California State Standards for Language Arts:

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.

1.1. Concepts About Print: Identify the front cover, back cover, and title page of a book. 3
Suggested Titles for California Language Arts State Standard 1.1.

1.2. Concepts About Print: Follow words from left to right and from top to bottom on the printed page. 3
Suggested Titles for California Language Arts State Standard 1.2.

1.3. Concepts About Print: Understand that printed materials provide information. 4
Suggested Titles for California Language Arts State Standard 1.3.

1.4. Concepts About Print: Recognize that sentences in print are made up of separate words. 4
Suggested Titles for California Language Arts State Standard 1.4.

1.5. Concepts About Print: Distinguish letters from words. 11
Suggested Titles for California Language Arts State Standard 1.5.

1.6. Concepts About Print: Recognize and name all uppercase and lowercase letters of the alphabet. 11
Suggested Titles for California Language Arts State Standard 1.6.

1.7. Phonemic Awareness: Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/). 16
Suggested Titles for California Language Arts State Standard 1.7.

1.8. Phonemic Awareness: Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant). 33
Suggested Titles for California Language Arts State Standard 1.8.

1.9. Phonemic Awareness: Blend vowel-consonant sounds orally to make words or syllables. 32
Suggested Titles for California Language Arts State Standard 1.9.

1.10. Phonemic Awareness: Identify and produce rhyming words in response to an oral prompt. 41
Suggested Titles for California Language Arts State Standard 1.10.

1.11. Phonemic Awareness: Distinguish orally stated one-syllable words and separate into beginning or ending sounds. 16
Suggested Titles for California Language Arts State Standard 1.11.

1.12. Phonemic Awareness: Track auditorily each word in a sentence and each syllable in a word. 69
Suggested Titles for California Language Arts State Standard 1.12.

1.13. Phonemic Awareness: Count the number of sounds in syllables and syllables in words. 53
Suggested Titles for California Language Arts State Standard 1.13.

1.14. Decoding and Word Recognition: Match all consonant and short-vowel sounds to appropriate letters. 51
Suggested Titles for California Language Arts State Standard 1.14.

1.15. Decoding and Word Recognition: Read simple one-syllable and high-frequency words (i.e., sight words). 17
Suggested Titles for California Language Arts State Standard 1.15.

1.16. Decoding and Word Recognition: Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle). 12
Suggested Titles for California Language Arts State Standard 1.16.

1.17. Vocabulary and Concept Development: Identify and sort common words in basic categories (e.g., colors, shapes, foods) 12
Suggested Titles for California Language Arts State Standard 1.17.

1.18. Vocabulary and Concept Development: Describe common objects and events in both general and specific language. 30
Suggested Titles for California Language Arts State Standard 1.18.

CA.2.0. Reading: Reading Comprehension: Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known).

2.1. Structural Features of Informational Materials: Locate the title, table of contents, name of author, and name of illustrator. 20
Suggested Titles for California Language Arts State Standard 2.1.

2.2. Comprehension and Analysis of Grade-Level-Appropriate Text: Use pictures and context to make predictions about story content. 13
Suggested Titles for California Language Arts State Standard 2.2.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Connect to life experiences the information and events in texts. 17
Suggested Titles for California Language Arts State Standard 2.3.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Retell familiar stories. 30
Suggested Titles for California Language Arts State Standard 2.4.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Ask and answer questions about essential elements of a text. 21
Suggested Titles for California Language Arts State Standard 2.5.

CA.3.0. Reading: Literary Response and Analysis: Students listen and respond to stories based on well-known characters, themes, plots, and settings.

3.1. Narrative Analysis of Grade-Level-Appropriate Text: Distinguish fantasy from realistic text. 13
Suggested Titles for California Language Arts State Standard 3.1.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels). 8
Suggested Titles for California Language Arts State Standard 3.2.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Identify characters, settings, and important events. 14
Suggested Titles for California Language Arts State Standard 3.3.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

1.1. Concepts About Print: Match oral words to printed words. 292
Suggested Titles for California Language Arts State Standard 1.1.

1.2. Concepts About Print: Identify the title and author of a reading selection. 14
Suggested Titles for California Language Arts State Standard 1.2.

1.3. Concepts About Print: Identify letters, words, and sentences. 121
Suggested Titles for California Language Arts State Standard 1.3.

1.4. Phonemic Awareness: Distinguish initial, medial, and final sounds in single-syllable words. 147
Suggested Titles for California Language Arts State Standard 1.4.

1.5. Phonemic Awareness: Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite). 61
Suggested Titles for California Language Arts State Standard 1.5.

1.6. Phonemic Awareness: Create and state a series of rhyming words, including consonant blends. 44
Suggested Titles for California Language Arts State Standard 1.6.

1.7. Phonemic Awareness: Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an). 64
Suggested Titles for California Language Arts State Standard 1.7.

1.8. Phonemic Awareness: Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat). 235
Suggested Titles for California Language Arts State Standard 1.8.

1.9. Phonemic Awareness: Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ =splat; /r/i/ch/ = rich). 202
Suggested Titles for California Language Arts State Standard 1.9.

1.10. Decoding and Word Recognition: Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 183
Suggested Titles for California Language Arts State Standard 1.10.

1.11. Decoding and Word Recognition: Read common, irregular sight words (e.g., the, have, said, come, give, of). 165
Suggested Titles for California Language Arts State Standard 1.11.

1.12. Decoding and Word Recognition: Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words. 68
Suggested Titles for California Language Arts State Standard 1.12.

1.13. Decoding and Word Recognition: Read compound words and contractions. 27
Suggested Titles for California Language Arts State Standard 1.13.

1.14. Decoding and Word Recognition: Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking). 13
Suggested Titles for California Language Arts State Standard 1.14.

1.15. Decoding and Word Recognition: Read common word families (e.g., -ite, -ate). 79
Suggested Titles for California Language Arts State Standard 1.15.

1.16. Decoding and Word Recognition: Read aloud with fluency in a manner that sounds like natural speech. 124
Suggested Titles for California Language Arts State Standard 1.16.

1.17. Vocabulary and Concept Development: Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys). 23
Suggested Titles for California Language Arts State Standard 1.17.

CA.2.0. Reading: Reading Comprehension: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

2.1. Structural Features of Informational Materials: Identify text that uses sequence or other logical order. 33
Suggested Titles for California Language Arts State Standard 2.1.

2.2. Comprehension and Analysis of Grade-Level-Appropriate Text: Respond to who, what, when, where, and how questions. 5
Suggested Titles for California Language Arts State Standard 2.2.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Follow one-step written instructions. 18
Suggested Titles for California Language Arts State Standard 2.3.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Use context to resolve ambiguities about word and sentence meanings. 129
Suggested Titles for California Language Arts State Standard 2.4.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words). 63
Suggested Titles for California Language Arts State Standard 2.5.

2.6. Comprehension and Analysis of Grade-Level-Appropriate Text: Relate prior knowledge to textual information. 24
Suggested Titles for California Language Arts State Standard 2.6.

2.7. Comprehension and Analysis of Grade-Level-Appropriate Text: Retell the central ideas of simple expository or narrative passages. 40
Suggested Titles for California Language Arts State Standard 2.7.

