Delaware State Standards for Language Arts: Grade 8

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....