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READING
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1.
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Students
will read fluently using the skills and strategies of the reading
process. |
By the end of grade 2:
a. Decode using a variety of reading strategies, including phonics,
syllabication, and recognition of word parts.
b. Read a variety of text aloud with appropriate fluency, accuracy,
pacing, intonation, and expression.
c. Use a dictionary to determine meaning of words.
By the end of grade 4:
a. Apply knowledge of word relationships, root words, derivations,
suffixes, and affixes to determine the meaning of words.
b. Apply knowledge of synonyms, antonyms, and idioms to determine
the meaning of phrases.
c. Use appropriate strategies (e.g., previews text, pictorial clues,
contextual clues, predictions) when reading for different purposes
(e.g., full comprehension, locating information, following multiple-step
instructions, and personal enjoyment).
d. Use a dictionary and a thesaurus to determine the meaning of words.
By the end of grade 8:
a. Use knowledge of word relationships, as well as historical and
literary context clues, to determine the meaning of specialized vocabulary
and to understand the precise meaning of grade-level-appropriate words.
b. Use idioms, analogies, metaphors, and similes to infer the literal
and figurative meanings of phrases.
c. Use the dictionary as a tool for reading (e.g., pronunciation,
parts of speech, etc.).
d. Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes
to infer the meaning of words.
By the end of grade 12:
a. Discern the meaning and relationship between pairs of words encountered
in analogies (e.g., connotation and denotation).
b. Understand how organization, language structures (e.g., word order),
repetition of key ideas, syntax, and word choice affect the clarity
in text.
READING
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2.
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Students
will comprehend, respond to, and analyze a wide variety of literary
texts. |
By the end of grade 2:
a. Identify the main events of the plot and their causes.
b. Make and confirm predictions about text by using prior knowledge
and ideas presented in text.
c. Produce written and oral responses to literature.
d. Produce written or oral summaries of books that contain the main
ideas of the text and the most significant details.
e. Recognize the genre features of fiction and non-fiction, folk
tales, and chapter books.
f. Identify the use of rhyme, rhythm, and alliteration in poetry.
By the end of grade 4:
a. Describe the structural difference of various forms of literature
(e.g., poetry, fantasies, fables, myths, legends, and fairy tales,
biographies).
b. Use knowledge of the situation and setting and of a character's
traits and motivations to determine the causes for that character's
actions.
c. Compare and contrast tales from different cultures by tracing
the exploits of one character type and develop theories to account
for similar tales in diverse cultures (e.g., trickster tales).
d. Identify and define the presence of figurative language in literary
works, including simile, metaphor, hyperbole, and personification.
e. Make logical predictions about text by using prior knowledge and
ideas presented in text, including key plot elements, illustrations,
titles, topic sentences, key words, characterization, symbolism, and
foreshadowing clues.
f. Produce written and oral responses to literature that demonstrate
an understanding of the literary work and that support judgments through
references both to the text and to prior knowledge.
By the end of grade 8:
a. Determine the purposes and characteristics of a variety of
genres (poetry, fantasies, myths, historical fiction, novels and novellas,
non-fiction, autobiography and biography).
b. Name the structural elements of the plot (e.g., exposition, rising
action, climax), the plot's development, and explain the extent to
which conflicts are addressed and resolved.
c. Compare and contrast motivations and actions of literary characters
from different historical eras confronting similar situations or conflicts.
d. Understand relevance of setting (place, time, and customs) to
the mood, tone, and meaning of text.
e. Identify and analyze recurring comparative themes (e.g., good
and evil, heroism, appearance v. reality, traditional and contemporary)
across works.
f. Identify significant literary devices that define a writer's style
(e.g., metaphor, symbolism, dialect, and irony) and use those elements
to interpret the work.
g.
Explain connections among essential ideas, arguments, and perspectives
of literary text
h. Make inferences and draw conclusions based on implicit and explicit
information.
i. Produce responses to literature that develop interpretations,
exhibit careful reading and insight (e.g., connect the student's own
responses to specific textual references; draw supported inferences
about the effects of a literary work on its audience), and support
judgments through references to the text, other works, other authors,
or to personal knowledge.
