Delaware State Standards for Language Arts:
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice. (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.1.1. Purpose: Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.
1.1.2. Purpose: Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.
1.1.3. Purpose: Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer's feelings about events and their significance
1.1.4. Audience: Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher)
1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.1.5.1. Development (Persuasive Writing): Agree or disagree with an easily understood issue
1.1.5.2. Development (Persuasive Writing): Support the idea with an example and/or fact
1.1.5.3. Development (Informative Writing): Select an interesting subject for writing
1.1.5.4. Development (Informative Writing): Choose a title, when appropriate
1.1.5.5. Development (Informative Writing): Give details about the subject
1.1.5.6. Development (Expressive Writing): Select an interesting idea for writing
1.1.5.7. Development (Expressive Writing): Choose a title, when appropriate
1.1.5.8. Development (Expressive Writing): Give details about how things look, feel, sound, smell
1.1.5.9. Organization (Persuasive Writing): Logically order ideas most of the time
1.1.5.10. Organization (Persuasive Writing): State a clear reason for choosing the position
1.1.5.11. Organization (Informative Writing): Sequence ideas most of the time
1.1.5.12. Organization (Informative Writing): State the writing topic
1.1.5.13. Organization (Expressive Writing): Logically order ideas most of the time
1.1.5.14. Organization (Expressive Writing): State the interesting idea
1.1.6. Sentence Structure (& Style/Voice): Begin to recognize that sentences are written with the audience's needs and writer's purpose, style, and voice in mind:
1.1.6.1. Separate 'words' with spaces
1.1.6.2. Use capital letters and end marks to indicate intended beginning and end of simple sentences most of the time
1.1.6.3. Use complete sentences to express thoughts most of the time
1.1.7. Word Choice (& Style/Voice): Use concrete nouns most of the time
1.1.8. Word Choice (& Style/Voice): Demonstrate appropriate style and voice most of the time
1.1.9. Conventions (& Style/Voice): Use Standard Written English (SWE) as appropriate for the audience:
1.1.9.1. Use capital letters to indicate beginning of sentences, familiar proper nouns, and the pronoun 'I' most of the time
1.1.9.2. Use initial consonant/letter sounds to attempt correct spellings of words
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Use language to describe feelings, people, objects, and events
1.4.2. Share stories or information orally with an audience
1.4.3. Retell information shared by others
1.4.4. Listen, recite, and respond to familiar stories, poems, nursery rhymes, songs, and stories with repeated patterns.
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and restating what is said
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Use words to describe/name people, place, and things
1.5.5. Use words to describe actions
1.5.6. Contribute to classroom interactions
1.5.7. Speak in complete thoughts
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use language to describe feelings, people, objects, and events
1.6.2. Suggest rhyming words during word play, songs, or read-aloud
1.6.3. Explain words and ideas
1.6.4. Give and follow oral directions
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Share experiences and express ideas
1.7.2. Listen and speak in informal conversation with peers and adults
1.7.3. Follow implicit rules for conversation (e.g., taking turns, staying on topic)
1.7.4. Use appropriate voice level in group settings
1.7.5. React to stories, poems, and songs
1.7.6. Participate in discussion about what is being learned
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Phonological Awareness: Identify initial, final, and medial sounds in words
2.1.2. Phonological Awareness: Segment individual sounds in words
2.1.3. Phonological Awareness: Orally blend separate phonemes
2.1.4. Phonological Awareness: Identify and produce rhyming words
2.1.5. Alphabetic Principle: Say the most common sound associated with individual letters
2.1.6. Alphabetic Principle: Blend letter sounds in 1-syllable words
2.1.7. Alphabetic Principle: Recognize 20 words by sight with automaticity
2.1.8. Vocabulary: Name pictures of common concepts
2.1.9. Vocabulary: Use words to describe location, size, color, and shapes
2.1.10. Vocabulary: Learn new vocabulary through stories and instruction
2.1.11. Alphabetic Recognition: Recognize all letters upper and lower case with automaticity
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by assimilating prior knowledge
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Make, confirm, or adjust predictions
2.3c.3. Reread sentences when meaning is not clear
2.3c.4. Connect events, characters, and actions in stories to specific life experiences
2.3c.5. Ask questions when meaning is not clear
2.3c.6. Retell stories and ideas
2.3c.7. Begin to create mental images
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text by answering teacher-led question (e.g., what do you think will happen next?)
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Begin to identify essential information from text features (e.g., title and author)
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify the main character in a story or speaker in a poem
2.4bL.2. Identify the main setting (time and/or place
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Listen for alliteration and rhyme
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Retell a story
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Complete a graphic organizer (e.g., webs, charts) that identifies story/literary elements and story structure with teacher help/direction
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose.
2.4f.1. Understand that there are various purpose(s) for writing
2.4f.2. Understand author's purpose (to inform, to persuade, or to entertain)
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts.
2.4g.1. Make connections between ideas/characters in stories
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion.
2.4h.1. Recognize that there is a difference between a fact (true statement) and an opinion (a belief)
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences
2.4i.1. Draw conclusions from a text
2.4i.2. Make reasonable predictions as they read
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Listen to different versions of the same piece of text and consider, through classroom discussion, how these versions differ
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Identify multiple sources of information (e.g., books, television, videos/DVDs, resource people, cassette recordings, picture dictionaries)
3.1a1.2. Select informational resources
3.1a1.3. Use technology tools to enhance learning
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by filling in a graphic organizer.
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Draw conclusions from a text
4.2a.2. Make reasonable predictions as they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Listen and respond to poetry and prose
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Listen to simple stories from different cultures and eras to broaden cultural awareness
4.3a.2. Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.1.1. Purpose: Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.
1.1.2. Purpose: Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.
1.1.3. Purpose: Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer's feelings about events and their significance
1.1.4. Audience: Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher)
1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.1.5.1. Development (Persuasive Writing): Agree or disagree with an easily understood issue
1.1.5.2. Development (Persuasive Writing): Support the idea with an example and/or fact
1.1.5.3. Development (Informative Writing): Select an interesting subject for writing
1.1.5.4. Development (Informative Writing): Choose a title, when appropriate
1.1.5.5. Development (Informative Writing): Give details about the subject
1.1.5.6. Development (Expressive Writing): Select an interesting idea for writing
1.1.5.7. Development (Expressive Writing): Choose a title, when appropriate
1.1.5.8. Development (Expressive Writing): Give details about how things look, feel, sound, smell
1.1.5.9. Sentence Structure (& Style/Voice): Begin to recognize that sentences are written with the audience's needs and writer's purpose, style, and voice in mind: separate 'words' with spaces, use capital letters and end marks to indicate intended beginning and end of simple sentences most of the time, and use complete sentences to express thoughts most of the time
1.1.5.10. Organization (Persuasive Writing): Logically order ideas most of the time
1.1.5.11. Organization (Persuasive Writing): State a clear reason for choosing the position
1.1.5.12. Organization (Informative Writing): Sequence ideas most of the time
1.1.5.13. Organization (Informative Writing): State the writing topic
1.1.5.14. Organization (Expressive Writing): Logically order ideas most of the time
1.1.5.15. Organization (Expressive Writing): State the interesting idea
1.1.6. Sentence Structure (& Style/Voice): Begin to recognize that sentences are written with the audience's needs and writer's purpose, style, and voice in mind:
1.1.6.1. Separate 'words' with spaces
1.1.6.2. Use capital letters and end marks to indicate intended beginning and end of simple sentences most of the time
1.1.6.3. Use complete sentences to express thoughts most of the time
1.1.7. Word Choice (& Style/Voice): Use concrete nouns most of the time
1.1.8. Word Choice (& Style/Voice): Demonstrate appropriate style and voice most of the time
1.1.9. Conventions (& Style/Voice): Use Standard Written English (SWE) as appropriate for the audience:
1.1.9.1. Use capital letters to indicate beginning of sentences, familiar proper nouns, and the pronoun 'I' most of the time
1.1.9.2. Use initial consonant/letter sounds to attempt correct spellings of words
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Use language to describe feelings, people, objects, and events
1.4.2. Share stories or information orally with an audience
1.4.3. Retell information shared by others
1.4.4. Listen, recite, and respond to familiar stories, poems, nursery rhymes, songs, and stories with repeated patterns.
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and restating what is said
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Use words to describe/name people, place, and things
1.5.5. Use words to describe actions
1.5.6. Contribute to classroom interactions
1.5.7. Speak in complete thoughts
1.5.8. Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate publications
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use language to describe feelings, people, objects, and events
1.6.2. Suggest rhyming words during word play, songs, or read-aloud
1.6.3. Explain words and ideas
1.6.4. Give and follow oral directions
1.6.5. Express ideas in complete sentences
1.6.6. Tell and retell stories and events in logical order
1.6.7. Ask for clarification and explanation of words and ideas
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Share experiences and express ideas
1.7.2. Listen and speak in informal conversation with peers and adults
1.7.3. Follow implicit rules for conversation (e.g., taking turns, staying on topic)
1.7.4. Use appropriate voice level in group settings
1.7.5. React to stories, poems, and songs
1.7.6. Participate in discussion about what is being learned
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Phonological Awareness: Blend 3-4 phonemes into a whole word with automaticity
2.1.2. Phonological Awareness: Segment 3 and 4 phonemes in 1-syllable words with automaticity
2.1.3. Phonological Awareness: Identify and produce rhyming words with automaticity
2.1.4. Alphabetic Principle: Produce one-to-one letter/sound correspondence in a word (1/sec)
2.1.5. Alphabetic Principle: Produce sounds to common letter combinations
2.1.6. Alphabetic Principle: Decode words with consonant blends
2.1.7. Alphabetic Principle: Decode words with letter combinations
2.1.8. Alphabetic Principle: Read regular 1-syllable words fluently
2.1.9. Alphabetic Principle: Read words with common word parts
2.1.10. Alphabetic Principle: Read common sight words automatically
2.1.11. Fluency: Read accurately (1 error in 20 words); 40-60 words correct per minute with accuracy and prosody
2.1.12. Fluency: Read fluently (1 word per 2-3 seconds midyear; 1 word per second end of year)
2.1.14. Vocabulary: Learn and uses unfamiliar words introduced in stories and informational passages
2.1.16. Spelling: Write letters associated with each sound in 1-syllable, phonetically regular words
2.1.17. Spelling: Spell single syllable regular words correctly and independently
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Using picture clues
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by assimilating prior knowledge
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Make, confirm, adjust predictions
2.3c.3. Reread sentences when meaning is not clear
2.3c.4. Connect events, characters, and actions in stories to specific life experiences
2.3c.5. Ask questions when meaning is not clear
2.3c.6. Retell stories and ideas
2.3c.7. Begin to create mental images
2.3c.8. Use own words to restate what was read
2.3c.9. Revisit text and make connections between topics, events, characters, and actions in stories to real life events
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text by answering teacher-led question (e.g., what do you think will happen next?)
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Begin to Identify essential information from text features (e.g., title, author, cover, pictures, and captions)
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify the main character in a story or poem
2.4bL.2. Identify other characters in a story or in a poem
2.4bL.3. Identify the main setting (time and/or place)
2.4bL.4. Recognize that settings can change and identify the changes in setting
2.4bL.5. Recognize that there is a main problem and solution in a story
2.4bL.6. Identify the beginning, middle and end of a story
2.4bL.7. Identify significant details related to the plot to determine the pattern of organization (simple compare/contrast)
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify rhyme and alliteration
2.4c.2. Listen for rhythm
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Retell a story
2.4d.2. Recognize that stories and articles have a main idea and supporting details
2.4d.3. Recognize and arrange the major events of a story in sequence
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Complete a graphic organizer (e.g., webs, charts) that identifies story/literary elements and story structure
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose.
2.4f.1. Understand that there are various purpose(s) for writing
2.4f.2. Understand the author's purpose (to inform, to persuade, or to entertain
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts.
2.4g.1. Make connections between ideas/characters in stories (e.g., what story that we have read does this remind me of?)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion.
2.4h.1. Recognize that there is a difference between a fact (true statement) and an opinion (a belief)
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences
2.4i.1. Draw conclusions from a text
2.4i.2. Make reasonable predictions as they read
2.4i.3. Draw conclusions (strongly implied in text) about people and events in a text
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Listen to different versions of the same piece of text and consider, through classroom discussion, how these versions differ
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Identify and use multiple sources of information (e.g., books, television, videos/DVDs, resource people, cassette recordings, picture dictionaries)
3.1a1.2. Select informational resources
3.1a1.3. Use technology tools to enhance learning
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by filling in a graphic organizer.
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Draw conclusions from a text
4.2a.2. Make reasonable predictions as they read
4.2a.3. Draw conclusions (strongly implied in text) about people and events in a text
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Distinguish between poetry and prose
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Listen to simple stories from different cultures and eras to broaden cultural awareness
4.3a.2. Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.1.1. Purpose: Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.
1.1.2. Purpose: Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.
1.1.3. Purpose: Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer's feelings about events and their significance
1.1.4. Audience: Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students
1.1.4.1. Write in a manner that makes sense to the reader
1.1.4.2. Write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher)
1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.1.5.1. Development (Persuasive Writing): Agree or disagree with an easily understood issue
1.1.5.2. Development (Persuasive Writing): Support the idea with an example and/or fact
1.1.5.3. Development (Informative Writing): Select an interesting subject for writing
1.1.5.4. Development (Informative Writing): Choose a title that reflects the subject, when appropriate
1.1.5.5. Development (Informative Writing): Provide relevant information (e.g., personal experiences, facts, examples) to elaborate or clarify the subject
1.1.5.6. Development (Expressive Writing): Select an interesting idea for writing
1.1.5.7. Development (Expressive Writing): Choose a title, when appropriate
1.1.5.8. Development (Expressive Writing): Give relevant details about how things look, feel, sound, smell
1.1.5.9. Organization (Persuasive Writing): Organize writing with a beginning, middle, and end
1.1.5.10. Organization (Persuasive Writing): State a clear reason for choosing the position
1.1.5.11. Organization (Persuasive Writing): Use simple transition words that show order (e.g., first, next, finally) most of the time
1.1.5.12. Organization (Persuasive Writing): Use paragraphs to transition between ideas when appropriate
1.1.5.13. Organization (Persuasive Writing): Attempt a closing
1.1.5.14. Organization (Informative Writing): Organize writing with a beginning, middle, and end
1.1.5.15. Organization (Informative Writing): State the writing topic
1.1.5.16. Organization (Informative Writing): Use simple transition words that show order (e.g., first, next, finally) most of the time
1.1.5.17. Organization (Informative Writing): Use paragraphs to transition between ideas when appropriate
1.1.5.18. Organization (Informative Writing): Attempt a closing
1.1.5.19. Organization (Expressive Writing): Organize writing with a beginning, middle, and end
1.1.5.20. Organization (Expressive Writing): State the interesting idea
1.1.5.21. Organization (Expressive Writing): Use simple transition words that show order (e.g., first, next, finally) most of the time
1.1.5.22. Organization (Expressive Writing): Use paragraphs to transition between ideas when appropriate
1.1.5.23. Organization (Expressive Writing): Attempt a closing
1.1.6. Recognize that sentences are written with the audience's needs and writer's purpose, style, and voice in mind:
1.1.6.1. Use complete sentences to express thoughts
1.1.6.2. Use capital letters and end marks to indicate intended beginning and end of simple sentences
1.1.6.3. Begin to vary sentence length
1.1.7. Word Choice (Style/Voice): Use some specific, concrete nouns ('name' versus 'girl'; 'cereal' versus 'food')
1.1.8. Word Choice (Style/Voice): Use adjectives to describe most of the time
1.1.9. Word Choice (Style/Voice): Use appropriate verbs most of the time
1.1.10. Word Choice (Style/Voice): Demonstrate appropriate style and voice
1.1.11. Conventions (Style/Voice): Use Standard Written English (SWE) as appropriate for the audience:
1.1.11.1. Use capital letters to indicate beginning of sentences, familiar proper nouns, and the pronoun 'I'
1.1.11.2. Use periods, question marks, and exclamation marks most of the time
1.1.11.3. Use appropriate pronouns most of the time
1.1.11.4. Use standard spellings of common 2nd grade words and word wall words most of the time
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Use language for different purposes (e.g., inform, persuade, entertain)
1.4.2. Share stories or information orally with an audience
1.4.3. Retell information shared by others
1.4.4. Listen, recite and respond to familiar stories, poems, nursery rhymes, songs and stories with repeated patterns (e.g., retell in sequence, relate information to own life, describe character-setting-plot, engage in creative and dramatic play, imagine beyond the story
1.4.5. Speak clearly
1.4.6. Use appropriate volume and pitch
1.4.7. Use visual aides
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and restating what is said
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate publications
1.5.5. Retell stories and reports of events in proper sequence
1.5.6. Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use words that reflect a growing range of interests and knowledge
1.6.2. Clarify and explain words and ideas
1.6.3. Give and follow oral directions
1.6.4. Express ideas in complete sentences
1.6.5. Tell and retell stories and events in logical order
1.6.6. Ask for clarification and explanation of words and ideas
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Share experiences and express ideas
1.7.2. Participate in conversations with peers and adults
1.7.3. Follow implicit rules for conversation (e.g., taking turns, staying on topic)
1.7.4. Use appropriate voice level in group settings
1.7.5. React to stories, poems, and songs
1.7.6. Use oral language to extend learning
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Alphabetic Principle: Produce diphthongs and digraphs with automaticity
2.1.2. Alphabetic Principle: Use advanced phonic elements to recognize words with automaticity
2.1.3. Alphabetic Principle: Read multi-syllabic words
2.1.4. Alphabetic Principle: Read more sight words accurately with automaticity
2.1.5. Alphabetic Principle: Read possessives
2.1.6. Alphabetic Principle: Identify and produce rhyming words with automaticity
2.1.7. Fluency: Read (at a minimum) 90-100 words per minute
2.1.8. Fluency: Read orally from familiar text at an rate, with accuracy and prosody
2.1.9. Vocabulary: Learn and use unfamiliar words that are introduced in stories and texts
2.1.10. Vocabulary: Infer meanings of new words through read-alouds
2.1.11. Spelling: Increase knowledge and vocabulary through independent reading
2.1.12. Spelling: Spell previously studied phonetically regular words correctly
2.1.13. Spelling: Use phonetic strategies to spell unfamiliar words
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Using picture clues
2.2a.1.3. Looking for context clues provided by synonyms and antonyms
2.2a.1.4. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Explain personal connections to the topics, events, characters, and actions in texts
2.3c.6. Revisit text to search for connections between and among ideas
2.3c.7. Ask and answer questions about the text
2.3c.8. Retell stories and ideas
2.3c.9. Recall and discuss what is understood in a text
2.3c.10. Identify and question what is not understood in a text
2.3c.11. Restate in own words the main events in the text
2.3c.12. Summarize while reading
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text
2.4a.2. Adjust previous predictions based on new information in a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Identify essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations) to enhance understanding of text
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify the main character in a story or poem
2.4bL.2. Identify other characters in a story or in a poem
2.4bL.3. Identify the main setting (time and/or place)
2.4bL.4. Recognize that settings can change and identify the changes in setting
2.4bL.5. Recognize that there is a main problem and solution in a story
2.4bL.6. Identify the beginning, middle and end of a story
2.4bL.7. Identify significant details related to the plot to determine the pattern of organization (simple compare/contrast)
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify rhyme alliteration, repetition, rhythm, and dialogue
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Retell a story, identifying the main characters and major events in a literary text
2.4d.2. Retell/restate the main idea of a simple informative text with supporting details
2.4d.3. Identify and arrange the major events of a story in sequence
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Use a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details
2.4e.2. Identify main ideas that should be included in a summary of a text
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose.
2.4f.1. Understand that there are various purpose(s) for writing
2.4f.2. Identify the author's overall purpose for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.3. Identify the purpose of media messages
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts.
2.4g.1. Make connections between ideas/characters in stories (e.g., what story that we have read does this remind me of?)
2.4g.2. List similarities and differences between ideas/characters in text(s)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion.
2.4h.1. Differentiate between a fact and an opinion
2.4h.2. Identify facts in a text
2.4h.3. Identify obvious opinions in a text
2.4h.4. Identify words that clue that a statement is an opinion (e.g., believe, feel, think)
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences
2.4i.1. Draw conclusions (strongly implied in text) about people and events in a text
2.4i.2. Draw conclusions about content and concrete ideas in a text
2.4i.3. Make reasonable predictions as they read
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources
2.5a.1. Connect information between similar texts to construct a basic understanding of the main concept in both texts (text-to-text connections)
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Use personal experiences to make judgments (e.g., polar concepts such as good/bad, happy/sad) about concepts in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Identify information in a text to develop an opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions
2.5d.1.2. Describe the author's viewpoint or attitude toward a topic or idea when strongly implied
2.5d.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5d.1.4. An author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Listen to different versions of the same piece of text and consider, through classroom discussion, how these versions differ
2.5g.2. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.)
2.5i.1. Recognize propaganda techniques
2.5i.2. Recognize persuasive techniques
2.5i.3. Identify the effect of media messages
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Explain personal connections to the topics, events, characters, and actions in texts
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Use multiple sources of information (e.g., books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias)
3.1a1.2. Select sources appropriate to topic
3.1a1.3. Identify, locate and obtain sources relevant to topic
3.1a1.4. Begin to use text features (e.g., guide words, indices, glossaries, table of contents) to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Select a topic for research
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Seek information from one or more sources
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Relay facts from research
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use appropriate technology for the task of extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment)
3.1b.2. Decide what information is valuable for a particular situation
3.1b.3. Use a method (e.g. web, chart) to manage the selected, organized information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by
3.2a.1.1. Filling in a graphic organizer
3.2a.1.2. Filling in an outline
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Present gathered information in an oral or written format, which
3.2b.3.1. Uses sentences to tell about a designated topic
3.2b.3.2. Incorporates information from one source
3.2b.3.3. Includes information relevant to topic
3.2b.3.4. Identifies source of information
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Describe the difference between fact and fiction
3.3a2.2. Formulate conclusions based upon information relevant to a specific purpose
3.3a2.3. Use information to express ideas relevant to specific purpose
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to draw conclusions and
3.3b2.1.1. Identify information in a text to draw conclusions (including implied main idea) that require a simple analysis and/or evaluation
3.3b2.1.2. Identify the purpose of the author's choices about text layout and design including font styles (bold, underline, italics, caps) and punctuation choices (quotation marks, exclamation marks).
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Identify a reason for a character's actions in a literary text
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before?
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Draw conclusions (strongly implied in text) about people and events in a text
4.2a.2. Draw conclusions about content and concrete ideas in a text
4.2a.3. Make reasonable predictions as they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Distinguish between poetry, fairy tales, and prose (fiction and nonfiction)
4.2b.2. Distinguish between fantasy and realistic text
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Listen to and read simple stories from different cultures and eras to broaden cultural awareness
4.3a.2. Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.1.1. Purpose: Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.
1.1.2. Purpose: Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.
1.1.3. Purpose: Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer's feelings about events and their significance
1.1.4. Audience: Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students
1.1.4.1. Write in a manner that makes sense to the reader
1.1.4.2. Write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher, student in another school/grade, principal, community member)
1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.1.5.1. Development (Persuasive Writing): Agree or disagree with an issue
1.1.5.2. Development (Persuasive Writing): Support the ideas with reasons that include relevant facts and examples
1.1.5.3. Development (Persuasive Writing): Avoid unsupported reasons (e.g., 'it's not fair,' begging) most of the time
1.1.5.4. Development (Persuasive Writing): Use teacher-selected primary and secondary sources when appropriate
1.1.5.5. Development (Persuasive Writing): Text-based writing: combine information from text with prior knowledge to elaborate upon ideas in writing (text-to-self and text-to-text connections)
1.1.5.6. Development (Informative Writing): Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment
1.1.5.7. Development (Informative Writing): Create a title that reflects the subject, when appropriate
1.1.5.8. Development (Informative Writing): Provide relevant information (e.g., personal experiences, facts, examples) to elaborate or clarify the subject
1.1.5.9. Development (Informative Writing): Use teacher-selected primary and secondary sources when appropriate
1.1.5.10. Development (Informative Writing): Text-based writing: combine information from text with prior knowledge to elaborate upon ideas in writing (text- to-self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the topic
1.1.5.11. Development (Expressive Writing): Select an interesting idea for writing
1.1.5.12. Development (Expressive Writing): Create a title, when appropriate
1.1.5.13. Development (Expressive Writing): Use sensory imagery to describe feelings, events, and/or characters when appropriate
1.1.5.14. Development (Expressive Writing): Use dialogue, description and narration to elaborate details, when appropriate
1.1.5.15. Development (Expressive Writing): Text-based writing: combine information from text with prior knowledge to elaborate upon ideas in writing (text-to-self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the topic
1.1.5.16. Organization (Persuasive Writing): Organize writing with a beginning, middle, and end
1.1.5.17. Organization (Persuasive Writing): Engage reader with an introduction that takes a clear position on an issue
1.1.5.18. Organization (Persuasive Writing): Use transition words that show order or show simple relationships (e.g., but, however)
1.1.5.19. Organization (Persuasive Writing): Use paragraphs to transition between ideas when appropriate
1.1.5.20. Organization (Persuasive Writing): Develop a closing beyond 'the end'
1.1.5.21. Organization (Informative Writing): Organize writing with a beginning, middle and end
1.1.5.22. Organization (Informative Writing): Engage reader with an introduction/hook that presents the topic
1.1.5.23. Organization (Informative Writing): Use transition words that show order or show simple relationships (e.g., but, however)
1.1.5.24. Organization (Informative Writing): Use paragraphs to transition between ideas when appropriate
1.1.5.25. Organization (Informative Writing): Develop a closing beyond 'the end'
1.1.5.26. Organization (Expressive Writing): Organize writing with a beginning, middle, and end
1.1.5.27. Organization (Expressive Writing): Engage the reader with an introduction that hooks the reader
1.1.5.28. Organization (Expressive Writing): Use transition words that show order or show simple relationships (e.g., but, however)
1.1.5.29. Organization (Expressive Writing): Use paragraphs to transition between ideas when appropriate
1.1.5.30. Organization (Expressive Writing): Develop a closing beyond 'the end'
1.1.6. Sentence Structure (& Style/Voice): Write sentences with the audience's needs and writer's purpose, style, and voice in mind most of the time:
1.1.6.1. Use complete sentences to express thoughts
1.1.6.2. Vary sentence length
1.1.6.3. Use capital letters and end marks to indicate intended beginning and end of simple sentences
1.1.6.4. Vary sentence types (simple, compound) most of the time
1.1.6.5. Vary kinds of sentences (declarative, exclamatory, and interrogative) most of the time
1.1.6.6. Vary sentence beginnings most of the time
1.1.7. Word Choice (Style/Voice): Use more specific, concrete nouns ('name' versus 'girl'; 'cereal' versus 'food')
1.1.8. Word Choice (Style/Voice): Use some adjectives
1.1.9. Word Choice (Style/Voice): Use adverbs most of the time
1.1.10. Word Choice (Style/Voice): Use appropriate verbs
1.1.11. Word Choice (Style/Voice): Demonstrate appropriate and consistent style and voice
1.1.12. Conventions (Style/Voice): Use Standard Written English (SWE) as appropriate for the audience:
1.1.12.1. Uses capital letters to indicate beginning of sentences, proper nouns, the pronoun 'I', and abbreviations
1.1.12.2. Use periods, question marks, and exclamation marks
1.1.12.3. Use appropriate pronouns
1.1.12.4. Use commas in letter headings/greetings/closings, in addresses, in compound sentences, and items in a series
1.1.12.5. Use standard spellings of common 3rd grade words (including grade-appropriate homographs and homonyms) and word wall words
1.1.12.6. Use paragraphs to transition between ideas when appropriate
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Select and use language appropriate to audience and purpose (e.g., inform, persuade, entertain)
1.4.2. Share stories or information orally with an audience
1.4.3. Retell information shared by others
1.4.4. Listen, recite and respond to familiar stories, poems, nursery rhymes, songs and stories with repeated patterns (e.g., retell in sequence, relate information to own life, describe character-setting-plot, engage in creative and dramatic play, imagine beyond the story
1.4.5. Speak clearly and use appropriate volume and pitch
1.4.6. Organize ideas sequentially or around major points of information
1.4.7. Use visual aides appropriately
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate publications
1.5.5. Retell stories and reports of events in proper sequence
1.5.6. Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings
1.5.7. Distinguish fact from fantasy and fact from opinion
1.5.8. Identify the intended messages of advertisements, entertainment programs, and news sources
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use words that reflect a growing range of interests and knowledge
1.6.2. Clarify and explain words and ideas
1.6.3. Give and follow oral directions
1.6.4. Use simple sentence structure
1.6.5. Tell and retell stories and events in logical order
1.6.6. Ask for clarification and explanation of words and ideas
1.6.7. Recognize and apply standard usage in tense, number, gender and case
1.6.8. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
1.6.9. Use parts of speech (nouns, pronouns and adjectives) in oral communication
1.6.10. Use punctuation marks that distinguish statements, questions, exclamations, and commands
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Participate in conversations with peers and adults
1.7.2. Follow rules for conversation
1.7.3. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)
1.7.4. Use appropriate voice level in group settings
1.7.5. Ask and respond to questions in group settings
1.7.6. Use oral language to extend learning
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Alphabetic Principle: Produce common word parts\
2.1.2. Alphabetic Principle: Read regular multi-syllabic words with automaticity
2.1.3. Fluency: Read at a minimum 120 words per minute by the end of the year
2.1.4. Fluency: Increase independent reading
2.1.5. Fluency: Read orally from familiar text at an appropriate rate, with accuracy and prosody
2.1.6. Vocabulary: Learn and use unfamiliar words that are introduced in stories and texts
2.1.7. Vocabulary: Increase knowledge and vocabulary through independent reading
2.1.8. Vocabulary: Explain the process of inferring word meanings of new words
2.1.9. Spelling: Spell phonetically regular words correctly
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2.a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by
2.2.a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2.a.1.2. Using picture clues
2.2.a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2.a.1.4. Using knowledge of homonyms and homographs to avoid confusion when reading
2.2.a.1.5. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Find and explain personal connections to the ideas or information in the text
2.3c.6. Revisit text to search for connections between and among ideas
2.3c.7. Ask and answer questions about the text
2.3c.8. Retell stories and ideas
2.3c.9. Recall and discuss what is understood in a text
2.3c.10. Identify and question what is not understood in a text
2.3c.11. Restate in own words the main events in the text
2.3c.12. Periodically summarize while reading
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Identify text structures in informative/technical texts (e.g., sequence/chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect)
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify the main character in a story or poem
2.4bL.2. Identify other characters in a story or in a poem
2.4bL.3. Identify the main setting (time and/or place)
2.4bL.4. Recognize that settings can change and identify the changes in setting
2.4bL.5. Recognize that there is a main problem and solution in a story
2.4bL.6. Identify the beginning, middle and end of a story
2.4bL.7. Identify significant details related to the plot to determine the pattern of organization (simple compare/contrast) simple problem/solution, simple sequence
2.4bL.8. Identify simple point of view (e.g., narrator, speaker)
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile and metaphor)
2.4c.2. Identify how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Retell a story, identifying the main and supporting characters, major events, setting, and problem/solution in a literary text
2.4d.2. Summarize major points of an informative/technical text
2.4d.3. Retell/restate in order the major events in a text
2.4d.4. Restate the order of the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details
2.4e.2. Complete an outline
2.4e.3. Identify main ideas that should be included in a summary of a text
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose.
