|
A. Writing
|
A. Writing
|
A. Writing
|
1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
|
1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
|
1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
|
a. Generate and select topics using techniques such as graphic organizers, journal writing, free writing, listing, webbing, and discussion of prior experiences
|
a. Generate, select, and narrow topics, collectively and independently, using graphic organizers, prior writing, and/or prior experiences
|
a. Use a variety of self-selected prewriting strategies to generate, select, narrow, and develop ideas
- Evaluate topics for personal relevance, scope, and feasibility
- Begin a coherent plan for developing ideas
- Explore and evaluate relevant sources of information
|
b. Plan and organize ideas for writing by using an appropriate organizational structure such as chronological or sequential order, comparison and contrast, cause and effect
- Complete an idea by providing topic, support and concluding sentences
|
b. Select and use appropriate organizational structures such as narrative, chronological or sequential order, description, main idea and detail, problem/solution, question/answer, comparison and contrast, cause and effect
- Complete an idea by providing topic, support, and concluding sentences
|
b. Select, organize, and develop ideas appropriate to topic, audience, and purpose
- Organize information logically
- Use effective organizational structures
- Select or eliminate information as appropriate
- Verify the effectiveness of paragraph development by modifying topic, support, and concluding sentences as necessary
|
2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
|
2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
|
2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
|
a. Compose to express personal ideas to develop fluency using a variety of forms suited to topic, audience, and purpose
|
a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose
|
a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose to develop an awareness of voice and tone
|
b. Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and colorful adjectives
|
b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language such as imagery and figurative language
|
b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language such as imagery, figurative language, and sound elements
|
c. Compose to inform using a structure with a clear beginning, middle, and end and a selection of major points, examples, and facts to support a main idea
|
c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within a paragraph
|
c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within a paragraph
|
d. Compose to persuade using significant reasons and relevant support
- Agree or disagree with an idea and generate convincing reasons with relevant support
- Consider effective forms and word choice
|
d. Compose to persuade using significant reasons and relevant support to agree or disagree with an idea
- Take a position and generate convincing reasons to support it
- Consider the effectiveness of form, diction, audience appeal, and organization
|
d. Compose to persuade by supporting, modifying, or disagreeing with a position, using effective rhetorical strategies
- Support, modify, or disagree with a position and generate convincing evidence to support it
- Consider the effectiveness of diction, audience appeal, and organization
- Use connotation, repetition, and figurative language to control audience emotion and reaction
- Use authoritative citations
|
e. Use writing-to-learn strategies such as diagrams, flow charts, freewriting, learning logs, and "think-aloud's on paper" to connect ideas and thinking about lesson content
|
e. Use writing-to-learn strategies such as learning logs, dialogue journals, and quickwrites to connect ideas and thinking about lesson content
|
e. Use writing-to-learn strategies such as dialect journals, quickwrites, and mindmaps to make connections between learning and prior knowledge
|
f. Manage time and process when writing for a given purpose
|
f. Manage time and process when writing for a given purpose
|
f. Manage time and process when writing for a given purpose
|
3. Compose texts using the revising and editing strategies of effective writers and speakers
|
3. Compose texts using the revising and editing strategies of effective writers and speakers
|
3. Compose texts using the revising and editing strategies of effective writers and speakers
|
a. Revise texts for clarity, completeness, and effectiveness
- Eliminate words and ideas that do not support the main idea
- Clarify meaning by adding modifiers and sensory words within a sentence
- Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end
- Provide sentence variety and length by combining sentences and correcting rambling sentences
|
a. Revise texts for clarity, completeness, and effectiveness
- Eliminate words and ideas that do not support the main idea
- Clarify meaning by adding modifiers and sensory words within a sentence
- Clarify meaning by rearranging sentences within a text
- Provide sentence variety and length by combining sentences and correcting rambling sentences
|
a. Revise texts for clarity, completeness, and effectiveness
- Eliminate redundant and irrelevant words and ideas
- Clarify meaning through the placement of antecedents, modifiers, connectors, and transitional devices
- Coordinate equal ideas within a sentence
- Subordinate less important ideas within a sentence using phrases and clauses
- Maintain consistent person, number and tense
- Modify sentences from passive to active voice
- Vary sentence types and lengths to clarify and extend meaning and to develop style
|
b. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions such as capitalization, punctuation, and spelling
- Self edit
- Peer edit
- Dictionary
- Thesaurus
- Spell checker
- Language handbook
|
b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions such as capitalization, punctuation, spelling, and pronunciation
