=
&nb=
sp; The student will:
LA.8.4.2.1 write in a =
variety
of informational/expository forms (e.g., summaries, procedures, instruction=
s,
experiments, rubrics, how-to manuals, assembly instructions);
LA.8.4.2.2 record
information (e.g., observations, notes, lists, charts, legends) related to a
topic, including visual aids to organize and record information, as
appropriate, and attribute sources of information;
LA.8.4.2.3 write speci=
alized
informational/expository essays (e.g., process, description, explanation,
comparison/contrast, problem/solution) that include a thesis statement,
supporting details, an organizational structure particular to its type, and
introductory, body, and concluding paragraphs;
LA.8.4.2.4 write a var=
iety
of informal communications (e.g., friendly letters, thank-you notes,
messages) and formal communic=
ations
(e.g., conventional business letters, invitations) that follow a format and
that have a clearly stated purpose and that include the date, proper
salutation, body, closing and signature; and
LA.8.4.2.5 write detailed directions to unfamiliar locations using
cardinal and ordinal directions, landmarks, streets, and distances, and cre=
ate
an accompanying map.
Grades 9-10
=
&nb=
sp; The student will:
LA.910.4.3.1 write in a variety of
informational/expository forms, including a variety of technical documents
(e.g., how-to-manuals, procedures, assembly directions);
LA.910.4.3.2 record information and ideas from p=
rimary
and/or secondary sources accurately and coherently, noting the validity and
reliability of these sources and attributing sources of information;
LA.910.4.3.3 write informational/expository essa=
ys
that speculate on the causes and effects of a situation, establish the
connection between the postulated causes or effects, offer evidence support=
ing the
validity of the proposed causes or effects, and include introductory, body,=
and
concluding paragraphs;
LA.910.4.3.4 write a business letter and/or memo=
that
presents information purposefully and succinctly to meet the needs of the
intended audience
following a
conventional format (e.g., block, modified block, memo, email);
LA.910.4.3.5 write detailed travel directions and
design an accompanying graphic using the cardinal and ordinal directions,
landmarks, streets and highways, and distances; and
LA.910.4.3.6 write a
work-related document (e.g., application, resume, meeting minutes, memo, co=
ver
letter, letter of application, speaker introduction, letter of recommendati=
on).
Grades 11–12 =
=
&nb=
sp; The student will:
LA.1112.4.3.1 &=
nbsp; write
in a variety of informational/expository forms, including documents using
precise technical and scientific vocabulary (e.g., manuals, procedures,
directions);
LA.1112.4.3.2 &=
nbsp; record
information and ideas from primary and/or secondary sources accurately and =
coherently,
noting the validity and reliability of these sources and attributing source=
s of
information;
LA.1112.4.3.3 &=
nbsp; write
informational/expository essays that speculate on the causes and effects of=
a
situation, establish the connection between the postulated causes or effect=
s,
offer evidence supporting the validity of the proposed causes or effects, a=
nd
include introductory, body, and concluding paragraphs;
LA.1112.4.3.4 &=
nbsp; write
a business letter and/or memo that presents information purposefully and su=
ccinctly
to meet the needs of the intended audience following a conventional fo=
rmat
(e.g., block, modified block, memo, email);
LA.1112.4.3.5 &=
nbsp; write
detailed travel directions and design an accompanying graphic using the
cardinal and ordinal directions, landmarks, streets and highways, and
distances; and
LA.1112.4.3.6 &=
nbsp; write a work-related document (e.g., application, resu=
me,
meeting minutes, memo, cover letter, letter of application, speaker
introduction, letter of recommendation).
Persuasive
Grade 4
&=
nbsp; The
student will write persuasive text (e.g., essay, written communication) tha=
t:
LA.4.4.4.1 establish a=
nd
develop a controlling idea, supporting arguments for the validity of the
proposed idea with detailed evidence; and
LA.4.4.4.2 includes
persuasive techniques (e.g., word choice, repetition, emotional appeal).