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).

3.1. Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending. 30
Suggested Titles for California Language Arts State Standard 3.1.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Describe the roles of authors and illustrators and their contributions to print materials. 23
Suggested Titles for California Language Arts State Standard 3.2.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Recollect, talk, and write about books read during the school year. 574
Suggested Titles for California Language Arts State Standard 3.3.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

1.1. Decoding and Word Recognition: Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 90
Suggested Titles for California Language Arts State Standard 1.1.

1.2. Decoding and Word Recognition: Apply knowledge of basic syllabication rules when reading (e.g. vowel-consonant-vowel = su/per; vowel-consonant/consonant-vowel = sup/per) 141
Suggested Titles for California Language Arts State Standard 1.2.

1.3. Decoding and Word Recognition: Decode two-syllable nonsense words and regular multisyllable words. 15
Suggested Titles for California Language Arts State Standard 1.3.

1.4. Decoding and Word Recognition: Recognize common abbreviations (e.g., Jan., Sun., Mr., St.). 6
Suggested Titles for California Language Arts State Standard 1.4.

1.5. Decoding and Word Recognition: Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives). 6
Suggested Titles for California Language Arts State Standard 1.5.

1.6. Decoding and Word Recognition: Read aloud fluently and accurately and with appropriate intonation and expression. 32
Suggested Titles for California Language Arts State Standard 1.6.

1.7. Vocabulary and Concept Development: Understand and explain common antonyms and synonyms. 13
Suggested Titles for California Language Arts State Standard 1.7.

1.8. Vocabulary and Concept Development: Use knowledge of individual words in unknown compound words to predict their meaning. 6
Suggested Titles for California Language Arts State Standard 1.8.

1.9. Vocabulary and Concept Development: Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly). 7
Suggested Titles for California Language Arts State Standard 1.9.

1.10. Vocabulary and Concept Development: Identify simple multiple-meaning words. 11
Suggested Titles for California Language Arts State Standard 1.10.

CA.2.0. Reading: Reading Comprehension: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

2.1. Structural Features of Informational Materials: Use titles, tables of contents, and chapter headings to locate information in expository test. 4
Suggested Titles for California Language Arts State Standard 2.1.

2.2. Comprehension and Analysis of Grade-Level-Appropriate Text: State the purpose in reading (i.e., tell what information is sought). 4
Suggested Titles for California Language Arts State Standard 2.2.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Use knowledge of the author's purpose(s) to comprehend informational text. 5
Suggested Titles for California Language Arts State Standard 2.3.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how). 55
Suggested Titles for California Language Arts State Standard 2.4.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Restate facts and details in the text to clarify and organize ideas. 41
Suggested Titles for California Language Arts State Standard 2.5.

2.6. Comprehension and Analysis of Grade-Level-Appropriate Text: Recognize cause-and-effect relationship in a text. 3
Suggested Titles for California Language Arts State Standard 2.6.

2.7. Comprehension and Analysis of Grade-Level-Appropriate Text: Interpret information from diagrams, charts, and graphs. 21
Suggested Titles for California Language Arts State Standard 2.7.

2.8. Comprehension and Analysis of Grade-Level-Appropriate Text: Follow two-step written instructions. 8
Suggested Titles for California Language Arts State Standard 2.8.

CA.3.0. Reading: Literary Response and Analysis : Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).

3.1. Narrative Analysis of Grade-Level-Appropriate Text: Compare and contrast plots, settings, and characters presented by different authors. 50
Suggested Titles for California Language Arts State Standard 3.1.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives. 50
Suggested Titles for California Language Arts State Standard 3.2.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Compare and contrast different versions of the same stories that reflect different cultures. 35
Suggested Titles for California Language Arts State Standard 3.3.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Identify the use of rhythm, rhyme, and alliteration in poetry. 26
Suggested Titles for California Language Arts State Standard 3.4.

2.1.a. Move through a logical sequence of events. 13
Suggested Titles for California Language Arts State Standard 2.1.a.

2.1.b. Describe the setting, characters, objects and events in detail. 13
Suggested Titles for California Language Arts State Standard 2.1.b.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

1.1. Decoding and Word Recognition: Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words. 3
Suggested Titles for California Language Arts State Standard 1.1.

1.2. Decoding and Word Recognition: Decode regular multisyllabic words. 72
Suggested Titles for California Language Arts State Standard 1.2.

1.3. Decoding and Word Recognition: Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. 34
Suggested Titles for California Language Arts State Standard 1.3.

1.4. Vocabulary and Concept Development: Use knowledge of antonyms, synonyms, homophones and homographs to determine the meanings of words. 16
Suggested Titles for California Language Arts State Standard 1.4.

1.5. Vocabulary and Concept Development: Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things). 33
Suggested Titles for California Language Arts State Standard 1.5.

1.6. Vocabulary and Concept Development: Use sentence and word context to find the meaning of unknown words. 34
Suggested Titles for California Language Arts State Standard 1.6.

1.7. Vocabulary and Concept Development: Use a dictionary to learn the meaning and other features of unknown words. 6
Suggested Titles for California Language Arts State Standard 1.7.

1.8. Vocabulary and Concept Development: Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words. 6
Suggested Titles for California Language Arts State Standard 1.8.

CA.2.0. Reading: Reading Comprehension: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

2.1. Structural Features of Informational Materials: Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. 5
Suggested Titles for California Language Arts State Standard 2.1.

2.2. Comprehension and Analysis of Grade-Level-Appropriate Text: Ask questions and support answers by connecting prior knowledge with literal information found in and, inferred from, the text. 9
Suggested Titles for California Language Arts State Standard 2.2.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Demonstrate comprehension by identifying answers in the text. 34
Suggested Titles for California Language Arts State Standard 2.3.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Recall major points in the text and make and modify predictions about forthcoming information. 6
Suggested Titles for California Language Arts State Standard 2.4.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Distinguish the main idea and supporting details in expository text. 37
Suggested Titles for California Language Arts State Standard 2.5.

2.6. Comprehension and Analysis of Grade-Level-Appropriate Text: Extract appropriate and significant information from the text, including problems and solutions. 3
Suggested Titles for California Language Arts State Standard 2.6.

2.7. Comprehension and Analysis of Grade-Level-Appropriate Text: Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game). 9
Suggested Titles for California Language Arts State Standard 2.7.

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters).

3.1. Structural Features of Literature: Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction). 113
Suggested Titles for California Language Arts State Standard 3.1.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. 39
Suggested Titles for California Language Arts State Standard 3.2.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Determine what characters are like by what they say or do and by how the author or illustrator portrays them. 11
Suggested Titles for California Language Arts State Standard 3.3.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Determine the underlying theme or author's message in fiction and nonfiction text. 21
Suggested Titles for California Language Arts State Standard 3.4.

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection. 1
Suggested Titles for California Language Arts State Standard 3.5.

3.6. Narrative Analysis of Grade-Level-Appropriate Text: Identify the speaker or narrator in a selection. 36
Suggested Titles for California Language Arts State Standard 3.6.

1.1.a. Develop a topic sentence. 3
Suggested Titles for California Language Arts State Standard 1.1.a.

