Reading and Responding

Standard 1:

      1.  Develop vocabulary using a variety of strategies, including:

·         use of connotative and denotative meanings

·         use of Greek, Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA‑1‑M1)

      2.  Explain story elements, including:

·         the revelation of character motivation through thoughts, words, and actions

·         plot sequence (e.g., exposition, rising action, climax, falling action, resolution)

·         conflicts (e.g., man vs. man, nature, society, self) and their effect on plot

·         effects of first- and third‑person points of view

·         theme development (ELA‑1‑M2)

      3.  Interpret literary devices, including:

·         symbolism

·         puns

·         analogies (ELA‑1‑M2)

      4.  Draw conclusions and make inferences in oral and written responses about ideas and information in grade-appropriate texts, including:

·         instructional materials

·         essays

·         dramas (ELA‑1‑M3)

      5.  Interpret ideas and information in a variety of texts, including periodical articles, editorials, and lyrics, and make connections to real‑life situations and other texts (ELA‑1‑M4)

Standard 6:

      6.  Identify universal themes (e.g., search for identity, love, friendship, family, courage, adversity) and cultural viewpoints found in national, world, and multicultural literature in oral and written responses (ELA‑6‑M1)

      7. Compare and contrast elements (e.g., plot, setting, character, theme) in multiple genres in oral and written responses (ELA‑6‑M2)

      8.  Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including:

·         fiction (e.g., science fiction/fantasy)

·         nonfiction (e.g., essays, letters)

·         poetry (e.g., lyric, narrative)

·         drama (e.g., short plays) (ELA‑6‑M3)

Standard 7:

      9. Demonstrate understanding of information in grade‑appropriate texts using a variety of strategies, including:

·         sequencing events and steps in a process

·         summarizing and paraphrasing information

·         identifying stated or implied main ideas and explaining how details support ideas

·         comparing and contrasting literary elements and ideas

·         making inferences and drawing conclusions

·         predicting the outcome of a story or situation

·         identifying literary devices (ELA‑7‑M1)

    10.  Explain the relationship between life experiences and texts to generate solutions to problems (ELA‑7‑M2)

    11.  Use technical information and other available resources (e.g., Web sites, interviews) to solve problems (ELA‑7‑M2)

    12.  Explain the effects of an author’s stated purpose for writing (ELA‑7‑M3)

    13.  Identify an author’s bias (objectivity) for, against, or neutral toward an issue (ELA‑7‑M3)

    14.  Analyze grade‑appropriate print and nonprint texts using various reasoning skills, for example:

·         identifying cause-effect relationships

·         raising questions

·         reasoning inductively and deductively

·         generating a theory or hypothesis

·         skimming/scanning (ELA‑7‑M4)

Writing

Standard 2:

    15.  Write multiparagraph compositions on student- or teacher-selected topics organized with the following:

·         established central idea

·         organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic

·         elaboration (e.g., fact, examples, and/or specific details)

·         transitional words and phrases that unify ideas and points

·         overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas and details (ELA‑2‑M1)

    16. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA‑2‑M1)

    17.  Develop grade‑appropriate compositions on student- or teacher-selected topics that include the following:

·         word choices (diction) appropriate to the identified audience and/or purpose

·         vocabulary selected to clarify meaning, create images, and set a tone

·         information/ideas selected to engage the interest of the reader

·         clear voice (individual personality)

·         variety in sentence structure (ELA‑2‑M2)

    18.  Develop grade‑appropriate compositions by identifying and applying writing processes, such as the following:

·         selecting topic and form

·         prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers)

·         drafting

·         conferencing (e.g., peer and teacher)

·         revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics)

·         proofreading/editing

·         publishing using technology (ELA‑2‑M3)

    19.  Develop grade‑appropriate paragraphs and multiparagraph compositions using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA‑2‑M4)

    20.  Use the various modes to write compositions, including:

·         essays based on a stated opinion

·         fictional narratives (ELA‑2‑M4)

