Georgia State Standards for Language Arts:

GA.ELAKR. Reading

ELAKR1. Concepts of Print: The student demonstrates knowledge of concepts of print. The student

ELAKR1.a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade.

ELAKR1.b. Demonstrates that print has meaning and represents spoken language in written form.

ELAKR1.c. Tracks text read from left to right and top to bottom.

ELAKR1.d. Distinguishes among written letters, words, and sentences.

ELAKR1.e. Recognizes that sentences in print are made up of separate words.

ELAKR1.f. Begins to understand that punctuation and capitalization are used in all written sentences.

ELAKR2. Phonological Awareness: The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student

ELAKR2.a. Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words.

ELAKR2.b. Identifies component sounds (phonemes and combinations of phonemes) in spoken words.

ELAKR2.c. Blends and segments syllables in spoken words.

ELAKR2.d. Segments the phonemes in high frequency words.

ELAKR2.e. Blends spoken phonemes to make high frequency words.

ELAKR3. Phonics: The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student

ELAKR3.a. Demonstrates an understanding that there are systematic and predictable relationships between print and spoken sounds.

ELAKR3.b. Recognizes and names all uppercase and lowercase letters of the alphabet.

ELAKR3.c. Matches all consonant and short-vowel sounds to appropriate letters.

ELAKR3.d. Blends individual sounds to read one-syllable decodable words.

ELAKR3.e. Applies learned phonics skills when reading words and sentences in stories.

ELAKR4. Fluency: The student demonstrates the ability to read orally with speed, accuracy, and expression. The student

ELAKR4.a. Reads previously taught high frequency words at the rate of 30 words correct per minute.

ELAKR4.b. Reads previously taught grade-level text with appropriate expression.

ELAKR5. Vocabulary: The student acquires and uses grade-level words to communicate effectively. The student

ELAKR5.a. Listens to a variety of texts and uses new vocabulary in oral language.

ELAKR5.b. Discusses the meaning of words and understands that some words have multiple meanings.

ELAKR6. Comprehension: The student gains meaning from orally presented text. The student

ELAKR6.a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure.

ELAKR6.b. Makes predictions from pictures and titles.

ELAKR6.c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text.

ELAKR6.d. Begins to distinguish fact from fiction in a read-aloud text.

ELAKR6.e. Retells familiar events and stories to include beginning, middle, and end.

ELAKR6.f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.

ELAKR6.g. Connects life experiences to read-aloud text.

ELAKR6.h. Retells important facts in the student's own words.

GA.ELAKW. Writing

ELAKW1. The student begins to understand the principles of writing. The student

ELAKW1.a. Writes or dictates to describe familiar persons, places, objects, or experiences.

ELAKW1.b. Uses drawings, letters, and phonetically spelled words to create meaning.

ELAKW1.c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words.

ELAKW1.d. Uses left-to-right pattern of writing.

ELAKW1.e. Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences.

ELAKW2. The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student writes a narrative that:

ELAKW2.a. Involves one event.

ELAKW2.b. Uses drawings, letters, and phonetically spelled words to describe a personal experience.

ELAKW2.c. Begins to use organizational structures (beginning, middle, end).

ELAKW2.d. May include describing words.

ELAKW2.e. May include a sense of closure.

ELAKW2.f. Includes oral or written prewriting to generate ideas (graphic organizers and pictures).

ELAKW2.g. May include a draft developed from prewriting.

ELAKW3. The student produces informational writing that:

ELAKW3.a. Involves one topic.

ELAKW3.b. Uses drawings, letters, and phonetically spelled words to share information.

ELAKW3.c. Begins to use organizational structures (steps).

ELAKW3.d. May include describing words.

ELAKW3.e. May include a sense of closure.

ELAKW3.f. Includes oral or written pre-writing to generate ideas (graphic organizers and pictures).

ELAKW3.g. May include a draft developed from pre-writing.

ELAKW3.h. May publish a final copy.

ELAKW4. The student produces a persuasive piece that:

ELAKW4.a. States an opinion.

ELAKW4.b. May use words, illustrations, or graphics to support an opinion.

ELAKW4.c. Begins to use formats appropriate to the genre (letter, poster).

ELAKW4.d. May include describing words.