2.4f.1. Identify the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the purpose of a media message in TV commercials and advertisements
2.4f.3. Identify the underlying reason (e.g., profit vs. nonprofit) of a public message
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts.
2.4g.1. Make connections between ideas/characters in stories (e.g., what story that we have read does this remind me of?)
2.4g.2. Describe the similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.3. Describe the similarities and/or differences in ideas, purposes, plots, settings, or characters in one text with those in another
2.4g.4. Describe changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion.
2.4h.1. Discriminate between facts and/or obvious opinions in text(s)
2.4h.2. Use word clues (e.g., believe, feel, think) to determine that a statement is an opinion
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Make inferences about author's decisions (e.g., paragraphing, quotations)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Use texts to make generalizations
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources
2.5a.1. Connect information between similar texts to construct a basic understanding of the main concept in both texts (text-to-text connections)
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Use personal experiences to make judgments (e.g., polar concepts such as good/bad, happy/sad) about concepts in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Identify information in a text to develop an opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions (including implied main ideas)
2.5d.1.2. Describe the author's viewpoint or attitude toward a topic or idea when strongly implied
2.5d.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Describe the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Describe how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Describe the strengths and weaknesses of text sources, format, and argument
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Listen to different versions of the same piece of text and consider, through classroom discussion, how these versions differ
2.5g.2. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.)
2.5i.1. Recognize propaganda techniques
2.5i.2. Recognize persuasive techniques
2.5i.3. Identify the effect of media messages
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in the text
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Locate resources (e.g. newspapers, dictionary) for a particular task (e.g. seek information)
3.1a1.3. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.4. Select sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media) appropriate to topic
3.1a1.5. Use text features (e.g., guide words, indices, glossaries, key words, table of contents) to access information
3.1a1.6. Use traditional and electronic search tools
3.1a1.7. Use teacher- selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Select a topic for research
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Seek and gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources of information
3.1a2.9. Relay facts from research
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use appropriate technology for the task of extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment)
3.1b.2. Decide what information is valuable for a particular situation
3.1b.3. Select and use a method (e.g., web, chart) to manage information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by
3.2a.1.1. Filling in a graphic organizer
3.2a.1.2. Filling in an outline
3.2a.1.3. Using a word processor to relay findings
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Present gathered information in an oral or written format, which
3.2b.3.1. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.3.2. Incorporates information from more than one source
3.2b.3.3. Includes information relevant to topic and purpose
3.2b.3.4. Identifies source of information
3.2b.3.5. Fulfills the identified purpose as clearly indicated in the topic sentence
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.2a2.1. Know the difference between fact and fiction
3.2a2.2. With teacher guidance, analyze source and information for accuracy, bias, stereotypes, and validity
3.2a2.3. Formulate conclusions based upon information relevant to a specific purpose
3.2a2.4. Use information to express ideas relevant to specific purpose
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to
3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.1.2. Describe the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, column, font styles [bold, underline, italics, caps], punctuation choices
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Describe the reasons for a character's actions in a literary text
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before?
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
4.2a.2. Make inferences about author's decisions (e.g., paragraphing, quotations)
4.2a.3. Make reasonable predictions as they read
4.2a.4. Use texts to make generalizations
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, fantasy, science fiction, historic fiction, and realistic fiction); literary nonfiction (e.g., letter, magazine, biography, autobiography); and drama, one-act plays, and skits to identify the meaning of the text
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and explain simple stories from different cultures and eras to broaden cultural awareness
4.3a.2. Sympathize with the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.1.1. Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue in order to convince an audience.
1.1.2. Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1.1.3. Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1.1.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students
1.1.4.1. Write in a manner that makes sense to readers
1.1.4.2. Write to audiences that are 'familiar' if not 'known' personalities, (e.g., classmate, teacher, parent, student in another grade/school, principal, sibling, community member, famous person known to all
1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.1.5.1. Development (Persuasive Writing): Present a clear position that supports or opposes a debatable issue or question
1.1.5.2. Development (Persuasive Writing): Support the position with reasons that could include relevant facts, statistics, personal and expert opinions, and/or examples
1.1.5.3. Development (Persuasive Writing): Begin to acknowledge readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions)
1.1.5.4. Development (Persuasive Writing): Avoid unsupported reasons (e.g., begging, 'it's not fair', circular reasoning)
1.1.5.5. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding copying verbatim
1.1.5.6. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the issue
1.1.5.7. Development (Informative Writing): Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment
1.1.5.8. Development (Informative Writing): Write an effective title, when appropriate
1.1.5.9. Development (Informative Writing): Provide relevant information (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations) to elaborate or clarify the subject
1.1.5.10. Development (Informative Writing): Identify and use primary and secondary sources when appropriate, avoiding copying verbatim
1.1.5.11. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.1.5.12. Development (Expressive Writing): Develop an interesting idea for writing
1.1.5.13. Development (Expressive Writing): Create a title that reflects the subject and engages the reader
1.1.5.14. Development (Expressive Writing): Use dialogue, description, and narration when appropriate
1.1.5.15. Development (Expressive Writing): Use sensory images to describe feelings, events, and/or characters when appropriate
1.1.5.16. Development (Expressive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.1.5.17. Organization (Persuasive Writing): Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument)
1.1.5.18. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument
1.1.5.19. Organization (Persuasive Writing): Develop an introduction, which is separate from the body, that presents a simple thesis and
1.1.5.20. Organization (Persuasive Writing): takes a clear position
1.1.5.21. Organization (Persuasive Writing): clarifies the issue
1.1.5.22. Organization (Persuasive Writing): Use transition words/phrases that show order (e.g., in conclusion) or relationships (e.g., on the other hand)
1.1.5.23. Organization (Persuasive Writing): Develop a conclusion
1.1.5.24. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject
1.1.5.25. Organization (Informative Writing): Develop an introduction, which is separate from the body, that presents a simple thesis
1.1.5.26. Organization (Informative Writing): Use transition words/phrases that show order (e.g., in conclusion) or relationships (e.g., on the other hand)
1.1.5.27. Organization (Informative Writing): Develop a conclusion
1.1.5.28. Organization (Expressive Writing): Organize writing to engage the reader (e.g., experiment with chronology, literary forms or genres)
1.1.5.29. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message
1.1.5.30. Organization (Expressive Writing): Develop an introduction/hook, which is separate from the body, that hooks the reader
1.1.5.31. Organization (Expressive Writing): Use transition words/phrases that show chronology (e.g., as soon as, later, then) or relationships (e.g., on the other hand, similarly, of course)
1.1.5.32. Organization (Expressive Writing): Develop a conclusion
1.1.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a style, tone, and voice
1.1.6.1. Use complete sentences to express thoughts
1.1.6.2. Vary sentence types (e.g., simple, compound, and complex sentences)
1.1.6.3. Vary kinds of sentences (declarative, exclamatory, interrogative, imperative)
1.1.6.4. Vary sentence length
1.1.6.5. Vary sentence beginnings to capture audience's attention
1.1.7. Word Choice (Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style, voice, and tone in mind.
1.1.8. Word Choice (Style/Voice): The writer will
1.1.8.1. Use more specific, concrete nouns ('name' vs. 'girl;' 'cereal' vs. 'food')
1.1.8.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1.1.8.3. Use action verbs when possible
1.1.8.4. Use words that convey appropriate voice (attitude and emotion)
1.1.8.5. Use a variety of accurate words that avoid repetition
1.1.8.6. Use a purposeful range of formal/informal language depending on the audience
1.1.9. Conventions (& Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function.
1.1.10. Conventions (& Style/Voice): In addition to the standard punctuation, grammar and usage and conventional spelling rules for the previous grade, students should
1.1.10.1. Use capital letters to indicate beginning of sentences, proper nouns, the pronoun 'I,' and abbreviations
1.1.10.2. Use periods, question marks, exclamation marks appropriately
1.1.10.3. Use commas in letter headings/greetings/closings, in addresses, in compound sentences, and items in a series
1.1.10.4. Use appropriate pronouns
1.1.10.5. Use appropriate verb tense
1.1.10.6. Use conventional spellings of common 4th grade words (including grade-appropriate homographs, homonyms, and homophones) and Word wall words
1.1.10.7. Use resources from their environment to locate the spelling of words as needed
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)
1.4.2. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)
1.4.3. Perform dramatic readings and presentations
1.4.4. Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized sequenced detail
1.4.5. Present autobiographical or fictional stories that recount events effectively to large and small audiences
1.4.6. Participate in group readings (e.g., choral, echo, shadow)
1.4.7. Use visual techniques (e.g., role playing, graphics, art, dance) to communicate ideas
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively (e.g., make eye contact, face the speaker, ask questions, paraphrase)
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Listen and respond to (e.g., summarize and paraphrase to confirm understanding, recount personal experiences, provide reasons in support of opinions) different literary genres
1.5.5. Retell stories and reports of events in proper sequence
1.5.6. Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings
1.5.7. Distinguish fact from fantasy and fact from opinion
1.5.8. Identify the intended messages of advertisements, entertainment programs, and news sources
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use words that reflect a growing range of interests and knowledge
1.6.2. Clarify and explain words and ideas
1.6.3. Give and follow oral directions
1.6.4. Use complex sentence structure
1.6.5. Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes
1.6.6. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
1.6.7. Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words
1.6.8. Identify common figures of speech and use them appropriately in oral communication
1.6.9. Use punctuation marks that distinguish statements, questions, exclamations, and commands
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Initiate conversation with peers and adults
1.7.2. Follow rules for conversation
1.7.3. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)
1.7.4. Use appropriate voice level in group settings
1.7.5. Ask and respond to questions in group settings
1.7.6. Use oral language to extend learning
1.7.7. Volunteer relevant information, ask relevant questions, and answer questions directly
1.7.8. Use appropriate eye contact and other nonverbal cues
1.7.9. Reflect on the ideas and opinions of others and respond thoughtfully
1.7.10. Ask for clarification and explanation of unfamiliar words and ideas
1.7.11. Summarize information conveyed through discussion
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Alphabetic Principle: Use knowledge of common word parts (e.g., compound words, contractions, possessives, prefixes, suffixes, affixes, word roots, base words)
2.1.2. Alphabetic Principle: Increase independent reading
2.1.3. Vocabulary: Learn and use unfamiliar words that are introduced in stories and texts
2.1.4. Vocabulary: Increase knowledge and vocabulary through independent reading
2.1.5. Spelling: Spell phonetically regular words correctly
2.1.6. Fluency: Read orally from familiar text at an appropriate rate, with accuracy and prosody
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Using picture clues
2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2a.1.4. Using knowledge of homonyms and homographs to avoid confusion when reading
2.2a.1.5. Using word cues (e.g., metaphors and similes)
2.2a.1.6. Recognizing and using appositives
2.2a.1.7. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3a.1.9. Seeking the meaning of unknown vocabulary
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Find and explain personal connections to the ideas or information in the text
2.3c.6. Skim text to search for connections between and among ideas
2.3c.7. Restate in own words the main events in the text
2.3c.8. Periodically summarize while reading
2.3c.9. Periodically paraphrase important ideas or information
2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Identify text structures in informative/technical texts (e.g., sequence/chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect)
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify the main character in a story or poem
2.4bL.2. Identify other characters in a story or in a poem
2.4bL.3. Identify the main setting (time and/or place)
2.4bL.4. Recognize that settings can change and identify the changes in setting
2.4bL.5. Recognize that there is a main problem and solution in a story
2.4bL.6. Identify the beginning, middle and end of a story
2.4bL.7. Identify significant details related to the plot to determine the pattern of organization (simple compare/contrast) simple problem/solution, simple sequence
2.4bL.8. Identify simple point of view (e.g., narrator, speaker)
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, and exaggeration or hyperbole)
2.4c.2. Identify how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Retell stories, identifying the main and supporting characters, events, setting, and problem/solution in a literary text
2.4d.2. Summarize major points of an informative/technical text
2.4d.3. Retell/restate in order the major events in a text
2.4d.4. Restate the order of the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details
2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, simple process, description, comparison)
2.4e.3. Complete an outline
2.4e.4. Summarize a text capturing the most important parts of the original piece
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose.
2.4f.1. Identify the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the purpose of a media message in TV commercials and advertisements
2.4f.3. Identify the underlying reason (e.g., profit vs. nonprofit) of a public message
2.4f.4. Create meaning from a variety of media
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts.
2.4g.1. Make connections between ideas/characters in stories (e.g., what story that we have read does this remind me of?)
2.4g.2. Describe the similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.3. Describe the similarities and/or differences in ideas, purposes, plots, settings, or characters in one text with those in another
2.4g.4. Describe changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion.
2.4h.1. Discriminate between facts and/or opinions in text(s)
2.4h.2. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Make inferences about author's decisions (e.g., paragraphing, quotations, sections of text, organization of text, formatting devices)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Test and revise predictions as they read further
2.4i.5. Use texts to make generalizations
2.4i.6. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
2.4i.7. Make connections between conclusions they draw and other beliefs or knowledge
2.4i.8. Make critical or analytical judgments about what they read
2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.
2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information
2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source
2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source
2.4j.4. Use date of publication to evaluate the validity and reliability of a source
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
2.4k.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources
2.5a.1. Connect information between similar texts to construct an understanding of the main concept in both texts (text-to-text connections)
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Use personal experiences to make judgments (e.g., polar concepts such as good/bad, happy/sad) about concepts in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Identify information in a text to develop an opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions (including implied main ideas)
2.5d.1.2. Describe the author's viewpoint or attitude toward a topic or idea when strongly implied
2.5d.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Explain how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Explain the strengths and weaknesses of text sources, format, and argument
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Listen to and critique opposing interpretations of the same piece of text and consider, through classroom dialogue and independent reading, how these opinions were formed
2.5g.2. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.)
2.5i.1. Recognize propaganda techniques
2.5i.2. Recognize persuasive techniques
2.5i.3. Identify and describe the effect of media messages
2.5i.4. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (advertising, campaigns, news formats)
2.5i.5. Describe the fairness and trustworthiness of an author's message (author's bias)
2.5i.6. Describe how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5i.7. Describe the strengths and weakness of text sources, format and arguments
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in the text
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections
2.6b.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Locate resources (e.g. newspapers, dictionary) for a particular task (e.g. seek information)
3.1a1.3. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.4. Select sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media) appropriate to topic
3.1a1.5. Use text features (e.g., guide words, indices, glossaries, key words, table of contents) to access information
3.1a1.6. Use traditional and electronic search tools
3.1a1.7. Use teacher- selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Select a topic for research
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources of information
3.1a2.9. Relay facts from research
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use appropriate technology for the task of extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner
3.1b.2. Decide what information is valuable for a particular situation
3.1b.3. Select and use various methods (e.g., web, chart) to manage information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by
3.2a1.1. Filling in or a graphic organizer
3.2a1.2. Making a graphic organizer
3.2a1.3. Filling in an outline
3.2a1.4. Making an outline
3.2a1.5. Using a word processor to relay findings
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Recognize the need to put information from sources in their own words
3.2b.4. List sources of information
3.2b.5. Present gathered information in an oral or written format, which
3.2b.5.1. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.5.2. Incorporates information from more than one source
3.2b.5.3. Includes information relevant to topic and purpose
3.2b.5.4. Identifies source of information
3.2b.5.5. Fulfills the identified purpose as clearly indicated in the topic sentence
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Know the difference between fact and fiction
3.3a2.2. Select sources which are authoritative with help
3.3a2.3. Analyze source and information for accuracy, bias, stereotypes, and validity with help
3.3a2.4. Formulate conclusions based upon information relevant to a specific purpose
3.3a2.5. Use information to express ideas relevant to specific purpose
3.3a2.6. Demonstrate how information retrieved does or does not address original problem
3.3a2.7. Evaluate information in terms of credibility and accuracy
3.3a2.8. Use technology to facilitate evaluation
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to
3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.1.2. Describe the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, column, font styles [bold, underline, italics, caps], punctuation choices
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Describe the reasons for a character's actions in a literary text
4.1a.2. Make and support relevant connections between the reader's personal situations and motivations of characters in a text
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
4.2a.2. Make inferences about author's decisions (e.g., paragraphing, quotations, sections of text, organization of text, formatting devices)
4.2a.3. Make reasonable predictions as they read
4.2a.4. Test and revise predictions as they read further
4.2a.5. Use texts to make generalizations
4.2a.6. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
4.2a.7. Make connections between conclusions they draw and other beliefs or knowledge
4.2a.8. Make critical or analytical judgments about what they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, fantasy, science fiction, historic fiction, and realistic fiction); literary nonfiction (e.g., letter, magazine, biography, autobiography); and drama, one-act plays, and skits to identify the meaning of the text
4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.
4.2c.1. Identify the effect of author's choices (word and content) on the reader
4.2c.2. Describe how the author's writing style influences the reader
4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.
4.2f.1. Identify how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)
4.2f.2. Identify how point of view impacts the reader
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and explain simple stories from different cultures and eras to broaden cultural awareness
4.3a.2. Sympathize with the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: ....; If that happened to me, I would....; I can relate to that character because one time....
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.2.1. Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue in order to convince an audience.
1.2.2. Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1.2.3. Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1.2.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students
1.2.4.1. Write in a manner that makes sense to readers
1.2.4.2. Write to audiences that are familiar if not 'known' personalities, (e.g., classmate, teacher, parent, student in another grade/school, principal, sibling, community member, famous person known to all)
1.2.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.2.5.1. Development (Persuasive Writing): Present a clear position that supports opposes a debatable issue or question
1.2.5.2. Development (Persuasive Writing): Support the position with reasons that could include relevant facts, statistics, credible personal and expert opinions, and/or examples
1.2.5.3. Development (Persuasive Writing): Acknowledge readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions, make concessions)
1.2.5.4. Development (Persuasive Writing): Avoid unsupported reasons (e.g., begging, 'it's not fair,' circular reasoning)
1.2.5.5. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding copying verbatim
1.2.5.6. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text- to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the issue
1.2.5.7. Development (Informative Writing): Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment
1.2.5.8. Development (Informative Writing): Write an effective title, when appropriate
1.2.5.9. Development (Informative Writing): Provide relevant information (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions) to elaborate or clarify the subject
1.2.5.10. Development (Informative Writing): identify and use primary and secondary sources when appropriate, avoiding copying verbatim
1.2.5.11. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.12. Development (Expressive Writing): Develop an interesting idea for writing
1.2.5.13. Development (Expressive Writing): Create a title that reflects the subject and engages the reader
1.2.5.14. Development (Expressive Writing): Use dialogue, description, and narration when appropriate
1.2.5.15. Development (Expressive Writing): Use sensory images and figurative language to describe feelings, events, and/or characters when appropriate
1.2.5.16. Development (Expressive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.17. Organization (Persuasive Writing): Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument)
1.2.5.18. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument
1.2.5.19. Organization (Persuasive Writing): Develop an introduction, which is separate from the body, that presents a simple thesis and
1.2.5.20. Organization (Persuasive Writing): takes a clear position
1.2.5.21. Organization (Persuasive Writing): clarifies the issue
1.2.5.22. Organization (Persuasive Writing): provides necessary background
1.2.5.23. Organization (Persuasive Writing): Use transition words/phrases that show order (e.g., in conclusion) or relationships (e.g., on the other hand)
1.2.5.24. Organization (Persuasive Writing): Develop a conclusion that begins to move beyond summary (e.g., 'call to action' or 'next step')
1.2.5.25. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject
1.2.5.26. Organization (Informative Writing): Develop an introduction, which is separate from the body, that presents a simple thesis
1.2.5.27. Organization (Informative Writing): Use transition words/phrases that show order (e.g., as soon as) or relationships (e.g., in the same way)
1.2.5.28. Organization (Informative Writing): Develop a conclusion that begins to move beyond summary (e.g., answer the 'so what?' question about the significance of the issue)
1.2.5.29. Organization (Expressive Writing): Organize writing to engage the reader (e.g., experiment with chronology, literary forms or genres)
1.2.5.30. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.31. Organization (Expressive Writing): Develop an introduction/hook, which is separate from the body, that hooks the reader
1.2.5.32. Organization (Expressive Writing): Use transition words/phrases that show chronology (e.g., as soon as, later, then) or relationships (e.g., on the other hand, similarly, of course)
1.2.5.33. Organization (Expressive Writing): Develop a conclusion that satisfies the reader most of the time (e.g., provides resolution, closure)
1.2.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a style, tone, and voice
1.2.6.1. Use complete sentences to express thoughts
1.2.6.2. Vary sentence structure (e.g., simple, compound, and complex sentences)
1.2.6.3. Vary kinds of sentences (declarative, exclamatory, interrogative, imperative)
1.2.6.4. Vary sentence length
1.2.6.5. Vary sentence beginnings to capture audience's attention
1.2.7. Word Choice (Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style, voice, and tone in mind.
1.2.8. Word Choice (Style/Voice): The writer will
1.2.8.1. Use more specific, concrete language and phrasing
1.2.8.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1.2.8.3. Use action verbs when possible
1.2.8.4. Use words that convey appropriate voice (attitude, emotion, and point of view)
1.2.8.5. Use a variety of accurate words that avoid repetition
1.2.8.6. Use a purposeful range of formal/informal language depending on the audience
1.2.8.7. Experiment with non-literal language (e.g., simple idioms, slang, figurative language) when appropriate
1.2.9. Conventions (Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function.
1.2.10. Conventions (Style/Voice): In addition to the standard punctuation, grammar and usage and conventional spelling rules for the previous grade, students should
1.2.10.1. Use capital letters to indicate beginning of sentences, proper nouns, the pronoun 'I,' and abbreviations
1.2.10.2. Use periods, question marks, exclamation marks appropriately
1.2.10.3. Use commas in letter headings/greetings/closings, in addresses, in compound sentences, and items in a series
1.2.10.4. Use commas after introductory clauses
1.2.10.5. Control agreement of subject/verb, pronoun/antecedent most of the time
1.2.10.6. Use appropriate pronouns
1.2.10.7. Use appropriate verb tense
1.2.10.8. Use resources from their environment to locate the spelling of words as needed
1.2.10.9. Control verb and pronoun use (e.g., consistency with number, pronoun gender) most of the time
1.2.10.10. Use conventional spellings with high-frequency words, commonly misspelled words, homographs, homonyms, and homophones
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)
1.4.2. Speak and listen for a variety of audiences (e.g., classroom, real-life) and purposes (e.g., awareness, enjoyment, information, problem solving)
1.4.3. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)
1.4.4. Read aloud effectively from previously-read material
1.4.5. Perform dramatic readings and presentations
1.4.6. Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized sequenced detail
1.4.7. Present autobiographical or fictional stories that recount events effectively to large and small audiences
1.4.8. Participate in group readings (e.g., choral, echo, shadow)
1.4.9. Use visual techniques (e.g., role playing, graphics, art, dance) to communicate ideas
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively (e.g., make eye contact, face the speaker, ask questions, paraphrase)
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Listen and respond to (e.g., summarize and paraphrase to confirm understanding, recount personal experiences, provide reasons in support of opinions) different literary genres
1.5.5. Retell stories and reports of events in proper sequence
1.5.6. Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings
1.5.7. Identify the intended messages of advertisements, entertainment programs, and news sources
1.5.8. Distinguish fact from fantasy and fact from opinion
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use words that reflect a growing range of interests and knowledge
1.6.2. Clarify and explain words and ideas
1.6.3. Give and follow oral directions
1.6.4. Use complex sentence structure
1.6.5. Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes
1.6.6. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
1.6.7. Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words
1.6.8. Identify common figures of speech and use them appropriately in oral communication
1.6.9. Use punctuation marks that distinguish statements, questions, exclamations, and commands
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Initiate conversation with peers and adults
1.7.2. Follow rules for conversation
1.7.3. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)
1.7.4. Use appropriate voice level in group settings
1.7.5. Ask and respond to questions in group settings
1.7.6. Use oral language to extend learning
1.7.7. Volunteer relevant information, ask relevant questions, and answer questions directly
1.7.8. Use appropriate eye contact and other nonverbal cues
1.7.9. Reflect on the ideas and opinions of others and respond thoughtfully
1.7.10. Ask for clarification and explanation of unfamiliar words and ideas
1.7.11. Summarize information conveyed through discussion
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Alphabetic Principle: Use knowledge of common word parts (e.g., compound words, contractions, possessives, prefixes, suffixes, affixes, word roots, base words)
2.1.2. Vocabulary: Increase knowledge of vocabulary through independent reading
2.1.3. Vocabulary: Learn and use unfamiliar words that are introduced in stories and texts
2.1.4. Vocabulary: Increase knowledge and vocabulary through independent reading
2.1.5. Spelling: Spell phonetically regular words correctly
2.1.6. Fluency: Read orally from familiar text at an appropriate rate, with accuracy and prosody
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Using illustrations to clarify meanings of words and concepts
2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2a.1.4. Using knowledge of homonyms and homographs to avoid confusion when reading
2.2a.1.5. Using word cues (e.g., metaphors, similes)
2.2a.1.6. Using appositives
2.2a.1.7. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3a.1.9. Seeking the meaning of unknown vocabulary
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Find and explain personal connections to the ideas or information in the text
2.3c.6. Skim text to search for connections between and among ideas
2.3c.7. Restate in own words the main events in the text
2.3c.8. Periodically summarize while reading
2.3c.9. Periodically paraphrase important ideas or information
2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Apply knowledge of text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/solution, simple cause/effect) to make meaning of text
2.4bI/T.3. Describe the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials)
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify character(s) in a literary text or speaker(s) in a poem
2.4bL.2. Describe the roles (major, minor, protagonist/hero, antagonist/villain) characters play in a literary text
2.4bL.3. Describe the changes in setting
2.4bL.4. Recognize that there are various types of conflict (man vs. man, man vs. nature, man vs. self)
2.4bL.5. Identify conflict(s), climax(s)/turning point(s) and resolution(s)
2.4bL.6. Identify significant details related to the plot to determine the pattern of organization (compare/contrast,) problem/solution, sequence)
2.4bL.7. Distinguish between main plot and subplot
2.4bL.8. Identify point of view (e.g., narrator, speaker)
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole and humor)
2.4c.2. Describe how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution
2.4d.2. Summarize major points of an informative/technical text
2.4d.3. Retell in order the important events in a text
2.4d.4. Restate in order the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details
2.4e.2. Use an appropriate organizer based on the structure of the text (sequence/chronological order, classification, definition, process, description, comparison, problem /solution)
2.4e.3. Create an outline
2.4e.4. Summarize a text capturing the most important parts of the original piece
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose
2.4f.1. Describe the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the intended messages of advertisements, entertainment programs, and news sources
2.4f.3. Identify how the author's purposes shape the content
2.4f.4. Identify the difference between a stated purpose and an underlying reason in TV commercials and advertisements
2.4f.5. Create meaning from a variety of media
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts
2.4g.1. Compare relevant similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.2. Compare relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters in one text with those in another
2.4g.3. Describe changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion
2.4h.1. Discriminate between facts and/or opinions in text(s)
2.4h.2. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2.4h.3. Question information in a text to determine if it is factual
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences.
