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GRADE 4
R E A D I N G Word Recognition
and Word Study
Word Recognition
Students will…
R.WS.04.01 explain how to use word structure, sentence
structure, and prediction to aid in decoding words and understanding the
meanings of words encountered in context.
R.WS.04.02 use structural, syntactic, and semantic
cues including letter-sound, rimes, base words, affixes, and syllabication to
automatically read frequently encountered words, decode unknown words, and
decide meanings including multiple meaning words.
R.WS.04.03 automatically recognize frequently encountered
words in print with the number of words that can be read fluently increasing
steadily across the school year.
R.WS.04.04 know the meanings of words encountered
frequently in grade-level reading and oral language contexts.
R.WS.04.05 acquire and apply strategies to
identify unknown words or word parts; self-monitor, and construct meaning by
engaging actively in reading a variety of genre, self-correcting, and using a
thesaurus.
Fluency
Students will…
R.WS.04.06 fluently read beginning grade-level
text and increasingly demanding text as the year proceeds.
Vocabulary
Students will…
R.WS.04.07 in context, determine the meaning of
words and phrases including similes, metaphors, content vocabulary, and
literary terms using strategies and resources including context
clues, semantic feature analysis, and a thesaurus.
Narrative Text
Students will…
R.NT.04.01
describe the shared human experience depicted in classic,
multicultural, and contemporary literature recognized for quality and literary
merit.
R.NT.04.02
identify and describe the structure, elements, and purpose of a
variety of narrative genre including poetry, myths, legends, fantasy, and
adventure.
R.NT.04.03 analyze characters’ thoughts and
motivation through dialogue, various character roles, and functions including
hero, anti-hero, or narrator; know first person point of view and identify
conflict and resolution.
R.NT.04.04
explain how authors use literary devices including flash-forward
and flashback to depict time, setting, conflicts, and resolutions to enhance
the plot and create suspense.
Informational Text
Students will…
R.IT.04.01 identify and describe
the structure, elements, features, and purpose of a variety of informational
genre including autobiography/biography, personal essay, almanac, and
newspaper.
R.IT.04.02 identify and describe informational text patterns including compare/contrast, cause/effect, and problem/solution.
R.IT.04.03 explain how authors use text features including appendices, headings, subheadings, marginal notes, keys and legends, figures, and bibliographies to enhance the understanding of key and supporting ideas.
Comprehension
Students will…
R.CM.04.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
R.CM.04.02 retell through concise summarization grade-level narrative and informational text.
R.CM.04.03 explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.
R.CM.04.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.
Metacognition
Students will…
R.MT.04.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.
R.MT.04.02 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unknown words) and use graphic organizers to deepen their understanding of compare/contrast, and sequential organizational patterns.
Critical Standards
Students will…
R.CS.04.01 develop, discuss, and apply individual and shared standards using student/class created rubrics and begin to assess the quality, accuracy, and relevance of their own writing and the writing of others.
Reading Attitude
Students will…
R.AT.04.01 be enthusiastic about reading and do substantial reading and writing on their own.
W R I T I N G Writing
Genre
Students will…
W.GN.04.01 write a cohesive narrative piece such
as a myth, legend, fantasy, or adventure creating relationships among setting,
characters, theme, and plot.
W.GN.04.02
write poetry based on reading a wide variety of grade-appropriate
poetry.
W.GN.04.03 write an informational comparative
piece that demonstrates understanding of central and supporting ideas using an
effective organizational pattern (e.g., compare/contrast) and informational
text features.
W.GN.04.04 use the writing process to produce and
present a research project using a teacher-approved topic; find and narrow
research questions; use a variety of resources; take notes; and organize
relevant information to draw conclusions.
Writing Process
Students will…
W.PR.04.01 set a purpose, consider audience, and
replicate authors’ styles and patterns when writing a narrative or
informational piece.
W.PR.04.02 apply a variety of pre-writing
strategies for both narrative and informational writing (e.g., graphic
organizers such as maps, webs, Venn diagrams) in order to generate, sequence,
and structure ideas (e.g., plot, setting, conflicts/resolutions,
definition/description, or chronological sequence).
W.PR.04.03 draft focused ideas using a variety of
drafting techniques composing coherent and mechanically sound paragraphs when
writing compositions.
W.PR.04.04 revise drafts based on constructive and
specific oral and written responses to writing by identifying sections of the
piece to improve sequence and flow of ideas (e.g., arranging paragraphs,
connecting main and supporting ideas, transitions).
W.PR.04.05 proofread and edit writing using
appropriate resources (e.g., dictionary, spell check, grammar check, grammar
references, writing references) and grade-level checklists both individually
and in groups.
Personal Style
Students will…
W.PS.04.01
exhibit personal style and voice to enhance the written message
(e.g., in narrative text: strong verbs, figurative language, sensory images; in
informational text: precision, established importance, transitions).
Grammar and Usage
Students will…
W.GR.04.01 in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names.
Spelling
Students will…
W.SP.04.01 in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
Handwriting
Students will…
W.HW.04.01 write neat and legible compositions.
Writing Attitude
Students will…
W.AT.04.01 be enthusiastic about writing and learning to write.
S P E A K I N G Conventions
Students will…
S.CN.04.01 use common grammatical structures correctly when speaking including appositives, participial phrases, adjectives, adverbs, and prepositional phrases to express ideas in more complex sentences.
S.CN.04.02 adjust their use of language to communicate effectively with a variety of audiences and for different purposes including community-building, appreciation, invitations, and cross-curricular discussions.
S.CN.04.03 speak effectively using facial expressions, hand gestures, and body language in narrative and informational presentations.
S.CN.04.04 present in standard
American English if it is their first language. (Students whose first language
is not English will present in their developing version of standard American
English.)
S.CN.04.05 understand, providing
examples of how language differs from region to region of the
Discourse
Students will…
S.DS.04.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.04.02 discuss narratives (e.g., fantasy, myths, legends, adventures, poetry), conveying the story grammar (e.g., various character roles, plot, story level theme) and emphasizing facial expressions, hand gestures, and body language.
S.DS.04.03 respond to multiple text types by reflecting, making connections, taking a position, and/or showing deep understanding.
S.DS.04.04 plan and deliver presentations focusing on a key question using an informational organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reflecting and emphasizing facial expressions, hand gestures, and body language.
L I S T E N I N G Conventions
& V I E W I N G Students will…
L.CN.04.01 ask substantive questions of the speaker that will provide additional elaboration and details.
L.CN.04.02 listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.