ELAKW4.e. Pre-writes orally or written to generate ideas (graphic organizers and pictures).

ELAKW4.f. May include a draft developed from prewriting.

ELAKW4.g. May include a sense of closure.

ELAKW5. The student produces a response to literature that:

ELAKW5.a. Retells a story orally, through pictures, or in writing.

ELAKW5.b. Makes connections: text-to-self, text-to-text, text- to-world.

ELAKW5.c. Begins to use organizational structures (beginning, middle, end)

ELAKW5.d. Pre-writes orally or written to generate ideas (graphic organizers, pictures).

ELAKW5.e. May include a draft developed from pre-writing.

ELAKW5.f. May include a sense of closure.

GA.ELAKLSV. Listening, Speaking, and Viewing

ELAKLSV1. The student uses oral and visual skills to communicate. The student

ELAKLSV1.a. Listens and speaks appropriately with peers and adults.

ELAKLSV1.b. Follows two-part oral directions.

ELAKLSV1.c. Repeats auditory sequences (letters, words, numbers, and rhythmic patterns).

ELAKLSV1.d. Recites short poems, rhymes, songs, and stories with repeated patterns.

ELAKLSV1.e. Describes people, places, things, locations, and actions.

ELAKLSV1.f. Increases vocabulary to reflect a growing range of interests and knowledge.

ELAKLSV1.g. Communicates effectively when relating experiences and retelling stories heard.

ELAKLSV1.h. Uses complete sentences when speaking.

ELAKLSV1.i. Begins to use subject-verb agreement and tense correctly.

GA.ELA1R. Reading

ELA1R1. Concepts of Print: The student demonstrates knowledge of concepts of print. The student

ELA1R1.a. Understands that there are correct spellings for words.

ELA1R1.b. Identifies the beginning and end of a paragraph.

ELA1R1.c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences.

ELA1R2. Phonological Awareness: The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student

ELA1R2.a. Isolates beginning, middle, and ending sounds in single-syllable words.

ELA1R2.b. Identifies onsets and rimes in spoken one-syllable words.

ELA1R2.c. Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop; change smile to mile; change cat to cap).

ELA1R2.d. Distinguishes between long and short vowel sounds in spoken, one-syllable words (can and cane).

ELA1R2.e. Orally blends two to four phonemes into recognizable and/or nonsense words.

ELA1R2.f. Automatically segments one-syllable words into sounds.

ELA1R3. Phonics: The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student

ELA1R3.a. Automatically generates the sounds for all letters and letter patterns, including long and short vowels.

ELA1R3.b. Applies knowledge of letter-sound correspondence to decode new words.

ELA1R3.c. Reads words containing consonant blends and digraphs.

ELA1R3.d. Reads words with inflectional endings.

ELA1R3.e. Reads compound words and contractions in grade appropriate texts.

ELA1R3.f. Reads words containing vowel digraphs and r-controlled vowels.

ELA1R3.g. Uses spelling patterns to recognize words.

ELA1R3.h. Applies learned phonics skills when reading and writing words, sentences, and stories.

ELA1R4. Fluency: The student demonstrates the ability to read orally with speed, accuracy, and expression. The student

ELA1R4.a. Applies letter-sound knowledge to decode quickly and accurately.

ELA1R4.b. Automatically recognizes additional high frequency and familiar words within texts.

ELA1R4.c. Reads grade-level text with appropriate expression.

ELA1R4.d. Reads first-grade text at a target rate of 60 words correct per minute.

ELA1R4.e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.

ELA1R5. Vocabulary: The student acquires and uses grade-level words to communicate effectively. The student

ELA1R5.a. Reads and listens to a variety of texts and uses new words in oral and written language.

ELA1R5.b. Recognizes grade-level words with multiple meanings.

ELA1R5.c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms).

ELA1R6. Comprehension: The student uses a variety of strategies to understand and gain meaning from grade-level text. The student

ELA1R6.a. Reads and listens to a variety of texts for information and pleasure.

ELA1R6.b. Makes predictions using prior knowledge.

ELA1R6.c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text.

ELA1R6.d. Retells stories read independently or with a partner.

ELA1R6.e. Distinguishes fact from fiction in a text.

ELA1R6.f. Makes connections between texts and/or personal experiences.