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Test and revise predictions as they read further
2.4i.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
2.4i.6. Make connections between conclusions they draw and other beliefs or knowledge
2.4i.7. Make critical or analytical judgments about what they read
2.4i.8. Use texts to make generalizations
2.4i.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.
2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information
2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source
2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source
2.4j.4. Use date of publication to evaluate the validity and reliability of a source
2.4j.5. Use criteria to evaluate the author's use of logic, propaganda, bias, language, and motives in order to determine validity and reliability of a source
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.4k.3. Analyze how connections (text-to-self, text-to-world) are contributing to their understanding of the text.
2.4k.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources
2.5a.1. Connect and examine information from texts to construct an understanding of the main concepts(s) in the text (text-to-text connections)
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Use personal experience and knowledge of the world (text-to-world connections) to make and support judgments about concepts in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Identify information in a text to develop a logical opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions (including implied main ideas
2.5d.1.2. Analyze the author's viewpoint or attitude toward a topic or idea when strongly implied
2.5d.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2.5e.1. Describe how an author's use of literary devices (figurative language, dialogue and description) in a text affects readers
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Explain how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Explain the strengths and weaknesses of text sources, format, and argument
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Analyze texts by reading and reacting to passages from a piece of text and interpretations of that same work
2.5g.2. Listen to and critique opposing interpretations of the same piece of text and consider, through classroom dialogue and independent reading, how these opinions were formed
2.5g.3. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.4. Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5i.1. Recognize propaganda techniques
2.5i.2. Recognize persuasive techniques
2.5i.3. Identify and describe the effect of media messages
2.5i.4. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (advertising, campaigns, news formats)
2.5i.5. Describe the fairness and trustworthiness of an author's message (author's bias)
2.5i.6. Describe how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5i.7. Describe the strengths and weakness of text sources, format and arguments
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in the text
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.6b.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.6b.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Evaluate the usefulness and qualities of sources
3.1a1.3. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.4. Select appropriate sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases)
3.1a1.5. Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information
3.1a1.6. Use traditional and electronic search tools
3.1a1.7. Use teacher-selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Select and refine a topic for research
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources in a standard bibliographic format
3.1a2.9. Relay facts from research
3.1a2.10. Summarize ways in which the research process and product can be improved
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use appropriate technology for the task of extracting the needed information (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner
3.1b.2. Decide what information is valuable for a particular situation
3.1b.3. Create own system for organizing information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by making a graphic organizer, making an outline, and using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas
3.2a.2. Use various forms of technology: word processing, presentation programs, and digital cameras to formulate writing and/or communicate knowledge of products
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Recognize the need to put information from sources in their own words
3.2b.4. List sources of information in bibliographic form
3.2b.5. Present gathered information in an oral or written format, which
3.2b.5.1. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.5.2. Incorporates information from more than one source
3.2b.5.3. Includes information relevant to topic and purpose
3.2b.5.4. Identifies source of information
3.2b.5.5. Fulfills the identified purpose as clearly indicated in the topic sentence
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Differentiate fact from fiction
3.3a2.2. Select sources which are authoritative with teach assistance
3.3a2.3. With teacher assistance, analyze source and information for accuracy, bias, stereotypes, and validity
3.3a2.4. Formulate conclusions based upon information relevant to a specific purpose
3.3a2.5. Use information to express ideas relevant to specific purpose
3.3a2.6. Demonstrate how information retrieved does or does not address original problem
3.3a2.7. Evaluate information in terms of credibility and accuracy
3.3a2.8. Use technology to facilitate evaluation
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to
3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.1.2. Analyze the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Describe the reasons for a character's actions in a literary text
4.1a.2. Make and support relevant connections between the reader's personal situations and motivations of characters in a text
4.1b. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature.
4.1b.1. Describe the effect of the author's use of imagery and figurative language on a reader
4.1b.2. Use ideas from the text to describe personal responses to literature (text-to-self connections)
4.1c. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (c) relating to the feelings of characters of varying ages, genders, nationalities, races, cultures, religions and disabilities.
4.1c.1. Read and compare stories from different cultures and eras to broaden cultural awareness
4.1c.2. Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
4.2a.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
4.2a.3. Make reasonable predictions as they read
4.2a.4. Test and revise predictions as they read further
4.2a.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
4.2a.6. Make connections between conclusions they draw and other beliefs or knowledge
4.2a.7. Make critical or analytical judgments about what they read
4.2a.8. Use texts to make generalizations
4.2a.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction); literary nonfiction (e.g., letter, magazine, biography, speeches, autobiography); and drama, one-act plays, and skits to identify the meaning of the text
4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.
4.2c.1. Describe the effect of author's choices (word and content) on the reader
4.2c.2. Describe how the author's writing style influences the reader
4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.
4.2f.1. Describe how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)
4.2f.2. Describe how point of view impacts the reader
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and analyze stories from different cultures and eras to broaden cultural awareness
4.3a.2. Sympathize with the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.1.1. Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue in order to convince an audience.
1.1.2. Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1.1.3. Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1.1.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students
1.1.4.1. Write in a manner that makes sense to readers
1.1.4.2. Write to audiences that are familiar if not 'known' personalities, (e.g., classmate, teacher, parent, student in another grade/school, principal, sibling, community member, famous person known to all)
1.1.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.1.5.1. Development (Persuasive Writing): Present a clear position that supports or opposes a debatable issue or question
1.1.5.2. Development (Persuasive Writing): Support the position with reasons that could include relevant facts, statistics, credible personal and expert opinions, and/or examples
1.1.5.3. Development (Persuasive Writing): Acknowledge readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions, make concessions)
1.1.5.4. Development (Persuasive Writing): Avoid unsupported reasons (e.g., begging, 'it's not fair,' circular reasoning, partial truths, jumping to conclusions)
1.1.5.5. Development (Persuasive Writing): Use persuasive and propaganda techniques (e.g., appeal to emotion, name calling, exaggeration, bandwagon), when appropriate
1.1.5.6. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding copying verbatim
1.1.5.7. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text- to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the issue
1.1.5.8. Development (Informative Writing): Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment
1.1.5.9. Development (Informative Writing): Write an effective title, when appropriate
1.1.5.10. Development (Informative Writing): Provide relevant information (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions) to elaborate or clarify the subject
1.1.5.11. Development (Informative Writing): Identify and use primary and secondary sources when appropriate, avoiding copying verbatim
1.1.5.12. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.1.5.13. Development (Expressive Writing): Develop an interesting idea for writing
1.1.5.14. Development (Expressive Writing): Create a title that reflects the subject and engages the reader
1.1.5.15. Development (Expressive Writing): Use dialogue, description, and narration when appropriate
1.1.5.16. Development (Expressive Writing): Use sensory images and figurative language to describe feelings, events, and/or characters when appropriate
1.1.5.17. Development (Expressive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.1.5.18. Organization (Persuasive Writing): Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument)
1.1.5.19. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument
1.1.5.20. Organization (Persuasive Writing): Develop an introduction, which is separate from the body, that presents a simple thesis and
1.1.5.21. Organization (Persuasive Writing): takes a clear position
1.1.5.22. Organization (Persuasive Writing): clarifies the issue in a way that clearly establishes a need for solution/action
1.1.5.23. Organization (Persuasive Writing): provides necessary background
1.1.5.24. Organization (Persuasive Writing): Use transition words/phrases that show order (e.g., in conclusion) or relationships (e.g., on the other hand)
1.1.5.25. Organization (Persuasive Writing): Develop a conclusion that moves beyond summary (e.g., 'call to action' or 'next step,' answers the 'so what?' question about the significance of the issue)
1.1.5.26. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject
1.1.5.27. Organization (Informative Writing): Develop an introduction, which is separate from the body, that presents a simple thesis
1.1.5.28. Organization (Informative Writing): Use transition words/phrases that show order (e.g., as soon as) or relationships (e.g.; in the same way)
1.1.5.29. Organization (Informative Writing): Develop a conclusion that moves beyond summary (e.g., answer the 'so what?' questions about he significance of the issue, include a thought-provoking quote)
1.1.5.30. Organization (Expressive Writing): Organize writing to engage the reader (e.g., experiment with chronology, literary forms or genres)
1.1.5.31. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message
1.1.5.32. Organization (Expressive Writing): Develop an introduction/hook, which is separate from the body, that hooks the reader
1.1.5.33. Organization (Expressive Writing): Use transition words/phrases that show chronology (e.g., as soon as, later, then) or relationships (e.g., on the other hand, similarly, of course)
1.1.5.34. Organization (Expressive Writing): Develop a conclusion that satisfies the reader (e.g., provides resolution, closure)
1.1.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a style, tone, and voice
1.1.6.1. Use complete sentences to express thoughts
1.1.6.2. Vary sentence structure (e.g., simple, compound, and complex sentences)
1.1.6.3. Vary kinds of sentences (declarative, exclamatory, interrogative, imperative)
1.1.6.4. Vary sentence length
1.1.6.5. Vary sentence beginning (experiment with placement of phrases and clauses in sentences) to capture audience's attention
1.1.6.6. Write sentences to create a purpose-specific rhythm and flow naturally
1.1.7. Word Choice (& Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style, voice, and tone in mind. The writer will
1.1.7.1. Use more specific, concrete language and phrasing
1.1.7.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1.1.7.3. Use words that convey appropriate voice (attitude, emotion, and point of view)
1.1.7.4. Use a variety of accurate words that avoid repetition
1.1.7.5. Use a purposeful range of formal/informal language depending on the audience
1.1.7.6. Experiment with non-literal language (e.g., simple idioms, slang, figurative language) when appropriate
1.1.7.7. Use words that have denotations and/or connotations appropriate for the writing purpose
1.1.8. Conventions (Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function.
1.1.9. Conventions (Style/Voice): In addition to the standard punctuation, grammar and usage and conventional spelling rules for the previous grade, students should
1.1.9.1. Use capital letters to indicate beginning of sentences, proper nouns, the pronoun 'I,' and abbreviations
1.1.9.2. Use periods, question marks, exclamation marks appropriately
1.1.9.3. Use commas in letter headings/greetings/closings, in addresses, in compound sentences, and items in a series
1.1.9.4. Use commas after introductory clauses
1.1.9.5. Control agreement of subject/verb, pronoun/antecedent most of the time
1.1.9.6. Use appropriate pronouns
1.1.9.7. Use appropriate verb tense
1.1.9.8. Use punctuation to show increasingly abstract relationships (e.g., comma for clarity such as to set off phrases, clauses, parentheses, colon for lists)
1.1.9.9. Control agreement of subject/verb, pronoun/antecedent
1.1.9.10. Control verb and pronoun use (e.g., consistency with number, pronoun gender)
1.1.9.11. Use conventional spellings with high-frequency words, commonly misspelled words, homographs, homonyms, and homophones
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)
1.4.2. Speak and listen for a variety of audiences (e.g., classroom, real-life) and purposes (e.g., awareness, enjoyment, information, problem solving)
1.4.3. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)
1.4.4. Read aloud effectively from previously-read material
1.4.5. Perform dramatic readings and presentations
1.4.6. Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized sequenced detail
1.4.7. Present autobiographical or fictional stories that recount events effectively to large and small audiences
1.4.8. Participate in group readings (e.g., choral, echo, shadow)
1.4.9. Use visual techniques (e.g., role playing, graphics, art, dance) to communicate ideas
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said and organizing for clarity
1.5.3. Ask and respond to questions from teachers and other group member
1.5.4. Listen to and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate publications
1.5.5. Retell stories and reports of events in proper sequence
1.5.6. Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings
1.5.7. Identify the intended messages of advertisements, entertainment programs, and news sources
1.5.8. Listen attentively (e.g., make eye contact, face the speaker, ask questions, paraphrase)
1.5.9. Distinguish fact from fantasy and fact from opinion
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use words that reflect a growing range of interests and knowledge
1.6.2. Clarify and explain words and ideas
1.6.3. Give and follow oral directions
1.6.4. Use complex sentence structure
1.6.5. Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes
1.6.6. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
1.6.7. Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words
1.6.8. Identify common figures of speech and use them appropriately in oral communication
1.6.9. Use punctuation marks that distinguish statements, questions, exclamations, and commands
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Initiate conversation with peers and adults
1.7.2. Follow rules for conversation
1.7.3. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)
1.7.4. Use appropriate voice level in group settings
1.7.5. Ask and respond to questions in group settings
1.7.6. Use oral language to extend learning
1.7.7. Volunteer relevant information, ask relevant questions, and answer questions directly
1.7.8. Use appropriate eye contact and other nonverbal cues
1.7.9. Reflect on the ideas and opinions of others and respond thoughtfully
1.7.10. Ask for clarification and explanation of unfamiliar words and ideas
1.7.11. Summarize information conveyed through discussion
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Vocabulary: Identify and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g., bio, derm, anti, graph, tele)
2.1.2. Vocabulary: Read orally from familiar text at an appropriate rate, with accuracy and prosody
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Using illustrations to clarify meanings of words and concepts
2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2a.1.4. Using knowledge of homonyms and homographs to avoid reading confusion
2.2a.1.5. Using word cues (e.g., metaphors, similes)
2.2a.1.6. Using appositives
2.2a.1.7. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3a.1.9. Seeking the meaning of unknown vocabulary
2.3a.1.10. Analyzing story/literary elements
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Find and explain personal connections to the ideas or information in the text
2.3c.6. Skim text to search for connections between and among ideas
2.3c.7. Restate in own words the main events in the text
2.3c.8. Periodically summarize while reading
2.3c.9. Periodically paraphrase important ideas or information
2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Apply knowledge of text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/solution, simple cause/effect) to make meaning of text
2.4bI/T.3. Describe the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials)
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify character(s) in a literary text or speaker(s) in a poem
2.4bL.2. Describe the roles (major, minor, protagonist/hero, antagonist/villain) characters play in a literary text
2.4bL.3. Describe the changes in setting (flashback)
2.4bL.4. Identify various types of conflict (man vs. man, man vs. nature, man vs. self, man vs. society)
2.4bL.5. Identify conflict(s) climax(s)/turning point(s) and resolution(s)
2.4bL.6. Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect)
2.4bL.7. Distinguish between main plot and subplot
2.4bL.8. Identify point of view (first person, third person)
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, symbols, imagery, and mood)
2.4c.2. Describe how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution
2.4d.2. Summarize the main ideas and supporting details in an informative/technical text
2.4d.3. Retell in order the important events in a text
2.4d.4. Restate in order the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details
2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/solution, cause/effect)
2.4e.3. Create an outline
2.4e.4. Summarize a text capturing the most important parts of the original piece
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose
2.4f.1. Describe the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the intended messages of advertisements, entertainment programs, and news sources
2.4f.3. Identify how the author's purposes shape the content
2.4f.4. Identify the difference between a stated purpose and an underlying reason in TV commercials and advertisements
2.4f.5. Create meaning from a variety of media
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts
2.4g.1. Compare relevant similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.2. Compare relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters presented in two or more texts
2.4g.3. Describe changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion
2.4h.1. Discriminate between facts and/or opinions in text(s)
2.4h.2. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2.4h.3. Question information in a text to determine if it is factual
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences.
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Test and revise predictions as they read further
2.4i.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
2.4i.6. Make connections between conclusions they draw and other beliefs or knowledge
2.4i.7. Make critical or analytical judgments about what they read
2.4i.8. Use texts to make generalizations
2.4i.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.
2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information
2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source
2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source
2.4j.4. Use date of publication to evaluate the validity and reliability of a source
2.4j.5. Use criteria to evaluate the author's use of logic, propaganda, bias, language, and motives in order to determine validity and reliability of a source
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.4k.3. Analyze how connections (text-to-self, text-to-world) are contributing to their understanding of the text.
2.4k.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources
2.5a.1. Connect and examine information from texts to construct an understanding of the main concepts(s) in the text (text-to-text connections)
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Compare personal experiences and knowledge of the world (text-to-world connections) to make and support judgments about concepts in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Use information in a text to develop a logical opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
2.5d.1.2. Analyze the author's viewpoint or attitude toward a topic or idea when strongly implied
2.5d.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2.5e.1. Analyze how an author's use of literary devices (figurative language, dialogue and description) and common non-literal expressions (idioms, double meanings) in a text affects readers
2.5e.2. Analyze the impact of specific figurative and common non-literal (idiomatic) expressions on the meaning of text
2.5e.3. Analyze why an author would use specific figurative and common non-literal (idiomatic) expressions in a text
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Analyze how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Analyze the strengths and weaknesses of text sources, format, and argument
2.5f.4. Analyze the completeness, accuracy, and/or clarity of the information in a text
2.5f.5. Identify and analyze information that needs to be checked for accuracy (e.g., data, statistics, sources)
2.5f.6. Analyze the author's inclusion of logical and/or emotional arguments
2.5f.7. Analyze ambiguous information in text
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Analyze texts by reading and reacting to passages from a piece of text and interpretations of that same work
2.5g.2. Listen to and critique opposing interpretations of the same piece of text and consider, through classroom dialogue and independent reading, how these opinions were formed
2.5g.3. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.4. Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5i.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization)
2.5i.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition
2.5i.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g., television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5i.4. Analyze the fairness and trustworthiness of an author's message (author's bias)
2.5i.5. Analyze how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5i.6. Analyze strengths and weakness of text sources, format and argument
2.5i.7. Analyze the completeness, accuracy, and/or clarity of the information in a text
2.5i.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources)
2.5i.9. Analyze the author's inclusion of logical and/or emotional arguments
2.5i.10. Analyze ambiguous information in text
2.5j. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5j.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization)
2.5j.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition
2.5j.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g., television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5j.4. Analyze the fairness and trustworthiness of an author's message (author's bias)
2.5j.5. Analyze how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5j.6. Analyze strengths and weakness of text sources, format and argument
2.5j.7. Analyze the completeness, accuracy, and/or clarity of the information in a text
2.5j.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources)
2.5j.9. Analyze the author's inclusion of logical and/or emotional arguments
2.5j.10. Analyze ambiguous information in text
2.5l. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by evaluating the literary merit of various texts and media presentations (d) recognizing literary merit.
2.5l.1. Read a variety of texts and rate them using these criteria to determine their literary merit:
2.5l.1.1. Has a unique writing style
2.5l.1.2. Has details
2.5l.1.3. Has a purpose
2.5l.1.4. Has clear, distinctive characters
2.5l.1.5. Is understandable
2.5l.1.6. Has an expressive vocabulary
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in the text
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.6b.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.6b.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Evaluate the usefulness and qualities of sources
3.1a1.3. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.4. Select appropriate sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases)
3.1a1.5. Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information
3.1a1.6. Use traditional and electronic search tools
3.1a1.7. Use teacher-selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Select and refine a topic for research
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources in a standard bibliographic format
3.1a2.9. Relay facts from research
3.1a2.10. Summarize ways in which the research process and product can be improved
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use various technologies (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner) to extract needed information
3.1b.2. Determine the most appropriate form of technology for the task of extracting needed information
3.1b.3. Decide what information is valuable for a particular situation
3.1b.4. Select and use various methods (e.g., web, chart) to manage information
3.1b.5. Create own system for organizing information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by making a graphic organizer, making an outline, and using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas
3.2a.2. Use various forms of technology: word processing, presentation programs, and digital cameras to formulate writing and/or communicate knowledge of products
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Recognize the need to put information from sources in their own words
3.2b.4. List sources of information in bibliographic form
3.2b.5. Present gathered information in an oral or written format, which
3.2b.5.1. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.5.2. Incorporates information from more than one source
3.2b.5.3. Includes information relevant to topic and purpose
3.2b.5.4. Identifies source of information
3.2b.5.5. Fulfills the identified purpose as clearly indicated in the topic sentence
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Differentiate fact from fiction
3.3a2.2. Select sources which are authoritative with teach assistance
3.3a2.3. With teacher assistance, analyze source and information for accuracy, bias, stereotypes, and validity
3.3a2.4. Formulate conclusions based upon information relevant to a specific purpose
3.3a2.5. Use information to express ideas relevant to specific purpose
3.3a2.6. Demonstrate how information retrieved does or does not address original problem
3.3a2.7. Evaluate information in terms of credibility and accuracy
3.3a2.8. Use technology to facilitate evaluation
3.3b1. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently interpreting information as appropriate to a specific purpose.
3.3b1.1. Use retrieved information to accomplish a specific purpose
3.3b1.2. Prioritize sources based on relevance
3.3b1.3. Reevaluate their position on the topic and your research strategy
3.3b1.4. Consider whether they have uncovered any worthwhile information that might take their research in a different direction
3.3b1.5. Consider whether they have uncovered any worthwhile information that has caused them to see their topic from a new perspective
3.3b1.6. Consider whether research needs to be redirected in any way based on material uncovered
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to
3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.1.2. Analyze the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.1.3. Analyze the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Describe the reasons for a character's actions in a literary text, critically analyzing the text
4.1a.2. Make and support relevant connections between the reader's personal situations and motivations of characters in a text
4.1b. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature.
4.1b.1. Analyze the effect of the author's use of imagery and figurative language on a reader
4.1b.2. Use ideas from the text to analyze personal responses to literature (text-to-self connections)
4.1c. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (c) relating to the feelings of characters of varying ages, genders, nationalities, races, cultures, religions and disabilities.
4.1c.1. Read and compare stories from different cultures and eras to broaden cultural awareness
4.1c.2. Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
4.2a.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
4.2a.3. Make reasonable predictions as they read
4.2a.4. Test and revise predictions as they read further
4.2a.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
4.2a.6. Make connections between conclusions they draw and other beliefs or knowledge
4.2a.7. Make critical or analytical judgments about what they read
4.2a.8. Use texts to make generalizations
4.2a.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction); literary nonfiction (e.g., letter, magazine, biography, speeches, autobiography); and drama, one-act plays, and skits to identify the meaning of the text
4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.
4.2c.1. Describe the effect of author's choices (word and content) on the reader
4.2c.2. Describe how the author's writing style influences the reader
4.2c.3. Explain how an author creates mood by choosing words with specific connotations
4.2c.4. Describe characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches and novels
4.2c.5. Describe the most likely reason an author uses a particular genre in a given situation
4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.
4.2f.1. Describe how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)
4.2f.2. Describe how point of view impacts the reader
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and analyze stories from different cultures and eras to broaden cultural awareness
4.3a.2. Sympathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.2.1. Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue to convince an audience.