L.CN.04.03 distinguish between and explain how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors.
L.CN.04.04 recognize and analyze the various roles of the communication process (e.g., to persuade, critically analyze, flatter, explain, dare) in focusing attention on events and in shaping opinions.
Response
Students will…
L.RP.04.01 listen to or view knowledgeably and discuss a variety of genre and compare their responses to those of their peers.
L.RP.04.02 select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
L.RP.04.03 respond to multiple
text types listened to or viewed knowledgeably, by discussing, illustrating,
and/or writing in order to clarify meaning, make connections, take a position,
and/or show deep understanding.
L.RP.04.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then giving an opinion orally).
L.RP.04.05 respond to and summarize the major ideas and evidence presented in spoken messages and formal presentations.
===============================================================================================
GRADE 5
R E A D I N G Word Recognition and Word Study
Word Recognition
Students will…
R.WS.05.01 explain when to use and apply word
structure, sentence structure, and prediction to aid in decoding words and
understanding meanings of words encountered in context.
R.WS.05.02 use structural, syntactic, and semantic
cues including letter-sound, rimes, base words, affixes, and syllabication to
automatically read frequently encountered words, decode unknown words, and
decide meanings including multiple meaning words.
R.WS.05.03 automatically recognize frequently
encountered words in print with the number of words that can be read fluently
increasing steadily across the school year.
R.WS.05.04 know the meanings of words encountered
frequently in grade-level reading and oral language contexts.
R.WS.05.05 acquire and apply strategies to
identify unknown words or word parts, and construct meaning by analyzing
derivatives, defining meanings of affixes, and applying knowledge of word
origins.
Fluency
Students will…
R.WS.05.06 fluently read beginning grade-level
text and increasingly demanding text as the year proceeds.
Vocabulary
Students will…
R.WS.05.07 in context, determine the meaning of
words and phrases including symbols, idioms, recently coined words, content
vocabulary, and literary terms using strategies and resources including
analogies, content glossaries, and electronic resources.
Narrative Text
Students will…
R.NT.05.01 analyze how characters and communities
reflect life (in positive and negative ways) in classic, multicultural, and
contemporary literature recognized for quality and literary merit.
R.NT.05.02
analyze the structure, elements, style, and purpose of narrative
genre including historical fiction, tall tales, science fiction, fantasy, and
mystery.
R.NT.05.03 analyze how characters’ traits and
setting define plot, climax, the role of dialogue, and how problems are
resolved.
R.NT.05.04
explain how authors use literary devices including exaggeration
and metaphors to develop characters, themes, plot, and functions of heroes,
anti-heroes, and narrators.
Informational Text
Students will…
R.IT.05.01 analyze the
structure, elements, features, style, and purpose of informational genre
including advertising, experiments, editorials, and atlases.
R.IT.05.02 identify and describe informational text patterns including compare/contrast, cause/effect, and problem/solution.
R.IT.05.03 explain how authors use text features including timelines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas.
Comprehension
Students will…
R.CM.05.01 connect personal
knowledge, experiences, and understanding of the world to themes and
perspectives in text through oral and written responses.
R.CM.05.02 retell through
concise summarization grade-level narrative and informational text.
R.CM.05.03 analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.
R.CM.05.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.
Metacognition
Students will…
R.MT.05.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.
R.MT.05.02 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unfamiliar words); select an appropriate text type from known genre for particular writing purposes; and use theory/evidence, cause/effect, and persuasive organizational patterns.
Critical Standards
Students will…
R.CS.05.01 develop, discuss, and apply individual and shared standards using student/class created rubrics to assess the quality and accuracy of their own writing and the writing of others; identify attainment of intended purpose to interpret authors’ viewpoints and determine effect on classroom or school-wide audiences.
Reading Attitude
Students will…
R.AT.05.01 be enthusiastic about reading and do substantial reading and writing on their own.
W R I T I N G Writing Genre
Students will…
W.GN.05.01 write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, anti-heroes, and narrator; and depicting conflicts and resolutions.
W.GN.05.02 write poetry based on reading a wide variety of grade-appropriate poetry.
W.GN.05.03 write a position piece that demonstrates understanding of central ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings.
W.GN.05.04 use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.
Writing Process
Students will…
W.PR.05.01 set a purpose,
consider audience, and replicate authors’ styles and patterns when writing a
narrative or informational piece.
W.PR.05.02 apply a variety of
pre-writing strategies for both narrative and informational writing (e.g.,
graphic organizers such as maps, webs, Venn diagrams) in order to generate,
sequence, and structure ideas (e.g., role and relationships of characters,
settings, ideas, relationship of theory/evidence, or compare/contrast).
W.PR.05.03 draft focused ideas
using linguistic structures and textual features needed to clearly communicate
information composing coherent, mechanically sound paragraphs when writing
compositions.
W.PR.05.04 revise drafts based
on constructive and specific oral and written responses to writing by
identifying sections of the piece to improve organization and flow of ideas
(e.g., position/evidence organizational pattern, craft such as titles, leads,
endings, and powerful verbs).
W.PR.05.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.
Personal Style
Students will…
W.PS.05.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).
Grammar and Usage
Students will…
W.GR.05.01 in the context of
writing, correctly use compound subjects and predicates; proper nouns and
pronouns; articles; conjunctions; hyphens in compound and number words; commas
between two independent clauses to set off direct address, long phrases,
clauses; colons to separate hours and minutes and to introduce a list.
Spelling
Students will…
W.SP.05.01 in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
Handwriting
Students will…
W.HW.05.01 write neat and legible compositions.
Writing Attitude
Students will…
W.AT.05.01 be enthusiastic about writing and learning to write.
S P E A K I N G Conventions
Students will…
S.CN.05.01 use common
grammatical structures correctly when speaking including irregular verbs to
express more complex ideas.
S.CN.05.02 adjust their use of
language to communicate effectively with a variety of audiences and for
different purposes including research, explanation, and persuasion.
S.CN.05.03 speak effectively
using varying modulation, volume, and pace of speech to indicate emotions,
create excitement, and emphasize meaning in narrative and informational
presentations.
S.CN.05.04 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)
S.CN.05.05
understand, providing examples of how language differs from early American
history to current day
Discourse
Students will…
S.DS.05.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.05.02 discuss narratives (e.g., mystery, historical fiction, tall tales, science fiction), conveying the story grammar (e.g., traits of characters, relationship between setting and climax/anticlimax), while varying voice modulation, volume, and pace of speech to emphasize meaning.