1.1.b. Include simple supporting facts and details. 3
Suggested Titles for California Language Arts State Standard 1.1.b.

2.1.a. Provide a context within which an action takes place. 13
Suggested Titles for California Language Arts State Standard 2.1.a.

2.1.b. Include well-chosen details to develop the plot. 13
Suggested Titles for California Language Arts State Standard 2.1.b.

2.1.c Provide insight into why the selected incident is memorable. 17
Suggested Titles for California Language Arts State Standard 2.1.c

2.3.a. Show awareness of the knowledge and interests of the audience and establish a purpose and context. 14
Suggested Titles for California Language Arts State Standard 2.3.a.

2.3.b. Include the date, proper salutation, body, closing, and signature. 5
Suggested Titles for California Language Arts State Standard 2.3.b.

1.9. Spelling: Arrange words in alphabetic order. 41
Suggested Titles for California Language Arts State Standard 1.9.

1.10. Analysis and Evaluation of Oral and Media Communications: Compare ideas and points of view expressed in broadcast and print media. 17
Suggested Titles for California Language Arts State Standard 1.10.

1.11. Analysis and Evaluation of Oral and Media Communications: Distinguish between the speaker's opinions and verifiable facts. 17
Suggested Titles for California Language Arts State Standard 1.11.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

1.1. Word Recognition: Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. 30
Suggested Titles for California Language Arts State Standard 1.1.

1.2. Vocabulary and Concept Development: Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases. 15
Suggested Titles for California Language Arts State Standard 1.2.

1.3. Vocabulary and Concept Development: Use knowledge of root words to determine the meaning of unknown words within a passage. 14
Suggested Titles for California Language Arts State Standard 1.3.

1.4. Vocabulary and Concept Development: Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international). 8
Suggested Titles for California Language Arts State Standard 1.4.

1.5. Vocabulary and Concept Development: Use a thesaurus to determine related words and concepts.

1.6. Vocabulary and Concept Development: Distinguish and interpret words with multiple meanings. 9
Suggested Titles for California Language Arts State Standard 1.6.

CA.2.0. Reading: Reading Comprehension: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

2.1. Structural Features of Informational Materials: Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension. 36
Suggested Titles for California Language Arts State Standard 2.1.

2.2. Comprehension and Analysis of Grade-Level-Appropriate Text: Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment). 7
Suggested Titles for California Language Arts State Standard 2.2.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues. 5
Suggested Titles for California Language Arts State Standard 2.3.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Evaluate new information and hypotheses by testing them against known information and ideas. 13
Suggested Titles for California Language Arts State Standard 2.4.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Compare and contrast information on the same topic after reading several passages or articles. 11
Suggested Titles for California Language Arts State Standard 2.5.

2.6. Comprehension and Analysis of Grade-Level-Appropriate Text: Distinguish between cause and effect and between fact and opinion in expository text. 7
Suggested Titles for California Language Arts State Standard 2.6.

2.7. Comprehension and Analysis of Grade-Level-Appropriate Text: Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games). 3
Suggested Titles for California Language Arts State Standard 2.7.

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).

3.1. Structural Features of Literature: Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales. 48
Suggested Titles for California Language Arts State Standard 3.1.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Identify the main events of the plot, their causes, and the influence of each event on future actions. 48
Suggested Titles for California Language Arts State Standard 3.2.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions. 6
Suggested Titles for California Language Arts State Standard 3.3.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales). 12
Suggested Titles for California Language Arts State Standard 3.4.

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works. 13
Suggested Titles for California Language Arts State Standard 3.5.

1.2.a. Provide an introductory paragraph. 2
Suggested Titles for California Language Arts State Standard 1.2.a.

1.2.b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. 12
Suggested Titles for California Language Arts State Standard 1.2.b.

1.2.c. Include supporting paragraphs with simple facts, details, and explanations. 2
Suggested Titles for California Language Arts State Standard 1.2.c.

1.2.d. Conclude with a paragraph that summarizes the points. 2
Suggested Titles for California Language Arts State Standard 1.2.d.

1.2.e. Use correct indention. 12
Suggested Titles for California Language Arts State Standard 1.2.e.

1.7. Research and Technology: Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing. 8
Suggested Titles for California Language Arts State Standard 1.7.

1.8. Research and Technology: Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials. 13
Suggested Titles for California Language Arts State Standard 1.8.

1.9. Research and Technology: Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive). 11
Suggested Titles for California Language Arts State Standard 1.9.

1.10. Evaluation and Revision: Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. 11
Suggested Titles for California Language Arts State Standard 1.10.

2.1.a. Relate ideas, observations, or recollections of an event or experience. 7
Suggested Titles for California Language Arts State Standard 2.1.a.

2.1.b. Provide a context to enable the reader to imagine the world of the event or experience. 6
Suggested Titles for California Language Arts State Standard 2.1.b.

2.1.c. Use concrete sensory details. 6
Suggested Titles for California Language Arts State Standard 2.1.c.

2.1.d. Provide insight into why the selected event or experience is memorable. 8
Suggested Titles for California Language Arts State Standard 2.1.d.

2.2.a. Demonstrate an understanding of the literary work. 4
Suggested Titles for California Language Arts State Standard 2.2.a.

2.2.b. Support judgments through references to both the text and prior knowledge. 33
Suggested Titles for California Language Arts State Standard 2.2.b.

2.3.a. Frame a central question about an issue or situation. 11
Suggested Titles for California Language Arts State Standard 2.3.a.

2.3.b. Include facts and details for focus. 11
Suggested Titles for California Language Arts State Standard 2.3.b.

2.3.c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources). 13
Suggested Titles for California Language Arts State Standard 2.3.c.

2.2.c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports). 13
Suggested Titles for California Language Arts State Standard 2.2.c.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

1.1. Word Recognition: Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. 21
Suggested Titles for California Language Arts State Standard 1.1.

1.2. Vocabulary and Concept Development: Use word origins to determine the meaning of unknown words. 6
Suggested Titles for California Language Arts State Standard 1.2.

1.3. Vocabulary and Concept Development: Understand and explain frequently used synonyms, antonyms, and homographs. 16
Suggested Titles for California Language Arts State Standard 1.3.

1.4. Vocabulary and Concept Development: Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial). 7
Suggested Titles for California Language Arts State Standard 1.4.

1.5. Vocabulary and Concept Development: Understand and explain the figurative and metaphorical use of words in context. 12
Suggested Titles for California Language Arts State Standard 1.5.

CA.2.0. Reading: Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

2.1. Structural Features of Informational Materials: Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable. 5
Suggested Titles for California Language Arts State Standard 2.1.

2.2. Structural Features of Informational Materials: Analyze text that is organized in sequential or chronological order. 75
Suggested Titles for California Language Arts State Standard 2.2.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. 13
Suggested Titles for California Language Arts State Standard 2.3.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. 10
Suggested Titles for California Language Arts State Standard 2.4.

2.5. Expository Critique: Distinguish facts, supported inferences, and opinions in text. 4
Suggested Titles for California Language Arts State Standard 2.5.

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works.