1.2.2. Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1.2.3. Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1.2.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students
1.2.4.1. Write in a manner that demonstrates an awareness of the audience (e.g., prior knowledge, motivation)
1.2.4.2. Communicate necessary background information and/or definitions
1.2.4.3. Acknowledge reader's positions or beliefs about ideas or issues
1.2.4.4. Write to audiences that can be increasingly distant (e.g., unknown but familiar personalities/roles such as local politicians, in addition to more familiar 'others' from previous grades)
1.2.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.2.5.1. Development (Persuasive Writing): Present a clear defensible position that supports or opposes a debatable issue or question
1.2.5.2. Development (Persuasive Writing): Support the position with reasons that could include relevant facts, statistics, credible personal and expert opinions, and/or examples
1.2.5.3. Development (Persuasive Writing): Acknowledge readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions, make concessions)
1.2.5.4. Development (Persuasive Writing): Choose an original (e.g., beyond the obvious) and effective title, when appropriate
1.2.5.5. Development (Persuasive Writing): Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate
1.2.5.6. Development (Persuasive Writing): Avoid unsupported reasons (e.g., begging, 'it's not fair,' circular reasoning, partial truths, jumping to conclusions, jargon)
1.2.5.7. Development (Persuasive Writing): Use persuasive and propaganda techniques (e.g. appeal to emotion, name calling, exaggeration/hyperbole, bandwagon, transfer, testimonial) when appropriate
1.2.5.8. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding plagiarism
1.2.5.9. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to world connections) that reveal to the reader the writer's depth of understanding of the issue
1.2.5.10. Development (Informative Writing): Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment
1.2.5.11. Development (Informative Writing): Write an effective title, when appropriate
1.2.5.12. Development (Informative Writing): Provide relevant information, reasons, and/or details to elaborate or clarify the subject (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions)
1.2.5.13. Development (Informative Writing): Analyze and use information from multiple primary and secondary sources to support theses and to generate new ideas and/or perspectives, avoiding plagiarism
1.2.5.14. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.15. Development (Expressive Writing): Develop interesting ideas for writing that are fresh and original
1.2.5.16. Development (Expressive Writing): Create a title that reflects the subject and engages the reader
1.2.5.17. Development (Expressive Writing): Use dialogue, description, and narration when appropriate
1.2.5.18. Development (Expressive Writing): Use sensory images (e.g., feelings, sight, smell) and figurative language (e.g., metaphor, simile) to describe feelings, events, and/or characters when appropriate
1.2.5.19. Development (Expressive Writing): Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate
1.2.5.20. Development (Expressive Writing): Use strategies such as humor and non-literal language (e.g., idioms) to engage the reader
1.2.5.21. Development (Expressive Writing): Text-based writing: use text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.22. Organization (Persuasive Writing): Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument)
1.2.5.23. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument
1.2.5.24. Organization (Persuasive Writing): Develop an introduction that presents a simple thesis and takes a clear position; clarifies the issue in a way that clearly establishes a need for solution/action; provides necessary background; and commands readers' attention (e.g., invokes or appeals to reader) when appropriate
1.2.5.25. Organization (Persuasive Writing): Use increasingly more subtle transition words/phrases that show relationships and make connections
1.2.5.26. Organization (Persuasive Writing): Develop a conclusion that moves beyond summary (e.g., 'call to action' or 'next step,' answers the 'so what?' question about the significance of the issue)
1.2.5.27. Organization (Informative Writing): Present information in a logical order (e.g., most important to least important information, general to specific)
1.2.5.28. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject
1.2.5.29. Organization (Informative Writing): Develop an introduction/hook that presents a simple thesis and provides necessary background
1.2.5.30. Organization (Informative Writing): Use increasingly more subtle transition words/phrases that show relationships and make connections
1.2.5.31. Organization (Informative Writing): Develop a conclusion that moves beyond summary (e.g., answer the 'so what?' question about the significance of the issue, thought-provoking quote, reinforcing the importance of information
1.2.5.32. Organization (Expressive Writing): Organize writing to engage the reader using a variety of forms and genres
1.2.5.33. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.34. Organization (Expressive Writing): Develop an introduction that hooks the reader and establishes the mood
1.2.5.35. Organization (Expressive Writing): Use increasingly more subtle transition words/phrases that show relationships and make connections
1.2.5.36. Organization (Expressive Writing): Use order other than chronological (e.g., flashback, foreshadow)
1.2.5.37. Organization (Expressive Writing): Develop a conclusion that moves beyond summary (e.g., provide resolution/closure, pose purposeful questions to the reader to keep the reader thinking)
1.2.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a convincing style, tone and voice:
1.2.6.1. Use complete sentences to express thoughts
1.2.6.2. Vary sentence structure (e.g., simple, compound, complex, compound-complex sentences)
1.2.6.3. Vary kinds of sentences (declarative, explanatory, interrogative, imperative)
1.2.6.4. Vary sentence lengths
1.2.6.5. Vary sentence beginnings (experiment with placement of phrases and clauses in sentences)
1.2.6.6. Write sentences that create purpose-specific rhythm and flow naturally
1.2.7. Word Choice (Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style and voice in mind. The writer will
1.2.7.1. Use more specific, concrete language, and phrasing
1.2.7.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1.2.7.3. Use action verbs when possible
1.2.7.4. Use words that convey appropriate voice (e.g., attitude, emotion, point of view, commitment)
1.2.7.5. Use a variety of accurate words and phrases that avoid repetition
1.2.7.6. Use a purposeful range of formal/informal language depending on the audience
1.2.7.7. Use non-literal language (e.g., idioms, slang, figurative language)
1.2.7.8. Use words that have denotations or connotations appropriate for the writing purpose
1.2.8. Conventions (Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function
1.2.9. Conventions (Style/Voice): Use standard punctuation (commas, colons, hyphens, dashes, and italics) correctly
1.2.10. Conventions (Style/Voice): In addition to using standard punctuation students will
1.2.10.1. Use punctuation to show increasingly abstract relationships (e.g., comma for clarity such as to set off phrases, clauses, appositives; parentheses; colon for lists
1.2.10.2. Select punctuation for rhetorical effect
1.2.11. Conventions (Style/Voice): In addition to standard grammar and usage rules,
1.2.11.1. Control agreement of subject/verb, pronoun/antecedent
1.2.11.2. Control verb and pronoun use (e.g., consistency with verb tense, number, pronoun gender)
1.2.12. Conventions (Style/Voice): Use conventional spellings with
1.2.12.1. Commonly misspelled words
1.2.12.2. Homophones, homographs, homonyms
1.2.12.3. Frequently used words
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)
1.4.2. Speak and listen for a variety of audiences (e.g., classroom, real-life) and purposes (e.g., awareness, enjoyment, information, problem solving)
1.4.3. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)
1.4.4. Read aloud effectively from previously-read material
1.4.5. Perform dramatic readings and presentations
1.4.6. Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized sequenced detail
1.4.7. Present autobiographical or fictional stories that recount events effectively to large and small audiences
1.4.8. Participate in group readings (e.g., choral, echo, shadow)
1.4.9. Use visual techniques (e.g., role playing, graphics, art, dance) to communicate ideas
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said and organizing for clarity
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Summarize information conveyed in an oral communication accounting for key ideas, structure, and relationship of parts to the whole
1.5.5. Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings
1.5.6. Identify the intended messages of advertisements, entertainment programs, and news sources
1.5.7. Distinguish fact from fantasy and fact from opinion
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use words that reflect a growing range of interests and knowledge
1.6.2. Clarify and explain words and ideas
1.6.3. Give and follow oral directions
1.6.4. Use complex sentence structure
1.6.5. Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes
1.6.6. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
1.6.7. Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words
1.6.8. Identify common figures of speech and use them appropriately in oral communication
1.6.9. Use punctuation marks that distinguish statements, questions, exclamations, and commands
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Initiate conversation with peers and adults
1.7.2. Follow rules for conversation
1.7.3. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)
1.7.4. Use appropriate voice level in group settings
1.7.5. Ask and respond to questions in group settings
1.7.6. Use oral language to extend learning
1.7.7. Volunteer relevant information, ask relevant questions, and answer questions directly
1.7.8. Use appropriate eye contact and other nonverbal cues
1.7.9. Reflect on the ideas and opinions of others and respond thoughtfully
1.7.10. Ask for clarification and explanation of unfamiliar words and ideas
1.7.11. Summarize information conveyed through discussion
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Vocabulary: Identify and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g.: bio, derm, anti, graph, tele)
2.1.2. Fluency: Read orally from familiar text at an appropriate rate, with accuracy and prosody
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Using illustrations to clarify meanings of words and concepts
2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2a.1.4. Using knowledge of homonyms and homographs to avoid reading confusion
2.2a.1.5. Using word cues (e.g., metaphors, similes)
2.2a.1.6. Using appositives
2.2a.1.7. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3a.1.9. Seeking the meaning of unknown vocabulary
2.3a.1.10. Analyzing story/literary elements and text structure
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Explain personal connections to the ideas or information in the text(s)
2.3c.6. Skim text to search for connections between and among ideas
2.3c.7. Restate in own words the main events in the text
2.3c.8. Periodically summarize while reading
2.3c.9. Periodically paraphrase important ideas or information
2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Apply essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Apply knowledge of text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/solution, simple cause/effect) to make meaning of text
2.4bI/T.3. Analyze the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) to enhance understanding of the text
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify character(s) in a literary text or speaker(s) in a poem
2.4bL.2. Describe the roles (major, minor, protagonist/hero, antagonist/villain) characters play in a literary text
2.4bL.3. Describe the changes in setting (flashback)
2.4bL.4. Identify various types of conflict (man vs. man, man vs. nature, man vs. self, man vs. society)
2.4bL.5. Identify conflict(s), climax(s)/turning point(s) and resolution(s)
2.4bL.6. Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect)
2.4bL.7. Distinguish between main plot and subplot
2.4bL.8. Identify point of view (first person, third person)
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, symbols, imagery and mood)
2.4c.2. Describe how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution
2.4d.2. Summarize the strongly implied reasons for why or how events happen in a literary text
2.4d.3. Summarize the main ideas and supporting details in an informative/technical text
2.4d.4. Retell/restate in order the important events in a text
2.4d.5. Restate in order the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create graphic organizers to assist in comprehension of a text
2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/solution, cause/effect)
2.4e.3. Create an outline
2.4e.4. Summarize a text capturing the most important parts of the original piece
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose
2.4f.1. Describe the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the intended messages of advertisements, entertainment programs, and news sources
2.4f.3. Describe how the author's purposes shape the content
2.4f.4. Describe the difference between a stated purpose and an underlying reason in TV commercials and advertisements
2.4f.5. Create meaning from a variety of media
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts
2.4g.1. Compare relevant similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.2. Compare relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters presented in two or more texts
2.4g.3. Analyze changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion
2.4h.1. Discriminate between facts and/or subtle opinions in text(s)
2.4h.2. Identify facts in a text and determine their relevance to the issue
2.4h.3. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2.4h.4. Question information in a text to determine if it is factual
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences.
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Test and revise predictions as they read further
2.4i.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
2.4i.6. Make connections between conclusions they draw and other beliefs or knowledge
2.4i.7. Make critical or analytical judgments about what they read
2.4i.8. Use texts to make generalizations
2.4i.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.
2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information
2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source
2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source
2.4j.4. Use date of publication to evaluate the validity and reliability of a source
2.4j.5. Use criteria to evaluate the author's use of logic, propaganda, bias, language, and motives in order to determine validity and reliability of a source
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.4k.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.4k.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources
2.5a.1. Connect and synthesize information across texts to generate new information/new ideas or expand prior knowledge (text-to-text connections and text-to-self connections)
2.5a.2. Synthesize information by comparing, eliminating and merging disparate pieces into one coherent whole
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Compare personal experiences and knowledge of the world (text-to-world connections) to make and support judgments about concepts in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Identify information in a text to develop a logical opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
2.5d.1.2. Analyze the author's viewpoint or attitude toward a topic or idea when strongly implied
2.5d.1.3. Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2.5e.1. Analyze how an author's use of literary devices (figurative language, dialogue and description) and common non-literal expressions (idioms, double meanings, puns) in a text affects readers
2.5e.2. Analyze the impact of specific figurative and non-literal (idiomatic) expressions on the meaning of text
2.5e.3. Analyze why an author would use specific figurative and non-literal (idiomatic) expressions in a text
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Analyze how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Analyze the strengths and weaknesses of text sources, format, and argument
2.5f.4. Analyze the completeness, accuracy, and/or clarity of the information in a text
2.5f.5. Identify and analyze information that needs to be checked for accuracy (e.g., data, statistics, sources)
2.5f.6. Analyze the author's inclusion of logical and/or emotional arguments
2.5f.7. Analyze ambiguous information in text
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Analyze texts by reading and reacting to passages from a piece of text and interpretations of that same work
2.5g.2. Listen to and critique opposing interpretations of the same piece of text and consider, through classroom dialogue and independent reading, how these opinions were formed
2.5g.3. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.4. Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5i.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization)
2.5i.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5i.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g., television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5i.4. Analyze the fairness and trustworthiness of an author's message (author's bias)
2.5i.5. Analyze how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5i.6. Analyze strengths and weakness of text sources, format and argument
2.5i.7. Analyze the completeness, accuracy, and/or clarity of the information in a text
2.5i.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources)
2.5i.9. Analyze the author's inclusion of logical and/or emotional arguments
2.5i.10. Analyze ambiguous information in text
2.5j. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5j.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization)
2.5j.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5j.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g., television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5j.4. Analyze the fairness and trustworthiness of an author's message (author's bias)
2.5j.5. Analyze how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5j.6. Analyze strengths and weakness of text sources, format and argument
2.5j.7. Analyze the completeness, accuracy, and/or clarity of the information in a text
2.5j.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources)
2.5j.9. Analyze the author's inclusion of logical and/or emotional arguments
2.5j.10. Analyze ambiguous information in text
2.5l. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by evaluating the literary merit of various texts and media presentations (d) recognizing literary merit.
2.5l.1. Read a variety of texts and rate them using these criteria to determine their literary merit:
2.5l.1.1. Has a unique writing style
2.5l.1.2. Has details
2.5l.1.3. Has a purpose
2.5l.1.4. Has clear, distinctive characters
2.5l.1.5. Is understandable
2.5l.1.6. Has an expressive vocabulary
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in the text
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.6b.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.6b.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Evaluate the usefulness and qualities of sources
3.1a1.3. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.4. Select appropriate sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases)
3.1a1.5. Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information
3.1a1.6. Use traditional and electronic search tools
3.1a1.7. Use teacher-selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Select and refine a topic for research
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources in a standard bibliographic format
3.1a2.9. Relay facts from research
3.1a2.10. Summarize ways in which the research process and product can be improved
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use various technologies (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner) to extract needed information
3.1b.2. Determine the most appropriate form of technology for the task of extracting needed information
3.1b.3. Decide what information is valuable for a particular situation
3.1b.4. Select and use various methods (e.g., web, chart) to manage information
3.1b.5. Create own system for organizing information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by making a graphic organizer, making an outline, and using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas.
3.2a.2. Use various forms of technology, word processing, presentation programs, digital cameras to formulate writing and/or communicate knowledge of products.
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Recognize the need to put information from sources in their own words
3.2b.4. List sources of information in bibliographic form
3.2b.5. Present gathered information in an oral or written format, which
3.2b.5.1. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.5.2. Incorporates information from more than one source
3.2b.5.3. Includes information relevant to topic and purpose
3.2b.5.4. Identifies source of information
3.2b.5.5. Fulfills the identified purpose as clearly indicated in the topic sentence
3.2b.5.6. Utilizes an organizational plan for combining paragraphs to address a designated purpose and topic
3.2b.5.7. Incorporates information from multiple sources
3.2b.5.8. Summarizes information from sources
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Differentiate fact from fiction
3.3a2.2. Independently select sources which are authoritative from teacher-selected databases (e.g., UD Library Search)
3.3a2.3. Independently analyze source and information for accuracy, bias, stereotypes, and validity
3.3a2.4. Formulate conclusions based upon information relevant to a specific purpose
3.3a2.5. Use information to express ideas relevant to specific purpose
3.3a2.6. Demonstrate how information retrieved does or does not address original problem
3.3a2.7. Evaluate information in terms of credibility and accuracy
3.3a2.8. Use technology to facilitate evaluation
3.3b1. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently interpreting information as appropriate to a specific purpose.
3.3b1.1. Use retrieved information to accomplish a specific purpose
3.3b1.2. Prioritize sources based on relevance
3.3b1.3. Reevaluate their position on the topic and your research strategy
3.3b1.4. Consider whether they have uncovered any worthwhile information that might take their research in a different direction
3.3b1.5. Consider whether they have uncovered any worthwhile information that has caused them to see their topic from a new perspective
3.3b1.6. Consider whether research needs to be redirected in any way based on material uncovered
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to
3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.1.2. Analyze the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.1.3. Analyze the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Describe the reasons for a character's actions in a literary text, critically analyzing the text
4.1a.2. Make and support relevant connections between the reader's personal situations and motivations of characters in a text
4.1b. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature.
4.1b.1. Analyze the effect of the author's use of imagery and figurative language on a reader
4.1b.2. Use ideas from the text to analyze personal responses to literature (text-to-self connections)
4.1c. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (c) relating to the feelings of characters of varying ages, genders, nationalities, races, cultures, religions and disabilities.
4.1c.1. Read and compare stories from different cultures and eras to broaden cultural awareness
4.1c.2. Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities
4.1c.3. Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content and abstract ideas in a text and identify appropriate text support
4.2a.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
4.2a.3. Make reasonable predictions as they read
4.2a.4. Test and revise predictions as they read further
4.2a.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
4.2a.6. Make connections between conclusions they draw and other beliefs or knowledge
4.2a.7. Make critical or analytical judgments about what they read
4.2a.8. Use texts to make generalizations
4.2a.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction), literary nonfiction (e.g., letter, magazine, biography, speeches, autobiography), and drama (e.g., classic and/or contemporary multi-act plays) to analyze the meaning of the text
4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.
4.2c.1. Analyze the effect of author's choices (word and content) on the reader
4.2c.2. Describe how the author's writing style influences the reader
4.2c.3. Analyze how an author creates mood by choosing words with specific connotations
4.2c.4. Compare styles among texts to determine effects of author's choices
4.2c.5. Describe characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches and novels
4.2c.6. Describe the most likely reason an author uses a particular genre in a given situation
4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.
4.2f.1. Describe how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)
4.2f.2. Describe how point of view impacts the reader
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and analyze stories from different cultures and eras to broaden cultural awareness
4.3a.2. Sympathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.3a.3. Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.2.1. Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue to convince an audience.
1.2.2. Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1.2.3. Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1.2.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students
1.2.4.1. Write in a manner that demonstrates an awareness of the audience (e.g., prior knowledge, motivation)
1.2.4.2. Communicate necessary background information and/or definitions
1.2.4.3. Acknowledge reader's positions or beliefs about ideas or issues and understand implication for the writer
1.2.4.4. Write to audiences that can be increasingly distant (e.g., unknown but familiar personalities/roles such as local politicians, in addition to more familiar 'others' from previous grades)
1.2.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.2.5.1. Development (Persuasive Writing): Present a clear defensible position that supports or opposes a debatable issue or question
1.2.5.2. Development (Persuasive Writing): Support the position with reasons that could include relevant facts, statistics, credible personal and expert opinions, examples, and/or insightful commentary
1.2.5.3. Development (Persuasive Writing): Acknowledge and evaluate readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions, make concessions)
1.2.5.4. Development (Persuasive Writing): Choose an original (e.g., beyond the obvious) and effective title, when appropriate
1.2.5.5. Development (Persuasive Writing): Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate
1.2.5.6. Development (Persuasive Writing): Avoid unsupported reasons (e.g., begging, 'it's not fair,' circular reasoning, partial truths, jumping to conclusions, jargon, faulty cause/effect statements)
1.2.5.7. Development (Persuasive Writing): Use persuasive and propaganda techniques (e.g. appeal to emotion, name calling, exaggeration/hyperbole, bandwagon, transfer, testimonial) when appropriate
1.2.5.8. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding plagiarism
1.2.5.9. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to world connections) that reveal to the reader the writer's depth of understanding of the issue
1.2.5.10. Development (Informative Writing): Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment
1.2.5.11. Development (Informative Writing): Write an effective title, when appropriate
1.2.5.12. Development (Informative Writing): Provide relevant information, reasons, and/or details to elaborate or clarify the subject (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions)
1.2.5.13. Development (Informative Writing): Analyze and use information from multiple primary and secondary sources to support theses and to generate new ideas and/or perspectives, avoiding plagiarism
1.2.5.14. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.15. Development (Expressive Writing): Develop increasingly more abstract and interesting ideas for writing that are fresh and original
1.2.5.16. Development (Expressive Writing): Create a title that reflects the subject and engages the reader
1.2.5.17. Development (Expressive Writing): Use dialogue, description, and narration when appropriate
1.2.5.18. Development (Expressive Writing): Use vivid sensory images (e.g., feelings, sight, smell) and figurative language (e.g., metaphor, simile) to elaborate details that will convey feelings and/or illustrate events and characters
1.2.5.19. Development (Expressive Writing): Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate
1.2.5.20. Development (Expressive Writing): Use strategies such as humor, non-literal language (e.g., idioms, puns, double-meanings) to engage the reader
1.2.5.21. Development (Expressive Writing): Text-based writing: use text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.22. Organization (Persuasive Writing): Present reasons in a logical order (weakest to strongest argument, strongest to weakest argument)
1.2.5.23. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument
1.2.5.24. Organization (Persuasive Writing): Develop an introduction that presents a simple thesis and takes a clear position; clarifies the issue in a way that clearly establishes a need for solution/action; provides necessary background; commands readers' attention (e.g., invokes or appeals to reader) when appropriate
1.2.5.25. Organization (Persuasive Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections
1.2.5.26. Organization (Persuasive Writing): Develop a conclusion that moves beyond summary (e.g., 'call to action' or 'next step', answers the 'so what?' question about the significance of the issue, raises related issues or consequence of non-action
1.2.5.27. Organization (Informative Writing): Present information in a logical order (e.g., most important to least important information, general to specific)
1.2.5.28. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject
1.2.5.29. Organization (Informative Writing): Develop an introduction/hook that presents a thesis that goes beyond the obvious and provides necessary background
1.2.5.30. Organization (Informative Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections
1.2.5.31. Organization (Informative Writing): Develop a conclusion that moves beyond summary (e.g., reinforcing the importance of the information, raising related issues)
1.2.5.32. Organization (Expressive Writing): Organize writing to engage the reader using a variety of forms and genres
1.2.5.33. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.34. Organization (Expressive Writing): Develop an introduction that hooks the reader and establishes the mood
1.2.5.35. Organization (Expressive Writing): Use transition words/phrases that show increasingly more complex relationships and make connections
1.2.5.36. Organization (Expressive Writing): Use order other than chronological (e.g., flashback, foreshadow, flash-forward)
1.2.5.37. Organization (Expressive Writing): Develop a conclusion that moves beyond summary (e.g., provide resolution/closure, pose purposeful questions to the reader to keep the reader thinking)
1.2.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a distinctive style, tone, and voice:
1.2.6.1. Use complete sentences to express thoughts
1.2.6.2. Vary sentence structure (e.g., simple, compound, complex, compound-complex sentences)
1.2.6.3. Vary kinds of sentences (declarative, explanatory, interrogative, imperative)
1.2.6.4. Vary sentence lengths
1.2.6.5. Vary sentence beginnings (experiment with placement of phrases and clauses in sentences)
1.2.6.6. Write sentences that create purpose-specific rhythm and flow naturally
1.2.7. Word Choice (Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style and voice in mind. The writer will
1.2.7.1. Use more specific, concrete language, and phrasing
1.2.7.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1.2.7.3. Use action verbs when possible
1.2.7.4. Use words that convey appropriate voice (e.g., attitude, emotion, point of view, commitment)
1.2.7.5. Use a variety of accurate words and phrases that avoid repetition
1.2.7.6. Use a purposeful range of formal/informal language depending on the audience
1.2.7.7. Use non-literal language (e.g., idioms, slang, figurative language, pun, dialect)
1.2.7.8. Use words that have denotations or connotations appropriate for the writing purpose
1.2.7.9. Use words that create appropriate mood for the writing occasion
1.2.8. Conventions (Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function
1.2.9. Conventions (Style/Voice): Use standard punctuation (commas, colons, hyphens, dashes, and italics) correctly
1.2.10. Conventions (Style/Voice): In addition to using standard punctuation students will
1.2.10.1. Use punctuation to show increasingly abstract relationships (e.g., comma for clarity such as to set off phrases, clauses, colon for lists, parentheses, appositives, semicolon)
1.2.10.2. Use punctuation for rhetorical effect (e.g., dash)
1.2.11. Conventions (Style/Voice): In addition to standard grammar and usage rules,
1.2.11.1. Control agreement of subject/verb, pronoun/antecedent
1.2.11.2. Control verb and pronoun use (e.g., consistency with verb tense, number, pronoun
1.2.12. Conventions (Style/Voice): Use conventional spellings with
1.2.12.1. Commonly misspelled words
1.2.12.2. Homophones, homographs, homonyms
1.2.12.3. Frequently used words
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)
1.4.2. Speak and listen for a variety of audiences (e.g., classroom, real-life) and purposes (e.g., awareness, enjoyment, information, problem solving)
1.4.3. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)
1.4.4. Use visual techniques appropriately
1.4.5. Share brief impromptu remarks about topics of interest to oneself and others
1.4.6. Speaking from notes or an outline, relate an experience in descriptive detail, with a sense of timing and etiquette appropriate to the occasion
1.4.7. Perform expressive oral readings of prose, poetry, and drama
1.4.8. Prepare and conduct interviews
1.4.9. Present a coherent, comprehensive report on differing viewpoints on an issue, evaluating the content of the material presented, and organizing the presentation in a manner appropriate to the audience
1.4.10. Differentiate between formal and informal contexts and employ an appropriate style of speaking, adjusting language, gestures, rate, and volume according to audience and purpose
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said and organizing for clarity
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Summarize and explain information conveyed in an oral communication accounting for key ideas, structure, and relationship of parts to the whole
1.5.5. Distinguish among purposes for listening (e.g., gaining information, being entertained) and take notes as appropriate
1.5.6. Recall significant details and sequence accurately
1.5.7. Follow a speaker's argument and represent it in notes
1.5.8. Evaluate the reliability of information in oral communication using criteria based on the topic; the context; analysis of logic, evidence, propaganda devices (e.g., bandwagon, double speak, name-calling); and style
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use words that reflect a growing range of interests and knowledge
1.6.2. Clarify and explain words and ideas
1.6.3. Give and follow oral directions
1.6.4. Use complex sentence structure
1.6.5. Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes
1.6.6. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
1.6.7. Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words
1.6.8. Identify common figures of speech and use them appropriately in oral communication
1.6.9. Identify common figures of speech (e.g., similes, metaphors, personification) and describe how writers use them to achieve specific effects
1.6.10. Use punctuation marks that distinguish statements, questions, exclamations, and commands
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Initiate conversation with peers and adults
1.7.2. Follow rules for conversation
1.7.3. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)
1.7.4. Listen attentively, demonstrating respect for the opinion of others
1.7.5. Respond responsibly and courteously to other's remarks
1.7.6. Explain opinions by citing evidence and referring to sources
1.7.7. Evaluate the stated ideas and opinions of others, seeking clarification through questions
1.7.8. Invite ideas and opinions of others into the discussion
1.7.9. Accept and use helpful criticism
1.7.10. Summarize the main points of a discussion orally, and in writing, specifying areas of agreement and disagreement
1.7.11. Participate in discussion without dominating
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Vocabulary: Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g.: bio, derm, anti, graph, tele)
2.1.2. Fluency: Read orally from familiar text at an appropriate rate, with accuracy and prosody
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Analyzing illustrations to clarify meanings of abstract words and concepts
2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2a.1.4. Using knowledge of homonyms and homographs to avoid reading confusion
2.2a.1.5. Using word cues (e.g., metaphors, similes)
2.2a.1.6. Using appositives
2.2a.1.7. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3a.1.9. Seeking the meaning of unknown vocabulary
2.3a.1.10. Analyzing story/literary elements and text structure
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Explain personal connections to the ideas or information in the text(s)
2.3c.6. Skim text to search for connections between and among ideas
2.3c.7. Restate in own words the main events in the text
2.3c.8. Periodically summarize while reading
2.3c.9. Periodically paraphrase important ideas or information
2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of a variety of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Apply essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Analyze text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/solution, simple cause/effect) to make meaning of text
2.4bI/T.3. Analyze the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) to enhance understanding of the text
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify character(s) in a literary text or speaker(s) in a poem
2.4bL.2. Describe the roles (e.g., protagonist/hero, antagonist/villain) characters play in a literary text
2.4bL.3. Describe the changes in setting (flashback, foreshadowing)
2.4bL.4. Identify various types of conflict (man vs. man, man vs. nature, man vs. self, man vs. society)
2.4bL.5. Identify conflict(s), climax(s)/turning point(s) and resolution(s)
2.4bL.6. Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect)
2.4bL.7. Distinguish between main plot and multiple subplots
2.4bL.8. Identify point of view (first person, third person limited, third person objective, omniscient)
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, puns, symbols, imagery, mood, allusion, puns, and irony)
2.4c.2. Analyze how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution
2.4d.2. Summarize the strongly implied reasons for why or how events happen in a literary text
2.4d.3. Summarize the main ideas and supporting details in an informative/technical text
2.4d.4. Retell/restate in order the important events in a text
2.4d.5. Restate in order the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create graphic organizers to assist in comprehension of a text
2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/solution, cause/effect)
2.4e.3. Create an outline
2.4e.4. Summarize a text capturing the most important parts of the original piece
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose
2.4f.1. Analyze the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the intended messages of advertisements, entertainment programs, and news sources
2.4f.3. Describe the author's purposes shape the content
2.4f.4. Describe the difference between a stated purpose and an underlying reason in TV commercials and advertisements
2.4f.5. Create meaning from a variety of media
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts
2.4g.1. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.2. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters presented in two or more texts
2.4g.3. Analyze subtle changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion
2.4h.1. Discriminate between facts and/or subtle opinions in text(s)
2.4h.2. Identify facts in a text and determine their relevance to the issue
2.4h.3. Identify implied opinions in a text
2.4h.4. Use word clues (believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2.4h.5. Question information in a text to determine if it is factual
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences.