Grade 5 =
;
=
&nb=
sp; The student will write
persuasive text (e.g., essay, written communication) that:
LA.5.4.4.1 establish a=
nd
develop a controlling idea and supporting arguments for the validity of the
proposed idea with detailed evidence; and
LA.5.4.4.2 includes
persuasive techniques (e.g., word choice, repetition, emotional appeal,
hyperbole).
Grade 6 =
;
=
&nb=
sp; The
student will write persuasive text (e.g., advertisement, speech, essay, pub=
lic
service announcement) that:
LA.6.4.4.1 &n=
bsp; establish
and develop a controlling idea and supporting arguments for the validity of=
the
proposed idea with detailed evidence; and
LA.6.4.4.2 &n=
bsp; include persuasive techniques (e.g., word choice, repe=
tition,
emotional appeal, hyperbole, appeal to authority, celebrity endorsement).
Grade 7 =
;
=
&nb=
sp; The student will write
persuasive text (e.g., advertisement, speech, essay, public service
announcement) that:
LA.7.4.4.1 establish a=
nd
develop a controlling idea and supporting arguments for the validity of the
proposed idea with detailed evidence; and
LA.7.4.4.2 includes
persuasive techniques (e.g., word choice, repetition, emotional appeal,
hyperbole, appeal to authority, celebrity endorsement, rhetorical question,
irony).
Grade 8 =
;
=
&nb=
sp; The student will write
persuasive text (e.g., advertisement, speech, essay, public service
announcement) that:
LA.8.4.4.1 establish a=
nd
develop a controlling idea and supports arguments for the validity of the
proposed idea with detailed evidence; and
LA.8.4.4.2 includes
persuasive techniques (e.g., word choice, repetition, emotional appeal,
hyperbole, appeal to authority, celebrity endorsement, rhetorical question,
irony, symbols, glittering generalities, card stacking).
Grades 9-10
=
&nb=
sp; The student will write
persuasive compositions (e.g., speech, editorial, letter to the editor, pub=
lic
service announcement) that:
LA.910.4.4.1 state a position or claim, presents
detailed evidence, examples, and reasoning to support effective arguments a=
nd
emotional appeals, and acknowledges and refutes opposing arguments; and
LA.910.4.4.2 include persuasive techniques (e.g.=
, word
choice, repetition, emotional appeal, hyperbole, appeal to authority, celeb=
rity
endorsement, rhetorical question, irony, symbols, glittering generalities, =
card
stacking, testimonials, bandwagon, image association, transfer).
Grades 11–12 =
=
&nb=
sp; The student will write
persuasive compositions (e.g., speech, editorial, letter to the editor, pub=
lic
service announcement) that:
LA.1112.4.4.1 &=
nbsp; state
a position or claim, presents detailed evidence, examples, and reasoning to
support effective arguments and emotional appeals, and acknowledges and ref=
utes
opposing arguments;
LA.1112.4.4.2 &=
nbsp; include
persuasive techniques (e.g., word choice, repetition, emotional appeal,
hyperbole, appeal to authority, celebrity endorsement, rhetorical question,
irony, symbols, glittering generalities, card stacking, testimonials,
bandwagon, image association, transfer); and
LA.1112.4.4.5 &=
nbsp; attribute sources of information when appropriate.
Communication
Penmanship
Grade 4 &=
nbsp;
LA.4.5.1.1 The student=
will
demonstrate legible cursive writing skills.
Grade 5 &=
nbsp;
LA.5.5.1.1 The student=
will
demonstrate fluent and legible cursive writing skills.
Grade 6 &=
nbsp;
LA.6.5.1.1 The student=
will
use fluent and legible handwriting skills.
Grade 7 &=
nbsp;
LA.7.5.1.1 The student=
will
use fluent and legible handwriting skills.
Grade 8 &=
nbsp;
LA.8.5.1.1 The student=
will
use fluent and legible handwriting skills.