3.1. Structural Features of Literature: Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose. 23
Suggested Titles for California Language Arts State Standard 3.1.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Identify the main problem or conflict of the plot and explain how it is resolved. 9
Suggested Titles for California Language Arts State Standard 3.2.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme. 3
Suggested Titles for California Language Arts State Standard 3.3.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works. 4
Suggested Titles for California Language Arts State Standard 3.4.

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism). 14
Suggested Titles for California Language Arts State Standard 3.5.

3.6. Literary Criticism: Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures. 23
Suggested Titles for California Language Arts State Standard 3.6.

3.7. Literary Criticism: Evaluate the author's use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers' perspectives. 15
Suggested Titles for California Language Arts State Standard 3.7.

1.1.a. Establish and develop a situation or plot. 11
Suggested Titles for California Language Arts State Standard 1.1.a.

1.1.b. Describe the setting. 8
Suggested Titles for California Language Arts State Standard 1.1.b.

1.1.c. Present an ending. 8
Suggested Titles for California Language Arts State Standard 1.1.c.

1.2.a. Establish a topic, important ideas, or events in sequence or chronological order. 11
Suggested Titles for California Language Arts State Standard 1.2.a.

1.2.b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought. 8
Suggested Titles for California Language Arts State Standard 1.2.b.

1.2.c. Offer a concluding paragraph that summarizes important ideas and details. 8
Suggested Titles for California Language Arts State Standard 1.2.c.

1.6. Evaluation and Revision: Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. 10
Suggested Titles for California Language Arts State Standard 1.6.

2.1.a. Establish a plot, point of view, setting, and conflict. 8
Suggested Titles for California Language Arts State Standard 2.1.a.

2.1.b. Show, rather than tell, the events of the story. 8
Suggested Titles for California Language Arts State Standard 2.1.b.

2.2.a. Demonstrate an understanding of a literary work. 15
Suggested Titles for California Language Arts State Standard 2.2.a.

2.2.b. Support judgments through references to the text and to prior knowledge. 15
Suggested Titles for California Language Arts State Standard 2.2.b.

2.2.c. Develop interpretations that exhibit careful reading and understanding. 15
Suggested Titles for California Language Arts State Standard 2.2.c.

2.3.a. Frame questions that direct the investigation. 12
Suggested Titles for California Language Arts State Standard 2.3.a.

2.3.b. Establish a controlling idea or topic. 18
Suggested Titles for California Language Arts State Standard 2.3.b.

2.3.c. Develop the topic with simple facts, details, examples, and explanations. 18
Suggested Titles for California Language Arts State Standard 2.3.c.

2.4.a. State a clear position in support of a proposal. 3
Suggested Titles for California Language Arts State Standard 2.4.a.

2.4.b. Support a position with relevant evidence. 3
Suggested Titles for California Language Arts State Standard 2.4.b.

2.4.c. Follow a simple organizational pattern. 3
Suggested Titles for California Language Arts State Standard 2.4.c.

2.4.d. Address reader concerns. 4
Suggested Titles for California Language Arts State Standard 2.4.d.

1.7. Analysis and Evaluation of Oral and Media Communications: Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages 3
Suggested Titles for California Language Arts State Standard 1.7.

1.8. Analysis and Evaluation of Oral and Media Communications: Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. 3
Suggested Titles for California Language Arts State Standard 1.8.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

1.1. Word Recognition: Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. 15
Suggested Titles for California Language Arts State Standard 1.1.

1.2. Vocabulary and Concept Development: Identify and interpret figurative language and words with multiple meanings. 9
Suggested Titles for California Language Arts State Standard 1.2.

1.3. Vocabulary and Concept Development: Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. 6
Suggested Titles for California Language Arts State Standard 1.3.

1.4. Vocabulary and Concept Development: Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning. 8
Suggested Titles for California Language Arts State Standard 1.4.

1.5. Vocabulary and Concept Development: Understand and explain 'shades of meaning' in related words (e.g., softly and quietly). 19
Suggested Titles for California Language Arts State Standard 1.5.

CA.2.0. Reading: Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

2.1. Structural Features of Informational Materials: Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information. 7
Suggested Titles for California Language Arts State Standard 2.1.

2.2. Structural Features of Informational Materials: Analyze text that uses the compare-and-contrast organizational pattern. 8
Suggested Titles for California Language Arts State Standard 2.2.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Connect and clarify main ideas by identifying their relationships to other sources and related topics. 7
Suggested Titles for California Language Arts State Standard 2.3.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports. 35
Suggested Titles for California Language Arts State Standard 2.4.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership). 8
Suggested Titles for California Language Arts State Standard 2.5.

2.6. Expository Critique: Determine the adequacy and appropriateness of the evidence for an author's conclusions. 6
Suggested Titles for California Language Arts State Standard 2.6.

2.7. Expository Critique: Make reasonable assertions about a text through accurate, supporting citations. 7
Suggested Titles for California Language Arts State Standard 2.7.

2.8. Expository Critique: Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text. 6
Suggested Titles for California Language Arts State Standard 2.8.

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.

3.1. Structural Features of Literature: Identify the forms of fiction and describe the major characteristics of each form. 1
Suggested Titles for California Language Arts State Standard 3.1.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict. 6
Suggested Titles for California Language Arts State Standard 3.2.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Analyze the influence of setting on the problem and its resolution. 6
Suggested Titles for California Language Arts State Standard 3.3.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. 4
Suggested Titles for California Language Arts State Standard 3.4.

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Identify the speaker and recognize the difference between first- and third-person narration (e.g., autobiography compared with biography). 14
Suggested Titles for California Language Arts State Standard 3.5.

3.6. Narrative Analysis of Grade-Level-Appropriate Text: Identify and analyze features of themes conveyed through characters, actions, and images. 9
Suggested Titles for California Language Arts State Standard 3.6.

3.7. Narrative Analysis of Grade-Level-Appropriate Text: Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts. 54
Suggested Titles for California Language Arts State Standard 3.7.

3.8. Literary Criticism: Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction). 7
Suggested Titles for California Language Arts State Standard 3.8.

1.2.a. Engage the interest of the reader and state a clear purpose. 8
Suggested Titles for California Language Arts State Standard 1.2.a.

1.2.b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. 2
Suggested Titles for California Language Arts State Standard 1.2.b.

1.2.c. Conclude with a detailed summary linked to the purpose of the composition. 2
Suggested Titles for California Language Arts State Standard 1.2.c.

1.6. Evaluation and Revision: Revise writing to improve the organization and consistency of ideas within and between paragraphs. 2
Suggested Titles for California Language Arts State Standard 1.6.

2.1.a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories. 2
Suggested Titles for California Language Arts State Standard 2.1.a.

2.1.b. Include sensory details and concrete language to develop plot and character. 2
Suggested Titles for California Language Arts State Standard 2.1.b.

2.1.c. Use a range of narrative devices (e.g., dialogue, suspense). 2
Suggested Titles for California Language Arts State Standard 2.1.c.

2.2.a. State the thesis or purpose. 25
Suggested Titles for California Language Arts State Standard 2.2.a.

2.2.b. Explain the situation. 25
Suggested Titles for California Language Arts State Standard 2.2.b.