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Test and revise predictions as they read further
2.4i.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
2.4i.6. Make connections between conclusions they draw and other beliefs or knowledge
2.4i.7. Make critical or analytical judgments about what they read
2.4i.8. Use texts to make generalizations
2.4i.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.
2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information
2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source
2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source
2.4j.4. Use date of publication to evaluate the validity and reliability of a source
2.4j.5. Use criteria to evaluate the author's use of logic, propaganda, bias, language, and motives in order to determine validity and reliability of a source
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.4k.3. Analyze how connections (text-to-self, text-to-world) are contributing to their understanding of the text.
2.4k.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources
2.5a.1. Connect and synthesize information from many sources to generate new information/new ideas or expand prior knowledge (text-to-text and text-to-self connections)
2.5a.2. Synthesize information by comparing, eliminating and merging disparate pieces into one coherent whole
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Synthesize experience and knowledge of the world (text-to-world connections) to make, support and apply judgments (that may not be dichotomous) about issues in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Use information in a text to develop a logical opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
2.5d.1.2. Evaluate the author's viewpoint or attitude toward a topic or idea when strongly implied
2.5d.1.3. Evaluate the effect of an author's use of formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2.5e.1. Analyze how an author's use of literary devices (figurative language, dialogue and description) and non-literal expressions (idioms, double meanings, puns) in a text affects readers
2.5e.2. Evaluate the impact of specific figurative and non-literal (idiomatic) expressions on the meaning of a text
2.5e.3. Evaluate an author 's decision to use specific figurative and non-literal (idiomatic) expressions in a text
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Evaluate how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Evaluate the strengths and weaknesses of multiple text(s), sources, format, and argument
2.5f.4. Analyze the completeness, accuracy, and/or clarity of the information in a complex text
2.5f.5. Identify and evaluate information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5f.6. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5f.7. Analyze ambiguous information in complex texts
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Analyze texts by reading and reacting to passages from a piece of text and critical interpretations of that same work
2.5g.2. Listen to and critique opposing interpretations of the same piece of text and consider, through classroom dialogue and independent reading, how these opinions were formed
2.5g.3. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.4. Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5i.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring)
2.5i.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question
2.5i.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g., television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5i.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5i.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5i.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5i.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5i.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5i.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5i.10. Evaluate ambiguous information in texts
2.5j. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5j.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring)
2.5j.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question
2.5j.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g., television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5j.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5j.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5j.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5j.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5j.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5j.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5j.10. Evaluate ambiguous information in texts
2.5l. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by evaluating the literary merit of various texts and media presentations (d) recognizing literary merit.
2.5l.1. Read a variety of texts and evaluate them using these criteria to determine their literary merit:
2.5l.1.1. Has a unique writing style
2.5l.1.2. Has details
2.5l.1.3. Has a purpose
2.5l.1.4. Has clear, distinctive characters
2.5l.1.5. Is understandable
2.5l.1.6. Has an expressive vocabulary
2.5l.1.7. Has an unpredictable plot
2.5l.1.8. Has a variety of episodes/action
2.5l.1.9. Has an expressive vocabulary
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in text(s)
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.6b.3. Analyze how connections (text-to-self, text-to-world) are contributing to their understanding of the text.
2.6b.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.7b. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by identifying the underlying purposes of media messages (e.g., profit vs. nonprofit, humanitarianism, support of artistry).
2.7b.1. Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages
2.7b.2. Analyze the difference between a stated purpose and an underlying purpose in media messages (e.g., TV commercials, radio, Internet, video games, advertisements)
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Determine valid resources for researching a topic, including primary and secondary resources
3.1a1.3. Evaluate the importance and quality of sources
3.1a1.4. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.5. Select essential sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic
3.1a1.6. Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information
3.1a1.7. Use traditional and electronic search tools
3.1a1.8. Use teacher-selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Formulate a research question or thesis statement
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources in a standard bibliographic format
3.1a2.9. Relay facts from research
3.1a2.10. Summarize ways in which the research process and product can be improved
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use various technologies (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner) to extract needed information
3.1b.2. Determine the most appropriate form of technology for the task of extracting needed information
3.1b.3. Decide what information is valuable for a particular situation
3.1b.4. Select and use various methods (e.g., web, chart) to manage information
3.1b.5. Create own system for organizing information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by making a graphic organizer, making an outline. using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas, and producing a video production.
3.2a.2. Use various forms of technology word processing, presentation programs, digital cameras, scanners, and multimedia to formulate writing and/or communicate knowledge of products.
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Recognize the need to put information from sources in their own words
3.2b.4. List sources of information in bibliographic form
3.2b.5. Present gathered information in an oral or written format, which
3.2b.5.1. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.5.2. Incorporates information from more than one source
3.2b.5.3. Includes information relevant to topic and purpose
3.2b.5.4. Identifies source of information
3.2b.5.5. Fulfills the identified purpose as clearly indicated in the topic sentence
3.2b.5.6. Utilizes an organizational plan for combining paragraphs to address a designated purpose and topic
3.2b.5.7. Incorporates information from multiple sources
3.2b.5.8. Summarizes and/or paraphrases information from sources
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Differentiate between primary and secondary sources
3.3a2.2. Independently select sources which are authoritative from teacher selected data bases (e.g., UD Library Search)
3.3a2.3. Independently analyze source and information for accuracy, bias, stereotypes, and validity
3.3a2.4. Formulate conclusions based upon information relevant to a specific purpose
3.3a2.5. Use information to express ideas relevant to specific purpose
3.3a2.6. Demonstrate how information retrieved does or does not address original problem
3.3a2.7. Evaluate information in terms of credibility and accuracy
3.3a2.8. Use technology to facilitate evaluation
3.3b1. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently interpreting information as appropriate to a specific purpose.
3.3b1.1. Use retrieved information to accomplish a specific purpose
3.3b1.2. Prioritize sources based on relevance
3.3b1.3. Reevaluate their position on the topic and your research strategy
3.3b1.4. Consider whether they have uncovered any worthwhile information that might take their research in a different direction
3.3b1.5. Consider whether they have uncovered any worthwhile information that has caused them to see their topic from a new perspective
3.3b1.6. Consider whether research needs to be redirected in any way based on material uncovered based on relevance
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to
3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.1.2. Evaluate the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.1.3. Evaluate the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Describe the reasons for a character's actions in a literary text, critically analyzing the text
4.1a.2. Make and support relevant connections between the reader's personal situations and motivations of characters in a text
4.1b. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature.
4.1b.1. Evaluate the effect of the author's use of imagery and figurative language on a reader
4.1b.2. Use ideas from the text to evaluate personal responses to literature (text-to-self connections)
4.1c. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (c) relating to the feelings of characters of varying ages, genders, nationalities, races, cultures, religions and disabilities.
4.1c.1. Read and analyze stories from different cultures and eras to broaden cultural awareness
4.1c.2. Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities
4.1c.3. Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content and abstract ideas in a text and identify appropriate text support
4.2a.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
4.2a.3. Make reasonable predictions as they read
4.2a.4. Test and revise predictions as they read further
4.2a.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
4.2a.6. Make connections between conclusions they draw and other beliefs or knowledge
4.2a.7. Make critical or analytical judgments about what they read
4.2a.8. Analyze texts to make generalizations
4.2a.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction), literary nonfiction (e.g., letter, magazine, biography, speeches, autobiography), and drama (e.g., classic and/or contemporary multi-act plays) to analyze the meaning of the text
4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.
4.2c.1. Analyze the effect of author's choices (word and content) on the reader
4.2c.2. Analyze how the author's writing style influences the reader
4.2c.3. Analyze how an author creates mood by choosing words with specific connotations
4.2c.4. Compare styles among texts to determine effects of author's choices
4.2c.5. Compare characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches and novels
4.2c.6. Analyze the most likely reason an author uses a particular genre in a given situation
4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.
4.2f.1. Analyze how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)
4.2f.2. Analyze how point of view impacts the reader
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and evaluate complex stories from different cultures and eras to broaden cultural awareness
4.3a.2. Begin to empathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.3a.3. Compare works of literature from the same historical period written by authors from different (cultural, generational, and gender) perspectives
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.2.1. Purpose: Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue to convince an audience.
1.2.2. Purpose: Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1.2.3. Purpose: Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1.2.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students:
1.2.4.1. Write in a manner that demonstrates an awareness of the audience (e.g., prior knowledge, motivation)
1.2.4.2. Communicate necessary background information and/or definitions for a given audience
1.2.4.3. Acknowledge reader's positions or beliefs about ideas or issues and understand implication for the writer
1.2.4.4. Write to audiences that can be increasingly distant (e.g., unknown but familiar personalities/roles such as local politicians, in addition to more familiar 'others' from previous grades)
1.2.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.2.5.1. Development (Persuasive Writing): Present a clear defensible position that supports or opposes a debatable issue or question
1.2.5.2. Development (Persuasive Writing): Support position with reasons that could include relevant facts, statistics, credible personal and expert opinions, examples, and/or insightful commentary
1.2.5.3. Development (Persuasive Writing): Acknowledge and evaluate readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., recognize alternative view points, propose solutions, make concessions, present a rebuttal)
1.2.5.4. Development (Persuasive Writing): Create an original (e.g., beyond the obvious) and effective title, when appropriate
1.2.5.5. Development (Persuasive Writing): Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate
1.2.5.6. Development (Persuasive Writing): Avoid unsupported reasons/logical fallacies (e.g., begging, 'it's not fair,' circular reasoning, partial truths, jumping to conclusions, jargon, faulty cause/effect statements)
1.2.5.7. Development (Persuasive Writing): Use persuasive and propaganda techniques (e.g., appeal to emotion, name calling, exaggeration/hyperbole, bandwagon, transfer, testimonial) when appropriate
1.2.5.8. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding plagiarism
1.2.5.9. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the issue
1.2.5.10. Development (Informative Writing): Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment
1.2.5.11. Development (Informative Writing): Write an effective title, when appropriate
1.2.5.12. Development (Informative Writing): Provide relevant information, reasons, and/or details to elaborate or clarify the subject (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions)
1.2.5.13. Development (Informative Writing): Analyze and use information from multiple primary and secondary sources to support obvious generalizations and theses and to generate new ideas and/or perspectives, avoiding plagiarism
1.2.5.14. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.15. Development (Expressive Writing): Develop increasingly more abstract and interesting ideas for writing that are fresh and original
1.2.5.16. Development (Expressive Writing): Create a title that reflects the subject and engages the reader
1.2.5.17. Development (Expressive Writing): Use dialogue, description, and narration when appropriate
1.2.5.18. Development (Expressive Writing): Use vivid sensory images, figurative language, monologue and allusion to elaborate details that will convey feelings and/or illustrate events and characters
1.2.5.19. Development (Expressive Writing): Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate
1.2.5.20. Development (Expressive Writing): Use strategies such as humor, non-literal language (e.g., idioms, puns, double-meanings) to engage the reader
1.2.5.21. Development (Expressive Writing): Text-based writing: use text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.22. Organization (Persuasive Writing): Present reasons in a logical order (weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning)
1.2.5.23. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument
1.2.5.24. Organization (Persuasive Writing): Develop an introduction that presents a thesis and takes a clear position, clarifies the issue in a way that clearly establishes a need for solution/action, provides necessary background, commands readers' attention (e.g., invokes or appeals to reader) when appropriate, and provides criteria for evaluation of opposition
1.2.5.25. Organization (Persuasive Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace, tracing development of the perspective)
1.2.5.26. Organization (Persuasive Writing): Develop a conclusion that moves beyond summary (e.g., 'call to action' or 'next step', answers the 'so what?' question about the significance of the issue, raises related issues or consequence of non-action, provides perspective
1.2.5.27. Organization (Informative Writing): Plan how to present information in a logical order (e.g., most important to least important information, general to specific)
1.2.5.28. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject
1.2.5.29. Organization (Informative Writing): Develop an introduction/hook that presents a thesis that goes beyond the obvious and provides necessary background
1.2.5.30. Organization (Informative Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections
1.2.5.31. Organization (Informative Writing): Develop a conclusion that moves beyond summary (e.g., reinforcing the importance of the information, raising related issues, and/or generating a new hypothesis)
1.2.5.32. Organization (Expressive Writing): Organize writing to engage the reader using a variety of forms and genres
1.2.5.33. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.34. Organization (Expressive Writing): Develop an introduction that hooks the reader and establishes the mood and tone
1.2.5.35. Organization (Expressive Writing): Use transition words/phrases that show increasingly more complex relationships and make connections
1.2.5.36. Organization (Expressive Writing): Use order other than chronological (e.g., flashback, foreshadow, flash-forward)
1.2.5.37. Organization (Expressive Writing): Develop a conclusion that moves beyond summary (e.g., provide resolution/closure, pose purposeful questions to the reader to keep the reader thinking, refers back to the introduction/hook for circular endings)
1.2.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a distinctive style, tone and voice:
1.2.6.1. Use complete sentences to express thoughts
1.2.6.2. Vary sentence structure (e.g., simple, compound, complex, compound-complex sentences)
1.2.6.3. Vary kinds of sentences (declarative, explanatory, interrogative, imperative)
1.2.6.4. Vary sentence lengths
1.2.6.5. Vary sentence beginnings (experiment with placement of phrases and clauses in sentences)
1.2.6.6. Write sentences that create purpose-specific rhythm and flow naturally
1.2.7. Word Choice (& Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style and voice in mind. The writer will
1.2.7.1. Use more specific, concrete language and phrasing
1.2.7.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1.2.7.3. Use action verbs when possible
1.2.7.4. Use words that convey appropriate voice (e.g., attitude, emotion, point of view, commitment) and add depth to writing
1.2.7.5. Use a variety of accurate words and phrases that avoid repetition
1.2.7.6. Use a purposeful range of formal/informal language depending on the audience
1.2.7.7. Use non-literal language (e.g., idioms, slang, figurative language, pun, dialect)
1.2.7.8. Use words that have denotations or connotations appropriate for the writing purpose
1.2.7.9. Use words that create consistent style and tone for the writing occasion
1.2.7.10. Purposely use active and passive voice
1.2.8. Conventions (& Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function
1.2.9. Conventions (& Style/Voice): Use standard punctuation (commas, colons, hyphens, dashes, and italics) correctly
1.2.10. Conventions (& Style/Voice): In addition to using standard punctuation students will:
1.2.10.1. Use punctuation to show increasingly abstract relationships (e.g., comma for clarity such as to set off phrases, clauses, colon for lists and to show relationships, parentheses, appositives, semicolon)
1.2.10.2. Use punctuation for rhetorical effect (e.g., dash)
1.2.11. Conventions (& Style/Voice): In addition to standard grammar and usage rules,
1.2.11.1. Control agreement of subject/verb, more complex pronoun/antecedent (e.g., indefinite pronouns)
1.2.11.2. Control verb and pronoun use (e.g., consistency with verb tense, number, pronoun gender)
1.2.11.3. Use active and passive voice to achieve purpose
1.2.12. Conventions (& Style/Voice): Use conventional spellings with commonly misspelled words; homophones, homographs, homonyms; frequently used words
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)
1.4.2. Speak and listen for a variety of audiences (e.g., classroom, real-life) and purposes (e.g., awareness, enjoyment, information, problem solving)
1.4.3. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)
1.4.4. Use visual techniques appropriately
1.4.5. Share impromptu remarks about topics of interest to oneself and others
1.4.6. Speaking from notes or an outline, relate an experience in descriptive detail, with a sense of timing and etiquette appropriate to the occasion
1.4.7. Perform expressive oral readings of prose, poetry, and drama
1.4.8. Prepare and conduct interviews
1.4.9. Present a coherent, comprehensive report on differing viewpoints on an issue, evaluating the content of the material presented, and organizing the presentation in a manner appropriate to the audience
1.4.10. Differentiate between formal and informal contexts and employ an appropriate style of speaking, adjusting language, gestures, rate, and volume according to audience and purpose
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Summarize and explain information conveyed in an oral communication accounting for key ideas, structure, and relationship of parts to the whole
1.5.5. Distinguish among purposes for listening (e.g., gaining information, being entertained) and take notes as appropriate
1.5.6. Recall significant details and sequence accurately
1.5.7. Follow a speaker's argument and represent it in notes
1.5.8. Evaluate the reliability of information in oral communication using criteria based on the topic; the context; analysis of logic, evidence, propaganda devices (e.g., bandwagon, double speak, name-calling); style
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use words that reflect a growing range of interests and knowledge
1.6.2. Clarify and explain words and ideas
1.6.3. Give and follow oral directions
1.6.4. Use complex sentence structure
1.6.5. Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes
1.6.6. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
1.6.7. Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words
1.6.8. Identify common figures of speech and use them appropriately in oral communication
1.6.9. Identify common figures of speech (e.g., similes, metaphors, personification, hyperbole, allusion) and describe how writers use them to achieve specific effects and use them appropriately
1.6.10. Use punctuation marks that distinguish statements, questions, exclamations, and commands
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Initiate conversation with peers and adults
1.7.2. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)
1.7.3. Listen attentively, demonstrating respect for the opinion of others
1.7.4. Respond responsibly and courteously to other's remarks
1.7.5. Explain opinions by citing evidence and referring to sources
1.7.6. Evaluate the stated ideas and opinions of others, seeking clarification through questions
1.7.7. Invite ideas and opinions of others into the discussion
1.7.8. Accept and use helpful criticism
1.7.9. Summarize the main points of a discussion orally, and in writing, specifying areas of agreement and disagreement
1.7.10. Participate in discussion without dominating
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g.: bio, derm, anti, graph, tele)
2.1.2. Fluency: Read orally from familiar text at an appropriate rate, with accuracy and prosody
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by:
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Analyzing illustrations to clarify meanings of abstract words and concepts
2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2a.1.4. Using knowledge of homonyms and homographs to avoid reading confusion
2.2a.1.5. Using word cues (e.g., metaphors, similes)
2.2a.1.6. Using appositives
2.2a.1.7. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by:
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3a.1.9. Seeking the meaning of unknown vocabulary
2.3a.1.10. Analyzing story/literary elements and text structure
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Explain personal connections to the ideas or information in the text(s)
2.3c.6. Skim text to search for connections between and among ideas
2.3c.7. Restate in own words the main events in the text
2.3c.8. Frequently summarize while reading
2.3c.9. Frequently paraphrase important ideas or information
2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of a variety of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Apply essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Analyze text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/solution, simple cause/effect) to make meaning of text
2.4bI/T.3. Analyze the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) to enhance understanding of the text
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify character(s) in a literary text or speaker(s) in a poem
2.4bL.2. Describe the roles (e.g., protagonist/hero, antagonist/villain) characters play in a literary text
2.4bL.3. Describe the changes in setting (flashback, foreshadowing)
2.4bL.4. Identify various types of conflict (man vs. man, man vs. nature, man vs. self, man vs. society)
2.4bL.5. Identify conflict(s), climax(s)/turning point(s) and resolution(s)
2.4bL.6. Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect)
2.4bL.7. Distinguish between main plot and multiple subplots
2.4bL.8. Identify point of view (first person, third person limited, third person objective, omniscient)
2.4bL.9. Identify the story structure/organizational pattern in a literary text (e.g., time order, geographic order, order of Importance, cause/effect, classification
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, symbols, imagery, mood, allusion, puns, irony, and tone)
2.4c.2. Analyze how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution
2.4d.2. Summarize the strongly implied reasons for why or how events happen in a literary text
2.4d.3. Summarize the main ideas and supporting details in an informative/technical text
2.4d.4. Retell/restate in order the important events in a text
2.4d.5. Restate in order the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create graphic organizers to assist in comprehension of a text
2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/solution, cause/effect)
2.4e.3. Create an outline
2.4e.4. Summarize a text capturing the most important parts of the original piece
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose
2.4f.1. Analyze the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the intended messages of advertisements, entertainment programs, and news sources
2.4f.3. Analyze how the author's purposes shape the content
2.4f.4. Analyze the difference between a stated purpose and an underlying reason in TV commercials and advertisements
2.4f.5. Create meaning from a variety of media
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts
2.4g.1. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.2. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters presented in two or more texts
2.4g.3. Analyze subtle changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion
2.4h.1. Discriminate between facts and/or subtle opinions in text(s)
2.4h.2. Identify facts in a text and determine their relevance to the issue
2.4h.3. Identify implied opinions in a text and determine their relevance to the issue
2.4h.4. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2.4h.5. Question information in a text to determine if it is factual
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences.
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Explain inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Test and revise predictions as they read further
2.4i.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
2.4i.6. Make connections between conclusions they draw and other beliefs or knowledge
2.4i.7. Make critical or analytical judgments about what they read
2.4i.8. Analyze texts to make generalizations
2.4i.9. Create interpretations of text that are adapted as they continue to read and after they read
2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.
2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information
2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source
2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source
2.4j.4. Use date of publication to evaluate the validity and reliability of a source
2.4j.5. Use criteria to evaluate the author's use of logic propaganda, bias, language, and motives in order to determine validity and reliability of a source
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.4k.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.4k.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources.
2.5a.1. Connect and synthesize information from increasingly different sources to generate new information/new ideas or expand prior knowledge (text-to-text and text-to-self connections)
2.5a.2. Synthesize information by comparing, eliminating and merging disparate pieces into one coherent whole
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Synthesize experience and knowledge of the world (text-to-world connections) to make, support and apply judgments (that may not be dichotomous) based on the evaluation of complex issues in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Analyze information in a text to develop a logical opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
2.5d.1.2. Evaluate the author's viewpoint or attitude toward a topic or idea
2.5d.1.3. Evaluate the effect of an author's use of formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2.5e.1. Evaluate how an author's use of literary devices (figurative language, dialogue and description) and non-literal expressions (idioms, double meanings, puns, irony) in a text affects readers
2.5e.2. Evaluate the impact of specific figurative and non-literal (idiomatic) expressions on the meaning of text
2.5e.3. Evaluate an author 's decision to use specific figurative and non-literal (idiomatic) expressions in a text
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Evaluate how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Evaluate the strengths and weaknesses of multiple text(s), sources, format, and argument
2.5f.4. Analyze the completeness, accuracy, and/or clarity of the information in a complex text
2.5f.5. Identify and evaluate information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5f.6. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5f.7. Analyze ambiguous information in complex texts
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Analyze texts by reading and reacting to passages from a piece of text and critical interpretations of that same work
2.5g.2. Listen to and critique opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.3. Synthesize diverse interpretations of the same reading and compare and contrast them through classroom dialogue and independent writing
2.5g.4. Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5i.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring, circular thinking, parallelism)
2.5i.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5i.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g. television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5i.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5i.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5i.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5i.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5i.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5i.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5i.10. Evaluate ambiguous information in texts
2.5j. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5j.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring, circular thinking, parallelism)
2.5j.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5j.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g. television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5j.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5j.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5j.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5j.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5j.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5j.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5j.10. Evaluate ambiguous information in texts
2.5l. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by evaluating the literary merit of various texts and media presentations (d) recognizing literary merit.
2.5l.1. Read a variety of texts and evaluate them using these criteria to determine their literary merit:
2.5l.1.1. Has a unique writing style that is appropriate
2.5l.1.2. Has details
2.5l.1.3. Has a purpose
2.5l.1.4. Has clear, distinctive characters
2.5l.1.5. Is understandable
2.5l.1.6. Has an expressive vocabulary
2.5l.1.7. Has an unpredictable plot that is developed
2.5l.1.8. Has a variety of episodes/action
2.5l.1.9. Has an expressive vocabulary
2.5l.1.10. Interpretation of the theme or concept
2.5l.1.11. Presentation of information including accuracy, clarity, and organization
2.5l.12. Delineation of setting
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in text(s)
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.6b.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.6b.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.7b. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by identifying the underlying purposes of media messages (e.g., profit vs. nonprofit, humanitarianism, support of artistry).
2.7b.1. Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages
2.7b.2. Analyze the difference between a stated purpose and an underlying purpose in media messages (e.g., TV commercials, radio, Internet, video games, advertisements)
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Determine valid resources for researching a topic, including primary and secondary sources
3.1a1.3. Evaluate the importance and quality of sources
3.1a1.4. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.5. Select essential sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic
3.1a1.6. Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information
3.1a1.7. Use traditional and electronic search tools
3.1a1.8. Use teacher-selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Formulate a research question or thesis statement
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources in a standard bibliographic format
3.1a2.9. Relay facts from research
3.1a2.10. Summarize ways in which the research process and product can be improved
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use various technologies (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner) to extract needed information
3.1b.2. Determine the most appropriate form of technology for the task of extracting needed information
3.1b.3. Decide what information is valuable for a particular situation
3.1b.4. Select and use various methods (e.g., web, chart) to manage information
3.1b.5. Create own system for organizing information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by making a graphic organizer, making an outline, using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas, and producing a video production
3.2a.2. Use various forms of technology: word processing, presentation programs, digital cameras, scanners, and multimedia to formulate writing and/or communicate knowledge of products
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Recognize the need to put information from sources in their own words
3.2b.4. List sources of information in bibliographic form that follows a designated format (MLA, APA)
3.2b.5. Present gathered information in an oral or written format, which
3.2b.5.1. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.5.2. Incorporates information from more than one source
3.2b.5.3. Includes information relevant to topic and purpose
3.2b.5.4. Identifies source of information
3.2b.5.5. Fulfills the identified purpose as clearly indicated in the thesis statement
3.2b.5.6. Utilizes an organizational plan for combining paragraphs to address a designated purpose and topic
3.2b.5.7. Incorporates information from multiple sources
3.2b.5.8. Summarizes and/or paraphrases information from sources
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Differentiate between primary and secondary sources
3.3a2.2. Independently select sources which are authoritative including UD Library Search
3.3a2.3. Independently analyze source and information for accuracy, bias, stereotypes, and validity
3.3a2.4. Formulate conclusions based upon information relevant to a specific purpose
3.3a2.5. Use information to express ideas relevant to specific purpose
3.3a2.6. Demonstrate how information retrieved does or does not address original problem
3.3a2.7. Evaluate information in terms of credibility, accuracy, and social, economic, political, legal and ethical issues that may impact it
3.3a2.8. Use technology to facilitate evaluation
3.3b1. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently interpreting information as appropriate to a specific purpose.