Grades 9-10
LA.910.5.1.1 The student will use fluent and leg=
ible
handwriting skills.
Grades 11–12 &=
nbsp;
LA.1112.5.1.1 &=
nbsp; The
student will use fluent and legible handwriting skills.
Listening and Speaking&=
nbsp;
Grade 4 =
;
=
&nb=
sp; The
student will:
LA.4.5.2.1 &n=
bsp; listen
to information presented orally and show an understanding of key points;
LA.4.5.2.2 plan, organ=
ize,
and give an oral presentation and use appropriate voice, eye, and body
movements for the topic, audience, and occasion;
LA.4.5.2.3 &n=
bsp; listen
attentively to speakers and takes notes as needed to ensure accuracy of
information;
LA.4.5.2.4 &n=
bsp; ask
questions of speakers, using appropriate tone and eye contact; and
LA.4.5.2.5 make formal=
and
informal oral presentations for a variety of purposes, audiences, and
occasions, demonstrating appropriate language choices, body language, eye
contact, gestures, and appropriate use of available technologies.
Grade 5 =
;
=
&nb=
sp; The
student will:
LA.5.5.2.1 listen and =
speak
to gain and share information for a variety of purposes, including personal=
interviews,
dramatic and poetic recitations, and formal presentations; and
LA.5.5.2.2 make formal=
oral
presentations for a variety of purposes and occasions, demonstrating
appropriate language choices, body language, eye contact and the use of
gestures, the use of supporting graphics (charts, illustrations, images,
props), and available technologies.
Grade 6 =
;
=
&nb=
sp; The student will:
LA.6.5.2.1 listen and =
gain
information for a variety of purposes, (e.g., clarifying, elaborating,
summarizing main ideas and supporting details); and
LA.6.5.2.2 deliver nar=
rative
and informative presentations, including oral responses to literature, and
adjust oral language, body language, eye contact, gestures, technology and
supporting graphics appropriate to the situation.
Grade 7 &=
nbsp;
The student will:
LA.7.5.2.1 use effecti=
ve
listening strategies for informal and formal discussions, connecting to and
building on the ideas of a previous speaker and respecting the viewpoints of
others when identifying bias or faulty logic;
LA.7.5.2.2 analyze
persuasive techniques in both formal and informal speech; and
LA.7.5.2.3 organize and
effectively deliver speeches to entertain, inform and persuade, demonstrati=
ng
appropriate language choices, body language, eye contact, gestures, and the=
use
of supporting graphics and technology.
Grade 8 =
;
=
&nb=
sp; The student will:
LA.8.5.2.1 demonstrate
effective listening skills and behaviors for a variety of purposes, and
demonstrate understanding by paraphrasing and/or summarizing;
LA.8.5.2.2 use effecti=
ve
listening and speaking strategies for informal and formal discussions,
connecting to and building on the ideas of a previous speaker and respecting
the viewpoints of others when identifying bias or faulty logic;
LA.8.5.2.3 select and =
use a
variety of creative oral language techniques for clarity and effect (e.g.,
connotation, denotation, hyperbole, understatement);
LA.8.5.2.4 research,
organize, and effectively deliver speeches to entertain, inform, and persua=
de;
and
LA.8.5.2.5 demonstrate language choices, body language, eye conta=
ct,
gestures, and appropriate use of graphics and available technology.<=
span
style=3D'font-family:Arial;mso-fareast-font-family:"MS Mincho";mso-bidi-fon=
t-family:
"Times New Roman"'>
Grades 9-10
=
&nb=
sp; The student will:
LA.910.5.2.1 select and use appropriate listening
strategies according to the intended purpose (e.g., solving problems,
interpreting and evaluating the techniques and intent of a presentation);
LA.910.5.2.2 research and organize information f=
or
oral communication appropriate for the occasion, audience, and purpose (e.g=
.,
digital presentations, charts, photos, primary sources, and webcasts);
LA.910.5.2.3 use appropriate eye contact, body
movements, voice register and oral language choices for audience engagement=
in
formal and informal speaking situations;
LA.910.5.2.4 use an engaging introduction and co=
nclusion
and the use of figurative language to reinforce the intended message; and
LA.910.5.2.5 research and organize information t=
hat
integrates appropriate media into presentations for oral communication (e.g=
.,
class discussions, entertaining, informative, persuasive, or technical
presentations).