S.DS.05.03 respond to multiple
text types by analyzing content, interpreting the message, and evaluating the
purpose.
S.DS.05.04 plan and deliver persuasive presentations or reports using an informational organizational pattern for a specific purpose (e.g., to persuade, describe, inform) that conveys and supports the point they want to make, while varying voice modulation, volume, and pace of speech to emphasize meaning.
L I S T E N I N G Conventions
& V I E W I N G Students will…
L.CN.05.01 ask substantive questions based on the argument(s) presented by a speaker when listening to or viewing a variety of presentations.
L.CN.05.02 listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.
L.CN.05.03 listen and view critically how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors during a variety of class presentations.
L.CN.05.04 recognize and analyze the various roles of the communication process (e.g., to persuade, critically analyze, entertaining versus informative, different interpretations or perspectives of an action or event) in focusing attention on events and shaping opinions.
Response
Students will…
L.RP.05.01 listen to or view knowledgeably and discuss a variety of genre and compare their responses to those of their peers.
L.RP.05.02 select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
L.RP.05.03 respond to multiple
text types listened to or viewed knowledgeably, by discussing, illustrating,
and/or writing in order to clarify meaning, make connections, take a position,
and/or show deep understanding without major misconceptions.
L.RP.05.04 combine skills to
reveal strengthening literacy (e.g., viewing then analyzing in writing,
listening then paraphrasing in writing).
L.RP.05.05 respond to and go beyond the information given by a speaker, making inferences and drawing appropriate conclusions.
===============================================================================================
GRADE 6
R E A D I N G Word
Recognition and Word Study
Word Recognition
Students will…
R.WS.06.01 explain and use word structure, sentence structure, and prediction to
aid in decoding and understanding the meanings of words encountered in context.
R.WS.06.02 use structural, syntactic, and semantic analysis to recognize
unfamiliar words in context including origins and meanings of foreign words,
words with multiple meanings, and knowledge of major word chunks/rimes, and
syllabication.
R.WS.06.03 automatically recognize frequently encountered words in print with the
number of words that can be read fluently increasing steadily across the school
year.
R.WS.06.04 know the meanings of words encountered frequently in grade-level
reading and oral language contexts.
R.WS.06.05 acquire and apply strategies to identify unknown words and construct
meaning.
Fluency
Students will…
R.WS.06.06 fluently read beginning grade-level text and increasingly demanding
texts as the year proceeds.
Vocabulary
Students will…
R.WS.06.07 in context, determine the meaning of words and phrases including
regional idioms, literary and technical terms, and content vocabulary using
strategies including connotation, denotation, and authentic content-related
resources.
Narrative Text
Students will…
R.NT.06.01 describe how characters form opinions about one another in ways that
can be fair and unfair in classic, multicultural, and contemporary literature
recognized for quality and literary merit.
R.NT.06.02 analyze the structure, elements, style, and purpose of narrative
genre including folktales, fantasy, adventure, and action stories.
R.NT.06.03 analyze how dialogue enhances the plot, characters, and themes;
differentiates major and minor characters; and builds climax.
R.NT.06.04 analyze how authors use literary devices including dialogue, imagery,
mood, and understatement to develop the plot, characters, point of view, and
theme.
Informational
Text
Students will…
R.IT.06.01 analyze the structure, elements, features,
style, and purpose of informational genre, including research reports, “how-to”
articles, and essays.
R.IT.06.02 analyze organizational text patterns including
descriptive, chronological sequence, and problem/solution.
R.IT.06.03
explain how authors use text features including footnotes, bibliographies,
introductions, summaries, conclusions, and appendices to enhance the understanding
of central, key, and supporting ideas.
Comprehension
Students will…
R.CM.06.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text through oral and
written responses.
R.CM.06.02 retell through concise summarization
grade-level narrative and informational text.
R.CM.06.03 analyze global themes, universal truths and
principles within and across texts to create a deeper understanding by drawing
conclusions, making inferences, and synthesizing.
R.CM.06.04
apply significant knowledge from grade-level science, social studies, and
mathematics texts.
Metacognition
Students will…
R.MT.06.01 self-monitor comprehension when reading or
listening to text by automatically applying and discussing the strategies used
by mature readers to increase comprehension including: predicting, constructing
mental images, visually representing ideas in text, questioning, rereading or
listening again if uncertain about meaning, inferring, summarizing, and
engaging in interpretive discussions.
R.MT.06.02
plan, monitor, regulate, and evaluate skills, strategies, and processes for
their own reading comprehension by applying appropriate metacognitive skills
such as SQP3R and pattern guides.
Critical
Standards
Students will…
R.CS.06.01
compare the appropriateness of shared, individual and expert standards based on
purpose, context, and audience in order to assess their own writing and the
writing of others.
Reading
Attitude
Students will…
R.AT.06.01 be enthusiastic about reading and do
substantial reading and writing on their own.
W R I T I N G
Writing Genre
Students will…
W.GN.06.01 write a cohesive narrative piece such as a
personal narrative, adventure, tall tale, folktale, fantasy, or poetry that
includes appropriate conventions to the genre, employing elements of
characterization for major and minor characters; internal and/or external
conflict; and issues of plot, theme, and imagery.
W.GN.06.02 write a personal, persuasive, or comparative
essay that includes organizational patterns supporting key ideas.
W.GN.06.03 formulate research questions using multiple
resources and perspectives that allow them to organize, analyze, and explore
problems and pose solutions that culminate in a final presented project using
the writing process.
Writing Process
Students will…
W.PR.06.01 set a purpose, consider audience, and
replicate authors’ styles and patterns when writing a narrative or
informational piece.
W.PR.06.02 apply a variety of pre-writing strategies for
both narrative (e.g., graphic organizers designed to develop a plot that
includes major and minor characters, builds climax, and uses dialogue to
enhance a theme) and informational writing (e.g., problem/solution or
sequence).
W.PR.06.03 revise drafts for clarity, coherence, and
consistency in content, voice, and genre characteristics with audience and
purpose in mind.
W.PR.06.04 draft focused ideas for a specific purpose
using multiple paragraphs, sentence variety, and voice to meet the needs of an
audience (e.g., word choice, level of formality, and use of example) when
writing compositions.
W.PR.06.05 proofread and edit writing using grade-level
checklists and other appropriate resources both individually and in groups.
Personal Style
Students will…
W.PS.06.01 exhibit personal style and voice to enhance
the written message in both narrative (e.g., personification, humor, element of
surprise) and informational writing (e.g., emotional appeal, strong opinion,
credible support).