3.3b1.1. Use retrieved information to accomplish a specific purpose
3.3b1.2. Prioritize sources based on relevance
3.3b1.3. Reevaluate their position on the topic and your research strategy
3.3b1.4. Consider whether they have uncovered any worthwhile information that might take their research in a different direction
3.3b1.5. Consider whether they have uncovered any worthwhile information that has caused them to see their topic from a new perspective
3.3b1.6. Consider whether research needs to be redirected in any way based on material uncovered based on relevance
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to:
3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.1.2. Evaluate the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.1.3. Evaluate the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Evaluate a character's actions in a literary text, critically analyzing the text
4.1a.2. Make and support insightful connections between the reader's personal situations and motivations of characters in a text
4.1b. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature.
4.1b.1. Evaluate the effect of the author's use of imagery and figurative language on a reader
4.1b.2. Use ideas from the text to evaluate personal responses to literature (text-to-self connections)
4.1c. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (c) relating to the feelings of characters of varying ages, genders, nationalities, races, cultures, religions and disabilities.
4.1c.1. Read and analyze stories from different cultures and eras to broaden cultural awareness
4.1c.2. Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities
4.1c.3. Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content, abstract ideas, events, characters, setting, and mood in a text and identify appropriate text support
4.2a.2. Make inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
4.2a.3. Make reasonable predictions as they read
4.2a.4. Test and revise predictions as they read further
4.2a.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
4.2a.6. Make connections between conclusions they draw and other beliefs or knowledge
4.2a.7. Make critical or analytical judgments about what they read
4.2a.8. Analyze texts to make generalizations
4.2a.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to: fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction), literary nonfiction (e.g., letter, magazine, biography, speeches, autobiography), and drama (e.g., classic and/or contemporary multi-act plays) to analyze the meaning of the text
4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.
4.2c.1. Evaluate the effect of author's choices (word and content) on the reader
4.2c.2. Analyze how the author's writing style influences the reader
4.2c.3. Evaluate the effectiveness of an author's choice of words with specific connotations to create mood
4.2c.4. Compare styles among texts to determine effects of author's choices
4.2c.5. Compare characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches and novels
4.2c.6. Evaluate an author's decision to use a particular genre in a given situation
4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.
4.2f.1. Analyze how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)
4.2f.2. Analyze how point of view impacts the reader
4.2f.3. Evaluate the effect of an author's use of point of view such as first vs. third, limited vs. omniscient, and subjective vs. objective
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and evaluate complex stories from different cultures and eras to broaden cultural awareness
4.3a.2. Empathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.3a.3. Compare works of literature from the same historical period written by authors from different (cultural, generational, and gender) perspectives
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
4.4b. Using literature appropriate for age, stage, and interests, students will be able to apply knowledge gained from literature as a basis for understanding self and society by using literature as a resource for understanding social and political issues.
4.4.b.1. Compare works of literature from the same historical period written by authors from different cultural, generational, and gender perspectives
4.4.b.2. Analyze an author's viewpoint and message in relation to the historical and cultural context of the author's work
4.4.b.3. Identify social, historical, cultural and biographical influences on literary works
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.2.1. Purpose: Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue to convince an audience.
1.2.2. Purpose: Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1.2.3. Purpose: Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1.2.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students
1.2.4.1. Write in a manner that demonstrates an awareness of the audience (e.g., prior knowledge, motivation)
1.2.4.2. Communicate necessary background information and/or definitions for a given audience
1.2.4.3. Acknowledge reader's positions or beliefs about ideas or issues, understand implications for the writer, and adjust content accordingly
1.2.4.4. Write to audiences that can be increasingly distant and abstract (e.g., unknown audiences such as politicians, leaders/owners of businesses [CEOs], in addition to more familiar 'others' from previous grades)
1.2.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive.
1.2.5.1. Development (Persuasive Writing): Present a clear defensible position that supports, opposes, or qualifies the issue/question
1.2.5.2. Development (Persuasive Writing): Support position with reasons that could include relevant facts, statistics, credible personal and expert opinions, examples, and/or insightful commentary
1.2.5.3. Development (Persuasive Writing): Acknowledge and evaluate readers' anticipated position(s) on the issue and/or anticipated opposition (e.g., recognize alternative view points, propose solutions, make concessions, present a rebuttal)
1.2.5.4. Development (Persuasive Writing): Acknowledge assumptions within arguments and recognize unstated assumptions in opposition
1.2.5.5. Development (Persuasive Writing): Write an original (e.g., beyond the obvious) and effective title, when appropriate
1.2.5.6. Development (Persuasive Writing): Avoid unsupported reasons/logical fallacies (e.g., begging, 'it's not fair,' circular reasoning, partial truths, jumping to conclusions, jargon, faulty cause/effect statements, inadequately warranted claims)
1.2.5.7. Development (Persuasive Writing): Use (when appropriate) persuasive and propaganda techniques (e.g., appeal to emotion, name calling, exaggeration/hyperbole, bandwagon, transfer, testimonial, parallelism, analogy) when appropriate
1.2.5.8. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding plagiarism
1.2.5.9. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the issue
1.2.5.10. Development (Informative Writing): Select an interesting, manageable and thought-provoking subject or focus for writing and one that meets the requirements of the assignment
1.2.5.11. Development (Informative Writing): Write an effective title, when appropriate
1.2.5.12. Development (Informative Writing): Provide relevant information, reasons, and/or details to elaborate or clarify the subject (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions)
1.2.5.13. Development (Informative Writing): Analyze and use information from multiple primary and secondary sources to support generalizations and theses, and to generate new ideas and/or perspectives, avoiding plagiarism
1.2.5.14. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.15. Development (Expressive Writing): Develop increasingly more abstract and interesting ideas for writing that are fresh and original
1.2.5.16. Development (Expressive Writing): Create a title that reflects the subject and engages the reader
1.2.5.17. Development (Expressive Writing): Use dialogue, description, and narration when appropriate
1.2.5.18. Development (Expressive Writing): Use vivid sensory images, figurative language, monologue, and/or allusion to elaborate details that will convey feelings and/or illustrate events and characters
1.2.5.19. Development (Expressive Writing): Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate
1.2.5.20. Development (Expressive Writing): Use strategies such as humor, non-literal language (e.g., puns, double-meanings, purposeful use of ambiguity), alternative narrative techniques (e.g., stream-of-consciousness) to engage the reader
1.2.5.21. Development (Expressive Writing): Text-based writing: combine information from text and prior knowledge, to elaborate upon ideas in writing (text-to-self, text-to- text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.22. Organization (Persuasive Writing): Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning)
1.2.5.23. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument
1.2.5.24. Organization (Persuasive Writing): Develop an introduction that presents a thesis and takes a clear position and establishes self as authority; clarifies the issue in a way that clearly establishes a need for solution/action; provides necessary background; commands readers' attention (e.g., invokes or appeals to reader) when appropriate; and provides criteria for evaluation of opposition
1.2.5.25. Organization (Persuasive Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace, tracing development of the perspective and/or logic of the argument)
1.2.5.26. Organization (Persuasive Writing): Develop a conclusion that moves beyond summary (e.g., 'call to action' or 'next step,' answers the 'so what?' question about the significance of the issue, raises related issues or consequence of non-action, provides perspective)
1.2.5.27. Organization (Informative Writing): Plan how to present information in a logical order (e.g., most important to least important information, general to specific, inductive or deductive reasoning)
1.2.5.28. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject
1.2.5.29. Organization (Informative Writing): Develop an introduction/hook that presents a thesis that goes beyond the obvious and provides necessary background
1.2.5.30. Organization (Informative Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections
1.2.5.31. Organization (Informative Writing): Develop a conclusion that moves beyond summary (e.g., reinforcing the importance of the information, raising related issues, and/or generating a new hypothesis)
1.2.5.32. Organization (Informative Writing): Organize writing to engage the reader (e.g., use by using other forms and genres
1.2.5.33. Organization (Informative Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.34. Organization (Expressive Writing): Organize writing to engage the reader (e.g., use by using other forms and genres
1.2.5.35. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.36. Organization (Expressive Writing): Develop an introduction that hooks the reader and establishes the mood and tone
1.2.5.37. Organization (Expressive Writing): Use transition words/phrases that show increasingly more complex relationships and make connections
1.2.5.38. Organization (Expressive Writing): Use order other than chronological (e.g., flashback, foreshadow, flash-forward)
1.2.5.39. Organization (Expressive Writing): Develop a conclusion that moves beyond summary (e.g., provide resolution/closure, pose purposeful questions to the reader to keep the reader thinking, refer back to the introduction/hook for circular endings)
1.2.6. Sentence Structure: (& Style/Voice): In order to capture the audience's attention and establish a distinctive style, tone and voice
1.2.6.1. Use complete sentences to express thoughts
1.2.6.2. Vary sentence structure (e.g., simple, compound, complex, compound-complex sentences)
1.2.6.3. Vary kinds of sentences (declarative, explanatory, interrogative, imperative)
1.2.6.4. Vary sentence lengths
1.2.6.5. Vary sentence beginnings (experiment with placement of phrases and clauses in sentences)
1.2.6.6. Write sentences that create purpose-specific rhythm and flow naturally
1.2.7. Word Choice (& Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style and voice in mind:
1.2.7.1. Use specific, concrete language and phrasing
1.2.7.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1.2.7.3. Use action verbs when possible
1.2.7.4. Use words that convey appropriate voice (e.g., attitude, emotion, point of view, commitment) and add depth to writing
1.2.7.5. Use a variety of accurate words and phrases that avoid repetition
1.2.7.6. Use a purposeful range of formal/informal language depending on the audience
1.2.7.7. Use non-literal language (e.g., idioms, slang, figurative language, dialect, pun)
1.2.7.8. Use words that have denotations or connotations appropriate for the writing purpose
1.2.7.9. Use words that create consistent style and tone for the writing occasion
1.2.7.10. Purposely use active and passive voice
1.2.8. Conventions (& Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function
1.2.9. Conventions (& Style/Voice): Use standard punctuation (commas, colons, hyphens, dashes, italics, and ellipses) correctly
1.2.10. Conventions (& Style/Voice): In addition to standard punctuation
1.2.10.1. Use punctuation to show increasingly abstract relationships (e.g., comma for clarity such as to set off phrases, clauses, appositives; semi-colon; colon to show relationships, parentheses)
1.2.10.2. Use punctuation for rhetorical effect (e.g., dash, colon, ellipses)
1.2.11. Conventions (& Style/Voice): Demonstrate control of grammar in sophisticated sentence structures (compound, complex, compound-complex)
1.2.11.1. Agreement of subject/verb, pronoun/antecedent ,
1.2.11.2. Verb use (tense)
1.2.11.3. Pronoun use (number, gender)
1.2.12. Conventions (& Style/Voice): Use active and passive voice appropriately and consistently
1.2.13. Conventions (& Style/Voice): Spell frequently used words correctly, and use effective strategies for spelling unfamiliar words
1.2.14. Conventions (& Style/Voice): Demonstrate Use purposeful parallel structure
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)
1.4.2. Speak and listen for a variety of audiences (e.g., classroom, real-life) and purposes (e.g., awareness, enjoyment, information, problem solving)
1.4.3. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)
1.4.4. Use visual techniques appropriately
1.4.5. Share impromptu remarks about topics of interest to oneself and others
1.4.6. Speaking from notes or an outline, relate an experience in descriptive detail, with a sense of timing and etiquette appropriate to the occasion
1.4.7. Perform expressive oral readings of prose, poetry, and drama
1.4.8. Prepare and conduct interviews
1.4.9. Present a coherent, comprehensive report on differing viewpoints on an issue, evaluating the content of the material presented, and organizing the presentation in a manner appropriate to the audience
1.4.10. Differentiate between formal and informal contexts and employ an appropriate style of speaking, adjusting language, gestures, rate, and volume according to audience and purpose
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Follow basic directions
1.5.2. Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said
1.5.3. Ask and respond to questions from teachers and other group members
1.5.4. Summarize and explain information conveyed in an oral communication accounting for key ideas, structure, and relationship of parts to the whole
1.5.5. Distinguish among purposes for listening (e.g., gaining information, being entertained) and take notes as appropriate
1.5.6. Recall significant details and sequence accurately
1.5.7. Follow a speaker's argument and represent it in notes
1.5.8. Evaluate the reliability of information in oral communication using criteria based on the topic; the context; analysis of logic, evidence, propaganda devices (e.g., bandwagon, double speak, name-calling); and style
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Use words that reflect a growing range of interests and knowledge
1.6.2. Clarify and explain words and ideas
1.6.3. Give and follow oral directions
1.6.4. Use complex sentence structure
1.6.5. Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes
1.6.6. Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly
1.6.7. Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words
1.6.8. Identify common figures of speech and use them appropriately in oral communication
1.6.9. Identify common figures of speech (e.g., similes, metaphors, personification, hyperbole, allusion) and describe how writers use them to achieve specific effects and use them appropriately
1.6.10. Use punctuation marks that distinguish statements, questions, exclamations, and commands
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Initiate conversation with peers and adults
1.7.2. Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)
1.7.3. Listen attentively, demonstrating respect for the opinion of others
1.7.4. Respond responsibly and courteously to other's remarks
1.7.5. Explain opinions by citing evidence and referring to sources
1.7.6. Evaluate the stated ideas and opinions of others, seeking clarification through questions
1.7.7. Invite ideas and opinions of others into the discussion
1.7.8. Accept and use helpful criticism
1.7.9. Summarize the main points of a discussion orally, and in writing, specifying areas of agreement and disagreement
1.7.10. Participate in discussion without dominating
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g.: bio, derm, anti, graph, tele)
2.1.2. Fluency: Read orally from familiar text at an appropriate rate, with accuracy and prosody
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by:
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Analyzing illustrations to clarify meanings of abstract words and concepts
2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2a.1.4. Using knowledge of homonyms and homographs to avoid reading confusion
2.2a.1.5. Using word cues (e.g., metaphors, similes)
2.2a.1.6. Using appositives
2.2a.1.7. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by:
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3a.1.9. Seeking the meaning of unknown vocabulary
2.3a.1.10. Analyzing story/literary elements and text structure
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Explain personal connections to the ideas or information in the text(s)
2.3c.6. Skim text to search for connections between and among ideas
2.3c.7. Restate in own words the main events in the text
2.3c.8. Frequently summarize while reading
2.3c.9. Frequently paraphrase important ideas or information
2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of a variety of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Apply essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Analyze text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/solution, simple cause/effect) to make meaning of text
2.4bI/T.3. Analyze the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) to enhance understanding of the text
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify character(s) in a literary text or speaker(s) in a poem
2.4bL.2. Describe the roles (e.g., protagonist/hero, antagonist/villain) characters play in a literary text
2.4bL.3. Describe the changes in setting (flashback, foreshadowing)
2.4bL.4. Identify various types of conflict (man vs. man, man vs. nature, man vs. self, man vs. society)
2.4bL.5. Identify conflict(s), climax(s)/turning point(s) and resolution(s)
2.4bL.6. Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect)
2.4bL.7. Distinguish between main plot and multiple subplots
2.4bL.8. Identify point of view (first person, third person limited, third person objective, omniscient)
2.4bL.9. Identify the story structure/organizational pattern in a literary text (e.g., time order, geographic order, order of Importance, cause/effect, classification
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, symbols, imagery, mood, allusion, puns, irony, and tone)
2.4c.2. Analyze how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution
2.4d.2. Summarize the strongly implied reasons for why or how events happen in a literary text
2.4d.3. Summarize the main ideas and supporting details in an informative/technical text
2.4d.4. Retell/restate in order the important events in a text
2.4d.5. Restate in order the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create graphic organizers to assist in comprehension of a text
2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/solution, cause/effect)
2.4e.3. Create an outline
2.4e.4. Summarize a text capturing the most important parts of the original piece
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose
2.4f.1. Analyze the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the intended messages of advertisements, entertainment programs, and news sources
2.4f.3. Analyze how the author's purposes shape the content
2.4f.4. Analyze the difference between a stated purpose and an underlying reason in TV commercials and advertisements
2.4f.5. Create meaning from a variety of media
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts
2.4g.1. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.2. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters presented in two or more texts
2.4g.3. Analyze subtle changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion
2.4h.1. Discriminate between facts and/or subtle opinions in text(s)
2.4h.2. Identify facts in a text and determine their relevance to the issue
2.4h.3. Identify implied opinions in a text and determine their relevance to the issue
2.4h.4. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2.4h.5. Question information in a text to determine if it is factual
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences.
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Explain inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Test and revise predictions as they read further
2.4i.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
2.4i.6. Make connections between conclusions they draw and other beliefs or knowledge
2.4i.7. Make critical or analytical judgments about what they read
2.4i.8. Analyze texts to make generalizations
2.4i.9. Create interpretations of text that are adapted as they continue to read and after they read
2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.
2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information
2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source
2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source
2.4j.4. Use date of publication to evaluate the validity and reliability of a source
2.4j.5. Use criteria to evaluate the author's use of logic propaganda, bias, language, and motives in order to determine validity and reliability of a source
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.4k.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.4k.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources.
2.5a.1. Connect and synthesize information from increasingly different sources to generate new information/new ideas or expand prior knowledge (text-to-text and text-to-self connections)
2.5a.2. Synthesize information by comparing, eliminating and merging disparate pieces into one coherent whole
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Synthesize experience and knowledge of the world (text-to-world connections) to make, support and apply judgments (that may not be dichotomous) based on the evaluation of complex issues in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Analyze information in a text to develop a logical opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
2.5d.1.2. Evaluate the author's viewpoint or attitude toward a topic or idea
2.5d.1.3. Evaluate the effect of an author's use of formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2.5e.1. Evaluate how an author's use of literary devices (figurative language, dialogue and description) and non-literal expressions (idioms, double meanings, puns, irony) in a text affects readers
2.5e.2. Evaluate the impact of specific figurative and non-literal (idiomatic) expressions on the meaning of text
2.5e.3. Evaluate an author 's decision to use specific figurative and non-literal (idiomatic) expressions in a text
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Evaluate how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Evaluate the strengths and weaknesses of multiple text(s), sources, format, and argument
2.5f.4. Analyze the completeness, accuracy, and/or clarity of the information in a complex text
2.5f.5. Identify and evaluate information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5f.6. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5f.7. Analyze ambiguous information in complex texts
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Analyze texts by reading and reacting to passages from a piece of text and critical interpretations of that same work
2.5g.2. Listen to and critique opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.3. Synthesize diverse interpretations of the same reading and compare and contrast them through classroom dialogue and independent writing
2.5g.4. Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5i.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring, circular thinking, parallelism)
2.5i.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5i.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g. television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5i.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5i.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5i.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5i.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5i.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5i.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5i.10. Evaluate ambiguous information in texts
2.5j. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5j.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring, circular thinking, parallelism)
2.5j.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5j.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g. television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5j.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5j.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5j.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5j.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5j.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5j.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5j.10. Evaluate ambiguous information in texts
2.5l. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by evaluating the literary merit of various texts and media presentations (d) recognizing literary merit.
2.5l.1. Read a variety of texts and evaluate them using these criteria to determine their literary merit:
2.5l.1.1. Has a unique writing style that is appropriate
2.5l.1.2. Has details
2.5l.1.3. Has a purpose
2.5l.1.4. Has clear, distinctive characters
2.5l.1.5. Is understandable
2.5l.1.6. Has an expressive vocabulary
2.5l.1.7. Has an unpredictable plot that is developed
2.5l.1.8. Has a variety of episodes/action
2.5l.1.9. Has an expressive vocabulary
2.5l.1.10. Interpretation of the theme or concept
2.5l.1.11. Presentation of information including accuracy, clarity, and organization
2.5l.1.12. Delineation of setting
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in text(s)
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.6b.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.6b.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.7b. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by identifying the underlying purposes of media messages (e.g., profit vs. nonprofit, humanitarianism, support of artistry).
2.7b.1. Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages
2.7b.2. Analyze the difference between a stated purpose and an underlying purpose in media messages (e.g., TV commercials, radio, Internet, video games, advertisements)
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Determine valid resources for researching a topic, including primary and secondary sources
3.1a1.3. Evaluate the importance and quality of sources
3.1a1.4. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.5. Select essential sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to topic
3.1a1.6. Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information
3.1a1.7. Use traditional and electronic search tools
3.1a1.8. Use teacher-selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Formulate a research question or thesis statement
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources in a standard bibliographic format
3.1a2.9. Relay facts from research
3.1a2.10. Summarize ways in which the research process and product can be improved
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use various technologies (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner) to extract needed information
3.1b.2. Determine the most appropriate form of technology for the task of extracting needed information
3.1b.3. Decide what information is valuable for a particular situation
3.1b.4. Select and use various methods (e.g., web, chart) to manage information
3.1b.5. Create own system for organizing information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by making a graphic organizer, making an outline, using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas, and producing a video production
3.2a.2. Use various forms of technology: .
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Recognize the need to put information from sources in their own words
3.2b.4. List sources of information in bibliographic form that follows a designated format (MLA, APA)
3.2b.5. Present gathered information in an oral or written format, which
3.2b.5.1. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.5.2. Incorporates information from more than one source
3.2b.5.3. Includes information relevant to topic and purpose
3.2b.5.4. Identifies source of information
3.2b.5.5. Fulfills the identified purpose as clearly indicated in the thesis statement
3.2b.5.6. Utilizes an organizational plan for combining paragraphs to address a designated purpose and topic
3.2b.5.7. Incorporates information from multiple sources
3.2b.5.8. Summarizes and/or paraphrases information from sources
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Differentiate between primary and secondary sources
3.3a2.2. Independently select sources which are authoritative including UD Library Search
3.3a2.3. Independently analyze source and information for accuracy, bias, stereotypes, and validity
3.3a2.4. Formulate conclusions based upon information relevant to a specific purpose
3.3a2.5. Use information to express ideas relevant to specific purpose
3.3a2.6. Demonstrate how information retrieved does or does not address original problem
3.3a2.7. Evaluate information in terms of credibility , accuracy, and social, economic, political, legal and ethical issues that may impact it
3.3a2.8. Use technology to facilitate evaluation
3.3b1. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently interpreting information as appropriate to a specific purpose.
3.3b1.1. Use retrieved information to accomplish a specific purpose
3.3b1.2. Prioritize sources based on relevance
3.3b1.3. Reevaluate their position on the topic and your research strategy
3.3b1.4. Consider whether they have uncovered any worthwhile information that might take their research in a different direction
3.3b1.5. Consider whether they have uncovered any worthwhile information that has caused them to see their topic from a new perspective
3.3b1.6. Consider whether research needs to be redirected in any way based on material uncovered based on relevance
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to:
3.3b2.2. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.3. Evaluate the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.4. Evaluate the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Evaluate a character's actions in a literary text, critically analyzing the text
4.1a.2. Make and support insightful connections between the reader's personal situations and motivations of characters in a text
4.1b. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature.
4.1b.1. Evaluate the effect of the author's use of imagery and figurative language on a reader
4.1b.2. Use ideas from the text to evaluate personal responses to literature (text-to-self connections)
4.1c. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (c) relating to the feelings of characters of varying ages, genders, nationalities, races, cultures, religions and disabilities.
4.1c.1. Read and analyze stories from different cultures and eras to broaden cultural awareness
4.1c.2. Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities
4.1c.3. Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content, abstract ideas, events, characters, setting, mood, theme, and tone in a text and identify appropriate text support
4.2a.2. Make inferences about author's choices (e.g., paragraphing, dialogue, organization of text, formatting devices, mode of development, notes to readers) and rhetorical strategies (e.g., persuasive words, anecdotes, figurative language, emotional words, humor, questions, repetition, irony) and identify appropriate support from the text
4.2a.3. Make reasonable predictions as they read
4.2a.4. Test and revise predictions as they read further
4.2a.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
4.2a.6. Make connections between conclusions they draw and other beliefs or knowledge
4.2a.7. Make critical or analytical judgments about what they read
4.2a.8. Analyze texts to make generalizations
4.2a.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to: fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction), literary nonfiction (e.g., letter, magazine, biography, speeches, autobiography), and drama (e.g., classic and/or contemporary multi-act plays) to analyze the meaning of the text
4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.
4.2c.1. Evaluate the effect of author's choices (word and content) on the reader
4.2c.2. Analyze how the author's writing style influences the reader
4.2c.3. Evaluate the effectiveness of an author's choice of words with specific connotations to create mood
4.2c.4. Compare styles among texts to determine effects of author's choices
4.2c.5. Compare characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches and novels
4.2c.6. Evaluate an author's decision to use a particular genre in a given situation
4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.
4.2f.1. Analyze how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)
4.2f.2. Analyze how point of view impacts the reader
4.2f.3. Evaluate the effect of an author's use of point of view such as first vs. third, limited vs. omniscient, and subjective vs. objective
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and evaluate complex stories from different cultures and eras to broaden cultural awareness
4.3a.2. Empathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.3a.3. Compare works of literature from the same historical period written by authors from different (cultural, generational, and gender) perspectives
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
4.4b. Using literature appropriate for age, stage, and interests, students will be able to apply knowledge gained from literature as a basis for understanding self and society by using literature as a resource for understanding social and political issues.
4.4.b.1. Compare works of literature from the same historical period written by authors from different cultural, generational, and gender perspectives
4.4.b.2. Analyze an author's viewpoint and message in relation to the historical and cultural context of the author's work
4.4.b.3. Analyze and research social, historical, cultural and biographical influences on literary works
4.4.b.4. Contrast the major periods, themes, styles, and trends and describe how works by members of different cultures relate to one another in each period.
4.4.b.5. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.2.1. Purpose: Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue to convince an audience.