By the end of grade 12:
a. Understand the function of literary devices (e.g., archetypes,
satire, parody, allegory) in fictional or poetic text and use these
to interpret and criticize the text perceptively.
b. Identify characteristics of sub-genres (e.g., pastoral, satire,
parody) that are used in poetry, fictional prose, drama, novel, short
story, essay, and other basic genres.
c. Show how the theme or meaning of a selection represents a view
or comment on life, using textual evidence to support the claims.
d. Analyze
how irony, tone, mood, style, and "sound" of
language are used to achieve specific rhetorical and aesthetic
purposes
and to create meaning.
e. Analyze ways in which imagery, personification, figures of speech,
and word sounds are used in poetry and prose to create meaning.
f. Make valid assertions about significant patterns, motifs, and
perspectives by using elements of text to support interpretations.
g. Determine the implicit and explicit philosophical assumptions
and beliefs of a text.
h. Analyze the historical and cultural role of the fictional or poetic
text as a way of knowing and ordering the world.
i. Analyze recognized works of literature representing a variety
of genres and traditions in order to:
(1) trace the development of literature through history;
(2) recognize the common definitions of major periods, themes, styles,
and trends;
(3) describe various ways that works of different cultures relate
to one another in each period;
(4) evaluate the philosophical, political, religious, ethical, and
social influences that shaped characters, plots, and settings; and
(5) identify the similarities and differences between literary works
from different cultures, ages, and ethnic, gender, and class contexts.
j. Produce responses to literature that demonstrate a comprehensive
understanding of the significant ideas in works or passages and the
use of imagery and literary techniques (e.g., simile, metaphor, syntax,
diction, symbolism), and support key ideas and viewpoints through
accurate and detailed references to the text and to other works.
READING
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3.
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Students
will apply skills and strategies appropriate for reading non-fiction
texts. |
By the end of grade 2:
a. Identify structural patterns found in informational texts (e.g.,
compare and contrast, cause and effect, sequential-chronological order)
to strengthen comprehension.
b. Use heading, topic sentences, and graphic organizers to determine
main ideas of a text and to locate information.
c. Distinguish between fact and opinion in informational text.
By the end of grade 4:
a. Use structural patterns found in informational text (e.g., compare
and contrast, cause and effect, sequential-chronological order, proposition
and support).
b. Use text organizers (e.g., headings, topic and summary sentences,
graphic features) to determine main ideas of a text and to locate
information.
c. Evaluate new information and hypotheses by testing them against
known information and ideas, including generating and responding to
essential questions.
d. Distinguish between fact and opinion in expository text.
e. Produce summaries of non-fiction texts, accurately conveying the
main ideas and the most significant details.
By the end of grade 8:
a. Evaluate the proposition-and-support patterns in persuasive text.
b. Make inferences and draw conclusions based on implicit and explicit
information.
c. Summarize and paraphrase information in texts, accurately reflecting
the main ideas, including critical details, and conveying the underlying
meaning of the original text.
d. Use information from a variety of consumer, workplace, and public
documents to explain a situation or decision or to solve a problem.
e. Understand the unity, coherence, logic, internal consistency,
and structural patterns of text.
f. Understand connections between essential ideas, arguments, and
perspectives of an informational text.
By the end of grade 12:
a. Identify and evaluate the validity, and effectiveness in the logic
of arguments set forth in non-fiction texts, their appeal to audiences
both friendly and hostile, and the extent to which they anticipate
and address reader concerns and counterclaims (e.g., appeal to reason,
appeal to authority, appeal to pathos/emotion).
b. Identify the features and rhetorical devices of different types
of public documents (e.g., policy statements, speeches, debates, platforms)
and analyze how authors use these features and devices.
c. Understand how clarity is affected by the patterns of organization,
use of rhetorical devices, repetition of key ideas, syntax, and word
choice in text.
d. Verify facts presented in expository texts (e.g., consumer, workplace,
and public documents and electronic information).