ELA1R6.g. Identifies the main idea and supporting details of informational text read or heard.

ELA1R6.h. Self-monitors comprehension and rereads when necessary.

ELA1R6.i. Recognizes cause-and-effect relationships in text.

ELA1R6.j. Identifies word parts to determine meanings.

ELA1R6.k. Begins to use dictionary and glossary skills to determine word meanings.

ELA1R6.l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts.

ELA1R6.m. Recognizes and uses graphic features and graphic organizers to understand text.

GA.ELA1W. Writing

ELA1W1. The student begins to demonstrate competency in the writing process. The student

ELA1W1.a. Writes texts of a length appropriate to address a topic and tell a story.

ELA1W1.b. Describes an experience in writing.

ELA1W1.c. Rereads writing to self and others, revises to add details, and edits to make corrections.

ELA1W1.d. Prints with appropriate spacing between words and sentences.

ELA1W1.e. Writes in complete sentences with correct subject-verb agreement.

ELA1W1.f. Uses nouns (singular and plural) correctly.

ELA1W1.g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.

ELA1W1.h. Uses singular possessive pronouns.

ELA1W1.i. Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative).

ELA1W1.j. Begins to use common rules of spelling.

ELA1W1.k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic.

ELA1W1.l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months).

ELA1W1.m. Uses commas in a series of items.

ELA1W2. The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student will write a narrative that:

ELA1W2.a. Begins to capture a reader's interest by writing a personal story.

ELA1W2.b. Begins to maintain a focus.

ELA1W2.c. Adds details to expand a story.

ELA1W2.d. Begins to use organizational structures (beginning, middle, end, and sequence of events) and strategies (transition words and time cue words).

ELA1W2.e. Begins to develop characters and setting through dialogue and descriptive adjectives.

ELA1W2.f. Begins to develop a sense of closure.

ELA1W2.g. May include oral or written pre-writing (graphic organizer).

ELA1W2.h. May include a draft that is revised and edited.

ELA1W2.i. May be published.

ELA1W3. The student produces informational writing that:

ELA1W3.a. Begins to capture a reader's interest.

ELA1W3.b. Stays on one topic and begins to maintain a focus.

ELA1W3.c. Adds details to expand a topic.

ELA1W3.d. Begins to use organizational structures (steps, chronological order) and strategies (description).

ELA1W3.e. Begins to use graphic features (charts, pictures, headings).

ELA1W3.f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather information to write about a topic.

ELA1W3.g. Begins to develop a sense of closure.

ELA1W3.h. May include oral or written prewriting (graphic organizers).

ELA1W3.i. May include a draft that is revised and edited.

ELA1W3.j. May be published.

ELA1W4. The student produces a persuasive piece that:

ELA1W4.a. Captures a reader's interest by stating a position/opinion.

ELA1W4.b. Begins to maintain a focus.

ELA1W4.c. Adds details to support an opinion.

ELA1W4.d. Begins to use formats appropriate to the genre (letter, list of reasons, poster).

ELA1W4.e. May have a sense of closure.

ELA1W4.f. May include oral or written prewriting (graphic organizer).

ELA1W4.g. May include a draft that is revised and edited.

ELA1W4.h. May be published.

ELA1W5. The student produces a response to literature that:

ELA1W5.a. Captures a reader's interest by stating a position/opinion about a text.

ELA1W5.b. Begins to demonstrate an understanding of the text through oral retelling, pictures, or in writing.

ELA1W5.c. Makes connections: text-to-self, text-to-text, text-to-world.

ELA1W5.d. Begins to use organizational structures (beginning, middle, and end with details from the text).

ELA1W5.e. May have a sense of closure.

ELA1W5.f. May include oral or written prewriting (graphic organizers).

ELA1W5.g. May include a draft that is revised and edited.

ELA1W5.h. May be published.

GA.ELA1LSV. Listening, Speaking, and Viewing

ELA1LSV1. The student uses oral and visual strategies to communicate. The student

ELA1LSV1.a. Follows three-part oral directions.

ELA1LSV1.b. Recalls information presented orally.

ELA1LSV1.c. Responds appropriately to orally presented questions.

ELA1LSV1.d. Increases vocabulary to reflect a growing range of interests and knowledge.