Grammar and
Usage
Students will…
W.GR.06.01 in the context of writing, correctly use style
conventions (e.g., Modern Language Association Handbook) and a variety of
grammatical structures in writing including indefinite and predicate pronouns;
transitive and intransitive verbs; adjective and adverbial phrases; adjective
and adverbial subordinate clauses; comparative adverbs and adjectives;
superlatives, conjunctions; compound sentences; appositives; independent and
dependent clauses; introductory phrases; periods; commas; quotation marks; and
use of underlining and italics for specific purposes.
Spelling
Students will…
W.SP.06.01 in the context of writing, correctly spell
frequently encountered and frequently misspelled words.
Handwriting
Students will…
W.HW.06.01
write neat and legible compositions.
Writing
Attitude
Students will…
W.AT.06.01 be enthusiastic about writing and learning to
write.
S P E A K I N G
Conventions
Students will…
S.CN.06.01 adjust their use of language to communicate
effectively with a variety of audiences and for different purposes by asking
and responding to questions and remarks to engage the audience when presenting.
S.CN.06.02
speak effectively using rhyme, rhythm, cadence, and word play for effect in
narrative and informational presentations.
S.CN.06.03 present in standard American English if it is
their first language. (Students whose first language is not English will
present in their developing version of standard American English.)
Discourse
Students will…
S.DS.06.01
engage in interactive, extended discourse to socially construct meaning in book
clubs, literature circles, partnerships, or other conversation protocols.
S.DS.06.02 respond to multiple text types in order to
compare/contrast ideas, form, and style; to evaluate quality; take a stand and
support an issue; and to identify personally with a universal theme.
S.DS.06.03 discuss written narratives that include a
variety of literary and plot devices (e.g., established context plot, point of
view, sensory details, dialogue, and suspense).
S.DS.06.04 plan a focused and coherent informational
presentation using an informational organizational pattern (e.g.,
problem/solution, sequence); select a focus question to address and organize
the message to ensure that it matches the intent and the audience to which it
will be delivered.
L I S T E N I N
G Conventions
&
V I E W I N G Students will…
L.CN.06.01
respond to, evaluate, and analyze the speaker’s effectiveness and content when
listening to or viewing a variety of speeches and presentations.
L.CN.06.02
listen to or view critically while demonstrating appropriate social skills of
audience behaviors (e.g., eye contact, attentive, supportive); critically
examine the verbal and non-verbal strategies during speeches and presentations.
Response
Students will…
L.RP.06.01 listen to or view knowledgeably a variety of
genre to summarize, take notes on key points, and ask clarifying questions.
L.RP.06.02 select, listen to or view knowledgeably, and
respond thoughtfully to both classic and contemporary texts recognized for
quality and literary merit.
L.RP.06.03
identify a speaker’s affective communication expressed through tone, mood, and
emotional cues.
L.RP.06.04
relate a speaker’s verbal communications (e.g., tone of voice) to the non-verbal
message communicated (e.g., eye contact, posture, and gestures).
L.RP.06.05 respond to multiple text types when listened
to or viewed knowledgeably, by discussing, illustrating, and/or writing in
order to compare/contrast similarities and differences in idea, form, and style
to evaluate quality and to identify personal and universal themes.
L.RP.06.06 respond to, evaluate, and analyze the
credibility of a speaker who uses persuasion to affirm his/her point of view in
a speech or presentation.
L.RP.06.07 identify persuasive and propaganda techniques
used in television, and identify false and misleading information.
============================================================================
GRADE 7
R E A D I N G Word Recognition and Word Study
Word
Recognition
Students
will…
R.WS.08.01 explain and use word structure, sentence structure, and prediction to
aid in decoding and understanding the meanings of words encountered in context.
R.WS.08.02 use structural, syntactic, and semantic analysis to recognize
unfamiliar words in context including idioms, analogies, metaphors, and similes
to infer the history of the English language, and common word origins.
R.WS.08.03 automatically recognize frequently encountered words in print with the
number of words that can be read fluently increasing steadily across the school
year.
R.WS.08.04 know the meanings of words encountered frequently in grade-level
reading and oral language contexts.
R.WS.08.05 acquire and apply strategies to identify unknown words and construct
meaning.
Fluency
Students
will…
R.WS.08.06 fluently read beginning grade-level text and increasingly demanding
texts as the year proceeds.
Vocabulary
Students
will…
R.WS.08.07 in context, determine the meaning of words and phrases including
content area vocabulary and literary terms using strategies including
activating prior knowledge, using text features/structures, and authentic
content-related resources.
Narrative Text
Students
will…
R.NT.08.01 investigate various examples of distortion and stereotypes such as
those associated with gender, race, culture, age, class, religion, and other
individual differences through classic, multicultural, and contemporary
literature recognized for quality and literary merit.
R.NT.08.02 analyze the structure, elements, style, and purpose of narrative genre
including historical fiction, science fiction, and realistic fiction.
R.NT.08.03 analyze the role of rising and falling actions, minor characters in
relation to conflict, and credibility of the narrator.
R.NT.08.04 analyze author’s craft including symbolism, imagery, and
consistency to develop credible narrators, rising and falling actions, and
minor characters.
Informational
Text
Students will…
R.IT.08.01 analyze the structure, elements, features,
style, and purpose of informational genre including comparative essays,
newspaper writings, technical writings, and persuasive essays.
R.IT.08.02 analyze organizational patterns including
chronological sequence, compare/contrast, and cause/effect.
R.IT.08.03
explain how authors use text features including graphics, author’s pages,
prefaces, and marginal notes, to enhance the understanding of central, key, and
supporting ideas.
Comprehension
Students will…
R.CM.08.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text through oral and
written responses.
R.CM.08.02 retell through concise summarization
grade-level narrative and informational text.
R.CM.08.03 analyze global themes, universal truths, and
principles within and across texts to create a deeper understanding by drawing
conclusions, making inferences, and synthesizing.
R.CM.08.04
apply significant knowledge from grade-level science, social studies, and
mathematics texts.
Metacognition
Students will…
R.MT.08.01 self-monitor comprehension when reading or
listening to text by automatically applying and discussing the strategies used
by mature readers to increase comprehension including: predicting, constructing
mental images, visually representing ideas in text, questioning, rereading or
listening again if uncertain about meaning, inferring, summarizing, and
engaging in interpretive discussions.
R.MT.08.02
plan, monitor, regulate, and evaluate skills, strategies, and processes for
their own reading comprehension by applying appropriate metacognitive skills.