WRITING
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4.
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Students
will write with a command of informal and formal English. |
By the end of grade 2:
a. Construct simple and compound sentences.
b. Use correct subject-verb agreement.
c. Use regular and irregular verbs correctly.
d. Use pronouns and personal pronouns correctly.
e. Use adjectives correctly.
f. Use apostrophes appropriately in possessives and contractions.
g. Use correct ending punctuation for statements and questions.
h. Use correct capitalization.
By the end of grade 4:
a. Construct complex sentences using appositives, participial phrases,
adjectives, adverbs, and prepositional phrases.
b. Use adverbs and adjectives, prepositions, coordinating conjunctions,
and irregular verbs.
c. Use correct punctuation (e.g., commas in direct quotations, apostrophes
in possessives and contractions, parentheses, and properly identified
titles).
d. Use spelling conventions consistent with one internationally recognized
system.
e. Identify the basic parts of speech.
f. Use appropriate paragraph form (e.g., indentations, margins, spacing).
g. Write fluidly and legibly in cursive.
h. Edit and correct work.
By the end of grade 8:
a. Use formal and informal English appropriate to audience and circumstance.
b. Identify and use a variety of sentence structures.
c. Identify and use a variety of paragraph structures.
d. Use parallel structure in all written discourse, including similar
grammatical forms to present items in a series (e.g., consistency
with tense, possessives, or plurals), complements, and items juxtaposed
for emphasis.
e. Use subordination, coordination, apposition, and other devices
to indicate clearly the relationship between written ideas.
f. Edit written work to reflect appropriate and effective grammar
(e.g., verb tense, pronoun antecedent, etc.), spelling, and correct
use of punctuation and capitalization.
g. Produce legible, correctly formatted work.
h. Write letters that follow the conventional style for the type
of document (e.g., essay, report, letter of inquiry, memorandum).
By the end of grade 12:
a. Use strong, varied appropriate structure in written work.
b. Edit for proper mechanics and format.
WRITING
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5.
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Students
will write with clarity, logic, validity, and effectiveness on a
wide range of topics and for a variety of purposes and audiences. |
By the end of grade 2:
a. Write clear, coherent sentences.
b. Edit and revise drafts for clarity and coherence.
c. Use descriptive words that add interest and meaning to writing.
d. Write in a variety of genres (e.g., simple poetry and verse, information,
narration, persuasion, humor).
e. Write a brief paragraph with main idea and supporting details.
By the end of grade 4:
a. Write clear, fluid sentences.
b. Select a focus, organization, and point
of view based upon purpose, audience, length, and format requirements.
c. Create a multiple-paragraph composition
that provides an introductory paragraph; establishes and supports
a central idea with a topic sentence; includes supporting paragraphs
with facts, details, explanations, and transitions; concludes with
a paragraph that summarizes the points.
d. Use conventional structures (e.g., chronological
order, cause and effect, similarity and difference, and posing and
answering a question) for conveying information.
e. Use a variety of perspectives in writing.
f. Use descriptive language that clarifies
and enhances, using words specific and appropriate to the subject.
g. Write in a variety of genres, including:
- narrative (e.g., literary responses, memories,
observations that provide a context for the reader)
- poetry and verse (e.g., simple rhymes, haiku,
blank verse)
- persuasive
- expository
- short stories
h. Edit and revise to improve coherence and
progression by adding, deleting, consolidating, and rearranging
text.