Grades 11–12 =
=
&nb=
sp; The student will:
LA.1112.5.2.1 &=
nbsp; demonstrate effective listening skills and behaviors f=
or a
variety of purposes, and demonstrate understanding by critically evaluating=
and
analyzing oral presentations;
LA.1112.5.2.2 &=
nbsp; apply oral communication skills in interviews, formal
presentations, and impromptu situations according to designed rubric criter=
ia;
LA.1112.5.2.3 &=
nbsp; use
research and visual aids to deliver oral presentations that inform, persuad=
e,
or entertain, and evaluates one’s own and others’ oral
presentations according to designed rubric criteria;
LA.1112.5.2.4 &=
nbsp; use
appropriate eye contact, body movements, and voice register for audience
engagement in formal and informal speaking situations; and
LA.1112.5.2.5 &=
nbsp; research
and organize information and demonstrate effective speaking skills and
behaviors for a variety of formal and informal purposes.
Information and Media
Literacy
Informational Text
Grade 4 =
;
LA.4.6.1.1 The student=
will
read informational text and text features (e.g., format, graphics, legends,
illustrations, diagrams) to organize information for different purposes (e.=
g.,
being informed, following multi-step directions, creating a report, conduct=
ing
interviews, preparing to take a test, performing a task).
Grade 5
LA.5.6.1.1 The student=
will
read and interpret informational text and organize the information (e.g., u=
se
outlines, timelines, and graphic organizers) from multiple sources for a
variety of purposes (e.g., multi-step directions, problem solving, performi=
ng a
task, supporting opinions, predictions, and conclusions).
Grade 6
LA.6.6.1.1 The student=
will
explain how text features (e.g., charts, maps, diagrams, sub-headings,
captions, illustrations, graphs) aid the reader's
understanding.
Grade 7 =
;
=
&nb=
sp; The student will:
LA.7.6.1.2 explain how text features (e.g., charts, maps, diagram=
s,
sub-headings, captions, illustrations, graphs) aid the reader's understandi=
ng;
LA.7.6.1.3 use informa=
tion
from a variety of consumer (e.g., warranties, instructional manuals), workp=
lace
(e.g., applications, contracts) and other documents to explain a situation =
and
justify a decision; and
LA.7.6.1.4 create a technical manual or solve a problem.
Grade 8 =
;
=
&nb=
sp; The student will:
LA.8.6.1.1 explain how text features (e.g., charts, maps, diagram=
s,
sub-headings, captions, illustrations, graphs) aid the reader's understandi=
ng;
LA.8.6.1.2 use informa=
tion
from a variety of consumer (e.g., warranties, instructional manuals), workp=
lace
(e.g., applications, contracts) and other documents to explain a situation =
and
justify a decision; and
LA.8.6.1.3 create a technical manual or solve a problem.
Grades 9-10
=
&nb=
sp; The student will:
LA.910.6.1.1 use the
knowledge to create workplace, consumer, or technical document;
LA.910.6.1.2 explain how text features (e.g., ch=
arts,
maps, diagrams, sub-headings, captions, illustrations, graphs) aid the read=
er's
understanding; and
LA.910.6.1.3 analyze =
the
structure and format (e.g., diagrams, graphics, fonts) of functional workpl=
ace,
consumer, or technical documents.
Grades 11–12 =
=
&nb=
sp; The student will:
LA.1112.6.1.1 &=
nbsp; analyze the structure and format (e.g., diagrams, grap=
hics,
fonts) of functional workplace consumer, or technical documents;
LA.1112.6.1.2 &=
nbsp; explain
how text features (e.g., charts, maps, diagrams, sub-headings, captions,
illustrations, graphs) aid the reader's understanding; and
LA.1112.6.1.3 &=
nbsp; use the knowledge to create workplace, consumer, or
technical documents.