- Self edit
- Peer edit
- Dictionary
- Thesaurus
- Spell checker
- Language handbook
- Grammar checker
|
b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate and conventions such as capitalization, punctuation, spelling, and pronunciation
- Self edit
- Peer edit
- Dictionary
- Thesaurus
- Spell checker
- Language handbook
- Grammar checker
|
c. Prepare the final product for presentation to an audience
|
c. Prepare the final product for presentation to an audience
|
c. Prepare the final product for presentation to an audience
|
4. Identify how language choices in writing and speaking affect thoughts and feelings
|
4. Identify how language choices in writing and speaking affect thoughts and feelings
|
4. Identify how language choices in writing and speaking affect thoughts and feelings
|
a. Select words appropriate for audience, situation, or purpose
|
a. Select words appropriate for audience, situation, or purpose
|
a. Use precise word choice, formal to informal, based on audience, situation, or purpose
|
b. Describe how listeners might respond differently to similar words such as nightmare/dream, loud/deafening, cute/gorgeous
|
b. Describe how listeners might respond differently to similar words such as nightmare/dream, loud/deafening, cute/gorgeous
|
b. Consider the connotative and/or denotative meanings of words when selecting vocabulary
|
c. Consider the effect of word choices on the audience
|
c. Consider how word choices affect the audience
|
c. Consider how word choices affect the audience
|
5. Assess the effectiveness of choice of details, organizational pattern, word choice, and use of figurative language in the student's own composing
|
5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing
|
5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing
|
a. Assess the effectiveness of word choice in student's own composing
- Language suitable for a given purpose
- Words/phrases that extend meaning
|
a. Assess the effectiveness of word choice that reveals a student's purpose for writing
- Language appropriate for a particular audience
- Language suitable for a given purpose
- Words/phrases/sentences that extend meaning in a given context
|
a. Assess the effectiveness of diction that reveals his or her purpose
- Language appropriate for a particular audience
- Language suitable for a given purpose
- Words/phrases/sentences that extend meaning in a given context
|
b. Explain how specific words/phrases used by the writer affects reader response
|
b. Explain how specific words/phrases/sentences affect reader/listener response
|
b. Explain how the specific language and expression used by the writer or speaker affects reader/listener response
|
c. Examine and use spatial transitions such as "near," "far," "on the left," and "in the distance"
|
c. Examine and use transitions showing importance and relation such as "because," "additionally," "unless," "although," and "so"
|
c. Evaluate the use of transitions in a text
|
6. Explain how textual changes in a work clarify meaning, address a particular audience, or fulfill a purpose
|
6. Explain how textual changes in a work enhance tone, clarify meaning, address a particular audience, or fulfill a purpose
|
6. Explain how textual changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose
|
a. Revise own text for word choice
|
a. Identify the tone of one's own writing, and revise word choice to modify tone in order to address a given purpose and/or audience
|
a. Identify the tone of one's own writing, and revise word choice to modify tone in order to address a given purpose and/or audience
|
b. Explain how revisions in word choice affect meaning
|
b. Explain how revisions in word choice and syntax affect meaning
|
b. Justify revisions in syntax and diction from a previous draft of his or her same text by explaining how the change affects meaning
|
7. Locate, retrieve, and use information from various sources to accomplish a purpose
|
7. Locate, retrieve, and use information from various sources to accomplish a purpose
|
7. Locate, retrieve and use information from various sources to accomplish a purpose
|
a. Identify and use sources of information on a topic
|
a. Identify, evaluate, and use sources of information on a self-selected and/or given topic
|
a. Identify, evaluate, and use sources of information on a self-selected and/or given topic
|
b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic
|
b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic
|
b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic
|
c. Use note taking, organizational strategies, and simple documentation of information to record and organize information
- Participate in teacher-directed note-taking and organization of information
|
c. Select appropriate information for note taking and organizing information
- Practice appropriate strategies for organizing information and/or taking notes
|
c. Use appropriate note taking procedures, organizational strategies, and proper documentation of sources of information
- Appropriate strategies for taking notes
- Appropriate strategies for organizing source information or notes
- Information to include or exclude when using a note taking method
- Advantages, disadvantages, or limitations of a given strategy or procedure for recording or organizing information
- Advantages, disadvantages, or limitations of asources of information such as bias, accuracy, availability, variety currency
- Use a recognized format for documentation such as MLA
|
d. Use information to fulfill a given purpose
|
d. Use information from two or more sources to fulfill a given purpose
|
d. Synthesize information from two or more sources to fulfill a self-selected or given purpose
|
e. Credit sources when paraphrasing and quoting to avoid plagiarism
|
e. Credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism
|
e. Use a recognized format to credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism
|