By the end of grade 8:
a. Use a variety of techniques to convey personal style and voice
and demonstrate an awareness of audience.
b. Create persuasive essays that establish a controlling impression,
have a coherent thesis, and make a clear and well-supported conclusion.
c. Establish coherence within and among paragraphs through effective
transitions, parallel structures, and similar writing techniques.
d. Support theses or conclusions with analogies, paraphrases, quotations
and opinions from authorities, comparisons, and similar devices.
e. Revise writing for word choice, appropriate organization, consistent
point of view, and transitions among paragraphs, passages, and ideas.
f. Write biographies, autobiographies, short stories, and/or narratives
that relate a clear, coherent incident, event, or situation by using
well-chosen details; reveal the significance of, or the writer's attitude
about, the subject; and employ narrative and descriptive strategies
(e.g., relevant dialogue, specific action, physical description, background
description, comparison or contrast of characters).
g. Write process essays that explain a complex operation or situation
(e.g., system design or structure of an organization); identify the
sequence of activities needed to create the product, service, or system.
h. Write poetry that effectively uses cadence, imagery, and other
poetic devices.
By the end of grade 12:
a. Use written language to pose questions for inquiry, organize information,
and communicate it effectively.
b. Use accurately vocabulary specific to literary studies.
c. Demonstrate understanding of the elements of discourse (e.g.,
purpose, speaker, audience, form).
d. Use point of view, characterization, style (e.g., irony), and
related elements for specific rhetorical and aesthetic purposes.
e.
Use language in natural, fresh, and vivid ways, eliminating clichés
and jargon, to create a specific tone.
f. Use rhetorical questions, parallelism, concrete images, figurative
language, characterization, irony, and dialogue to achieve clarity,
force, and aesthetic effect in written work.
g. Distinguish among, and use, various forms of logic in argument,
including inductive and deductive reasoning, syllogisms, and analogies
in written work.
h. Use logical, ethical, and emotional appeals that enhance a specific
tone and purpose in written work.
i. Write persuasive compositions that include well-defined theses,
make clear and knowledgeable judgments; support arguments with detailed
evidence, examples, and reasoning, differentiating between evidence
and opinion; and arrange details, reasons, and examples, effectively
anticipating and answering reader concerns and counter-arguments.
j. Write fictional, autobiographical, and biographical narratives
that narrate a sequence of events and communicate their significance
to the audience; locate scenes and incidents in specific places; develop
the narrative elements with attention to perspective and concrete
sensory details and language (e.g., visual details of scenes; descriptions
of sounds, smells, appearances, specific actions; movements and gestures;
interior monologue or feelings of characters); and pace the presentation
of actions to convey temporal, spatial, and dramatic mood changes.
k. Write clear informational texts in a tone that fits purpose and
audience (e.g., job application, memorandum, newspaper article).
l. Write complex poetry that makes effective use of metaphors, similes,
meter, rhyme, and sound devices.
m. Revise writing to clarify, highlight individual voice, give sentence
variety, and enhance subtlety of meaning and tone in ways that are
consistent with purpose, audience, and genre.
LISTENING AND SPEAKING
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6.
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Students
will listen and respond critically to oral communication. |
By the end of grade 2:
a. Ask thoughtful questions and respond to relevant questions with
appropriate elaboration.
b. Follow oral directions.
c. Identify major ideas in age-appropriate spoken messages and formal
presentations.
By the end of grade 4:
a. Ask interpretive and evaluative questions.
b. Respond to interpretive and evaluative questions.
c. Summarize major ideas and supporting evidence presented in spoken
messages and formal presentations.
d.
Identify how language (e.g., sayings, expressions, usage, dialect,
colloquialisms) reflects regions and cultures.
By the end of grade 8:
a. Respond to oral interpretations of literature, considering delivery
and its effect on the listener(s).
b. Paraphrase a speaker's purpose and point of view and ask relevant
questions concerning the speaker's content, delivery, and purpose.
c. Evaluate the credibility of a speaker (e.g., by detecting hidden
agendas, slanted or biased material).
d. Evaluate the quality of a speaker (e.g., organization of information
for audience and purpose, correct language and grammar, voice modulation,
ton, and pacing).
