Delaware State Standards for Language Arts: Grade 6

DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:

1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).

1.1.1. Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue in order to convince an audience.

1.1.2. Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.

1.1.3. Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.

1.1.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students

1.1.4.1. Write in a manner that makes sense to readers

1.1.4.2. Write to audiences that are familiar if not 'known' personalities, (e.g., classmate, teacher, parent, student in another grade/school, principal, sibling, community member, famous person known to all)

1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive

1.1.5.1. Development (Persuasive Writing): Present a clear position that supports or opposes a debatable issue or question

1.1.5.2. Development (Persuasive Writing): Support the position with reasons that could include relevant facts, statistics, credible personal and expert opinions, and/or examples

1.1.5.3. Development (Persuasive Writing): Acknowledge readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions, make concessions)

1.1.5.4. Development (Persuasive Writing): Avoid unsupported reasons (e.g., begging, 'it's not fair,' circular reasoning, partial truths, jumping to conclusions)

1.1.5.5. Development (Persuasive Writing): Use persuasive and propaganda techniques (e.g., appeal to emotion, name calling, exaggeration, bandwagon), when appropriate

1.1.5.6. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding copying verbatim

1.1.5.7. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text- to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the issue

1.1.5.8. Development (Informative Writing): Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment

1.1.5.9. Development (Informative Writing): Write an effective title, when appropriate

1.1.5.10. Development (Informative Writing): Provide relevant information (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions) to elaborate or clarify the subject

1.1.5.11. Development (Informative Writing): Identify and use primary and secondary sources when appropriate, avoiding copying verbatim

1.1.5.12. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic

1.1.5.13. Development (Expressive Writing): Develop an interesting idea for writing

1.1.5.14. Development (Expressive Writing): Create a title that reflects the subject and engages the reader

1.1.5.15. Development (Expressive Writing): Use dialogue, description, and narration when appropriate

1.1.5.16. Development (Expressive Writing): Use sensory images and figurative language to describe feelings, events, and/or characters when appropriate

1.1.5.17. Development (Expressive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic

1.1.5.18. Organization (Persuasive Writing): Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument)

1.1.5.19. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument

1.1.5.20. Organization (Persuasive Writing): Develop an introduction, which is separate from the body, that presents a simple thesis and

1.1.5.21. Organization (Persuasive Writing): takes a clear position

1.1.5.22. Organization (Persuasive Writing): clarifies the issue in a way that clearly establishes a need for solution/action

1.1.5.23. Organization (Persuasive Writing): provides necessary background

1.1.5.24. Organization (Persuasive Writing): Use transition words/phrases that show order (e.g., in conclusion) or relationships (e.g., on the other hand)

1.1.5.25. Organization (Persuasive Writing): Develop a conclusion that moves beyond summary (e.g., 'call to action' or 'next step,' answers the 'so what?' question about the significance of the issue)

1.1.5.26. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject

1.1.5.27. Organization (Informative Writing): Develop an introduction, which is separate from the body, that presents a simple thesis

1.1.5.28. Organization (Informative Writing): Use transition words/phrases that show order (e.g., as soon as) or relationships (e.g.; in the same way)

1.1.5.29. Organization (Informative Writing): Develop a conclusion that moves beyond summary (e.g., answer the 'so what?' questions about he significance of the issue, include a thought-provoking quote)

1.1.5.30. Organization (Expressive Writing): Organize writing to engage the reader (e.g., experiment with chronology, literary forms or genres)

1.1.5.31. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message

1.1.5.32. Organization (Expressive Writing): Develop an introduction/hook, which is separate from the body, that hooks the reader

1.1.5.33. Organization (Expressive Writing): Use transition words/phrases that show chronology (e.g., as soon as, later, then) or relationships (e.g., on the other hand, similarly, of course)

1.1.5.34. Organization (Expressive Writing): Develop a conclusion that satisfies the reader (e.g., provides resolution, closure)

1.1.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a style, tone, and voice

1.1.6.1. Use complete sentences to express thoughts

1.1.6.2. Vary sentence structure (e.g., simple, compound, and complex sentences)

1.1.6.3. Vary kinds of sentences (declarative, exclamatory, interrogative, imperative)

1.1.6.4. Vary sentence length

1.1.6.5. Vary sentence beginning (experiment with placement of phrases and clauses in sentences) to capture audience's attention