Critical
Standards
Students will…
R.CS.08.01 evaluate the appropriateness of shared,
individual and expert standards based on purpose, context, and audience in
order to assess their own writing and the writing of others.
Reading
Attitude
Students will…
R.AT.08.01 be enthusiastic about reading and do
substantial reading and writing on their own.
W R I T I N G
Writing Genres
Students will…
W.GN.08.01 write a cohesive narrative piece such as
poetry, historical fiction, science fiction, or realistic fiction that includes
appropriate conventions to genre employing literary and plot devices (e.g.,
narrator credibility, rising and falling actions and/or conflict, imagery and
transitional language).
W.GN.08.02
write an historical expository piece such as a journal, biography, or simulated
memoir that includes appropriate organization, illustrations, marginal notes
and/or annotations.
W.GN.08.03 formulate research questions that demonstrate
critical evaluation of multiple resources, perspectives, and
arguments/counter-arguments that culminate in a presented final project using
the writing process.
Writing Process
Students will…
W.PR.08.01 set a purpose, consider audience, and replicate
authors’ styles and patterns when writing a narrative or informational piece.
W.PR.08.02 apply a variety of pre-writing strategies for
both narrative (e.g., graphic organizers designed to depict rising and falling
actions, roles of minor characters, credibility of narrator) and informational
writing (e.g., compare/contrast, cause/effect, or sequential text patterns).
W.PR.08.03 draft focused ideas experimenting with various
ways of sequencing information including ordering arguments, or sequencing ideas
chronologically by importance when writing compositions.
W.PR.08.04 revise drafts for coherence and consistency in
word choice, structure, and style; and read their own work from another
reader’s perspective.
W.PR.08.05 proofread and edit writing using grade-level
checklists and other appropriate resources both individually and in groups.
Personal Style
Students will…
W.PS.08.01
exhibit personal style and voice to enhance the written message in both
narrative (e.g., personification, humor, element of surprise) and informational
writing (e.g., emotional appeal, strong opinion, credible support).
Grammar and
Usage
Students will…
W.GR.08.01 in the context of writing,
correctly use style conventions (e.g., Modern Language Association Handbook)
and a variety of grammatical structures in compositions including infinitives,
gerunds, participial phrases, and dashes or ellipses.
Spelling
Students will…
W.SP.08.01 in the context of writing use correct spelling
conventions.
Handwriting
Students will…
W.HW.08.01
write neat and legible compositions.
Writing
Attitude
Students will…
W.AT.08.01 be enthusiastic about writing and learning to
write.
S P E A K I N G
Conventions
Students will…
S.CN.08.01
adjust their use of language to communicate effectively with a variety of
audiences and for different purposes by using enunciation to emphasize key
ideas and concepts when presenting.
S.CN.08.02
speak effectively using body language including gestures, posture, facial
expressions, tone of voice, and pace of speaking to enhance meaning and
influence interpretation in narrative and informational presentations.
S.CN.08.03 present in standard American English if it is
their first language. (Students whose first language is not English will
present in their developing version of standard American English.)
Discourse
Students will…
S.DS.08.01
engage in interactive, extended discourse to socially construct meaning in book
clubs, literature circles, partnerships, or other conversation protocols.
S.DS.08.02 respond to multiple text types in order to
explore problems and pose solutions supported with evidence, take a stand on an
issue and support it, and identify personally with a universal theme.
S.DS.08.03 discuss written narratives with a variety of
literary and plot devices (e.g., description of relevant situations,
well-chosen details, relevant dialogue, specific action, and physical
description of characters).
S.DS.08.04 plan, outline, and deliver an informational
presentation using precise and vivid language in the active voice; organizing
logically to convey the message; applying persuasive non-verbal techniques;
making use of rhetorical strategies to support the purpose of the presentation
and to positively impact the intended audience.
L I S T E N I N
G Conventions
&
V I E W I N G Students will…
L.CN.08.01 analyze main idea, significant details, fact
and opinion, bias, propaganda, argumentation, or support when listening to or
viewing a variety of speeches and presentations.
L.CN.08.02
listen to or view critically while demonstrating appropriate social skills of
audience behaviors (e.g., eye contact, attentive, and supportive); critically
examine the verbal and non-verbal strategies during speeches and presentations.
Response
Students will…
L.RP.08.01
listen to or view knowledgeably a variety of genre to react to a speaker’s
intent and apply a speaker’s reasoning to other situations.
L.RP.08.02 select, listen to or view knowledgeably,
respond thoughtfully to both classic and contemporary texts recognized for
quality and literary merit.
L.RP.08.03 paraphrase a speaker’s main ideas, purpose,
and point of view, and ask relevant questions about the content, delivery, and
purpose of the presentation.
L.RP.08.04
analyze oral interpretations of literature (e.g., language choice, delivery)
and the effect of the interpretations on the listener.
L.RP.08.05 respond to multiple text types when listened
to or viewed knowledgeably, by discussing, illustrating, and/or writing in
order to anticipate and answer questions; determine personal and universal
themes; and offer opinions or solutions.
L.RP.08.06 evaluate the credibility of a speaker by
determining whether the speaker may have hidden agendas or be otherwise biased.
L.RP.08.07 interpret and analyze the various ways in
which visual image-makers (e.g., graphic artists, illustrators) communicate
information and affect impressions and opinions.
===============================================================================================
Michigan’s High School English
Language Arts Content Standards and Expectations
GRADE 9 - 12
STANDARD
1.1 Understand and practice writing as a recursive process.
CE
1.1.1 Demonstrate flexibility in using independent and collaborative
strategies for planning, drafting, revising, and editing complex texts.
CE
1.1.2 Know and use a variety of prewriting strategies to generate, focus, and
organize ideas (e.g., free writing, clustering/mapping, talking with others,
brainstorming, outlining, developing graphic organizers, taking notes,
summarizing, paraphrasing).
CE
1.1.3 Select and use language that is appropriate (e.g., formal, informal,
literary, or technical) for the purpose, audience, and context of the text,
speech, or visual representation (e.g., letter to editor, proposal, poem, or
digital story).
CE
1.1.4 Compose drafts that convey an impression, express an opinion, raise a
question, argue a position, explore a topic, tell a story, or serve another
purpose, while simultaneously considering the constraints and possibilities
(e.g., structure, language, use of conventions of grammar, usage, and
mechanics) of the selected form or genre.
CE
1.1.5 Revise drafts to more fully and/or precisely convey meaning—drawing on
response from others, self-reflection, and reading one’s own work with the eye
of a reader; then refine the text— deleting and/or reorganizing ideas, and
addressing potential readers’ questions.