2.2.c. Follow an organizational pattern appropriate to the type of composition. 25
Suggested Titles for California Language Arts State Standard 2.2.c.

2.2.d. Offer persuasive evidence to validate arguments and conclusions as needed. 29
Suggested Titles for California Language Arts State Standard 2.2.d.

2.3.a. Pose relevant questions with a scope narrow enough to be thoroughly covered. 10
Suggested Titles for California Language Arts State Standard 2.3.a.

2.3.b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches). 19
Suggested Titles for California Language Arts State Standard 2.3.b.

2.3.c. Include a bibliography. 10
Suggested Titles for California Language Arts State Standard 2.3.c.

2.4.a. Develop an interpretation exhibiting careful reading, understanding, and insight. 7
Suggested Titles for California Language Arts State Standard 2.4.a.

2.4.b. Organize the interpretation around several clear ideas, premises, or images. 7
Suggested Titles for California Language Arts State Standard 2.4.b.

2.4.c. Develop and justify the interpretation through sustained use of examples and textual evidence. 7
Suggested Titles for California Language Arts State Standard 2.4.c.

2.5.a. State a clear position on a proposition or proposal. 7
Suggested Titles for California Language Arts State Standard 2.5.a.

2.5.b. Support the position with organized and relevant evidence. 7
Suggested Titles for California Language Arts State Standard 2.5.b.

2.5.c. Anticipate and address reader concerns and counterarguments. 7
Suggested Titles for California Language Arts State Standard 2.5.c.

1.7. Organization and Delivery of Oral Communication: Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention. 3
Suggested Titles for California Language Arts State Standard 1.7.

1.8. Analysis and Evaluation of Oral and Media Communications: Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect. 10
Suggested Titles for California Language Arts State Standard 1.8.

1.9. Analysis and Evaluation of Oral and Media Communications: Identify persuasive and propaganda techniques used in television and identify false and misleading information. 5
Suggested Titles for California Language Arts State Standard 1.9.

2.4.d. Engage the listener and foster acceptance of the proposition or proposal. 7
Suggested Titles for California Language Arts State Standard 2.4.d.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

1.1. Vocabulary and Concept Development: Identify idioms, analogies, metaphors, and similes in prose and poetry. 28
Suggested Titles for California Language Arts State Standard 1.1.

1.2. Vocabulary and Concept Development: Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary 5
Suggested Titles for California Language Arts State Standard 1.2.

1.3. Vocabulary and Concept Development: Clarify word meanings through the use of definition, example, restatement, or contrast. 12
Suggested Titles for California Language Arts State Standard 1.3.

CA.2.0. Reading: Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

2.1. Structural Features of Informational Materials: Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). 10
Suggested Titles for California Language Arts State Standard 2.1.

2.2. Structural Features of Informational Materials: Locate information by using a variety of consumer, workplace, and public documents. 11
Suggested Titles for California Language Arts State Standard 2.2.

2.3. Structural Features of Informational Materials: Analyze text that uses the cause-and-effect organizational pattern. 16
Suggested Titles for California Language Arts State Standard 2.3.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Identify and trace the development of an author's argument, point of view, or perspective in text. 55
Suggested Titles for California Language Arts State Standard 2.4.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Understand and explain the use of a simple mechanical device by following technical directions. 29
Suggested Titles for California Language Arts State Standard 2.5.

2.6. Expository Critique: Assess the adequacy, accuracy, and appropriateness of the author's evidence to support claims and assertions, noting instances of bias and stereotyping. 9
Suggested Titles for California Language Arts State Standard 2.6.

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.

3.1. Structural Features of Literature: Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay). 255
Suggested Titles for California Language Arts State Standard 3.1.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 255
Suggested Titles for California Language Arts State Standard 3.2.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters. 255
Suggested Titles for California Language Arts State Standard 3.3.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 255
Suggested Titles for California Language Arts State Standard 3.4.

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. 54
Suggested Titles for California Language Arts State Standard 3.5.

3.6. Literary Criticism: Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses. 255
Suggested Titles for California Language Arts State Standard 3.6.

1.4. Research and Technology: Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. 31
Suggested Titles for California Language Arts State Standard 1.4.

1.5. Research and Technology: Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. 9
Suggested Titles for California Language Arts State Standard 1.5.

1.6. Research and Technology: Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. 6
Suggested Titles for California Language Arts State Standard 1.6.

1.7. Evaluation and Revision: Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. 33
Suggested Titles for California Language Arts State Standard 1.7.

2.1.a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view. 6
Suggested Titles for California Language Arts State Standard 2.1.a.

2.1.b. Develop complex major and minor characters and a definite setting. 6
Suggested Titles for California Language Arts State Standard 2.1.b.

2.1.c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions). 6
Suggested Titles for California Language Arts State Standard 2.1.c.

2.2.a. Develop interpretations exhibiting careful reading, understanding, and insight. 255
Suggested Titles for California Language Arts State Standard 2.2.a.

2.2.b. Organize interpretations around several clear ideas, premises, or images from the literary work. 255
Suggested Titles for California Language Arts State Standard 2.2.b.

2.2.c. Justify interpretations through sustained use of examples and textual evidence. 255
Suggested Titles for California Language Arts State Standard 2.2.c.

2.3.a. Pose relevant and tightly drawn questions about the topic. 32
Suggested Titles for California Language Arts State Standard 2.3.a.

2.3.b. Convey clear and accurate perspectives on the subject. 25
Suggested Titles for California Language Arts State Standard 2.3.b.

2.3.c. Include evidence compiled through the formal research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries). 44
Suggested Titles for California Language Arts State Standard 2.3.c.

2.3.d. Document reference sources by means of footnotes and a bibliography. 34
Suggested Titles for California Language Arts State Standard 2.3.d.

2.4.a. State a clear position or perspective in support of a proposition or proposal. 8
Suggested Titles for California Language Arts State Standard 2.4.a.

2.4.b. Describe the points in support of the proposition, employing well-articulated evidence. 8
Suggested Titles for California Language Arts State Standard 2.4.b.

2.4.c. Anticipate and address reader concerns and counterarguments. 8
Suggested Titles for California Language Arts State Standard 2.4.c.

2.5.a. Include the main ideas and most significant details. 23
Suggested Titles for California Language Arts State Standard 2.5.a.

2.5.b. Use the student's own words, except for quotations. 23
Suggested Titles for California Language Arts State Standard 2.5.b.

2.5.c. Reflect underlying meaning, not just the superficial details. 23
Suggested Titles for California Language Arts State Standard 2.5.c.

1.8. Analysis and Evaluation of Oral and Media Communications: Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied. 2
Suggested Titles for California Language Arts State Standard 1.8.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

1.1. Vocabulary and Concept Development: Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases. 13
Suggested Titles for California Language Arts State Standard 1.1.

1.2. Vocabulary and Concept Development: Understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings. 27
Suggested Titles for California Language Arts State Standard 1.2.

1.3. Vocabulary and Concept Development: Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. 9
Suggested Titles for California Language Arts State Standard 1.3.