1.1.6.6. Write sentences to create a purpose-specific rhythm and flow naturally

1.1.7. Word Choice (& Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style, voice, and tone in mind. The writer will

1.1.7.1. Use more specific, concrete language and phrasing

1.1.7.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)

1.1.7.3. Use words that convey appropriate voice (attitude, emotion, and point of view)

1.1.7.4. Use a variety of accurate words that avoid repetition

1.1.7.5. Use a purposeful range of formal/informal language depending on the audience

1.1.7.6. Experiment with non-literal language (e.g., simple idioms, slang, figurative language) when appropriate

1.1.7.7. Use words that have denotations and/or connotations appropriate for the writing purpose

1.1.8. Conventions (Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function.

1.1.9. Conventions (Style/Voice): In addition to the standard punctuation, grammar and usage and conventional spelling rules for the previous grade, students should

1.1.9.1. Use capital letters to indicate beginning of sentences, proper nouns, the pronoun 'I,' and abbreviations

1.1.9.2. Use periods, question marks, exclamation marks appropriately

1.1.9.3. Use commas in letter headings/greetings/closings, in addresses, in compound sentences, and items in a series

1.1.9.4. Use commas after introductory clauses

1.1.9.5. Control agreement of subject/verb, pronoun/antecedent most of the time

1.1.9.6. Use appropriate pronouns

1.1.9.7. Use appropriate verb tense

1.1.9.8. Use punctuation to show increasingly abstract relationships (e.g., comma for clarity such as to set off phrases, clauses, parentheses, colon for lists)

1.1.9.9. Control agreement of subject/verb, pronoun/antecedent

1.1.9.10. Control verb and pronoun use (e.g., consistency with number, pronoun gender)

1.1.9.11. Use conventional spellings with high-frequency words, commonly misspelled words, homographs, homonyms, and homophones

1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

1.4.1. Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)

1.4.2. Speak and listen for a variety of audiences (e.g., classroom, real-life) and purposes (e.g., awareness, enjoyment, information, problem solving)

1.4.3. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)

1.4.4. Read aloud effectively from previously-read material

1.4.5. Perform dramatic readings and presentations

1.4.6. Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized sequenced detail

1.4.7. Present autobiographical or fictional stories that recount events effectively to large and small audiences

1.4.8. Participate in group readings (e.g., choral, echo, shadow)

1.4.9. Use visual techniques (e.g., role playing, graphics, art, dance) to communicate ideas

1.5. Oral Communication: Listen to and comprehend oral communications.

1.5.1. Follow basic directions

1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said and organizing for clarity

1.5.3. Ask and respond to questions from teachers and other group member

1.5.4. Listen to and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate publications

1.5.5. Retell stories and reports of events in proper sequence

1.5.6. Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings

1.5.7. Identify the intended messages of advertisements, entertainment programs, and news sources

1.5.8. Listen attentively (e.g., make eye contact, face the speaker, ask questions, paraphrase)

1.5.9. Distinguish fact from fantasy and fact from opinion

1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.

1.6.1. Use words that reflect a growing range of interests and knowledge

1.6.2. Clarify and explain words and ideas

1.6.3. Give and follow oral directions

1.6.4. Use complex sentence structure

1.6.5. Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes

1.6.6. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly

1.6.7. Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words

1.6.8. Identify common figures of speech and use them appropriately in oral communication

1.6.9. Use punctuation marks that distinguish statements, questions, exclamations, and commands

1.7. Oral Communication: Participate effectively in a discussion.

1.7.1. Initiate conversation with peers and adults

1.7.2. Follow rules for conversation

1.7.3. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)

1.7.4. Use appropriate voice level in group settings

1.7.5. Ask and respond to questions in group settings

1.7.6. Use oral language to extend learning

1.7.7. Volunteer relevant information, ask relevant questions, and answer questions directly

1.7.8. Use appropriate eye contact and other nonverbal cues

1.7.9. Reflect on the ideas and opinions of others and respond thoughtfully

1.7.10. Ask for clarification and explanation of unfamiliar words and ideas

1.7.11. Summarize information conveyed through discussion

DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:

2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.

2.1.1. Vocabulary: Identify and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g., bio, derm, anti, graph, tele)

2.1.2. Vocabulary: Read orally from familiar text at an appropriate rate, with accuracy and prosody

2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.