CE
1.1.6 Reorganize sentence elements as needed and choose grammatical and
stylistic options that provide sentence variety, fluency, and flow.
CE
1.1.7 Edit for style, tone, and word choice (specificity, variety, accuracy,
appropriateness, conciseness) and for conventions of grammar, usage and
mechanics that are appropriate for audience.
CE
1.1.8 Proofread to check spelling, layout, and font; and prepare selected
pieces for a public audience.
STANDARD
1.2 Use writing, speaking, and visual expression for personal understanding
and growth.
CE
1.2.1 Write, speak, and use images and graphs to understand and discover
complex ideas.
CE
1.2.2 Write, speak, and visually represent to develop self-awareness and
insight (e.g., diary, journal writing, portfolio self-assessment).
CE
1.2.3 Write, speak, and create artistic representations to express personal
experience and perspective (e.g., personal narrative, poetry, imaginative
writing, slam poetry, blogs, webpages).
CE
1.2.4 Assess strengths, weaknesses, and development as a writer by examining
a collection of own writing.
STANDARD 1.3 Communicate in speech,
writing, and multimedia using content, form, voice, and style appropriate to
the audience and purpose (e.g., to reflect, persuade, inform, analyze,
entertain, inspire).
CE 1.3.1 Compose
written, spoken, and/or multimedia compositions in a range of genres (e.g.,
personal narrative, biography, poem, fiction, drama, creative nonfiction,
summary, literary analysis essay, research report, or work-related text):
pieces that serve a variety of purposes (e.g., expressive, informative,
creative, and persuasive) and that use a variety of organizational patterns
(e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or
cause and effect).
CE 1.3.2 Compose
written and spoken essays or work-related text that demonstrate logical
thinking and the development of ideas for academic, creative, and personal
purposes: essays that convey the author’s message by using an engaging
introduction (with a clear thesis as appropriate), well-constructed paragraphs,
transition sentences, and a powerful conclusion.
CE 1.3.3 Compose
essays with well-crafted and varied sentences demonstrating a precise,
flexible, and creative use of language.
CE 1.3.4 Develop
and extend a thesis, argument, or exploration of a topic by analyzing differing
perspectives and employing a structure that effectively conveys the ideas in
writing (e.g. resolve inconsistencies in logic; use a range of strategies to
persuade, clarify, and defend a position with precise and relevant evidence;
anticipate and address concerns and counterclaims; provide a clear and
effective conclusion).
CE 1.3.5 From the outset, identify and assess audience
expectations and needs; consider the rhetorical effects of style, form, and
content based on that assessment; and adapt communication strategies
appropriately and effectively.
CE 1.3.6 Use
speaking, writing, and visual presentations to appeal to audiences of different
social, economic, and cultural backgrounds and experiences (e.g., include
explanations and definitions according to the audience’s background, age, or
knowledge of the topic; adjust formality of style; consider interests of
potential readers).
CE 1.3.7 Participate collaboratively and productively
in groups (e.g., response groups, work teams, discussion groups, and
committees)—fulfilling roles and responsibilities, posing relevant questions,
giving and following instructions, acknowledging and building on ideas and
contributions of others to answer questions or to solve problems, and offering
dissent courteously.
CE 1.3.8 Evaluate
own and others’ effectiveness in group discussions and formal presentations
(e.g., considering accuracy, relevance, clarity, and delivery; types of
arguments used; and relationships among purpose, audience, and content).
CE 1.3.9 Use the
formal, stylistic, content, and mechanical conventions of a variety of genres
in speaking, writing, and multimedia presentations.
STRAND 1:
WRITING, SPEAKING, AND VISUAL EXPRESSION (CONT.)
STANDARD 1.4 Develop and use the tools and practices of
inquiry and research—generating, exploring, and refining important questions;
creating a hypothesis or thesis; gathering and studying evidence; drawing
conclusions; and composing a report.
CE 1.4.1 Identify, explore, and refine topics and
questions appropriate for research.
CE 1.4.2 Develop a
system for gathering, organizing, paraphrasing, and summarizing information;
select, evaluate, synthesize, and use multiple primary and secondary (print and
electronic) resources.
CE 1.4.3 Develop
and refine a position, claim, thesis, or hypothesis that will be explored and
supported by analyzing different perspectives, resolving inconsistencies, and
writing about those differences in a structure appropriate for the audience
(e.g., argumentative essay that avoids inconsistencies in logic and develops a
single thesis; exploratory essay that explains differences and similarities and
raises additional questions).
CE 1.4.4
Interpret, synthesize, and evaluate information/findings in various
print sources and media (e.g., fact and opinion, comprehensiveness of the evidence,
bias, varied perspectives, motives and credibility of the author, date of
publication) to draw conclusions and implications.
CE 1.4.5 Develop
organizational structures appropriate to the purpose and message, and use
transitions that produce a sequential or logical flow of ideas.
CE 1.4.6 Use
appropriate conventions of textual citation in different contexts (e.g.,
different academic disciplines and workplace writing situations).
CE 1.4.7 Recognize
the role of research, including student research, as a contribution to
collective knowledge, selecting an appropriate method or genre through which
research findings will be shared and evaluated, keeping in mind the needs of
the prospective audience. (e.g., presentations, online sharing, written products
such as a research report, a research brief, a multi-genre report, I-Search,
literary analysis, news article).
STANDARD 1.5 Produce a variety of written, spoken,
multigenre, and multimedia works, making conscious choices about language,
form, style, and/or visual representation for each work (e.g., poetry, fiction
and creative nonfiction stories, academic and literary essays, proposals,
memos, manifestos, business letters, advertisements, prepared speeches, group
and dramatic performances, poetry slams, and digital stories).
CE 1.5.1 Use
writing, speaking, and visual expression to develop powerful, creative and
critical messages.
CE 1.5.2 Prepare spoken and multimedia presentations
that effectively address audiences by careful use of voice, pacing, gestures,
eye contact, visual aids, audio and video technology.
CE 1.5.3 Select
format and tone based on the desired effect and audience, using effective
written and spoken language, sound, and/or visual representations (e.g., focus,
transitions, facts, detail and evidence to support judgments, skillful use of
rhetorical devices, and a coherent conclusion).
CE 1.5.4 Use
technology tools (e.g, word processing, presentation and multimedia software)
to produce polished written and multimedia work (e.g., literary and expository
works, proposals, business presentations, advertisements).