ELA1LSV1.e. Communicates effectively when relating experiences and retelling stories read, heard, or viewed.

ELA1LSV1.f. Uses complete sentences when speaking.

GA.ELA2R. Reading

ELA2R1. Phonics/Word Identification: The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student

ELA2R1.a. Reads words containing blends, digraphs, and diphthongs.

ELA2R1.b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.

ELA2R1.c. Reads compound words and contractions in grade appropriate texts.

ELA2R1.d. Reads and spells words containing r-controlled vowels and silent letters.

ELA2R1.e. Reads and spells words containing irregular vowel patterns.

ELA2R1.f. Reads multisyllabic words.

ELA2R1.g. Applies learned phonics skills when reading and writing words, sentences, and stories.

ELA2R2. Fluency: The student demonstrates the ability to read orally with speed, accuracy, and expression. The student

ELA2R2.a. Applies letter-sound knowledge to decode quickly and accurately.

ELA2R2.b. Automatically recognizes additional high frequency and familiar words within texts.

ELA2R2.c. Reads familiar text with expression.

ELA2R2.d. Reads second-grade texts at a target rate of 90 words correct per minute.

ELA2R2.e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.

ELA2R3. Vocabulary: The student acquires and uses grade-level words to communicate effectively The student

ELA2R3.a. Reads a variety of texts and uses new words in oral and written language.

ELA2R3.b. Recognizes grade appropriate words with multiple meanings.

ELA2R3.c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.

ELA2R3.d. Determines the meaning of unknown words on the basis of context.

ELA2R4. Comprehension: The student uses a variety of strategies to gain meaning from grade-level text. The student

ELA2R4.a. Reads a variety of texts for information and pleasure.

ELA2R4.b. Makes predictions from text content.

ELA2R4.c. Generates questions before, during, and after reading.

ELA2R4.d. Recalls explicit facts and infers implicit facts.

ELA2R4.e. Summarizes text content.

ELA2R4.f. Distinguishes fact from fiction in a text.

ELA2R4.g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.

ELA2R4.h. Makes connections between texts and/or personal experiences.

ELA2R4.i. Identifies and infers main idea and supporting details.

ELA2R4.j. Self-monitors comprehension and attempts to clarify meaning.

ELA2R4.k. Identifies and infers cause-and-effect relationships.

ELA2R4.l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.

ELA2R4.m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales).

ELA2R4.n. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text.

ELA2R4.o. Recognizes the author's purpose.

ELA2R4.p. Uses word parts to determine meanings.

ELA2R4.q. Uses dictionary, thesaurus, and glossary skills to determine word meanings.

GA.ELA2W. Writing

ELA2W1. The student demonstrates competency in the writing process. The student

ELA2W1.a. Writes text of a length appropriate to address a topic and tell the story.

ELA2W1.b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions).

ELA2W1.c. Uses transition words and phrases.

ELA2W1.d. Begins to create graphic features (charts, tables, graphs).

ELA2W1.e. Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing).

ELA2W1.f. Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.

ELA2W1.g. Begins to write a persuasive piece that states and supports an opinion.

ELA2W1.h. Prewrites to generate ideas orally.

ELA2W1.i. Uses planning ideas to produce a rough draft.

ELA2W1.j. Rereads writing to self and others, revises to add details, and edits to make corrections.

ELA2W1.k. Creates documents with legible handwriting.

ELA2W1.l. Consistently writes in complete sentences with correct subject/verb agreement.

ELA2W1.m. Uses nouns (singular, plural, and possessive) correctly.

ELA2W1.n. Uses singular possessive pronouns.

ELA2W1.o. Uses singular and plural personal pronouns.

ELA2W1.p. Uses increasingly complex sentence structure.

ELA2W1.q. Uses common rules of spelling.

ELA2W1.r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory; simple and compound).

ELA2W1.s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade appropriate abbreviations.

ELA2W1.t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.

ELA2W1.u. Recognizes appropriate uses of quotation marks.

ELA2W1.v. Uses the dictionary and thesaurus to support word choices.

ELA2W2. The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that:

ELA2W2.a. Captures a reader's interest by writing a personal story in first or third person consistently.

ELA2W2.b. Begins to write fantasy/imaginary stories.

ELA2W2.c. Begins to sustain a focus.