CA.2.0. Reading: Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

2.2. Structural Features of Informational Materials: Analyze text that uses proposition and support patterns. 6
Suggested Titles for California Language Arts State Standard 2.2.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Find similarities and differences between texts in the treatment, scope, or organization of ideas. 6
Suggested Titles for California Language Arts State Standard 2.3.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning. 6
Suggested Titles for California Language Arts State Standard 2.4.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Understand and explain the use of a complex mechanical device by following technical directions. 1
Suggested Titles for California Language Arts State Standard 2.5.

2.7. Expository Critique: Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text. 257
Suggested Titles for California Language Arts State Standard 2.7.

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.

3.1. Structural Features of Literature: Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet). 28
Suggested Titles for California Language Arts State Standard 3.1.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot's development, and the way in which conflicts are (or are not) addressed and resolved. 13
Suggested Titles for California Language Arts State Standard 3.2.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts. 34
Suggested Titles for California Language Arts State Standard 3.3.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text. 7
Suggested Titles for California Language Arts State Standard 3.4.

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works. 7
Suggested Titles for California Language Arts State Standard 3.5.

3.6. Narrative Analysis of Grade-Level-Appropriate Text: Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style and use those elements to interpret the work. 274
Suggested Titles for California Language Arts State Standard 3.6.

3.7. Literary Criticism: Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach) (CAHSEE 2005) 267
Suggested Titles for California Language Arts State Standard 3.7.

1.4. Research and Technology: Plan and conduct multiple-step information searches by using computer networks and modems. 18
Suggested Titles for California Language Arts State Standard 1.4.

1.5. Research and Technology: Achieve an effective balance between researched information and original ideas. 24
Suggested Titles for California Language Arts State Standard 1.5.

1.6. Evaluation and Revision: Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas. 18
Suggested Titles for California Language Arts State Standard 1.6.

2.1.a. Relate a clear, coherent incident, event, or situation by using well-chosen details. 6
Suggested Titles for California Language Arts State Standard 2.1.a.

2.1.b. Reveal the significance of, or the writer's attitude about, the subject. 6
Suggested Titles for California Language Arts State Standard 2.1.b.

2.1.c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters). 6
Suggested Titles for California Language Arts State Standard 2.1.c.

2.2.a. Exhibit careful reading and insight in their interpretations. 267
Suggested Titles for California Language Arts State Standard 2.2.a.

2.2.b. Connect the student's own responses to the writer's techniques and to specific textual references. 267
Suggested Titles for California Language Arts State Standard 2.2.b.

2.2.c. Draw supported inferences about the effects of a literary work on its audience. 267
Suggested Titles for California Language Arts State Standard 2.2.c.

2.2.d. Support judgments through references to the text, other works, other authors, or to personal knowledge. 267
Suggested Titles for California Language Arts State Standard 2.2.d.

2.3.a. Define a thesis. 17
Suggested Titles for California Language Arts State Standard 2.3.a.

2.3.b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate. 18
Suggested Titles for California Language Arts State Standard 2.3.b.

2.3.c. Use a variety of primary and secondary sources and distinguish the nature and value of each. 19
Suggested Titles for California Language Arts State Standard 2.3.c.

2.3.d. Organize and display information on charts, maps, and graphs. 2
Suggested Titles for California Language Arts State Standard 2.3.d.

2.4.a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment). 3
Suggested Titles for California Language Arts State Standard 2.4.a.

2.4.b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion. 3
Suggested Titles for California Language Arts State Standard 2.4.b.

2.4.c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments. 3
Suggested Titles for California Language Arts State Standard 2.4.c.

2.5.a. Present information purposefully and succinctly and meet the needs of the intended audience. 7
Suggested Titles for California Language Arts State Standard 2.5.a.

2.5.b. Follow the conventional format for the type of document (e.g., letter of inquiry, memorandum). 7
Suggested Titles for California Language Arts State Standard 2.5.b.

2.6.a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization. 16
Suggested Titles for California Language Arts State Standard 2.6.a.

2.6.b. Include all the factors and variables that need to be considered. 4
Suggested Titles for California Language Arts State Standard 2.6.b.

2.6.c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension. 17
Suggested Titles for California Language Arts State Standard 2.6.c.

1.7. Organization and Delivery of Oral Communication: Use audience feedback (e.g., verbal and nonverbal cues). 6
Suggested Titles for California Language Arts State Standard 1.7.

1.7.a. Reconsider and modify the organizational structure or plan. 6
Suggested Titles for California Language Arts State Standard 1.7.a.

1.7.b. Rearrange words and sentences to clarify the meaning. 6
Suggested Titles for California Language Arts State Standard 1.7.b.

1.8. Analysis and Evaluation of Oral and Media Communications: Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material). 8
Suggested Titles for California Language Arts State Standard 1.8.

1.9. Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions. 11
Suggested Titles for California Language Arts State Standard 1.9.

2.4.d. Maintain a reasonable tone. 3
Suggested Titles for California Language Arts State Standard 2.4.d.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

1.1. Vocabulary and Concept Development: Identify and use the literal and figurative meanings of words and understand word derivations. (CAHSEE 2005)

1.2. Vocabulary and Concept Development: Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. (CAHSEE 2005)

1.3. Vocabulary and Concept Development: Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo).

CA.2.0. Reading: Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced.

2.1. Structural Features of Informational Materials: Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. (CAHSEE 2005)

2.2. Structural Features of Informational Materials: Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Generate relevant questions about readings on issues that can be researched.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. (CAHSEE 2005)

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. (CAHSEE 2005)

2.6. Comprehension and Analysis of Grade-Level-Appropriate Text: Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet).

2.7. Expository Critique: Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. (CAHSEE 2005)

2.8. Expository Critique: Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material). (CAHSEE 2005)

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes.

3.1. Structural Features of Literature: Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue). (CAHSEE 2005)

3.2. Structural Features of Literature: Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. (CAHSEE 2005)

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. (CAHSEE 2005)

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. (CAHSEE 2005)

3.6. Narrative Analysis of Grade-Level-Appropriate Text: Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). (CAHSEE 2005)

3.7. Narrative Analysis of Grade-Level-Appropriate Text: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. (CAHSEE 2005)

3.8. Narrative Analysis of Grade-Level-Appropriate Text: Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. (CAHSEE 2005)

3.9. Narrative Analysis of Grade-Level-Appropriate Text: Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. (CAHSEE 2005)

3.10. Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. (CAHSEE 2005)

3.11. Literary Criticism: Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach) (CAHSEE 2005)

3.12. Literary Criticism: Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach) (CAHSEE 2005)

1.4. Research and Technology: Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). (CAHSEE 2005)

1.5. Research and Technology: Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). (CAHSEE 2005)

1.6. Research and Technology: Integrate quotations and citations into a written text while maintaining the flow of ideas.