By the end of grade 12:
a. Critique the impact that a speaker's use of diction and syntax
has on purpose and audience.
b. Identify logical fallacies used in oral addresses (e.g., attack
ad hominem, false causality, red herring, hasty generalization,
bandwagon, circular reasoning).
c. Analyze the four basic types of persuasive speeches (i.e., propositions
of fact, value, problem, or policy).
d. Critique the quality of a speaker (e.g., diction and syntax, persuasive
language, impact on audience, reasoning and proof).
LISTENING AND SPEAKING
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7.
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Students
will deliver coherent, well-focused informal and formal oral presentations. |
By the end of grade 2:
a. Speak with correct grammar.
b. Use a variety of sentence patterns in speech.
c. Give precise directions and instructions.
d. Maintain a clear focus, use logical sequence, and use details
when recounting experiences or presenting information.
e. Recite brief poems using clear diction, tempo, and volume.
By the end of grade 4:
a. Present effective introductions and conclusions that guide and
inform the listener's understanding of key ideas and evidence.
b. Use conventional structures (e.g., cause and effect, similarity
and difference, and posing and answering a question) for conveying
information.
c. Use verbal and non-verbal cues (e.g., volume, enunciation, gestures)
to clarify meaning and emphasize points.
d. Use details, examples, anecdotes, or experiences to explain or
clarify information.
e. Make formal and informal presentations that use clear diction,
tempo, volume, and phrasing and are appropriate to audience and purpose,
e.g.:
- make narrative presentations on an incident that relate ideas,
observations, or memories; provide context that enables the listener
to imagine the circumstances in which the event or experience occurred;
and provide insight into why the selected incident is memorable;
- make informative presentations that frame a key question; contain
facts and details that help listeners focus; and incorporate more
than one source of information (e.g., speakers, books, newspapers,
television, or radio reports); and
- recite brief poems (i.e., two or three stanzas), brief soliloquies,
or dramatic dialogues
By the end of grade 8:
a. Express coherently phrased, well-supported ideas in class discussions.
b. Use verbal and non-verbal cues (e.g., volume, pitch, phrasing,
pace, gestures) to assist the listener in following key ideas and
concepts.
c. Use appropriate grammar, word choice, pronunciation, enunciation,
and pace during formal presentations.
d. Match message, vocabulary, voice modulation, expression, and
tone to audience and purpose.
e. Prepare a formal speech, following an outline that includes an
introduction, previews, transitions, and summaries; a logically developed
body; and an effective conclusion.
f. Use precise language, action verbs, sensory details, appropriate
and colorful modifiers, and active rather than passive voice in ways
that enliven oral presentations.
g. Plan and shape presentations to achieve particular purposes or
effects and use feedback from rehearsals to make modifications.
h. Deliver clear, coherent formal and informal presentations that
use voice modulation, tone, and gestures expressively to enhance meaning
and are appropriate to audience and purpose, e.g.:
- relate an incident, event, or situation by using well-chosen details;
reveal the significance of the subject's attitude about the incident,
event, or situation; and employ narrative and descriptive strategies
(e.g., relevant dialogue, specific action, physical description,
background description, comparison or contrast of characters).
- deliver persuasive presentations that include a thesis and support
arguments with evidence.
- deliver oral reports on research using exposition, narration,
description, argumentation, or some combination; and
- recite poems (four to six stanzas), sections of speeches, or
dramatic soliloquies.
By the end of grade 12:
a. Use effective language, including informal usage for effect; standard
English for clarity; and technical language for specificity.
b. Use rhetorical questions, parallelism, concrete images, figurative
language, characterization, irony, and dialogue to achieve clarity,
force, and aesthetic effect in oral presentations.
c. Distinguish among, and use, various forms of logic in argument,
including inductive and deductive reasoning, syllogisms, and analogies
in oral presentations.
d. Use logical, ethical, and emotional appeals that enhance a specific
tone and purpose in oral communications.
e. Make oral presentations with command of text, e.g.:
- deliver persuasive presentations that include well-defined theses
making clear and knowledgeable judgments; support arguments with
detailed evidence, examples and reasoning, differentiating evidence
from opinion; and
- deliver multimedia presentations that combine text, images, and
sound, drawing information from many sources.
f. Deliver oral presentations with skillful and artistic staging
and attention to performance details that achieve clarity, force,
and aesthetic effect, e.g.:
- effectively anticipate and answer listener concerns and counter-arguments
through the inclusion and arrangement of details, reasons, examples,
and other elements;
- test audience response and revise the presentation accordingly;
and
- use passages from published work (e.g., poems, speeches, soliloquies)
to demonstrate understanding of meaning and mastery of delivery
skills.