ELA2W2.d. Includes the appropriate purpose, expectations, and length for the audience and genre.

ELA2W2.e. Develops characters and setting using sensory details (descriptive adjectives and strong verbs).

ELA2W2.f. Uses organizational structures (beginning, middle, end, and sequence of events) and strategies (transitional words/phrases, time cue words).

ELA2W2.g. Begins to develop characters through action and dialogue.

ELA2W2.h. Develops a sense of closure.

ELA2W2.i. May include pre-writing.

ELA2W2.j. May include a revised and edited draft.

ELA2W2.k. May be published.

ELA2W3. The student produces informational writing that:

ELA2W3.a. Captures a reader's interest.

ELA2W3.b. Begins to sustain a focused topic.

ELA2W3.c. Includes the appropriate purpose, expectations, and length for the audience and genre.

ELA2W3.d. Adds facts and details.

ELA2W3.e. Uses organizational structures for conveying information (chronological order, similarities and differences, questions and answers).

ELA2W3.f. Uses graphic features (charts, tables, graphs).

ELA2W3.g. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.

ELA2W3.h. Develops a sense of closure.

ELA2W3.i. May include pre-writing.

ELA2W3.j. May include a draft that is revised and edited.

ELA2W3.k. May be published.

ELA2W4. The student produces a persuasive piece of writing that:

ELA2W4.a. Captures a reader's interest by stating a clear position/opinion.

ELA2W4.b. Begins to sustain a focus.

ELA2W4.c. Includes the appropriate purpose, expectations, and length for audience and the genre.

ELA2W4.d. Adds supportive details throughout.

ELA2W4.e. Uses appropriate formats (letter, list of pros and cons, advertisement).

ELA2W4.f. Develops a sense of closure.

ELA2W4.g. May include pre-writing.

ELA2W4.h. May include a revised and edited draft.

ELA2W4.i. May be published.

ELA2W5. The student produces a response to literature that:

ELA2W5.a. Captures a reader's interest by stating an opinion about a text.

ELA2W5.b. Demonstrates understanding of the text and expresses and supports an opinion.

ELA2W5.c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection.

ELA2W5.d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).

ELA2W5.e. Develops a sense of closure.

ELA2W5.f. May include pre-writing.

ELA2W5.g. May include a draft that is revised and edited.

ELA2W5.h. May be published.

GA.ELS2LSV. Listening, Speaking, and Viewing

ELA2LSV1. The student uses oral and visual strategies to communicate. The student

ELA2LSV1.a. Interprets information presented and seeks clarification when needed.

ELA2LSV1.b. Begins to use oral language for different purposes: to inform, to persuade, and to entertain.

ELA2LSV1.c. Uses increasingly complex language patterns and sentence structure when communicating.

ELA2LSV1.d. Listens to and views a variety of media to acquire information.

ELA2LSV1.e. Increases vocabulary to reflect a growing range of interests and knowledge.

GA.ELA3R. Reading

ELA3R1. Fluency: The student demonstrates the ability to read orally with speed, accuracy, and expression. The student

ELA3R1.a. Applies letter-sound knowledge to decode unknown words quickly and accurately.

ELA3R1.b. Reads familiar text with expression.

ELA3R1.c. Reads third-grade text at a target rate of 120 words correct per minute.

ELA3R1.d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts.

ELA3R2. Vocabulary: The student acquires and uses grade-level words to communicate effectively. The student

ELA3R2.a. Reads literary and informational texts and incorporates new words into oral and written language.

ELA3R2.b. Uses grade-appropriate words with multiple meanings.

ELA3R2.c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.

ELA3R2.d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language.

ELA3R2.e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly).

ELA3R2.f. Determines the meaning of unknown words on the basis of context.

ELA3R3. Comprehension: The student uses a variety of strategies to gain meaning from grade-level text. The student

ELA3R3.a. Reads a variety of texts for information and pleasure.

ELA3R3.b. Makes predictions from text content.

ELA3R3.c. Generates questions to improve comprehension.

ELA3R3.d. Distinguishes fact from opinion.

ELA3R3.e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.

ELA3R3.f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.

ELA3R3.g. Summarizes text content.

ELA3R3.h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.

ELA3R3.i. Makes connections between texts and/or personal experiences.

