| 1: Reading, Reviewing and Responding to Texts: The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. |
| | 1.1: The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 1.1.1: The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. |
|
|
|
|
|
|
| 1.1.2: The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing. |
|
|
|
|
|
|
| 1.1.3: The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. |
|
|
|
|
|
|
| 1.1.4: The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text. |
|
|
|
|
|
|
| 1.1.5: The student will identify specific structural elements of particular literary forms: poetry, short story, novel, drama, essay, biography, autobiography, journalistic writing, and film. |
|
|
|
|
|
|
|
| | 1.2: The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 1.2.1: The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text. |
|
|
|
|
|
|
| 1.2.2: The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author’s purpose. |
|
|
|
|
|
|
| 1.2.3: The student will explain the effectiveness of stylistic elements in a text that communicate an author's purpose. |
|
|
|
|
|
|
| 1.2.4: The student will identify and/or explain connections between and among themes and/or styles of two or more texts. |
|
|
|
|
|
|
| 1.2.5: The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society. |
|
|
|
|
|
|
| 1.2.6: The student will extend or further develop meaning by comparing texts presented in different media. |
|
|
|
|
|
|
|
| | 1.3: The student will explain and give evidence to support perceptions about print and non-print works. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 1.3.1: The student will explain how language and textual devices create meaning. |
|
|
|
|
|
|
| 1.3.2: The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references. |
|
|
|
|
|
|
| 1.3.3: The student will identify features of language that create tone and
voice. |
|
|
|
|
|
|
| 1.3.4: The student will explain how devices such as staging, lighting, blocking, special effects, graphics, language, and other techniques unique to a non-print medium are used to create meaning and evoke response. |
|
|
|
|
|
|
| 1.3.5: The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures. |
|
|
|
|
|
|
| 1.3.6: The student will assess the literary merit of a text. |
|
|
|
|
|
|
|
| 2: Composing in a Variety of Modes: The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. |
| | 2.1: The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 2.1.1: The student will compose to inform by using appropriate types of
prose. |
|
|
|
|
|
|
| 2.1.2: The student will compose to describe, using prose and/or poetic forms. |
|
|
|
|
|
|
| 2.1.3: The student will compose to express personal ideas, using prose and/or poetic forms. |
|
|
|
|
|
|
| 2.1.4: The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies. |
|
|
|
|
|
|
|
| | 2.2: The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 2.2.1: The student will use a variety of prewriting strategies to generate and develop ideas. |
|
|
|
|
|
|
| 2.2.2: The student will select and organize ideas for specific audiences and purposes. |
|
|
|
|
|
|
| 2.2.3: The student will revise and edit texts for clarity, completeness, and effectiveness. |
|
|
|
|
|
|
| 2.2.4: The student will rehearse oral texts for effective application of diction, intonation, and rhetorical strategies, such as introductions, sequence, illustrations, and conclusions. |
|
|
|
|
|
|
| 2.2.5: The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions. |
|
|
|
|
|
|
| 2.2.6: The student will prepare the final product for presentation to an audience. |
|
|
|
|
|
|
|
| | 2.3: The student will locate, retrieve, and use information from various sources to accomplish a purpose. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 2.3.1: The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose. |
|
|
|
|
|
|
| 2.3.2: The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others. |
|
|
|
|
|
|
| 2.3.3: The student will use a systematic process for recording and documenting information. |
|
|
|
|
|
|
| 2.3.4: The student will take a position and support it with documented information from an authoritative source. |
|
|
|
|
|
|
| 2.3.5: The student will synthesize information from two or more sources to fulfill a self-selected or given purpose. |
|
|
|
|
|
|
|
| 3: Controlling Language: The student will demonstrate the ability to control language by applying the conventions of Standard English in writing and speaking. |
| | 3.1: The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 3.1.1: The student will demonstrate the advantages and limitations of speech and writing when communicating in various situations for specific audiences and purposes. |
|
|
|
|
|
|
| 3.1.2: The student will describe how intonation, pitch, volume, pause, and rate all influence meaning. |
|
|
|
|
|
|
| 3.1.3: The student will determine grammatical classification of words by using meaning, position, form, and function. |
|
|
|
|
|
|
| 3.1.4: The student will differentiate grammatically complete sentences from non-sentences. |
|
|
|
|
|
|
| 3.1.5: The student will incorporate subjects, predicates, and modifiers when composing original sentences. |
|
|
|
|
|
|
| 3.1.6: The student will compound various sentence elements—subjects, predicates, modifiers, phrases, and clauses—to link or contrast related ideas. |
|
|
|
|
|
|
| 3.1.7: The student will vary sentence types—simple, compound, complex, and compound/complex—to sustain reader or listener interest. |
|
|
|
|
|
|
| 3.1.8: The student will expand sentences by positioning phrases and clauses to accomplish a purpose. |
|
|
|
|
|
|
| 3.1.9: The student will recognize, combine, and transform basic sentence patterns to vary sentence structure, to emphasize selected ideas, and to achieve syntactic maturity. |
|
|
|
|
|
|
|
| | 3.2: The student will identify how language choices in writing and speaking affect thoughts and feelings. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 3.2.1: The student will choose a level of language, formal to informal, appropriate for a specific audience, situation, or purpose. |
|
|
|
|
|
|
| 3.2.2: The student will differentiate connotative from denotative meanings of words. |
|
|
|
|
|
|
| 3.2.3: The student will describe how readers or listeners might respond differently to the same words. |
|
|
|
|
|
|
| 3.2.4: The student will describe regional and social language differences. |
|
|
|
|
|
|
| 3.2.5: The student will describe the impact of regional and social variations of language on listener or reader response. |
|
|
|
|
|
|
|
| | 3.3: The student will use capitalization, punctuation, and correct spelling appropriately. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 3.3.1: The student will edit texts for spelling, capitalization, and punctuation. |
|
|
|
|
|
|
| 3.3.2: The student will use available resources to correct or confirm revisions and/or editorial choices. |
|
|
|
|
|
|
|
| 4: Evaluating the Content, Organization, and Language Use of Texts: The student will demonstrate the ability to evaluate the content, organization, and language use of texts. |
| | 4.1: The student will describe the effect that a given text, heard or read, has on a listener or reader. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 4.1.1: The student will state and explain a personal response to a given text. |
|
|
|
|
|
|
|
| | 4.2: The student will assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 4.2.1: The student will assess the effectiveness of diction that reveals an author's purpose. |
|
|
|
|
|
|
| 4.2.2: The student will explain how the specific language and expression used by the writer or speaker affects reader or listener response. |
|
|
|
|
|
|
| 4.2.3: The student will evaluate the use of transitions and their effectiveness in a text. |
|
|
|
|
|
|
| 4.2.4: The student will explain how repetitions of words, phrases, structural features, and ideas affect the meaning and/or tone of a text. |
|
|
|
|
|
|
|
| | 4.3: The student will evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose. |
|
| Indicator |
Date/
Level |
Comments |
Date/
Level |
Comments |
Date/
Level |
Comments |
| 4.3.1: The student will alter the tone of a text by revising its diction. |
|
|
|
|
|
|
| 4.3.2: The student will justify revisions in syntax and diction from a previous draft of a text by explaining how the change affects meaning. |
|
|
|
|
|
|
| 4.3.3: The student will alter a text to present the same content to a different audience via the same or different media. |
|
|
|
|
|
|
| 4.3.4: The student will compare the differences in effect of two texts on a given subject. |
|
|
|
|
|
|
|