LISTENING AND SPEAKING
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8.
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Students
will analyze and evaluate the content and its presentation in a
variety of media. |
By the end of grade 2:
a. Identify and compare forms of media (e.g., newspaper, multimedia
presentation, web page) and evaluate them for purpose, audience, and
validity.
b. Describe effects of language, sounds, and visual images in media.
By the end of grade 4:
a. Knows the role of the media in focusing attention on events, in
forming opinions on issues, and influencing decisions.
b. Evaluate various techniques used by visual image-makers (e.g.,
graphic artists, illustrators, news photographers) communicate information
and affect impressions and opinions.
c. Identify when a medium is being an information provider, entertainer,
persuader, and transmitter of culture.
d. Understand that sometimes media presentations provide misleading
information.
By the end of grade 8:
a. Recognize the different ways media products reflect the society
for which they were created.
b. Identify examples of bias in the media.
c. Analyze strategies employed by the media (e.g., logical fallacy,
advertising, perpetuation of stereotypes, use of visual representations,
special effects, language) to inform, persuade, entertain, and transmit
culture.
By the end of grade 12:
a.
Analyze the techniques used in media messages for a particular
audience and evaluate their effectiveness (e.g.,
Orson Welles' radio
broadcast, "War of the Worlds").
b. Evaluate media messages for fact and opinion.
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9.
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Students
will demonstrate a command of research skills. |
By the end of grade 2:
a. Locate information in a table of contents, glossary, and index.
b. Use reference materials (e.g., dictionary, thesaurus, picture
encyclopedia).
By the end of grade 4:
a. Define focus to guide research.
b. Gather and record information (e.g., note taking, photography,
surveys).
c. Quote or paraphrase information sources, citing them appropriately.
d. Use standard reference tools (e.g., dictionary, thesaurus, library
information systems, encyclopedia, on-line information) to gather
information for research.
e. Research information for reports that frame a key question about
an issue or situation, drawing from multiple sources of information
(e.g., speakers, books, newspapers, media sources).
By the end of grade 8:
a. Plan and conduct multiple-step information searches using print
and multimedia resources.
b. Use research information, sources, etc. to substantiate original
thought (personal thesis, claims, conclusions, etc.).
c. Understand the structure and organization of (and use) almanacs,
newspapers, periodicals, search engines and directories, and web reference
sites.
d. Prepare reports or research presentations that define a thesis;
record important ideas, concepts, direct quotations from significant
information sources; paraphrase and summarize relevant perspectives
on the topic; and organize and record information on charts, maps,
and graphs.
e. Use a variety of primary and secondary sources, determining the
nature and usefulness of each.
f. Evaluate accuracy and validity of information (e.g., identifying
the web address, date of publication, author, target audience, purpose).
g. Cite sources parenthetically within text.
h. Provide a formal bibliography using a standard format.
By the end of grade 12:
a. Use clear research questions to develop creative and critical
research strategies (e.g., field studies, oral histories, interviews,
experiments, electronic sources).
b. Use systematic strategies (e.g., outlining, anecdotal scripting,
annotated bibliographies) to organize and record information.
c. Achieve effective balance between research information and original
ideas in a research report.
d. Analyze several records of a single event and explain the perceived
reasons for the similarities and differences in records.
e. Use information derived from primary and secondary sources to
support or enhance an argument; include information from relevant
perspectives, taking the validity and reliability of sources into
consideration.
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