ELA3R3.j. Identifies and infers main idea and supporting details.

ELA3R3.k. Self-monitors comprehension to clarify meaning.

ELA3R3.l. Identifies and infers cause-and-effect relationships and draws conclusions.

ELA3R3.m. Recalls explicit facts and infers implicit facts.

ELA3R3.n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).

ELA3R3.o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text.

ELA3R3.p. Recognizes the author's purpose.

ELA3R3.q. Formulates and defends an opinion about a text.

ELA3R3.r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.

GA.ELA3W. Writing

ELA3W1. The student demonstrates competency in the writing process. The student

ELA3W1.a. Captures a reader's interest by setting a purpose and developing a point of view.

ELA3W1.b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length.

ELA3W1.c. Writes text of a length appropriate to address the topic or tell the story.

ELA3W1.d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers).

ELA3W1.e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).

ELA3W1.f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect.

ELA3W1.g. Begins to develop characters through action and dialogue.

ELA3W1.h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot.

ELA3W1.i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.

ELA3W1.j. Uses a variety of resources to research and share information on a topic.

ELA3W1.k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment.

ELA3W1.l. Writes a persuasive piece that states a clear position.

ELA3W1.m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct.

ELA3W1.n. Publishes by presenting an edited piece of writing to others.

ELA3W2. The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that:

ELA3W2.a. Captures a reader's interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view.

ELA3W2.b. Sustains a focus.

ELA3W2.c. Includes the appropriate purpose, expectations, and length for the audience and genre.

ELA3W2.d. Uses sensory details and other literary language to communicate setting, characters, and plot.

ELA3W2.e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases, time cue words, and sequence of events).

ELA3W2.f. Develops characters through action and dialogue.

ELA3W2.g. Provides a sense of closure.

ELA3W2.h. May include pre-writing.

ELA3W2.i. May include a revised and edited draft.

ELA3W2.j. May be published.

ELA3W3. The student produces informational writing (e.g., procedures, report, correspondence) that:

ELA3W3.a. Captures a reader's interest by setting a purpose and developing a point of view.

ELA3W3.b. Sustains a focused topic.

ELA3W3.c. Includes the appropriate purpose, expectations, and length for the audience and the genre.

ELA3W3.d. Includes relevant examples, facts, anecdotes, and details.

ELA3W3.e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers).

ELA3W3.f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.

ELA3W3.g. Provides a sense of closure.

ELA3W3.h. May include prewriting.

ELA3W3.i. May include a draft that is revised and edited.

ELA3W3.j. May be published.

ELA3W4. The student produces a persuasive piece of writing that:

ELA3W4.a. Captures a reader's interest by stating a clear position/opinion and developing a point of view.

ELA3W4.b. Sustains a focus.

ELA3W4.c. Includes the appropriate purpose, expectations, and length for audience and the genre.

ELA3W4.d. Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes.

ELA3W4.e. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie and book reviews).

ELA3W4.f. Provides a sense of closure.

ELA3W4.g. May include pre-writing.

ELA3W4.h. May include a revised and edited draft.

ELA3W4.i. May be published.

ELA3W5. The student produces a response to literature that:

ELA3W5.a. Captures a reader's interest by developing a point of view.

ELA3W5.b. Demonstrates understanding of the text, formulates an opinion, and supports a judgment.

ELA3W5.c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant details from the reading selection.

ELA3W5.d. Uses appropriate organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).

ELA3W5.e. Provides a sense of closure.

ELA3W5.f. May include pre-writing.

ELA3W5.g. May include a draft that is revised and edited.

ELA3W5.h. May be published.

GA.ELA3C. Conventions

ELA3C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA3C1.a. Correctly identifies and uses subject/verb agreement and adjectives.

ELA3C1.b. Identifies and uses nouns (singular, plural, possessive) correctly.

ELA3C1.c. Identifies and uses contractions correctly.

ELA3C1.d. Identifies and uses personal and possessive pronouns.

ELA3C1.e. Speaks and writes in complete and coherent sentences.

ELA3C1.f. Identifies and uses increasingly complex sentence structure.

ELA3C1.g. Distinguishes between complete and incomplete sentences.

ELA3C1.h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).