CE 1.5.5 Respond
to and use feedback to strengthen written and multimedia presentations (e.g.,
clarify and defend ideas, expand on a topic, use logical arguments, modify
organization, evaluate effectiveness of images, set goals for future
presentations).
STRAND 2:
In constructing meaning while
reading, listening, or viewing, students draw upon prior knowledge and engage
complex skills and strategies of comprehension and interpretation, and critical
thinking. They develop skill, confidence, and independence in understanding
narrative and expository texts, including aural, visual, and multimodal works.
Students synthesize information through reading, listening, and viewing and
also generate new thinking.
STANDARD 2.1
Develop critical reading, listening, and viewing strategies.
CE 2.1.1 Use a
variety of pre-reading and previewing strategies (e.g., acknowledge own prior
knowledge, make connections, generate questions, make predictions, scan a text
for a particular purpose or audience, analyze text structure and features) to
make conscious choices about how to approach the reading based on purpose,
genre, level of difficulty, text demands and features.
CE 2.1.2 Make
supported inferences and draw conclusions based on informational print and
multimedia features (e.g., prefaces, appendices, marginal notes, illustrations,
bibliographies, author’s pages, footnotes, diagrams, tables, charts, maps,
timelines, graphs, and other visual and special effects) and explain how
authors and speakers use them to infer the organization of text and enhance
understanding, convey meaning, and inspire or mislead audiences.
CE 2.1.3 Determine
the meaning of unfamiliar words, specialized vocabulary, figurative language,
idiomatic expressions, and technical meanings of terms through context clues,
word roots and affixes, and the use of appropriate resource materials such as
print and electronic dictionaries.
CE 2.1.4 Identify
and evaluate the primary focus, logical argument, structure, and style of a
text or speech and the ways in which these elements support or confound meaning
or purpose.
CE 2.1.5 Analyze
and evaluate the components of multiple organizational patterns (e.g.,
compare/contrast, cause/effect, problem/solution, fact/opinion,
theory/evidence).
CE 2.1.6 Recognize
the defining characteristics of informational texts, speeches, and multimedia
presentations (e.g., documentaries and research presentations) and elements of
expository texts (e.g., thesis, supporting ideas, and statistical evidence);
critically examine the argumentation and conclusions of multiple informational
texts.
CE 2.1.7
Demonstrate understanding of written, spoken, or visual information by restating,
paraphrasing, summarizing, critiquing, or composing a personal response;
distinguish between a summary and a critique.
CE 2.1.8 Recognize the conventions of visual and
multimedia presentations (e.g., lighting, camera angle, special effects, color,
and soundtrack) and how they carry or influence messages.
CE 2.1.9 Examine the intersections and distinctions
between visual (media images, painting, film, and graphic arts) and verbal
communication.
CE 2.1.10 Listen
to and view speeches, presentations, and multimedia works to identify and
respond thoughtfully to key ideas, significant details, logical organization,
fact and opinion, and propaganda.
CE 2.1.11 Demonstrate appropriate social skills of
audience, group discussion, or work team behavior by listening attentively and
with civility to the ideas of others, gaining the floor in respectful ways,
posing appropriate questions, and tolerating ambiguity and lack of consensus.
CE 2.1.12 Use a variety of strategies to enhance
listening comprehension (e.g., monitor message for clarity and understanding,
ask relevant questions, provide verbal and nonverbal feedback, notice cues such
as change of pace or emphasis that indicate a new point is about to be made;
and take notes to organize essential information).
STANDARD 2.2 Use a variety of reading, listening, and
viewing strategies to construct meaning beyond the literal level (e.g., drawing
inferences; confirming and correcting; making comparisons, connections, and
generalizations; and drawing conclusions).
CE 2.2.1 Recognize literary and persuasive strategies
as ways by which authors convey ideas and readers make meaning (e.g., imagery,
irony, satire, parody, propaganda, overstatement/understatement, omission, and
multiple points of view).
CE 2.2.2 Examine the ways in which prior knowledge and
personal experience affect the understanding of written, spoken, or multimedia
text.
CE 2.2.3 Interpret the meaning of written, spoken, and
visual texts by drawing on different cultural, theoretical, and critical
perspectives.
STANDARD 2.3
Develop as a reader, listener, and viewer for personal, social, and political
purposes, through independent and collaborative reading.
CE 2.3.1 Read,
listen to, and view diverse texts for multiple purposes such as learning
complex procedures, making work-place decisions, or pursuing in-depth studies.
CE 2.3.2 Read,
view, and/or listen independently to a variety of fiction, nonfiction, and
multimedia genres based on student interest and curiosity.
CE 2.3.3
Critically read and interpret instructions for a variety of tasks (e.g.,
completing assignments, using software, writing college and job applications).
CE 2.3.4 Critically interpret primary and secondary
research-related documents (e.g., historical and government documents,
newspapers, critical and technical articles, and subject-specific books).
CE 2.3.5 Engage in self-assessment as a reader,
listener, and viewer, while monitoring comprehension and using a variety of
strategies to overcome difficulties when constructing and conveying meaning.
CE 2.3.6 Reflect on personal understanding of reading,
listening, and viewing; set personal learning goals; and take responsibility
for personal growth.
CE 2.3.7 Participate as an active member of a reading,
listening, and viewing community, collaboratively selecting materials to read
or events to view and enjoy (e.g., book talks, literature circles, film clubs).
CE 2.3.8 Develop and apply personal, shared, and
academic criteria to evaluate own and others’ oral, written, and visual texts.
STRAND 3:
LITERATURE AND CULTURE
Students study and appreciate a
rich and varied selection of classical and contemporary literary, cultural, and
historical texts from American, British, and world traditions. They learn to
make meaning from the experiences, ideas, and emotions of others across the
ages, applying their understanding to contemporary circumstances.
STANDARD 3.1
Develop the skills of close and contextual literary reading.
CE 3.1.1 Interpret literary language (e.g., imagery,
allusions, symbolism, metaphor) while reading literary and expository works.
CE 3.1.2
Demonstrate an understanding of literary characterization, character
development, the function of major and minor characters, motives and causes for
action, and moral dilemmas that characters encounter by describing their
function in specific works.
CE 3.1.3 Recognize
a variety of plot structures and elements (e.g., story within a story, rising
action, foreshadowing, flash backs, cause-and-effect relationships, conflicts,
resolutions) and describe their impact on the reader in specific literary
works.
CE 3.1.4 Analyze
characteristics of specific works and authors (e.g., voice, mood, time
sequence, author vs. narrator, stated vs. implied author, intended audience and
purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and
identify basic beliefs, perspectives, and philosophical assumptions underlying
an author’s work.