Research Process
Grade 4
&=
nbsp; The
student will:
LA.4.6.2.1 select a to=
pic
for inquiry, refine a predetermined search plan;
LA.4.6.2.2 apply evalu=
ative
criteria (e.g., readability, currency, accuracy) for selecting and using a
variety of appropriate resources, gather and record information, noting the
difference between opinions and fact;
LA.4.6.2.3 communicate
information in a report that includes main idea(s) and relevant details, wi=
th
visual supports; and
LA.4.6.2.4 record basic
bibliographic data and present quotes using ethical practices (e.g., avoids
plagiarism).
Grade 5 =
;
=
&nb=
sp; The student will:
LA.5.6.2.1 select a topic for inquiry, formulate a search plan, a=
nd
apply evaluative criteria (e.g., usefulness, validity, currentness,
objectivity) to select and use appropriate resources;
LA.5.6.2.2 read and re=
cord information
systematically, evaluating the validity and reliability of information in t=
ext
by examining several sources of information;
LA.5.6.2.3 write an
informational report that includes a focused topic, appropriate facts, rele=
vant
details, a logical sequence, and a concluding statement; and
LA.5.6.2.4 record basic
bibliographic data and present quotes using ethical practices (e.g., avoids
plagiarism).
Grade 6 =
;
=
&nb=
sp; The student will:
LA.6.6.2.1 select a topic for inquiry, formulate a search plan, a=
nd
apply evaluative criteria (e.g., relevance, accuracy, organization, validit=
y, currentness) to select and use appropriate resources;=
LA.6.6.2.2 collect, ev=
aluate
and summarize information using a variety of techniques from multiple sourc=
es
(e.g., encyclopedias, websites, experts) that includes paraphrasing to conv=
ey
ideas and details from the source, main idea(s) and relevant details;
LA.6.6.2.3 write an
informational report that includes a focused topic, appropriate facts and
relevant details, a logical sequence, a concluding statement, and list of
sources used; and
LA.6.6.2.4 explain and demonstrate an understanding of the import=
ance
of ethical research practices, including the need to avoid plagiarism, and =
know
the associated consequences.
Grade 7 &=
nbsp;
The student will:
LA.7.6.2.1 select a to=
pic,
develop a prioritized search plan, and apply evaluative criteria (e.g.,
relevance, objectivity, scope of content in print and online sources) to se=
lect
appropriate resources for research;
LA.7.6.2.2 assess orga=
nize
and check the validity and reliability of information in text, using a vari=
ety
of techniques by examining several sources of information, including both
primary and secondary sources;
LA.7.6.2.3 write an
informational report that includes a focused topic, appropriate facts and
relevant details, a logical sequence, a concluding statement, and a list of
sources used; and
LA.7.6.2.4 understand =
the
importance of legal and ethical practices, including laws regarding libel,
slander, copyright, and plagiarism in the use of mass media and digital
sources, know the associated consequences, and comply with the law.<=
span
style=3D'font-family:Arial;mso-fareast-font-family:"MS Mincho";mso-bidi-fon=
t-family:
"Times New Roman"'>
Grade 8 =
;
=
&nb=
sp; The student will:
LA.8.6.2.1 select a to=
pic
and develop a search plan with multiple research strategies, and apply
evaluative criteria (e.g., scope and depth of content, authority, reputatio=
n of
author/publisher) to assess appropriateness of resources;
LA.8.6.2.2 assess orga=
nize
synthesize and evaluate the validity and reliability of information in text,
using a variety of techniques by examining several sources of information,