1.2.2. Purpose: Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1.2.3. Purpose: Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1.2.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students
1.2.4.1. Write in a manner that demonstrates an awareness of the audience (e.g., prior knowledge, motivation)
1.2.4.2. Communicate necessary background information and/or definitions for a given audience
1.2.4.3. Acknowledge reader's positions or beliefs about ideas or issues, understand implications for the writer, and adjust content accordingly
1.2.4.4. Write to audiences that can be increasingly distant and abstract (e.g., unknown audiences such as politicians, leaders/owners of businesses [CEOs], foreign entities [governing bodies, foreign leaders] in addition to more familiar 'others' from previous grades)
1.2.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.2.5.1. Development (Persuasive Writing): Develop and present a clear defensible position that supports, opposes, or qualifies the issue/question
1.2.5.2. Development (Persuasive Writing): Support position with reasons that could include relevant facts, statistics, credible personal and expert opinions, examples, and/or insightful commentary
1.2.5.3. Development (Persuasive Writing): Acknowledge and evaluate readers' anticipated position(s) on issues and/or anticipated opposition (e.g., recognize alternative viewpoints, propose solutions, make concessions, present a rebuttal, construct an alternative argument)
1.2.5.4. Development (Persuasive Writing): Acknowledge assumptions within argument; expose and respond to unstated assumptions in opposition
1.2.5.5. Development (Persuasive Writing): Write an original (e.g., beyond the obvious) and effective title, when appropriate
1.2.5.6. Development (Persuasive Writing): Avoid unsupported reasons/logical fallacies (e.g., begging, 'it's not fair,' circular reasoning, partial truths, jumping to conclusions, jargon, faulty cause/effect statements, inadequately warranted claims)
1.2.5.7. Development (Persuasive Writing): Use (when appropriate) persuasive and propaganda techniques (e.g., appeal to emotion, name calling, exaggeration/hyperbole, bandwagon, transfer, testimonial, parallelism, analogy) when appropriate
1.2.5.8. Development (Persuasive Writing): Identify and use primary and secondary sources when appropriate, avoiding plagiarism
1.2.5.9. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the issue
1.2.5.10. Development (Informative Writing): Select an interesting, manageable, thought-provoking and mature subject or focus for writing and one that meets the requirements of the assignment
1.2.5.11. Development (Informative Writing): Write an effective, thought-provoking title, when appropriate
1.2.5.12. Development (Informative Writing): Provide relevant information, reasons, and/or details to elaborate or clarify the subject (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions)
1.2.5.13. Development (Informative Writing): Analyze and use information from multiple primary and secondary sources to support generalizations and theses, and to generate new ideas and/or perspectives, avoiding plagiarism
1.2.5.14. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.15. Development (Expressive Writing): Develop increasingly more abstract and interesting ideas for writing that are fresh and original
1.2.5.16. Development (Expressive Writing): Create a title that reflects the subject and engages the reader
1.2.5.17. Development (Expressive Writing): Use dialogue, description, and narration when appropriate
1.2.5.18. Development (Expressive Writing): Use vivid sensory images, figurative language, monologue, and/or allusion to elaborate details that will convey feelings and/or illustrate events and characters
1.2.5.19. Development (Expressive Writing): Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate
1.2.5.20. Development (Expressive Writing): Use strategies such as humor, non-literal language (e.g., puns, double-meanings, purposeful use of ambiguity), alternative narrative techniques (e.g., stream-of-consciousness, satire, and parody) to engage the reader
1.2.5.21. Development (Expressive Writing): Text-based writing: combine information from text and prior knowledge, to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.22. Organization (Persuasive Writing): Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning)
1.2.5.23. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument
1.2.5.24. Organization (Persuasive Writing): Develop an introduction that presents a thesis and takes a clear position and establishes self as authority, clarifies the issue in a way that clearly establishes a need for solution/action, provides necessary background, commands readers' attention (e.g., invokes or appeals to reader) when appropriate, and provides criteria for evaluation of opposition
1.2.5.25. Organization (Persuasive Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace, tracing development of the perspective and/or logic of the argument)
1.2.5.26. Organization (Persuasive Writing): Develop a conclusion that moves beyond summary (e.g., 'call to action' or 'next step,' answers the 'so what?' question about the significance of the issue, raises related issues or consequence of non-action, provides perspective)
1.2.5.27. Organization (Informative Writing): Plan how to present information in a logical order (e.g., most important to least important information, general to specific, inductive or deductive reasoning)
1.2.5.28. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject
1.2.5.29. Organization (Informative Writing): Develop an introduction/hook that presents a thesis that goes beyond the obvious and provides necessary background
1.2.5.30. Organization (Informative Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections
1.2.5.31. Organization (Informative Writing): Develop a conclusion that moves beyond summary (e.g., reinforcing the importance of the information, raising related issues, and/or generating a new hypothesis)
1.2.5.32. Organization (Informative Writing): Organize writing to engage the reader (e.g., use by using other forms and genres
1.2.5.33. Organization (Informative Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.34. Organization (Expressive Writing): Organize writing to engage the reader (e.g., use by using other forms and genres
1.2.5.35. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.36. Organization (Expressive Writing): Develop an introduction that hooks the reader and establishes the mood and tone
1.2.5.37. Organization (Expressive Writing): Use transition words/phrases that show and make connections
1.2.5.38. Organization (Expressive Writing): Use order other than chronological (e.g., flashback, foreshadow, flash-forward)
1.2.5.39. Organization (Expressive Writing): Develop a conclusion that moves beyond summary (e.g., provide resolution/closure, pose purposeful questions to the reader to keep the reader thinking, refer back to the introduction/hook for circular endings)
1.2.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a distinctive style, tone and voice
1.2.6.1. Use complete sentences to express thoughts
1.2.6.2. Vary sentence structure (e.g., simple, compound, complex, compound-complex sentences)
1.2.6.3. Vary kinds of sentences (declarative, explanatory, interrogative, imperative)
1.2.6.4. Vary sentence lengths
1.2.6.5. Vary sentence beginnings (experiment with placement of phrases/clauses in sentences and inverted construction)
1.2.6.6. Write sentences that create purpose-specific rhythm and flow naturally
1.2.7. Word Choice (& Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style and voice in mind:
1.2.7.1. Use specific, concrete language and phrasing
1.2.7.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1.2.7.3. Use action verbs when possible
1.2.7.4. Use words that convey appropriate voice (e.g., attitude, emotion, point of view, commitment) and add depth to writing
1.2.7.5. Use a variety of accurate words and phrases that avoid repetition
1.2.7.6. Use a purposeful range of formal/informal language depending on the audience
1.2.7.7. Use non-literal language (e.g., idioms, slang, figurative language, dialect, pun)
1.2.7.8. Use words that have denotations or connotations appropriate for the writing purpose
1.2.7.9. Use words that create consistent style and tone for the writing occasion
1.2.7.10. Purposely use active and passive voice
1.2.8. Conventions (& Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function
1.2.9. Conventions (& Style/Voice): Precisely use standard punctuation (commas, colons, hyphens, dashes, italics, and ellipses)
1.2.10. Conventions (& Style/Voice): In addition to standard punctuation
1.2.10.1. Use punctuation to show increasingly abstract relationships (e.g., comma for clarity such as to set off phrases, clauses, appositives; semi-colon; colon to show relationships, parentheses)
1.2.10.2. Use punctuation for rhetorical effect (e.g., dash, colon, ellipses)
1.2.11. Conventions (& Style/Voice): Demonstrate control of grammar in sophisticated sentence structures (compound, complex, compound-complex)
1.2.11.1. Agreement of subject/verb, pronoun/antecedent,
1.2.11.2. Verb use (tense)
1.2.11.3. Pronoun use (number, gender)
1.2.12. Conventions (& Style/Voice): Use active and passive voice appropriately and consistently
1.2.13. Conventions (& Style/Voice): Spell frequently used words correctly, and use effective strategies for spelling unfamiliar words
1.2.14. Conventions (& Style/Voice): Use purposeful parallel structure
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Develop and deliver a speech that conveys information and ideas in logical fashion for a selected audience, using language and voice that clarify and reinforce meaning
1.4.2. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)
1.4.3. Use visual techniques appropriately
1.4.4. Prepare and conduct interviews
1.4.5. Construct and present a coherent argument, summarizing then refuting opposing positions, and citing persuasive evidence
1.4.6. Participate effectively in question-and-answer sessions following presentations
1.4.7. Demonstrate confidence and poise during presentations, interacting effectively with the audience, and selecting language and gestures mindful of their effect
1.4.8. Demonstrate the ability to debate an issue from either side
1.4.9. Interpret literary works orally, citing textual data in support of assertions
1.4.10. Synthesize and present results of research projects, accurately summarizing and illustrating the main ideas, using appropriate technological aids, and offering support for the conclusions
1.4.11. Speak fluently with varied inflection and effective eye contact, enunciating clearly at an appropriate rate and volume
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Ask and respond to questions from teachers and other group members
1.5.2. Summarize and explain information conveyed in an oral communication accounting for key ideas, structure, and relationship of parts to the whole
1.5.3. Distinguish among purposes for listening (e.g., gaining information, being entertained) and take notes as appropriate
1.5.4. Evaluate the reliability of information in oral communication using criteria based on the topic; the context; analysis of logic, evidence, propaganda devices (e.g., bandwagon, double speak, name-calling); and style
1.5.5. Analyze both literal and connotative meanings
1.5.6. Distinguish between relevant and irrelevant information
1.5.7. Analyze messages for their accuracy and usefulness
1.5.8. Evaluate a speaker's use of diction, tone, syntax, rhetorical structure, and conventions of language considering the purpose and context of the communication
1.5.9. Relate a speaker's ideas and information to prior knowledge and experience
1.5.10. Consider the specific situation and current conditions when responding to instructions
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Consult dictionaries, thesauruses, handbooks, and grammar texts when choosing words, phrases, and expressions for use in oral and written presentations
1.6.2. Identify common figures of speech and use them appropriately in oral communication
1.6.3. Explain how writers and speakers choose words and use figurative language (e.g., similes, metaphors, personification, hyperbole, allusion) to achieve specific effects
1.6.4. Choose words purposefully and evaluate the use of words in communications designed to inform, explain and persuade
1.6.5. Examine the origin, history, denotation, connotation, and usage of English words and phrases by consulting dictionaries, thesauruses, handbooks, and other sources of information about the language
1.6.6. Evaluate the effects of different types of language, such as literary and technical, formal and informal, in communications designed to narrate, inform, explain, persuade, and entertain
1.6.7. Use language appropriate to the background, knowledge, and age of an audience
1.6.8. Recognize and exercise options in modes of expression and choice of words when speaking and writing, especially when revising written work
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Demonstrate the ability to extend a discussion by adding relevant information or asking pertinent questions
1.7.2. Perform various roles in a discussion, including leader, participant, and moderator
1.7.3. Detect and evaluate a speaker's bias
1.7.4. Consider the ideas and opinions of other speakers thoughtfully before responding
1.7.5. Evaluate the validity and adequacy of ideas, arguments, hypotheses, and evidence
1.7.6. Evaluate the purpose of discussions by examining their context and the motivation of participants
1.7.7. Explain and advance opinions by citing evidence and referring to authoritative sources
1.7.8. Employ strategies (e.g., summarizing main ideas, identifying areas of agreement) to solve problems, resolve conflicts, and conclude discussions
1.7.9. Convey criticism in a respectful and supportive way
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g.: bio, derm, anti, graph, tele)
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by:
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Analyzing illustrations to clarify meanings of abstract words and concepts
2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2a.1.4. Using knowledge of homonyms and homographs to avoid reading confusion
2.2a.1.5. Using word cues (e.g., metaphors, similes)
2.2a.1.6. Using appositives
2.2a.1.7. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by:
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3a.1.9. Seeking the meaning of unknown vocabulary
2.3a.1.10. Analyzing story/literary elements and text structure
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Explain personal connections to the ideas or information in the text(s)
2.3c.6. Skim text to search for connections between and among ideas
2.3c.7. Restate in own words the main events in the text
2.3c.8. Frequently summarize while reading
2.3c.9. Frequently paraphrase important ideas or information
2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of a variety of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Apply essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Analyze text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/solution, simple cause/effect) to make meaning of text
2.4bI/T.3. Analyze the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) to enhance understanding of the text
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify character(s) in a literary text or speaker(s) in a poem
2.4bL.2. Describe the roles (e.g., protagonist/hero, antagonist/villain) characters play in a literary text
2.4bL.3. Describe the changes in setting (flashback, foreshadowing)
2.4bL.4. Identify various types of conflict (man vs. man, man vs. nature, man vs. self, man vs. society)
2.4bL.5. Identify conflict(s), climax(s)/turning point(s) and resolution(s)
2.4bL.6. Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect)
2.4bL.7. Distinguish between main plot and multiple subplots
2.4bL.8. Identify point of view (first person, third person limited, third person objective, omniscient)
2.4bL.9. Identify the story structure/organizational pattern in a literary text (e.g., time order, geographic order, order of importance, cause/effect, classification
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, puns, symbols, imagery, mood, allusion, puns, irony, tone and satire)
2.4c.2. Analyze how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution
2.4d.2. Summarize the strongly implied reasons for why or how events happen in a literary text
2.4d.3. Summarize the main ideas and supporting details in an informative/technical text
2.4d.4. Retell/restate in order the important events in a text
2.4d.5. Restate in order the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create graphic organizers to assist in comprehension of a text
2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/solution, cause/effect)
2.4e.3. Create an outline
2.4e.4. Summarize a text capturing the most important parts of the original piece
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose
2.4f.1. Analyze the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the intended messages of advertisements, entertainment programs, and news sources
2.4f.3. Analyze how the author's purposes shape the content
2.4f.4. Analyze the difference between a stated purpose and an underlying reason in TV commercials and advertisements
2.4f.5. Create meaning from a variety of media
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts
2.4g.1. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.2. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters presented in two or more texts
2.4g.3. Analyze subtle changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion
2.4h.1. Discriminate between facts and/or subtle opinions in text(s)
2.4h.2. Identify facts in a text and determine their relevance to the issue
2.4h.3. Identify implied opinions in a text and determine their relevance to the issue
2.4h.4. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2.4h.5. Question information in a text to determine if it is factual
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences.
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Explain inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Test and revise predictions as they read further
2.4i.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
2.4i.6. Make connections between conclusions they draw and other beliefs or knowledge
2.4i.7. Make critical or analytical judgments about what they read
2.4i.8. Analyze texts to make generalizations
2.4i.9. Create interpretations of text that are adapted as they continue to read and after they read
2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.
2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information
2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source
2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source
2.4j.4. Use date of publication to evaluate the validity and reliability of a source
2.4j.5. Use criteria to evaluate the author's use of logic propaganda, bias, language, and motives in order to determine validity and reliability of a source
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.4k.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.4k.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources.
2.5a.1. Connect and synthesize information from increasingly different sources to generate new information/new ideas or expand prior knowledge (text-to-text and text-to-self connections)
2.5a.2. Synthesize information by comparing, eliminating and merging disparate pieces into one coherent whole
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Synthesize experience and knowledge of the world (text-to-world connections) to make, support and apply judgments (that may not be dichotomous) based on the evaluation of complex issues in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Analyze information in a text to develop a logical and insightful opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.2. Evaluate the author's viewpoint or attitude toward a topic or idea
2.5d.3. Evaluate the effect of an author's use of formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2.5e.1. Evaluate how an author's use of literary devices (figurative language, dialogue and description) and non-literal expressions (idioms, double meanings, puns, irony) in a text affects readers
2.5e.2. Evaluate the impact of specific figurative and non-literal (idiomatic) expressions on the meaning of text
2.5e.3. Evaluate an author's decision to use specific figurative and non-literal (idiomatic) expressions in a text
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Evaluate how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Evaluate the strengths and weaknesses of multiple text(s), sources, format, and argument
2.5f.4. Analyze the completeness, accuracy, and/or clarity of the information in a complex text
2.5f.5. Identify and evaluate information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5f.6. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5f.7. Analyze ambiguous information in complex texts
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Analyze texts by reading and reacting to passages from a piece of text and critical interpretations of that same work
2.5g.2. Listen to and critique opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.3. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.4. Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5i.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring, circular thinking, parallelism)
2.5i.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5i.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g. television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5i.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5i.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5i.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5i.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5i.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5i.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5i.10. Evaluate ambiguous information in texts
2.5j. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5j.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring, circular thinking, parallelism)
2.5j.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5j.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g. television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5j.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5j.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5j.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5j.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5j.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5j.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5j.10. Evaluate ambiguous information in texts
2.5l. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by evaluating the literary merit of various texts and media presentations (d) recognizing literary merit.
2.5l.1. Read a variety of texts and evaluate them using these criteria to determine their literary merit:
2.5l.1.1. Has a unique writing style that is appropriate
2.5l.1.2. Has details
2.5l.1.3. Has a purpose
2.5l.1.4. Has clear, distinctive characters
2.5l.1.5. Is understandable
2.5l.1.6. Has an expressive vocabulary
2.5l.1.7. Has an unpredictable plot that is developed
2.5l.1.8. Has a variety of episodes/action
2.5l.1.9. Has an expressive vocabulary
2.5l.1.10. Interpretation of the theme or concept
2.5l.1.11. Presentation of information including accuracy, clarity, and organization
2.5l.1.12. Delineation of setting
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in text(s)
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.6b.3. Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text
2.6b.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.7b. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by identifying the underlying purposes of media messages (e.g., profit vs. nonprofit, humanitarianism, support of artistry).
2.7b.1. Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages
2.7b.2. Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements)
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Determine valid resources for researching a topic, including primary and secondary sources
3.1a1.3. Evaluate the importance and quality of sources
3.1a1.4. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.5. Select sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to the breadth and depth of the research
3.1a1.6. Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information
3.1a1.7. Use traditional and electronic search tools
3.1a1.8. Use teacher-selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Formulate a research question or thesis statement
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources in a standard bibliographic format
3.1a2.9. Relay facts from research
3.1a2.10. Summarize ways in which the research process and product can be improved
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use various technologies (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner) to extract needed information
3.1b.2. Determine the most appropriate form of technology for the task of extracting needed information
3.1b.3. Decide what information is valuable for a particular situation
3.1b.4. Select and use various methods (e.g., web, chart) to manage information
3.1b.5. Create own system for organizing information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by making a graphic organizer, making an outline, using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas, and producing a video production
3.2a.2. Use various forms of technology: .word processing, presentation programs, digital cameras, scanners, and multimedia to formulate writing and/or communicate knowledge of products
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Recognize the need to put information from sources in their own words
3.2b.4. List sources of information in bibliographic form that follows a designated format (MLA, APA)
3.2b.5. Present gathered information in an oral or written format, which
3.2b.6. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.7. Incorporates information from more than one source
3.2b.8. Includes information relevant to topic and purpose
3.2b.9. Identifies source of information
3.2b.10. Fulfills the identified purpose as clearly indicated in the thesis statement
3.2b.11. Utilizes an organizational plan for combining paragraphs to address a designated purpose and topic
3.2b.12. Incorporates information from multiple sources
3.2b.13. Summarizes, paraphrases, or directly quotes information from sources
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Differentiate between primary and secondary sources
3.3a2.2. Evaluate both sources and information as a result of analysis of accuracy, bias, stereotypes, and validity
3.3a2.3. Synthesize information as appropriate to a specific purpose
3.3a2.4. Formulate logical conclusions based upon information relevant to specific purpose
3.3a2.5. Integrate information to express relevant ideas to a specific purpose
3.3a2.6. Demonstrate how information retrieved does or does not address original problem
3.3a2.7. Evaluate information in terms of credibility, accuracy, and social, economic, political, legal and ethical issues that may impact it
3.3a2.8. Use technology to facilitate evaluation
3.3b1. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently interpreting information as appropriate to a specific purpose.
3.3b1.1. Use retrieved information to accomplish a specific purpose
3.3b1.2. Prioritize sources based on relevance
3.3b1.3. Reevaluate their position on the topic and your research strategy
3.3b1.4. Consider whether they have uncovered any worthwhile information that might take their research in a different direction
3.3b1.5. Consider whether they have uncovered any worthwhile information that has caused them to see their topic from a new perspective
3.3b1.6. Consider whether research needs to be redirected in any way based on material uncovered based on relevance
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to:
3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.1.2. Evaluate the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.1.3. Evaluate the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Evaluate a character's actions in a literary text, critically analyzing the text
4.1a.2. Make and support insightful connections between the reader's personal situations and motivations of characters in a text
4.1b. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature.
4.1b.1. Evaluate the effect of the author's use of imagery and figurative language on a reader
4.1b.2. Use ideas from the text to evaluate personal responses to literature (text-to-self connections)
4.1c. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (c) relating to the feelings of characters of varying ages, genders, nationalities, races, cultures, religions and disabilities.
4.1c.1. Read and analyze stories from different cultures and eras to broaden cultural awareness
4.1c.2. Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities
4.1c.3. Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read? How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content, abstract ideas, events, characters, setting, mood, theme, and tone in a text and identify appropriate text support
4.2a.2. Make inferences about author's choices (e.g., paragraphing, dialogue, organization of text, formatting devices, mode of development, notes to readers) and rhetorical strategies (e.g., persuasive words, anecdotes, figurative language, emotional words, humor, questions, repetition, irony) and identify appropriate support from the text
4.2a.3. Make reasonable predictions as they read
4.2a.4. Test and revise predictions as they read further
4.2a.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
4.2a.6. Make connections between conclusions they draw and other beliefs or knowledge
4.2a.7. Make critical or analytical judgments about what they read
4.2a.8. Analyze texts to make generalizations
4.2a.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1. Use knowledge of distinctive characteristics of various genres including but not limited to: fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction), literary nonfiction (e.g., letter, biography, speeches, autobiography), and drama (e.g., classic and/or contemporary multi-act plays) to analyze the meaning of the text
4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.
4.2c.1. Evaluate the effect of author's choices (word and content) on the reader
4.2c.2. Analyze how the author's writing style influences the reader
4.2c.3. Evaluate the effectiveness of an author's choice of words with specific connotations to create mood
4.2c.4. Analyze how irony, tone, mood, style, syntax, and sound of language are used for a rhetorical purpose
4.2c.5. Compare styles among texts to determine effects of author's choices
4.2c.6. Compare characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches and novels
4.2c.7. Evaluate an author's decision to use a particular genre in a given situation
4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.
4.2f.1. Analyze how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)
4.2f.2. Analyze how point of view impacts the reader
4.2f.3. Evaluate the effect of an author's use of point of view such as first vs. third, limited vs. omniscient, and subjective vs. objective
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and evaluate complex stories from different cultures and eras to broaden cultural awareness
4.3a.2. Empathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.3a.3. Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
4.4b. Using literature appropriate for age, stage, and interests, students will be able to apply knowledge gained from literature as a basis for understanding self and society by using literature as a resource for understanding social and political issues.
4.4.b.1. Compare works of literature from the same historical period written by authors from different cultural, generational, and gender perspectives
4.4.b.2. Analyze recognized works of literature representing a variety of genres and traditions
4.4.b.3. Analyze and evaluate an author's viewpoint and message in relation to the historical and cultural context of the author's work
4.4.b.4. Analyze and research social, historical, cultural and biographical influences on literary works
4.4.b.5. Contrast the major periods, themes, styles, and trends and describe how works by members of different cultures relate to one another in each period.
4.4.b.6. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings
4.4.b.7. 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)
DE.1. Written and Oral Communication: Use written and oral English appropriate for various purposes and audiences. Students will be able to:
1.1. Written Communication: Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice (1.1). Written Communication: Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions (1.2). Written Communication: Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces (1.3).
1.2.1. Purpose: Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue to convince an audience.
1.2.2. Purpose: Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.
1.2.3. Purpose: Students understand that expressive writing is author-centered; the most important consideration is the writer's intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.
1.2.4. Audience: Students understand that writing has an intended audience. In order to meet the needs of that audience, students
1.2.4.1. Write in a manner that demonstrates an analysis of the audience's needs and biases
1.2.4.2. Determine and communicate necessary background information and key concepts for a given audience
1.2.4.3. Acknowledge reader's positions or beliefs about ideas or issues, understand implications for the writer, and adjust content accordingly
1.2.4.4. Write to audiences that can be increasingly distant and abstract or have specific needs, interest or goals (e.g., special interest, political, medical, educational, community groups, in addition to more familiar 'others' from previous grades)
1.2.5. Form: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following: Persuasive, Informative, and Expressive
1.2.5.1. Development (Persuasive Writing): Analyze, develop and present a clear defensible position that supports, opposes, or qualifies the issue/question
1.2.5.2. Development (Persuasive Writing): Support position with reasons that could include relevant facts, statistics, credible personal and expert opinions, examples, and/or insightful commentary
1.2.5.3. Development (Persuasive Writing): Acknowledge, analyze and evaluate readers' anticipated position(s) on issues and/or anticipated opposition (e.g., recognize alternative view points, propose solutions, make concessions, present a rebuttal, construct an alternative argument)
1.2.5.4. Development (Persuasive Writing): Acknowledge assumptions within argument; expose, respond and/or refute unstated assumptions in opposition
1.2.5.5. Development (Persuasive Writing): Write an original (e.g., beyond the obvious) and effective title, when appropriate
1.2.5.6. Development (Persuasive Writing): Avoid unsupported reasons/logical fallacies (e.g., begging, 'it's not fair', circular reasoning, partial truths, jumping to conclusions, jargon, faulty cause/effect statements, inadequately warranted claims)
1.2.5.7. Development (Persuasive Writing): Use (when appropriate) persuasive and propaganda techniques (e.g., appeal to emotion, name calling, exaggeration/hyperbole, bandwagon, transfer, testimonial, parallelism, analogy) when appropriate
1.2.5.8. Development (Persuasive Writing): Evaluate and use primary and secondary sources when appropriate, avoiding plagiarism
1.2.5.9. Development (Persuasive Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the issue
1.2.5.10. Development (Informative Writing): Select an interesting, manageable, thought-provoking and mature subject or focus for writing and one that meets the requirements of the assignment
1.2.5.11. Development (Informative Writing): Write an effective title thought-provoking, when appropriate
1.2.5.12. Development (Informative Writing): Provide relevant information, reasons, and/or details to elaborate or clarify the subject (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions)
1.2.5.13. Development (Informative Writing): Analyze, evaluate and use information from multiple primary and secondary sources to support generalizations and theses, and to generate new ideas and/or perspectives, avoiding plagiarism
1.2.5.14. Development (Informative Writing): Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.15. Development (Expressive Writing): Develop increasingly more abstract and interesting ideas for writing that are fresh and original
1.2.5.16. Development (Expressive Writing): Create a title that reflects the subject and engages the reader
1.2.5.17. Development (Expressive Writing): Use dialogue, description, and narration when appropriate
1.2.5.18. Development (Expressive Writing): Evaluate and self-select the effective use vivid sensory images, figurative language, monologue, allusion, and/or allegory to elaborate details that will convey feelings and/or illustrate events and characters
1.2.5.19. Development (Expressive Writing): Evaluate and self-select the effective use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate
1.2.5.20. Development (Expressive Writing): Evaluate and self-select the effective use of strategies such as humor, non-literal language (e.g., puns, double-meanings, purposeful use of ambiguity), alternative narrative techniques (e.g., stream-of-consciousness, satire, and parody) to engage the reader
1.2.5.21. Development (Expressive Writing): Text-based writing: combine information from text and prior knowledge, to elaborate upon ideas in writing (text-to-self, text-to- text, text-to-world connections) that reveal to the reader the writer's depth of understanding of the topic
1.2.5.22. Organization (Persuasive Writing): Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning)
1.2.5.23. Organization (Persuasive Writing): Organize writing by selecting text structures that strengthen the argument
1.2.5.24. Organization (Persuasive Writing): Develop an introduction that presents a thesis and makes a clear position and establishes self as authority, clarifies the issue in a way that clearly establishes a need for solution/action, provides necessary background, commands readers' attention (e.g., invokes or appeals to reader) when appropriate, and provides criteria for evaluation of opposition
1.2.5.25. Organization (Persuasive Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace, tracing development of the perspective and/or logic of the argument)
1.2.5.26. Organization (Persuasive Writing): Develop a conclusion that moves beyond summary (e.g., 'call to action' or 'next step,' answers the 'so what?' question about the significance of the issue, raises related issues or consequence of non-action, provides perspective)
1.2.5.27. Organization (Informative Writing): Plan how to present information in a logical order (e.g., most important to least important information, general to specific, inductive or deductive reasoning)
1.2.5.28. Organization (Informative Writing): Organize writing by selecting text structures that clarify or explain the subject
1.2.5.29. Organization (Informative Writing): Develop an introduction/hook that presents a thesis that goes beyond the obvious and provides necessary background
1.2.5.30. Organization (Informative Writing): Use subtle transition words/phrases that show increasingly more abstract relationships and make connections
1.2.5.31. Organization (Informative Writing): Develop a conclusion that moves beyond summary (e.g., reinforcing the importance of the information, raising related issues, and/or generating a new hypothesis)
1.2.5.32. Organization (Informative Writing): Organize writing to engage the reader (e.g., use by using other forms [essay, poem) and genres [poetry, drama, prose])
1.2.5.33. Organization (Informative Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.34. Organization (Expressive Writing): Organize writing to engage the reader (e.g., use by using other forms and genres
1.2.5.35. Organization (Expressive Writing): Use paragraphs to transition between ideas and control and enhance message
1.2.5.36. Organization (Expressive Writing): Develop an introduction that hooks the reader and establishes the mood and tone
1.2.5.37. Organization (Expressive Writing): Use transition words/phrases that show and make connections
1.2.5.38. Organization (Expressive Writing): Use order other than chronological (e.g., flashback, foreshadow, flash-forward)
1.2.5.39. Organization (Expressive Writing): Develop a conclusion that moves beyond summary (e.g., provide resolution/closure, pose purposeful questions to the reader to keep the reader thinking, refer back to the introduction/hook for circular endings)
1.2.6. Sentence Structure (& Style/Voice): In order to capture the audience's attention and establish a distinctive style, tone and voice
1.2.6.1. Use complete sentences to express thoughts
1.2.6.2. Vary sentence structure (e.g., simple, compound, complex, compound-complex sentences)
1.2.6.3. Vary kinds of sentences (declarative, explanatory, interrogative, imperative)
1.2.6.4. Vary sentence lengths
1.2.6.5. Vary sentence beginnings using the placement of phrases/clauses and/or inverted construction)
1.2.6.6. Write sentences that create purpose-specific rhythm and flow naturally
1.2.7. Word Choice (& Style/Voice): Use vivid and precise words with the audience's needs and writer's purpose, style and voice in mind:
1.2.7.1. Use specific, concrete language and phrasing
1.2.7.2. Use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)
1.2.7.3. Use action verbs when possible
1.2.7.4. Use words that convey appropriate voice (e.g., attitude, emotion, point of view, commitment) and add depth to writing
1.2.7.5. Use a variety of accurate words and phrases that avoid repetition
1.2.7.6. Use a purposeful range of formal/informal language depending on the audience
1.2.7.7. Use non-literal language (e.g., idioms, slang, figurative language, dialect, pun)
1.2.7.8. Use words that have denotations or connotations appropriate for the writing purpose
1.2.7.9. Use words that create consistent style and tone for the writing occasion
1.2.7.10. Purposely use active and passive voice
1.2.8. Conventions (& Style/Voice): Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function
1.2.9. Conventions (& Style/Voice): Precisely use standard punctuation (commas, colons, hyphens, dashes, italics, and ellipses)
1.2.10. Conventions (& Style/Voice): In addition to standard punctuation
1.2.10.1. Use punctuation to show increasingly abstract relationships (e.g., comma for clarity such as to set off phrases, clauses, appositives; semi-colon; colon to show relationships, parentheses)
1.2.10.2. Use punctuation for rhetorical effect (e.g., dash, colon, ellipses)
1.2.11. Conventions (& Style/Voice): Demonstrate control of grammar in sophisticated sentence structures (compound, complex, compound-complex)
1.2.11.1. Agreement of subject/verb, pronoun/antecedent,
1.2.11.2. Verb use (tense)
1.2.11.3. Pronoun use (number, gender)
1.2.12. Conventions (& Style/Voice): Use active and passive voice appropriately and consistently
1.2.13. Conventions (& Style/Voice): Spell frequently used words correctly, and use effective strategies for spelling unfamiliar words