2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by

2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words

2.2a.1.2. Using illustrations to clarify meanings of words and concepts

2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms

2.2a.1.4. Using knowledge of homonyms and homographs to avoid reading confusion

2.2a.1.5. Using word cues (e.g., metaphors, similes)

2.2a.1.6. Using appositives

2.2a.1.7. Selecting the correct definition of words that have multiple meanings

2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.

2.3a.1. Use 'During Reading' strategies by

2.3a.1.1. Assimilating prior knowledge

2.3a.1.2. Making and revising predictions

2.3a.1.3. Generating and answering questions

2.3a.1.4. Summarizing

2.3a.1.5. Rereading to clarify information

2.3a.1.6. Adjusting reading rate

2.3a.1.7. Inferring information

2.3a.1.8. Using mental imagery

2.3a.1.9. Seeking the meaning of unknown vocabulary

2.3a.1.10. Analyzing story/literary elements

2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.

2.3c.1. Use illustrations to construct meaning from text

2.3c.2. Visualize what was read for a deeper understanding

2.3c.3. Make, confirm, adjust predictions

2.3c.4. Reread difficult parts slowly and carefully

2.3c.5. Find and explain personal connections to the ideas or information in the text

2.3c.6. Skim text to search for connections between and among ideas

2.3c.7. Restate in own words the main events in the text

2.3c.8. Periodically summarize while reading

2.3c.9. Periodically paraphrase important ideas or information

2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information

2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.

2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres

2.4a.2. Adjust previous predictions based on new information in a text

2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text

2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.

2.4bI/T.1. Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text

2.4bI/T.2. Apply knowledge of text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/solution, simple cause/effect) to make meaning of text

2.4bI/T.3. Describe the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials)

2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).

2.4bL.1. Identify character(s) in a literary text or speaker(s) in a poem

2.4bL.2. Describe the roles (major, minor, protagonist/hero, antagonist/villain) characters play in a literary text

2.4bL.3. Describe the changes in setting (flashback)

2.4bL.4. Identify various types of conflict (man vs. man, man vs. nature, man vs. self, man vs. society)

2.4bL.5. Identify conflict(s) climax(s)/turning point(s) and resolution(s)

2.4bL.6. Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect)

2.4bL.7. Distinguish between main plot and subplot

2.4bL.8. Identify point of view (first person, third person)

2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.

2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, symbols, imagery, and mood)

2.4c.2. Describe how figurative language and literary devices extend meaning

2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.

2.4d.1. Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution

2.4d.2. Summarize the main ideas and supporting details in an informative/technical text

2.4d.3. Retell in order the important events in a text

2.4d.4. Restate in order the steps of a task in an informative/technical text

2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.

2.4e.1. Create a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details

2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/solution, cause/effect)

2.4e.3. Create an outline

2.4e.4. Summarize a text capturing the most important parts of the original piece

2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose

2.4f.1. Describe the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text

2.4f.2. Identify the intended messages of advertisements, entertainment programs, and news sources

2.4f.3. Identify how the author's purposes shape the content

2.4f.4. Identify the difference between a stated purpose and an underlying reason in TV commercials and advertisements

2.4f.5. Create meaning from a variety of media

2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts

2.4g.1. Compare relevant similarities and/or differences in ideas, viewpoints, or characters within a single text

2.4g.2. Compare relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters presented in two or more texts

2.4g.3. Describe changes in characters (e.g., change in attitude, situation)

2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion

2.4h.1. Discriminate between facts and/or opinions in text(s)

2.4h.2. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion

2.4h.3. Question information in a text to determine if it is factual

2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences.

2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support

2.4i.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)

2.4i.3. Make reasonable predictions as they read

2.4i.4. Test and revise predictions as they read further

2.4i.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read

2.4i.6. Make connections between conclusions they draw and other beliefs or knowledge

2.4i.7. Make critical or analytical judgments about what they read

2.4i.8. Use texts to make generalizations

2.4i.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read

2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.

2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information

2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source

2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source

2.4j.4. Use date of publication to evaluate the validity and reliability of a source

2.4j.5. Use criteria to evaluate the author's use of logic, propaganda, bias, language, and motives in order to determine validity and reliability of a source

2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.