including both primary and secondary sources;
LA.8.6.2.3 write an
informational report that includes a focused topic, appropriate facts and
relevant details, a logical sequence, a concluding statement, and a list of
sources used; and
LA.8.6.2.4 understand =
the
importance of legal and ethical practices, including laws regarding libel,
slander, copyright, and plagiarism in the use of mass media and digital
sources, know the associated consequences, and comply with the law.<=
span
style=3D'font-family:Arial;mso-fareast-font-family:"MS Mincho";mso-bidi-fon=
t-family:
"Times New Roman"'>
Grades 9-10
=
&nb=
sp; The student will:
LA.910.6.2.1 select a topic and develop a
comprehensive but flexible search plan, and analyze and apply evaluative
criteria (e.g., objectivity, freedom from bias, topic format) to assess
appropriateness of resources;
LA.910.6.2.2 organize, synthesize analyze and ev=
aluate
the validity and reliability of information from multiple sources (including
primary and secondary sources) to draw conclusions using a variety of
techniques, and correctly use standardized citations;
LA.910.6.2.3 write an informational report that
integrates information and makes distinctions between the relative value and
significance of specific data, facts, and ideas; and
LA.910.6.2.4 understand the importance of legal =
and
ethical practices, including laws regarding libel, slander, copyright, and
plagiarism in the use of mass media and digital sources, know the associated
consequences, and comply with the law.
Grades 11–12 =
=
&nb=
sp; The student will:
LA.1112.6.2.1 &=
nbsp; select
a topic and develop a comprehensive but flexible search plan, and analyze a=
nd
apply evaluative criteria (e.g., objectivity, freedom from bias, topic form=
at)
to assess appropriateness of resources;
LA.1112.6.2.2 &=
nbsp; organize,
synthesize analyze and evaluate the validity and reliability of information=
from
multiple sources (including primary and secondary sources) to draw conclusi=
ons
using a variety of techniques, and correctly use standardized citations;
LA.1112.6.2.3 &=
nbsp; write
an informational report that integrates information and makes distinctions
between the relative value and significance of specific data, facts, and id=
eas;
and
LA.1112.6.2.4 &=
nbsp; understand
the importance of legal and ethical practices, including laws regarding lib=
el,
slander, copyright, and plagiarism in the use of mass media and digital sou=
rces,
know the associated consequences, and comply with the law.
Media Literacy
Grade 4
&=
nbsp; The
student will:
LA.4.6.3.1 examine how=
ideas
are presented in a variety of print and nonprint
media and recognize differences between logical reasoning and propaganda; a=
nd
LA.4.6.3.2 recognize and identify production elements (e.g., grap=
hics,
sound effects, music) used to create media messages and create a media mess=
age
for a specific purpose.
Grade 5 =
;
=
&nb=
sp; The student will:
LA.5.6.3.1 examine how=
ideas
are presented in a variety of print and nonprint
media and recognize differences between logical reasoning and propaganda; a=
nd
LA.5.6.3.2 use a variety of reliable media sources to gather
information effectively and to transmit information to specific audiences.<=
/span>
Grade 6 =
;
=
&nb=
sp; The student will:
LA.6.6.3.1 analyze way=
s that
production elements (e.g., graphics, color, motion, sound, and digital
technology) affect communication across the media; and
LA.6.6.3.2 demonstrate the ability to select and ethically use me=
dia appropriate
for the purpose, occasion, and audience.