CE 3.1.5
Comparatively analyze two or more literary or expository texts, comparing
how and why similar themes are treated differently, by different authors, in
different types of text, in different historical periods, and/or from different
cultural perspectives.
CE 3.1.6 Examine differing and diverse interpretations
of literary and expository works and explain how and why interpretation may
vary from reader to reader.
CE 3.1.7 Analyze
and evaluate the portrayal of various groups, societies, and cultures in
literature and other texts.
CE 3.1.8
Demonstrate an understanding of historical, political, cultural, and
philosophical themes and questions raised by literary and expository works.
CE 3.1.9 Analyze
how the tensions among characters, communities, themes, and issues in
literature and other texts reflect human experience.
CE 3.1.10 Demonstrate an understanding of the
connections between literary and expository works, themes, and historical and
contemporary contexts.
STANDARD 3.2 Read and respond to classic and contemporary
fiction, literary nonfiction, and expository text, from a variety of literary
genres representing many time periods and authors (e.g., myth, epic, folklore,
drama, poetry, autobiography, novels, short stories, philosophical pieces,
science fiction, fantasy, young adult literature, creative non-fiction, hypertext
fiction).
CE 3.2.1 Recognize a variety of literary genres and
forms (e.g., poetry, drama, novels, short stories, autobiographies,
biographies, multi-genre texts, satire, parody, allegory) and demonstrate an
understanding of the way in which genre and form influence meaning.
CE 3.2.2 Identify different types of poetry (e.g.,
epic, lyric, sonnet, free verse) and explain how specific features (e.g.,
figurative language, imagery, rhythm, alliteration, etc.) influence meaning.
CE 3.2.3 Identify how elements of dramatic literature
(e.g., dramatic irony, soliloquy, stage direction, and dialogue) illuminate the
meaning of the text.
CE 3.2.4 Respond by participating actively and
appropriately in small and large group discussions about literature (e.g.,
posing questions, listening to others, contributing ideas, reflecting on and
revising initial responses).
CE 3.2.5 Respond to literature in a variety of ways
(e.g., dramatic interpretation, reader’s theatre, literature circles,
illustration, writing in a character’s voice, engaging in social action,
writing an analytic essay) providing examples of how texts affect their lives,
connect them with the contemporary world, and communicate across time.
STANDARD 3.3
Use knowledge of literary history, traditions, and theory to respond to and
analyze the meaning of texts.
CE 3.3.1 Explore the relationships among individual
works, authors, and literary movements in English and American literature
(e.g., Romanticism, Puritanism, the Harlem Renaissance, Postcolonial), and
consider the historical, cultural, and societal contexts in which works were
produced.
CE 3.3.2 Read and
analyze classic and contemporary works of literature (American, British, world)
representing a variety of genres and traditions and consider their significance
in their own time period as well as how they may be relevant to contemporary
society.
CE 3.3.3 Draw on a variety of critical perspectives to
respond to and analyze works of literature (e.g., religious, biographical,
feminist, multicultural, political).
CE 3.3.4
Demonstrate knowledge of American minority literature and the
contributions of minority writers.
CE 3.3.5 Demonstrate familiarity with world
literature, including authors beyond American and British literary traditions.
CE 3.3.6 Critically examine standards of literary
judgment (e.g., aesthetic value, quality of writing, literary merit, social
significance) and questions regarding the inclusion and/or exclusion of
literary works in the curriculum (e.g., canon formation, “classic” vs.
“popular” texts, traditional vs. non-traditional literature, the place of
literature by women and/or minority writers).
STANDARD 3.4
Examine mass media, film, series fiction, and other texts from popular culture.
CE 3.4.1 Use methods of close and contextualized
reading and viewing to examine, interpret, and evaluate print and visual media
and other works from popular culture.
CE 3.4.2 Understand that media and popular texts are
produced within a social context and have economic, political, social, and
aesthetic purposes.
CE 3.4.3 Understand the ways people use media in their
personal and public lives.
CE 3.4.4
Understand how the commercial and political purposes of producers and
publishers influence not only the nature of advertisements and the selection of
media content, but the slant of news articles in newspapers, magazines, and the
visual media.
Language is an evolving tool with
powerful personal, cultural, economic, and political implications. Knowledge of
the structures of language (e.g., the history, meaning, and use of words;
varying sentence structures and patterns of language; the conventions of
standard English) is essential for the effective use of language for varying
purposes (e.g., the development of a rich vocabulary, sentence structures for
different rhetorical purposes, appropriate speech patterns for different social
contexts). Understanding the political implications of language use is also
critical for fostering a democratic society in which all voices are valued.
STANDARD 4.1 Understand and use the English language
effectively in a variety of contexts and settings.
CE 4.1.1 Use
sentence structures and vocabulary effectively within different modes (oral and
written, formal and informal) and for various rhetorical purposes.
CE 4.1.2 Use
resources to determine word meanings, pronunciations, and word etymologies
(e.g., context, print and electronic dictionaries, thesauruses, glossaries, and
others).
CE 4.1.3 Use a
range of linguistic applications and styles for accomplishing different
rhetorical purposes (e.g., persuading others to change opinions, conducting
business transactions, speaking in a public forum, discussing issues informally
with peers).
CE 4.1.4 Control
standard English structures in a variety of contexts (e.g., formal speaking,
academic prose, business, and public writing) using language carefully and
precisely.
CE 4.1.5
Demonstrate use of conventions of grammar, usage, and mechanics in
written texts, including parts of speech, sentence structure and variety,
spelling, capitalization, and punctuation.
STANDARD 4.2
Understand how language variety reflects and shapes experience.
CE 4.2.1 Understand how languages and dialects are
used to communicate effectively in different roles, under different
circumstances, and among speakers of different speech communities (e.g., ethnic
communities, social groups, professional organizations).
CE 4.2.2
Understand the implications and potential consequences of language use (e.g.,
appropriate professional speech; sexist, racist, homophobic language) .
CE 4.2.3 Recognize and appreciate language variety,
understand that all dialects are rule-governed, and respect the linguistic
differences of other speech communities.
CE 4.2.4 Understand the appropriate uses and
implications of casual or informal versus professional language; understand, as
well, the implications of language designed to control others and the
detrimental effects of its use on targeted individuals or groups (e.g.,
propaganda, homophobic language, and racial, ethnic, or gender epithets).
CE 4.2.5 Recognize language bias in one’s community,
school, textbooks, the public press, and in one’s own use of language.