2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)

2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)

2.4k.3. Analyze how connections (text-to-self, text-to-world) are contributing to their understanding of the text.

2.4k.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks

2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources

2.5a.1. Connect and examine information from texts to construct an understanding of the main concepts(s) in the text (text-to-text connections)

2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.

2.5b.1. Compare personal experiences and knowledge of the world (text-to-world connections) to make and support judgments about concepts in:

2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)

2.5b.1.2. Nonfiction

2.5b.2. Use information in a text to develop a logical opinion

2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.

2.5d.1. Use prior knowledge of a concept along with information in a text to:

2.5d.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation

2.5d.1.2. Analyze the author's viewpoint or attitude toward a topic or idea when strongly implied

2.5d.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)

2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.

2.5e.1. Analyze how an author's use of literary devices (figurative language, dialogue and description) and common non-literal expressions (idioms, double meanings) in a text affects readers

2.5e.2. Analyze the impact of specific figurative and common non-literal (idiomatic) expressions on the meaning of text

2.5e.3. Analyze why an author would use specific figurative and common non-literal (idiomatic) expressions in a text

2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.

2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)

2.5f.2. Analyze how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings

2.5f.3. Analyze the strengths and weaknesses of text sources, format, and argument

2.5f.4. Analyze the completeness, accuracy, and/or clarity of the information in a text

2.5f.5. Identify and analyze information that needs to be checked for accuracy (e.g., data, statistics, sources)

2.5f.6. Analyze the author's inclusion of logical and/or emotional arguments

2.5f.7. Analyze ambiguous information in text

2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.

2.5g.1. Analyze texts by reading and reacting to passages from a piece of text and interpretations of that same work

2.5g.2. Listen to and critique opposing interpretations of the same piece of text and consider, through classroom dialogue and independent reading, how these opinions were formed

2.5g.3. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing

2.5g.4. Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading

2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).

2.5i.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization)

2.5i.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition

2.5i.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g., television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text

2.5i.4. Analyze the fairness and trustworthiness of an author's message (author's bias)

2.5i.5. Analyze how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings

2.5i.6. Analyze strengths and weakness of text sources, format and argument

2.5i.7. Analyze the completeness, accuracy, and/or clarity of the information in a text

2.5i.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources)

2.5i.9. Analyze the author's inclusion of logical and/or emotional arguments

2.5i.10. Analyze ambiguous information in text

2.5j. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).

2.5j.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization)

2.5j.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition

2.5j.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g., television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text

2.5j.4. Analyze the fairness and trustworthiness of an author's message (author's bias)

2.5j.5. Analyze how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings

2.5j.6. Analyze strengths and weakness of text sources, format and argument

2.5j.7. Analyze the completeness, accuracy, and/or clarity of the information in a text

2.5j.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources)

2.5j.9. Analyze the author's inclusion of logical and/or emotional arguments

2.5j.10. Analyze ambiguous information in text

2.5l. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by evaluating the literary merit of various texts and media presentations (d) recognizing literary merit.

2.5l.1. Read a variety of texts and rate them using these criteria to determine their literary merit:

2.5l.1.1. Has a unique writing style

2.5l.1.2. Has details

2.5l.1.3. Has a purpose

2.5l.1.4. Has clear, distinctive characters

2.5l.1.5. Is understandable

2.5l.1.6. Has an expressive vocabulary

2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.

2.6a.1. Revisit text to search for connections between and among ideas

2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in the text

2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.

2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)

2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)

2.6b.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text

2.6b.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks

DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:

3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.

3.1a1.1. Locate information using appropriate sources and strategies

3.1a1.2. Evaluate the usefulness and qualities of sources

3.1a1.3. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)

3.1a1.4. Select appropriate sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases)

3.1a1.5. Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information

3.1a1.6. Use traditional and electronic search tools

3.1a1.7. Use teacher-selected Internet sites and data bases to access information

3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.

3.1a2.1. Select and refine a topic for research

3.1a2.2. Determine a clear purpose, topic and audience for research

3.1a2.3. Gather information from more than one source

3.1a2.4. Locate information using appropriate sources and strategies

3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research

3.1a2.6. Extract information (e.g., take notes, make copies)

3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)

3.1a2.8. Record sources in a standard bibliographic format

3.1a2.9. Relay facts from research

3.1a2.10. Summarize ways in which the research process and product can be improved

3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.