1.7. Research and Technology: Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style).

1.8. Research and Technology: Design and publish documents by using advanced publishing software and graphic programs.

1.9. Evaluation and Revision: Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. (CAHSEE 2005)

2.1.a. Relate a sequence of events and communicate the significance of the events to the audience. (CAHSEE 2005)

2.1.b. Locate scenes and incidents in specific places. (CAHSEE 2005)

2.1.c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings. (CAHSEE 2005)

2.1.d. Pace the presentation of actions to accommodate changes in time and mood. (CAHSEE 2005)

2.1.e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details. (CAHSEE 2005)

2.2.a. Demonstrate a comprehensive grasp of the significant ideas of literary works. (CAHSEE 2005)

2.2.b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. (CAHSEE 2005)

2.2.c. Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created. (CAHSEE 2005)

2.2.d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. (CAHSEE 2005)

2.3.a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. (CAHSEE 2005)

2.3.b. Convey information and ideas from primary and secondary sources accurately and coherently. (CAHSEE 2005)

2.3.c. Make distinctions between the relative value and significance of specific data, facts, and ideas. (CAHSEE 2005)

2.3.d. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.

2.3.e. Anticipate and address readers' potential misunderstandings, biases, and expectations. (CAHSEE 2005)

2.3.f. Use technical terms and notations accurately. (CAHSEE 2005)

2.4.a. Structure ideas and arguments in a sustained and logical fashion. (CAHSEE 2005)

2.4.b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). (CAHSEE 2005)

2.4.c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning. (CAHSEE 2005)

2.4.d. Address readers' concerns, counterclaims, biases, and expectations. (CAHSEE 2005)

2.5.a. Provide clear and purposeful information and address the intended audience appropriately. (CAHSEE 2005)

2.5.b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients. (CAHSEE 2005)

2.5.c. Highlight central ideas or images. (CAHSEE 2005)

2.5.d. Follow a conventional style with page formats, fonts, and spacing that contribute to the documents' readability and impact. (CAHSEE 2005)

2.6.a. Report information and convey ideas logically and correctly.

2.6.b. Offer detailed and accurate specifications.

2.6.c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide).

2.6.d. Anticipate readers' problems, mistakes, and misunderstandings.

1.10. Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (e.g., Abraham Lincoln's 'Gettysburg Address,' Martin Luther King, Jr.'s 'I Have a Dream') to find the rhetorical devices and features that make them memorable.

1.11. Analysis and Evaluation of Oral and Media Communications: Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

1.12. Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

1.13. Analysis and Evaluation of Oral and Media Communications: Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

1.14. Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

2.2.e. Anticipate and address the listener's potential misunderstandings, biases, and expectations.

2.2.f. Use technical terms and notations accurately.

2.3.g. Evaluate the effectiveness of the interview.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

1.1. Vocabulary and Concept Development: Identify and use the literal and figurative meanings of words and understand word derivations.

1.2. Vocabulary and Concept Development: Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

1.3. Vocabulary and Concept Development: Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo).

CA.2.0. Reading: Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced.

2.1. Structural Features of Informational Materials: Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

2.2. Structural Features of Informational Materials: Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Generate relevant questions about readings on issues that can be researched.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

2.6. Comprehension and Analysis of Grade-Level-Appropriate Text: Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet).

2.7. Expository Critique: Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.

2.8. Expository Critique: Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes.

3.1. Structural Features of Literature: Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

3.2. Structural Features of Literature: Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

3.6. Narrative Analysis of Grade-Level-Appropriate Text: Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

3.7. Narrative Analysis of Grade-Level-Appropriate Text: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

3.8. Narrative Analysis of Grade-Level-Appropriate Text: Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.

3.9. Narrative Analysis of Grade-Level-Appropriate Text: Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

3.10. Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.

3.11. Literary Criticism: Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach)

3.12. Literary Criticism: Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

1.4. Research and Technology: Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).

1.5. Research and Technology: Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

1.6. Research and Technology: Integrate quotations and citations into a written text while maintaining the flow of ideas.

1.7. Research and Technology: : Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style).

1.8. Research and Technology: Design and publish documents by using advanced publishing software and graphic programs.

1.9. Evaluation and Revision: Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.

2.1.a. Relate a sequence of events and communicate the significance of the events to the audience.

2.1.b. Locate scenes and incidents in specific places.

2.1.c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.

2.1.d. Pace the presentation of actions to accommodate changes in time and mood.

2.1.e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

2.2.a. Demonstrate a comprehensive grasp of the significant ideas of literary works.

2.2.b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works.

2.2.c. Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created.

2.2.d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

2.3.a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.

2.3.b. Convey information and ideas from primary and secondary sources accurately and coherently.

2.3.c. Make distinctions between the relative value and significance of specific data, facts, and ideas.

2.3.d. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.

2.3.e. Anticipate and address readers' potential misunderstandings, biases, and expectations.

2.3.f. Use technical terms and notations accurately.

2.4.a. Structure ideas and arguments in a sustained and logical fashion.

2.4.b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).

2.4.c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations., and expressions of commonly accepted beliefs and logical reasoning

2.4.d. Address readers' concerns, counterclaims, biases, and expectations.

2.5.a. Provide clear and purposeful information and address the intended audience appropriately.

2.5.b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients.

2.5.c. Highlight central ideas or images.

2.5.d. Follow a conventional style with page formats, fonts, and spacing that contribute to the documents' readability and impact.

2.6.a. Report information and convey ideas logically and correctly.

2.6.b. Offer detailed and accurate specifications.

2.6.c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide).

2.6.d. Anticipate readers' problems, mistakes, and misunderstandings.

1.10. Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (e.g., Abraham Lincoln's 'Gettysburg Address,' Martin Luther King, Jr.'s 'I Have a Dream') to find the rhetorical devices and features that make them memorable.

1.11. Analysis and Evaluation of Oral and Media Communications: Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

1.12. Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

1.13. Analysis and Evaluation of Oral and Media Communications: Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

1.14. Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

2.2.e. Anticipate and address the listener's potential misunderstandings, biases, and expectations.

2.2.f. Use technical terms and notations accurately.

2.3.g. Evaluate the effectiveness of the interview.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

1.1. Vocabulary and Concept Development: Trace the etymology of significant terms used in political science and history.

1.2. Vocabulary and Concept Development: Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.

1.3. Vocabulary and Concept Development: Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

CA.2.0. Reading: Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced.

2.1. Structural Features of Informational Materials: Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.

2.2. Comprehension and Analysis of Grade-Level-Appropriate Text: Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.

2.6. Expository Critique: Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes.

3.1. Structural Features of Literature: Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Analyze the ways in which irony, tone, mood, the author's style, and the 'sound' of language achieve specific rhetorical or aesthetic purposes or both.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions.

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Analyze recognized works of American literature representing a variety of genres and traditions.

3.5.a. Trace the development of American literature from the colonial period forward.

3.5.b. Contrast the major periods, themes, styles, and trends and describe how works by members of different cultures relate to one another in each period.

3.5.c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

3.6. Narrative Analysis of Grade-Level-Appropriate Text: Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare's tragedy Macbeth).

3.7. Narrative Analysis of Grade-Level-Appropriate Text: Analyze recognized works of world literature from a variety of authors.

3.7.a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern).

3.7.b. Relate literary works and authors to the major themes and issues of their eras.

3.7.c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and, settings.