Grade 7
=
&nb=
sp; The student will:
LA.7.6.3.1 analyze way=
s that
production elements (e.g.,, graphics, color, mot=
ion,
sound, digital technology) affect communication across the media;
LA.7.6.3.2 demonstrate=
ability
to select and ethically use media appropriate for the purpose, occasion, and
audience; and
LA.7.6.3.3 distinguish between propaganda and ethical reasoning
strategies in print and nonprint media.<=
span
style=3D'font-family:Arial;mso-fareast-font-family:"MS Mincho";mso-bidi-fon=
t-family:
"Times New Roman"'>
Grade 8
=
&nb=
sp; The student will:
LA.8.6.3.1 analyze ways that production elements (e.g., graphics,
color, motion, sound, digital technology) affect communication across the
media;
LA.8.6.3.2 demonstrate=
the
ability to select and ethically use print and nonprint=
media appropriate for the purpose, occasion, and audience to develop into a
formal presentation; and
LA.8.6.3.3 distinguish between propaganda and ethical reasoning
strategies in print and nonprint media.<=
span
style=3D'font-family:Arial;mso-fareast-font-family:"MS Mincho";mso-bidi-fon=
t-family:
"Times New Roman"'>
Grades 9-10
=
&nb=
sp; The student will:
LA.910.6.3.1 distinguish
between propaganda and ethical reasoning strategies in print and nonprint media;
LA.910.6.3.2 ethically use mass media and digital
technology in assignments and presentations, citing sources according to
standardized citation styles; and
LA.910.6.3.3 demonstrate the
ability to select print and nonprint media
appropriate for the purpose, occasion, and audience to develop into a formal
presentation.
Grades 11–12 &=
nbsp;
The student will:
LA.1112.6.3.1 &=
nbsp; distinguish between propaganda and ethical reasoning
strategies in print and nonprint media;
LA.1112.6.3.2 &=
nbsp; ethically
use mass media and digital technology in assignments and presentations, cit=
ing
sources according to standardized citation styles; and
LA.1112.6.3.3 &=
nbsp; demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion,=
and
audience to develop into a formal presentation.
Technology
Grade 4 =
;
=
&nb=
sp; The student will:
LA.4.6.4.1 use appropr=
iate
available technologies to enhance communication and achieve a purpose (e.g.,
video, presentations); and
LA.4.6.4.2 determine and use appropriate digital tools (e.g., word
processing, multimedia authoring, web tools, graphic organizers) for publis=
hing
and presenting a topic.
Grade 5 =
;
=
&nb=
sp; The student will:
LA.5.6.4.1 select and =
use appropriate
available technologies to enhance communication and achieve a purpose (e.g.,
video, presentations); and
LA.5.6.4.2 determine and use the appropriate digital tools (e.g.,=
word
processing, multimedia authoring, web tools, graphic organizers) for publis=
hing
and presenting a topic.
Grade 6 =
;
=
&nb=
sp; The student will:
LA.6.6.4.1 use appropr=
iate
available technologies to enhance communication and achieve a purpose (e.g.,
video, online); and
LA.6.6.4.2 determine and apply digital tools (e.g., word processi=
ng,
multimedia authoring, web tools, graphic organizers) to publications and
presentations.
Grade 7 =
;
=
&nb=
sp; The student will:
LA.7.6.4.1 select and =
use
appropriate available technologies (e.g., computer, digital camera) to enh=
ance
communication and achieve a purpose (e.g., video, presentations); and
LA.7.6.4.2 evaluate and apply digital tools (e.g., word processin=
g,
multimedia authoring, web tools, graphic organizers) to publications and
presentations.
Grade 8 =
;
=
&nb=
sp; The student will:
LA.8.6.4.1 use appropr=
iate
available technologies to enhance communication and achieve a purpose (e.g.,
video and digital technology); and
LA.8.6.4.2 evaluate and apply digital tools (e.g., word, processi=
ng,
multimedia authoring, web tools, graphic organizers) to publications and
presentations.
Grades 9-10
=
&nb=
sp; The student will:
LA.910.6.4.1 use appropriate available technolog=
ies to
enhance communication and achieve a purpose (e.g., video and digital
technology); and
LA.910.6.4.2 routinely use
digital tools for publication, communication and productivity.
Grades 11–12 =
=
&nb=
sp; The student will:
LA.1112.6.4.1 &=
nbsp; select
and use appropriate available technologies (e.g., computer, digital camera<=
span
class=3DGramE>) to enh=
ance
communication and achieve a purpose (e.g., video, presentations); and
LA.112.6.4.2 routinely use digital
tools for publication, communication and productivity.