3.1b.1. Use various technologies (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner) to extract needed information

3.1b.2. Determine the most appropriate form of technology for the task of extracting needed information

3.1b.3. Decide what information is valuable for a particular situation

3.1b.4. Select and use various methods (e.g., web, chart) to manage information

3.1b.5. Create own system for organizing information

3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.

3.2a.1. Use technology to synthesize information by making a graphic organizer, making an outline, and using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas

3.2a.2. Use various forms of technology: word processing, presentation programs, and digital cameras to formulate writing and/or communicate knowledge of products

3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.

3.2b.1. Decide how the information fits together

3.2b.2. Decide how the information would best be presented

3.2b.3. Recognize the need to put information from sources in their own words

3.2b.4. List sources of information in bibliographic form

3.2b.5. Present gathered information in an oral or written format, which

3.2b.5.1. Uses sentences organized in paragraph form to tell about a designated topic

3.2b.5.2. Incorporates information from more than one source

3.2b.5.3. Includes information relevant to topic and purpose

3.2b.5.4. Identifies source of information

3.2b.5.5. Fulfills the identified purpose as clearly indicated in the topic sentence

3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.

3.3a2.1. Differentiate fact from fiction

3.3a2.2. Select sources which are authoritative with teach assistance

3.3a2.3. With teacher assistance, analyze source and information for accuracy, bias, stereotypes, and validity

3.3a2.4. Formulate conclusions based upon information relevant to a specific purpose

3.3a2.5. Use information to express ideas relevant to specific purpose

3.3a2.6. Demonstrate how information retrieved does or does not address original problem

3.3a2.7. Evaluate information in terms of credibility and accuracy

3.3a2.8. Use technology to facilitate evaluation

3.3b1. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently interpreting information as appropriate to a specific purpose.

3.3b1.1. Use retrieved information to accomplish a specific purpose

3.3b1.2. Prioritize sources based on relevance

3.3b1.3. Reevaluate their position on the topic and your research strategy

3.3b1.4. Consider whether they have uncovered any worthwhile information that might take their research in a different direction

3.3b1.5. Consider whether they have uncovered any worthwhile information that has caused them to see their topic from a new perspective

3.3b1.6. Consider whether research needs to be redirected in any way based on material uncovered

3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.

3.3b2.1. Use prior knowledge of a concept along with information in a text to

3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation

3.3b2.1.2. Analyze the author's viewpoint or attitude toward a topic or idea when strongly implied

3.3b2.1.3. Analyze the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)

DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:

4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.

4.1a.1. Describe the reasons for a character's actions in a literary text, critically analyzing the text

4.1a.2. Make and support relevant connections between the reader's personal situations and motivations of characters in a text

4.1b. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature.

4.1b.1. Analyze the effect of the author's use of imagery and figurative language on a reader

4.1b.2. Use ideas from the text to analyze personal responses to literature (text-to-self connections)

4.1c. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (c) relating to the feelings of characters of varying ages, genders, nationalities, races, cultures, religions and disabilities.

4.1c.1. Read and compare stories from different cultures and eras to broaden cultural awareness

4.1c.2. Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities

4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.

4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.

4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.

4.2a.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support

4.2a.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)

4.2a.3. Make reasonable predictions as they read

4.2a.4. Test and revise predictions as they read further

4.2a.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read

4.2a.6. Make connections between conclusions they draw and other beliefs or knowledge

4.2a.7. Make critical or analytical judgments about what they read

4.2a.8. Use texts to make generalizations

4.2a.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read

4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].

4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction); literary nonfiction (e.g., letter, magazine, biography, speeches, autobiography); and drama, one-act plays, and skits to identify the meaning of the text

4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.

4.2c.1. Describe the effect of author's choices (word and content) on the reader

4.2c.2. Describe how the author's writing style influences the reader

4.2c.3. Explain how an author creates mood by choosing words with specific connotations

4.2c.4. Describe characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches and novels

4.2c.5. Describe the most likely reason an author uses a particular genre in a given situation

4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.

4.2f.1. Describe how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)

4.2f.2. Describe how point of view impacts the reader

4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.

4.3a.1. Read and analyze stories from different cultures and eras to broaden cultural awareness

4.3a.2. Sympathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities

4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.

4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....