3.8. Literary Criticism: Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women's role in organized labor). (Political approach)

3.9. Literary Criticism: Analyze the philosophical arguments presented in literary works to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters. (Philosophical approach)

1.4. Organization and Focus: Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.

1.5. Organization and Focus: Use language in natural, fresh, and vivid ways to establish a specific tone.

1.6. Research and Technology: Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).

1.7. Research and Technology: Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).

1.8. Research and Technology: Integrate databases, graphics, and spreadsheets into word-processed documents.

1.9. Evaluation and Revision: Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

2.1.a. Narrate a sequence of events and communicate their significance to the audience.

2.1.b. Locate scenes and incidents in specific places.

2.1.c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.

2.1.d. Pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes.

2.1.e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

2.2.a. Demonstrate a comprehensive understanding of the significant ideas in works or passages.

2.2.b. Analyze the use of imagery, language, universal themes, and unique aspects of the text.

2.2.c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works.

2.2.d. Demonstrate an understanding of the author's use of stylistic devices and an appreciation of the effects created.

2.2.e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

2.3.a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).

2.3.b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life.

2.3.c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

2.4.a. Use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to support the main proposition.

2.4.b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic.

2.4.c. Explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation.

2.4.d. Include information from all relevant perspectives and take into consideration the validity and reliability of sources.

2.4.e. Include a formal bibliography.

2.5.a. Provide clear and purposeful information and address the intended audience appropriately.

2.5.b. Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension.

2.5.c. Modify the tone to fit the purpose and audience.

2.5.d. Follow the conventional style for that type of document (e.g., resume, memorandum) and use page formats, fonts, and spacing that contribute to the readability and impact of the document.

2.6.a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD- ROMs, the Internet, electronic media-generated images).

2.6.b. Select an appropriate medium for each element of the presentation.

2.6.c. Use the selected media skillfully, editing appropriately and monitoring for quality.

2.6.d. Test the audience's response and revise the presentation accordingly.

1.5.a. Inductive and deductive reasoning.

1.5.b. Syllogisms and analogies.

1.8.a. Informal expressions for effect.

1.8.b. Standard American English for clarity.

1.8.c. Technical language for specificity.

1.10. Organization and Delivery of Oral Communication: Evaluate when to use different kinds of effects (e.g., visual, music, sound, graphics) to create effective productions.

1.11. Analysis and Evaluation of Oral and Media Communications: Critique a speaker's diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.

1.12. Analysis and Evaluation of Oral and Media Communications: Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

1.13. Analysis and Evaluation of Oral and Media Communications: Analyze the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

1.14. Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles' radio broadcast 'War of the Worlds').

2.3.d. Demonstrate an awareness of the author's use of stylistic devices and an appreciation of the effects created.

2.3.e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

CA.1.0. Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

1.1. Vocabulary and Concept Development: Trace the etymology of significant terms used in political science and history.

1.2. Vocabulary and Concept Development: Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology.

1.3. Vocabulary and Concept Development: Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

CA.2.0. Reading: Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced.

2.1. Structural Features of Informational Materials: Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.

2.2. Comprehension and Analysis of Grade-Level-Appropriate Text: Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.

2.3. Comprehension and Analysis of Grade-Level-Appropriate Text: Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents.

2.4. Comprehension and Analysis of Grade-Level-Appropriate Text: Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.

2.5. Comprehension and Analysis of Grade-Level-Appropriate Text: Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.

2.6. Expository Critique: Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).

CA.3.0. Reading: Literary Response and Analysis: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes.

3.1. Structural Features of Literature: Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.

3.2. Narrative Analysis of Grade-Level-Appropriate Text: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

3.3. Narrative Analysis of Grade-Level-Appropriate Text: Analyze the ways in which irony, tone, mood, the author's style, and the 'sound' of language achieve specific rhetorical or aesthetic purposes or both.

3.4. Narrative Analysis of Grade-Level-Appropriate Text: Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions.

3.5. Narrative Analysis of Grade-Level-Appropriate Text: Analyze recognized works of American literature representing a variety of genres and traditions.

3.5.a. Trace the development of American literature from the colonial period forward.

3.5.b. Contrast the major periods, themes, styles, and trends and describe how works by members of different cultures relate to one another in each period.

3.5.c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

3.6. Narrative Analysis of Grade-Level-Appropriate Text: Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare's tragedy Macbeth).

3.7. Narrative Analysis of Grade-Level-Appropriate Text: Analyze recognized works of world literature from a variety of authors.

3.7.a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern).

3.7.b. Relate literary works and authors to the major themes and issues of their eras.

3.7.c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and, settings.

3.8. Literary Criticism: Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women's role in organized labor). (Political approach)

3.9. Literary Criticism: Analyze the philosophical arguments presented in literary works to determine whether the authors' positions have contributed to the quality of each work and the credibility of the characters. (Philosophical approach)

1.4. Organization and Focus: Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.

1.5. Organization and Focus: Use language in natural, fresh, and vivid ways to establish a specific tone.

1.6. Research and Technology: Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).

1.7. Research and Technology: Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).

1.8. Research and Technology: Integrate databases, graphics, and spreadsheets into word-processed documents.

1.9. Evaluation and Revision: Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

2.1.a. Narrate a sequence of events and communicate their significance to the audience.

2.1.b. Locate scenes and incidents in specific places.

2.1.c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.

2.1.d. Pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes.

2.1.e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

2.2.a. Demonstrate a comprehensive understanding of the significant ideas in works or passages.

2.2.b. Analyze the use of imagery, language, universal themes, and unique aspects of the text.

2.2.c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works.

2.2.d. Demonstrate an understanding of the author's use of stylistic devices and an appreciation of the effects created.

2.2.e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

2.3.a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).

2.3.b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life.

2.3.c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

2.4.a. Use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to support the main proposition.

2.4.b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic.

2.4.c. Explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation.

2.4.d. Include information from all relevant perspectives and take into consideration the validity and reliability of sources.

2.4.e. Include a formal bibliography.

2.5.a. Provide clear and purposeful information and address the intended audience appropriately.

2.5.b. Use varied levels, patterns, and types of language to achieve intended effects and aid comprehension.

2.5.c. Modify the tone to fit the purpose and audience.

2.5.d. Follow the conventional style for that type of document (e.g., resume, memorandum) and use page formats, fonts, and spacing that contribute to the readability and impact of the document.

2.6.a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD- ROMs, the Internet, electronic media-generated images).

2.6.b. Select an appropriate medium for each element of the presentation.

2.6.c. Use the selected media skillfully, editing appropriately and monitoring for quality.

2.6.d. Test the audience's response and revise the presentation accordingly.

1.5.a. Inductive and deductive reasoning.

1.5.b. Syllogisms and analogies.

1.8.a. Informal expressions for effect.

1.8.b. Standard American English for clarity.

1.8.c. Technical language for specificity.

1.11. Analysis and Evaluation of Oral and Media Communications: Critique a speaker's diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.

1.12. Analysis and Evaluation of Oral and Media Communications: Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

1.13. Analysis and Evaluation of Oral and Media Communications: Analyze the four basic types of persuasive speech (i.e., propositions of fact, value, problem, or policy) and understand the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

1.14. Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles' radio broadcast 'War of the Worlds').

2.3.d. Demonstrate an awareness of the author's use of stylistic devices and an appreciation of the effects created.

2.3.e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.