    21.  Develop writing using a variety of literary devices, including analogies, symbolism, and puns (ELA‑2‑M5)

    22.  Write for various purposes, including:

·         letters of complaint supported with complete and accurate information and reasons

·         evaluations of media, such as television, radio, and the arts

·         text‑supported interpretations of elements of grade‑appropriate stories, poems, plays, and novels

·         applications, such as memberships and library cards (ELA‑2‑M6)

Writing/Proofreading

Standard 3:

    23.  Use standard English punctuation, including:

·         commas to set off direct quotations, nouns of direct address, and after introductory words or phrases

·         semicolons or colons to separate independent clauses (ELA‑3‑M2)

    24.  Write paragraphs and compositions following standard English structure and usage, including:

·         varied sentence structures, including complex sentences

·         antecedents that agree with pronouns in number, person, and gender

·         sentences without double negatives (ELA‑3‑M3)

    25.  Apply knowledge of parts of speech in writing, including:

·         infinitives and participles

·         superlative and comparative degrees of adjectives

·         adverbs (ELA‑3‑M4)

    26.  Spell high‑frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots, affixes) correctly (ELA‑3‑M5)

    27.  Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings (ELA‑3‑M5)

Speaking and Listening

Standard 4:

    28.  Adjust diction and enunciation to suit the purpose for speaking (ELA‑4‑M1)

    29.  Use standard English grammar, diction, syntax, and pronunciation when speaking (ELA‑4‑M1)

    30.  Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions (ELA‑4‑M2)

    31.  State oral directions/procedures for tasks (ELA‑4‑M2)

    32.  Adjust volume and inflection to suit the audience and purpose of presentations (ELA‑4‑M3)

    33. Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and a conclusion (ELA‑4‑M3)

    34. Evaluate and determine bias and credibility of various media presentations (e.g., TV and radio advertising) (ELA‑4‑M4)

    35.  Deliver formal and informal persuasive presentations (ELA‑4‑M4)

    36.  Deliver grade‑appropriate research‑based presentations (ELA‑4‑M4)      

    37. Evaluate a variety of media for impressions/effect on listeners, faulty reasoning, propaganda techniques, and delivery (ELA‑4‑M5)

    38. Participate in group and panel discussions, including:

·         explaining the effectiveness and dynamics of group process

·         applying agreed-upon rules for formal and informal discussions

·         assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA‑4‑M6)

Information Resources

Standard 5:

    39.  Locate and select information using organizational features of grade‑appropriate resources, including:

·         complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices)

·         electronic storage devices (e.g., CD‑ROMs, diskettes, software, drives)

·         frequently accessed and bookmarked Web addresses

·         features of electronic texts (e.g., hyperlinks, cross-referencing, Web resources, including online sources and remote sites) (ELA‑5‑M1)

    40.  Locate and integrate information from a variety of grade‑appropriate resources, including:

·         multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias)

·         electronic sources (e.g., Web sites, databases)

·         other media sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA‑5‑M2)

    41.  Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage) (ELA‑5‑M2)

    42.  Gather and select information using data‑gathering strategies/tools, including:

·          surveying

·          interviewing

·          paraphrasing (ELA‑5‑M3)

    43. Generate grade‑appropriate research reports that include information presented in a variety of forms, including:

·         visual representations of data/information

·         graphic organizers (e.g., outlines, timelines, charts, webs)

·         works cited lists and/or bibliographies (ELA‑5‑M3)

    44.  Use word processing and/or other technology to draft, revise, and publish a variety of works, including reports and research documents (ELA‑5‑M4)

    45.  Give credit for borrowed information following acceptable use policy, including:

·         integrating quotations and citations

·         using end notes

·         creating bibliographies and/or works cited lists (ELA‑5‑M5)

            46.            Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade‑appropriate sources (ELA‑5‑M6)