1.2.14. Conventions (& Style/Voice): Use purposeful parallel structure
1.4. Oral Communication: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.
1.4.1. Develop and deliver a speech that conveys information and ideas in logical fashion for a selected audience, using language and voice that clarify and reinforce meaning
1.4.2. Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)
1.4.3. Use visual techniques appropriately
1.4.4. Prepare and conduct interviews
1.4.5. Construct and present a coherent argument, summarizing then refuting opposing positions, and citing persuasive evidence
1.4.6. Participate effectively in question-and-answer sessions following presentations
1.4.7. Demonstrate confidence and poise during presentations, interacting effectively with the audience, and selecting language and gestures mindful of their effect
1.4.8. Demonstrate the ability to debate an issue from either side
1.4.9. Interpret literary works orally, citing textual data in support of assertions
1.4.10. Synthesize and present results of research projects, accurately summarizing and illustrating the main ideas, using appropriate technological aids, and offering support for the conclusions
1.4.11. Speak fluently with varied inflection and effective eye contact, enunciating clearly at an appropriate rate and volume
1.5. Oral Communication: Listen to and comprehend oral communications.
1.5.1. Ask and respond to questions from teachers and other group members
1.5.2. Summarize and explain information conveyed in an oral communication accounting for key ideas, structure, and relationship of parts to the whole
1.5.3. Distinguish among purposes for listening (e.g., gaining information, being entertained) and take notes as appropriate
1.5.4. Evaluate the reliability of information in oral communication using criteria based on the topic; the context; analysis of logic, evidence, propaganda devices (e.g., bandwagon, double speak, name-calling); and style
1.5.5. Analyze both literal and connotative meanings
1.5.6. Distinguish between relevant and irrelevant information
1.5.7. Analyze messages for their accuracy and usefulness
1.5.8. Evaluate a speaker's use of diction, tone, syntax, rhetorical structure, and conventions of language considering the purpose and context of the communication
1.5.9. Relate a speaker's ideas and information to prior knowledge and experience
1.5.10. Consider the specific situation and current conditions when responding to instructions
1.6. Oral Communication: Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.
1.6.1. Consult dictionaries, thesauruses, handbooks, and grammar texts when choosing words, phrases, and expressions for use in oral and written presentations
1.6.2. Identify common figures of speech and use them appropriately in oral communication
1.6.3. Explain how writers and speakers choose words and use figurative language such as similes, metaphors, personification, hyperbole and allusion to achieve specific effects
1.6.4. Choose words purposefully and evaluate the use of words in communications designed to inform, explain and persuade
1.6.5. Examine the origin, history, denotation, connotation, and usage of English words and phrases by consulting dictionaries, thesauruses, handbooks, and other sources of information about the language
1.6.6. Evaluate the effects of different types of language, such as literary and technical, formal and informal, in communications designed to narrate, inform, explain, persuade, and entertain
1.6.7. Use language appropriate to the background, knowledge, and age of an audience
1.6.8. Recognize and exercise options in modes of expression and choice of words when speaking and writing, especially when revising written work
1.7. Oral Communication: Participate effectively in a discussion.
1.7.1. Demonstrate the ability to extend a discussion by adding relevant information or asking pertinent questions
1.7.2. Perform various roles in a discussion, including leader, participant, and moderator
1.7.3. Detect and evaluate a speaker's bias
1.7.4. Consider the ideas and opinions of other speakers thoughtfully before responding
1.7.5. Evaluate the validity and adequacy of ideas, arguments, hypotheses, and evidence
1.7.6. Evaluate the purpose of discussions by examining their context and the motivation of participants
1.7.7. Explain and advance opinions by citing evidence and referring to authoritative sources
1.7.8. Employ strategies (e.g., summarizing main ideas, identifying areas of agreement) to solve problems, resolve conflicts, and conclude discussions
1.7.9. Convey criticism in a respectful and supportive way
DE.2. Reading: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
2.1. Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.
2.1.1. Apply and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g.: bio, derm, anti, graph, tele)
2.2a. Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.
2.2a.1. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by:
2.2a.1.1. Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2.2a.1.2. Analyzing illustrations to clarify meanings of abstract words and concepts
2.2a.1.3. Looking for and using context clues provided by synonyms and antonyms
2.2a.1.4. Using knowledge of homonyms and homographs to avoid reading confusion
2.2a.1.5. Using word cues (e.g., metaphors, similes)
2.2a.1.6. Using appositives
2.2a.1.7. Selecting the correct definition of words that have multiple meanings
2.3a. Students will be able to self-monitor comprehension while reading by generating a purpose for reading.
2.3a.1. Use 'During Reading' strategies by:
2.3a.1.1. Assimilating prior knowledge
2.3a.1.2. Making and revising predictions
2.3a.1.3. Generating and answering questions
2.3a.1.4. Summarizing
2.3a.1.5. Rereading to clarify information
2.3a.1.6. Adjusting reading rate
2.3a.1.7. Inferring information
2.3a.1.8. Using mental imagery
2.3a.1.9. Seeking the meaning of unknown vocabulary
2.3a.1.10. Analyzing story/literary elements and text structure
2.3c. Using appropriate texts, students will be able to self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2.3c.1. Use illustrations to construct meaning from text
2.3c.2. Visualize what was read for a deeper understanding
2.3c.3. Make, confirm, adjust predictions
2.3c.4. Reread difficult parts slowly and carefully
2.3c.5. Explain personal connections to the ideas or information in the text(s)
2.3c.6. Skim text to search for connections between and among ideas
2.3c.7. Restate in own words the main events in the text
2.3c.8. Frequently summarize while reading
2.3c.9. Frequently paraphrase important ideas or information
2.3c.10. Use a graphic organizer or other note taking technique to record important ideas or information
2.4a. Students will be able to demonstrate an overall understanding of printed texts by making predictions as needed.
2.4a.1. Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of a variety of genres
2.4a.2. Adjust previous predictions based on new information in a text
2.4a.3. Identify logical, additional and/or complementary information (e.g., 'next' chapter or section) for a text
2.4bI/T. Students will be able to demonstrate an overall understanding of technical and informative texts by identifying text features and text structures.
2.4bI/T.1. Apply essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text
2.4bI/T.2. Analyze text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/solution, simple cause/effect) to make meaning of text
2.4bI/T.3. Analyze the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) to enhance understanding of the text
2.4bL. Students will be able to demonstrate an overall understanding of literary texts by identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).
2.4bL.1. Identify character(s) in a literary text or speaker(s) in a poem
2.4bL.2. Describe the roles (e.g., protagonist/hero, antagonist/villain) characters play in a literary text
2.4bL.3. Describe the changes in setting (flashback, foreshadowing)
2.4bL.4. Identify various types of conflict (man vs. man, man vs. nature, man vs. self, man vs. society)
2.4bL.5. Identify conflict(s), climax(s)/turning point(s) and resolution(s)
2.4bL.6. Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect)
2.4bL.7. Distinguish between main plot and multiple subplots
2.4bL.8. Identify point of view (first person, third person limited, third person objective, omniscient)
2.4bL.9. Identify the story structure/organizational pattern in a literary text (e.g., time order, geographic order, order of importance, cause/effect, classification
2.4c. Students will be able to demonstrate an overall understanding of printed texts by recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and differentiating between literal and non-literal meanings.
2.4c.1. Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, puns, symbols, imagery, mood, allusion, puns, irony, tone and satire)
2.4c.2. Analyze how figurative language and literary devices extend meaning
2.4d. Students will be able to demonstrate an overall understanding of printed texts by retelling a story or restating an informative text through speaking and/or writing.
2.4d.1. Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution
2.4d.2. Summarize the strongly implied reasons for why or how events happen in a literary text
2.4d.3. Summarize the main ideas and supporting details in an informative/technical text
2.4d.4. Retell/restate in order the important events in a text
2.4d.5. Restate in order the steps of a task in an informative/technical text
2.4e. Students will be able to demonstrate an overall understanding of printed texts by organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2.4e.1. Create graphic organizers to assist in comprehension of a text
2.4e.2. Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/solution, cause/effect)
2.4e.3. Create an outline
2.4e.4. Summarize a text capturing the most important parts of the original piece
2.4f. Students will be able to demonstrate an overall understanding of printed texts by identifying the author's purpose
2.4f.1. Analyze the author's overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2.4f.2. Identify the intended messages of advertisements, entertainment programs, and news sources
2.4f.3. Analyze how the author's purposes shape the content
2.4f.4. Analyze the difference between a stated purpose and an underlying reason in TV commercials and advertisements
2.4f.5. Create meaning from a variety of media
2.4g. Students will be able to demonstrate an overall understanding of printed texts by comparing information between and within texts
2.4g.1. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, or characters within a single text
2.4g.2. Compare subtle but relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters presented in two or more texts
2.4g.3. Analyze subtle changes in characters (e.g., change in attitude, situation)
2.4h. Students will demonstrate an overall understanding of printed texts by discriminating between fact and opinion
2.4h.1. Discriminate between facts and/or subtle opinions in text(s)
2.4h.2. Identify facts in a text and determine their relevance to the issue
2.4h.3. Identify implied opinions in a text and determine their relevance to the issue
2.4h.4. Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion
2.4h.5. Question information in a text to determine if it is factual
2.4i. Students will be able to demonstrate an overall understanding of informative and technical printed texts by making inferences.
2.4i.1. Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2.4i.2. Explain inferences about author's decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)
2.4i.3. Make reasonable predictions as they read
2.4i.4. Test and revise predictions as they read further
2.4i.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
2.4i.6. Make connections between conclusions they draw and other beliefs or knowledge
2.4i.7. Make critical or analytical judgments about what they read
2.4i.8. Analyze texts to make generalizations
2.4i.9. Create interpretations of text that are adapted as they continue to read and after they read
2.4j. Students will be able to demonstrate an overall understanding of printed texts by accepting or rejecting the validity of the information and giving supporting evidence.
2.4j.1. Use criteria to evaluate the validity and reliability of primary and secondary source information
2.4j.2. Use criteria to evaluate author's credibility in order to determine validity and reliability of a source
2.4j.3. Use criteria to evaluate author's perspective in order to determine validity and reliability of a source
2.4j.4. Use date of publication to evaluate the validity and reliability of a source
2.4j.5. Use criteria to evaluate the author's use of logic propaganda, bias, language, and motives in order to determine validity and reliability of a source
2.4k. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.4k.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.4k.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.4k.3. Analyze how connections (text-to-self, text-to-world) are contributing to their understanding of the text.
2.4k.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.5a. Students will be able to critically analyze and evaluate information and messages presented through print by connecting and synthesizing information from many sources
2.5a.1. Connect and synthesize information from increasingly different sources to generate new information/new ideas or expand prior knowledge (text-to-text and text-to-self connections)
2.5a.2. Synthesize information by comparing, eliminating and merging disparate pieces into one coherent whole
2.5b. Students will be able to critically analyze and evaluate information and messages presented through print by formulating and expressing opinions.
2.5b.1. Synthesize experience and knowledge of the world (text-to-world connections) to make, support and apply judgments (that may not be dichotomous) based on the evaluation of complex issues in:
2.5b.1.1. Literary text (e.g., character's actions, morals of narratives or poems)
2.5b.1.2. Nonfiction
2.5b.2. Analyze information in a text to develop a logical and insightful opinion
2.5d. Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.
2.5d.1. Use prior knowledge of a concept along with information in a text to:
2.5d.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
2.5d.1.2. Evaluate the author's viewpoint or attitude toward a topic or idea
2.5d.1.3. Evaluate the effect of an author's use of formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2.5e. Students will be able to critically analyze and evaluate information and messages presented through print and by recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.
2.5e.1. Evaluate how an author's use of literary devices (figurative language, dialogue and description) and non-literal expressions (idioms, double meanings, puns, irony) in a text affects readers
2.5e.2. Evaluate the impact of specific figurative and non-literal (idiomatic) expressions on the meaning of text
2.5e.3. Evaluate an author's decision to use specific figurative and non-literal (idiomatic) expressions in a text
2.5f. Students will be able to critically analyze and evaluate information and messages presented through print by evaluating texts and media presentations for bias and misinformation, by evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by evaluating how the content, techniques, and form of texts and media affect them.
2.5f.1. Evaluate the fairness and trustworthiness of author's message (author's bias)
2.5f.2. Evaluate how persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5f.3. Evaluate the strengths and weaknesses of multiple text(s), sources, format, and argument
2.5f.4. Analyze the completeness, accuracy, and/or clarity of the information in a complex text
2.5f.5. Identify and evaluate information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5f.6. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5f.7. Analyze ambiguous information in complex texts
2.5g. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2.5g.1. Analyze texts by reading and reacting to passages from a piece of text and critical interpretations of that same work
2.5g.2. Listen to and critique opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.3. Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2.5g.4. Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading
2.5i. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5i.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring, circular thinking, parallelism)
2.5i.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5i.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g. television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5i.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5i.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5i.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5i.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5i.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5i.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5i.10. Evaluate ambiguous information in texts
2.5j. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2.5j.1. Identify and describe propaganda techniques (e.g., name calling, exaggeration/hyperbole, bandwagon, testimonial, broad generalization, red herring, circular thinking, parallelism)
2.5j.2. Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)
2.5j.3. Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g. television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text
2.5j.4. Evaluate the fairness and trustworthiness of an author's message (author's bias)
2.5j.5. Evaluate how propaganda and persuasive techniques and author's choices (e.g., word choices) shape readers' understandings
2.5j.6. Evaluate strengths and weaknesses of text(s) sources, format and argument
2.5j.7. Evaluate the completeness, accuracy, and/or clarity of the information in a complex text
2.5j.8. Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources) and evaluate the credibility of sources
2.5j.9. Evaluate the credibility of messages (e.g., thoroughness, depth, breadth, balance, use of fact and opinion, inclusion of logical and/or emotional arguments)
2.5j.10. Evaluate ambiguous information in texts
2.5l. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by evaluating the literary merit of various texts and media presentations (d) recognizing literary merit.
2.5l.1. Read a variety of texts and evaluate them using these criteria to determine their literary merit:
2.5l.1.1. Has a unique writing style that is appropriate
2.5l.1.2. Has details
2.5l.1.3. Has a purpose
2.5l.1.4. Has clear, distinctive characters
2.5l.1.5. Is understandable
2.5l.1.6. Has an expressive vocabulary
2.5l.1.7. Has an unpredictable plot that is developed
2.5l.1.8. Has a variety of episodes/action
2.5l.1.9. Has an expressive vocabulary
2.5l.1.10. Interpretation of the theme or concept
2.5l.1.11. Presentation of information including accuracy, clarity, and organization
2.5l.1.12. Delineation of setting
2.6a. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by offering a personal response to texts.
2.6a.1. Revisit text to search for connections between and among ideas
2.6a.2. Find and explain personal connections to the topics, events, characters, actions, ideas or information in text(s)
2.6b. Students will be able to demonstrate an overall understanding of printed texts by relating the content of the text to real-life situations and applying information from printed, electronic, and oral texts to complete authentic tasks.
2.6b.1. Draw on prior knowledge and experience to connect personally to text (text-to-self connections)
2.6b.2. Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)
2.6b.3. Analyze how connections (text-to-self, text-to-world) are contributing to their understanding of the text.
2.6b.4. Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks
2.7b. Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by identifying the underlying purposes of media messages (e.g., profit vs. nonprofit, humanitarianism, support of artistry).
2.7b.1. Identify underlying purposes (e.g., profit vs. nonprofit, humanitarianism, support of artistry) of media messages
2.7b.2. Evaluate the difference between a stated purpose and an underlying reason in media messages (e.g., TV commercials, radio, Internet, video games, advertisements)
DE.3. Research: Construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Students will be able to:
3.1a1. Identify, locate, and select sources of information relevant to a defined need by identifying and locating a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.
3.1a1.1. Locate information using appropriate sources and strategies
3.1a1.2. Determine valid resources for researching a topic, including primary and secondary sources
3.1a1.3. Evaluate the importance and quality of sources
3.1a1.4. Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)
3.1a1.5. Select sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases) appropriate to the breadth and depth of the research
3.1a1.6. Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information
3.1a1.7. Use traditional and electronic search tools
3.1a1.8. Use teacher-selected Internet sites and data bases to access information
3.1a2. Identify, locate, and select sources of information relevant to a defined need by developing and using procedures to gather information and ideas; developing and following a process for research completion.
3.1a2.1. Formulate a research question or thesis statement
3.1a2.2. Determine a clear purpose, topic and audience for research
3.1a2.3. Gather information from more than one source
3.1a2.4. Locate information using appropriate sources and strategies
3.1a2.5. Read, view, listen or interact with information and decide what is valuable for research
3.1a2.6. Extract information (e.g., take notes, make copies)
3.1a2.7. Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)
3.1a2.8. Record sources in a standard bibliographic format
3.1a2.9. Relay facts from research
3.1a2.10. Summarize ways in which the research process and product can be improved
3.1b. Identify, locate, and select sources of information relevant to a defined need by independently extracting information to achieve a specific purpose; extracting information relevant to a specific purpose.
3.1b.1. Use various technologies (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner) to extract needed information
3.1b.2. Determine the most appropriate form of technology for the task of extracting needed information
3.1b.3. Decide what information is valuable for a particular situation
3.1b.4. Select and use various methods (e.g., web, chart) to manage information
3.1b.5. Create own system for organizing information
3.2a. Organize, manipulate, and express the information and ideas relevant to a defined need by using technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.
3.2a.1. Use technology to synthesize information by making a graphic organizer, making an outline, using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas, and producing a video production
3.2a.2. Use various forms of technology: .word processing, presentation programs, digital cameras, scanners, and multimedia to formulate writing and/or communicate knowledge of products
3.2b. Organize, manipulate, and express the information and ideas relevant to a defined need by independently presenting information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3.2b.1. Decide how the information fits together
3.2b.2. Decide how the information would best be presented
3.2b.3. Recognize the need to put information from sources in their own words
3.2b.4. List sources of information in bibliographic form that follows a designated format (MLA, APA)
3.2b.5. Present gathered information in an oral or written format, which
3.2b.6. Uses sentences organized in paragraph form to tell about a designated topic
3.2b.7. Incorporates information from more than one source
3.2b.8. Includes information relevant to topic and purpose
3.2b.9. Identifies source of information
3.2b.10. Fulfills the identified purpose as clearly indicated in the thesis statement
3.2b.11. Utilizes an organizational plan for combining paragraphs to address a designated purpose and topic
3.2b.12. Incorporates information from multiple sources
3.2b.13. Summarizes, paraphrases, or directly quotes information from sources
3.3a2. Organize, manipulate, and express the information and ideas relevant to a defined need by: establishing criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority.
3.3a2.1. Differentiate between primary and secondary sources
3.3a2.2. Evaluate both sources and information as a result of analysis of accuracy, bias, stereotypes, and validity
3.3a2.3. Synthesize information as appropriate to a specific purpose
3.3a2.4. Formulate logical conclusions based upon information relevant to specific purpose
3.3a2.5. Integrate information to express relevant ideas to a specific purpose
3.3a2.6. Demonstrate how information retrieved does or does not address original problem
3.3a2.7. Evaluate information in terms of credibility, accuracy, and social, economic, political, legal and ethical issues that may impact it
3.3a2.8. Use technology to facilitate evaluation
3.3b1. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently interpreting information as appropriate to a specific purpose.
3.3b1.1. Use retrieved information to accomplish a specific purpose
3.3b1.2. Prioritize sources based on relevance
3.3b1.3. Reevaluate their position on the topic and your research strategy
3.3b1.4. Consider whether they have uncovered any worthwhile information that might take their research in a different direction
3.3b1.5. Consider whether they have uncovered any worthwhile information that has caused them to see their topic from a new perspective
3.3b1.6. Consider whether research needs to be redirected in any way based on material uncovered based on relevance
3.3b2. Organize, manipulate, and express the information and ideas relevant to a defined need by: independently drawing conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3.3b2.1. Use prior knowledge of a concept along with information in a text to:
3.3b2.1.1. Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3.3b2.1.2. Evaluate the author's viewpoint or attitude toward a topic or idea when strongly implied
3.3b2.1.3. Evaluate the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
DE.4. Reading: Use literary knowledge accessed through print and visual media to connect self to society and culture. Students will be able to:
4.1a. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by explaining the reasons for a character's actions, (d) identifying with characters based on a clear understanding of motivation and situation.
4.1a.1. Evaluate a character's actions in a literary text, critically analyzing the text
4.1a.2. Make and support insightful connections between the reader's personal situations and motivations of characters in a text
4.1a.3. Compare the characters' situations or motivations to those in other literary texts
4.1b. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (b) responding to the sensory, intellectual, and emotional elements of literature.
4.1b.1. Evaluate the effect of the author's use of imagery and figurative language on a reader
4.1b.2. Use ideas from the text to evaluate personal responses to literature (text-to-self connections)
4.1c. Using literature appropriate for age, stage, and interests, students will be able to respond to connect their own experience to those of literary characters by (c) relating to the feelings of characters of varying ages, genders, nationalities, races, cultures, religions and disabilities.
4.1c.1. Read and analyze stories from different cultures and eras to broaden cultural awareness
4.1c.2. Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities
4.1c.3. Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives
4.1e. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.
4.1e.1. As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read How is this text similar to other things I've read? How is this different to other books I've read? Have I read about something like this before? Seek other texts and media with similar themes and connections.
4.2a. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by making inferences about content, events, characters, setting, and author's decisions.
4.2a.1. Make strongly implied inferences about content, abstract ideas, events, characters, setting, mood, theme, and tone in a text and identify appropriate text support
4.2a.2. Make inferences about author's choices (e.g., paragraphing, dialogue, organization of text, formatting devices, mode of development, notes to readers) and rhetorical strategies (e.g., persuasive words, anecdotes, figurative language, emotional words, humor, questions, repetition, irony) and identify appropriate support from the text
4.2a.3. Make reasonable predictions as they read
4.2a.4. Test and revise predictions as they read further
4.2a.5. Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
4.2a.6. Make connections between conclusions they draw and other beliefs or knowledge
4.2a.7. Make critical or analytical judgments about what they read
4.2a.8. Analyze texts to make generalizations
4.2a.9. Create self-motivated interpretations of text that are adapted as they continue to read and after they read
4.2b. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text and media using interpretive, critical, and evaluative processes by understanding the differences between genres [...].
4.2b.1 Use knowledge of distinctive characteristics of various genres including but not limited to: fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction), literary nonfiction (e.g., letter, biography, speeches, autobiography), and drama (e.g., classic and/or contemporary multi-act plays) to analyze the meaning of the text
4.2c. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by (c) interpreting the impact of author's decisions such as word choice, style, content, and literary elements, (e2) Understanding [...] the author's intent in choosing a particular genre.
4.2c.1. Evaluate the effect of author's choices (word and content) on the reader
4.2c.2. Analyze how the author's writing style influences the reader
4.2c.3. Evaluate the effectiveness of an author's choice of words with specific connotations to create mood
4.2c.4. Analyze how irony, tone, mood, style, syntax, and sound of language are used for a rhetorical purpose
4.2c.5. Compare styles among texts to determine effects of author's choices
4.2c.6. Compare characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches and novels
4.2c.7. Evaluate an author's decision to use a particular genre in a given situation
4.2f. Using literature appropriate for age, stage, and interests, students will be able to respond to literary text using interpretive, critical, and evaluative processes by identifying the effect of point of view.
4.2f.1. Analyze how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)
4.2f.2. Analyze how point of view impacts the reader
4.2f.3. Evaluate the effect of an author's use of point of view such as first vs. third, limited vs. omniscient, and subjective vs. objective
4.3a. Using appropriate texts, students will be able to respond to demonstrate an appreciation for a broad range of culturally diverse literary texts and media created by historical, modern, and contemporary authors through (a) responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities, (b) responding to literary text and media representative of various nations and cultures.
4.3a.1. Read and evaluate complex stories from different cultures and eras to broaden cultural awareness
4.3a.2. Empathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4.3a.3. Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives
4.4a. Using appropriate texts, students will be able to connect their own experiences to those of literary characters by using literature as a resource for shaping decisions.
4.4a.1. Read stories and relate characters' experiences to shape own decisions by asking questions I felt like that character when I....; If that happened to me, I would....; I can relate to that character because one time....
4.4b. Using literature appropriate for age, stage, and interests, students will be able to apply knowledge gained from literature as a basis for understanding self and society by using literature as a resource for understanding social and political issues.
4.4.b.1. Compare works of literature from the same historical period written by authors from different cultural, generational, and gender perspectives
4.4.b.2. Analyze recognized works of literature representing a variety of genres and traditions
4.4.b.3. Analyze and evaluate an author's viewpoint and message in relation to the historical and cultural context of the author's work
4.4.b.4. Research, analyze and evaluate social, historical, cultural and biographical influences on literary works
4.4.b.5. Contrast the major periods, themes, styles, and trends and describe how works by members of different cultures relate to one another in each period
4.4.b.6. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings
4.4.b.7. 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)