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 roots and word parts (ELA‑1‑M1)

      2.  Interpret story elements, including:

·         stated and implied themes

·         development of character types (e.g., flat, round, dynamic, static)

·         effectiveness of plot sequence and/or subplots

·         the relationship of conflicts and multiple conflicts (e.g., man vs. man, nature, society, self) to plot

·         difference in third‑person limited and omniscient points of view

·         how a theme is developed (ELA‑1‑M2)

      3.  Interpret literary devices, including:

·         allusions

·         understatement (meiosis)

·         how word choice and images appeal to the senses and suggest mood and tone

·         the use of foreshadowing and flashback to direct plot development

·         the effects of hyperbole and symbolism (ELA‑1‑M2)

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

·         epics

·         consumer materials

·         public documents (ELA‑1‑M3)

      5.  Interpret ideas and information in a variety of texts (e.g., scientific reports, technical guidelines, business memos) and make connections to real‑life situations and other texts (ELA‑1‑M4)

Standard 6:

      6.  Analyze universal themes found in a variety of world and multicultural texts in oral and written responses (ELA‑6‑M1)

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

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

·         fiction (e.g., mystery, novel)

·         nonfiction (e.g., workplace documents, editorials)

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

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

Standard 7:

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

·         sequencing events to examine and evaluate information

·         summarizing and paraphrasing to examine and evaluate information

·         interpreting stated or implied main ideas

·         comparing and contrasting literary elements and ideas within and across texts

·         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.  Evaluate the effectiveness of an author’s purpose (ELA‑7‑M3)

    13.  Analyze an author’s viewpoint by assessing appropriateness of evidence and persuasive techniques (e.g., appeal to authority, social disapproval) (ELA‑7‑M3)

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

·         identifying cause-effect relationships

·         raising questions

·         reasoning inductively and deductively

·         generating a theory or hypothesis

·         skimming/scanning

·         distinguishing facts from opinions and probability (ELA‑7‑M4)

Writing

Standard 2:

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

·         a clearly stated focus or central idea

·         important ideas or events stated in a selected order

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

·         elaboration (anecdotes, relevant facts, examples, and/or specific details)

·         transitional words and phrases that unify ideas and points

·         an overall structure (e.g., introduction, body/middle, and 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, and persuasion), emphasizing narration and exposition (ELA‑2‑M4)

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

·         short stories developed with literary devices

·         problem/solution essays

·         essays defending a stated position (ELA‑2‑M4)

    21.  Develop writing using a variety of literary devices, including understatements and allusions (ELA‑2‑M5)

    22.  Write for a wide variety of purposes, including:

·         persuasive letters that include appropriate wording and tone and that state an opinion

·         evaluations of advertisements, political cartoons, and speeches

·         text‑supported interpretations of elements of grade‑appropriate stories, poems, plays, and novels (ELA‑2‑M6)

Writing/Proofreading

Standard 3:

    23.  Use standard English capitalization and punctuation consistently (ELA‑3‑M2)

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

·         varied sentence structures and patterns, including complex sentences

·         phrases and clauses used correctly as modifiers (ELA‑3‑M3)

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

·         infinitives, participles, and gerunds

·         superlative and comparative degrees of adjectives

·         adverbs (ELA‑3‑M4)

    26.  Spell high‑frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots and 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/middle developed with relevant details, and a conclusion (ELA‑4‑M3)

    34.  Determine the credibility of the speaker (e.g., hidden agenda, slanted or biased materials) (ELA‑4‑M4)

    35.  Deliver grade‑appropriate persuasive presentations (ELA‑4‑M4)

    36.  Summarize a speaker’s purpose and point of view (ELA‑4‑M4)

    37.  Compare, contrast, and evaluate information found in a wide variety of text/electronic media, (e.g., microprint, public speeches, art form) (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

·         organizational features of electronic information (e.g., 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 documented research reports with bibliographies (ELA‑5‑M4)

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

·         integrating quotations and citations

·         using endnotes

·         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)