ELA3C1.i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence.

ELA3C1.j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic.

ELA3C1.k. Uses the dictionary and thesaurus to support word choices.

ELA3C1.l. Uses common rules of spelling and corrects words using dictionaries and other resources.

ELA3C1.m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks).

ELA3C1.n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence.

GA.ELA3LSV. Listening, Speaking, and Viewing

ELA3LSV1. The student uses oral and visual strategies to communicate. The student

ELA3LSV1.a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.

ELA3LSV1.b. Recalls, interprets, and summarizes information presented orally.

ELA3LSV1.c. Uses oral language for different purposes: to inform, persuade, or entertain.

ELA3LSV1.d. Listens to and views a variety of media to acquire information.

GA.ELA4R. Reading

ELA4R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA4R1.1. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:

ELA4R1.1.a. Relates theme in works of fiction to personal experience.

ELA4R1.1.b. Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed.

ELA4R1.1.c. Identifies the speaker of a poem or story.

ELA4R1.1.d. Identifies sensory details and figurative language.

ELA4R1.1.e. Identifies and shows the relevance of foreshadowing clues.

ELA4R1.1.f. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.

ELA4R1.1.g. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author's life.

ELA4R1.1.h. Identifies themes and lessons in folktales, tall tales, and fables.

ELA4R1.1.i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems.

ELA4R1.2. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

ELA4R1.2.a. Locates facts that answer the reader's questions.

ELA4R1.2.b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary).

ELA4R1.2.c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations).

ELA4R1.2.d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect).

ELA4R1.2.e. Distinguishes cause from effect in context.

ELA4R1.2.f. Summarizes main ideas and supporting details.

ELA4R1.2.g. Makes perceptive and well-developed connections.

ELA4R1.2.h. Distinguishes fact from opinion or fiction.

ELA4R2. The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

ELA4R3. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELA4R3.a. Reads a variety of texts and incorporates new words into oral and written language.

ELA4R3.b. Determines the meaning of unknown words using their context.

ELA4R3.c. Identifies the meaning of common root words to determine the meaning of unfamiliar words.

ELA4R3.d. Determines meanings of words and alternate word choices using a dictionary or thesaurus.

ELA4R3.e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).

ELA4R3.f. Identifies the meaning of common idioms and figurative phrases.

ELA4R3.g. Identifies playful uses of language (e.g., puns, jokes, palindromes).

ELA4R3.h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence.

ELA4R3.i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.

ELA4R4. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student

ELA4R4.a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.

ELA4R4.b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).

ELA4R4.c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

GA.ELA4W. Writing

ELA4W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

ELA4W1.a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

ELA4W1.b. Writes texts of a length appropriate to address the topic or tell the story.

ELA4W1.c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA4W1.d. Uses appropriate structures to ensure coherence (e.g., transition elements).

ELA4W2. The student demonstrates competence in a variety of genres.

ELA4W2.1. The student produces a narrative that:

ELA4W2.1.a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.

ELA4W2.1.b. Establishes a plot, setting, and conflict, and/or the significance of events.

ELA4W2.1.c. Creates an organizing structure.

ELA4W2.1.d. Includes sensory details and concrete language to develop plot and character.

ELA4W2.1.e. Excludes extraneous details and inconsistencies.

ELA4W2.1.f. Develops complex characters through actions describing the motivation of characters and character conversation.

ELA4W2.1.g. Uses a range of appropriate narrative strategies such as dialogue, tension, or suspense.

ELA4W2.1.h. Provides a sense of closure to the writing.

ELA4W2.2. The student produces informational writing (e.g., report, procedures, correspondence) that:

ELA4W2.2.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA4W2.2.b. Frames a central question about an issue or situation.

ELA4W2.2.c. Creates an organizing structure appropriate to a specific purpose, audience, and context.

ELA4W2.2.d. Includes appropriate facts and details.

ELA4W2.2.e. Excludes extraneous details and inappropriate information.

ELA4W2.2.f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.

ELA4W2.2.g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.

ELA4W2.2.h. Provides a sense of closure to the writing.

ELA4W2.3. The student produces a response to literature that:

ELA4W2.3.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA4W2.3.b. Advances a judgment that is interpretive, evaluative, or reflective.

ELA4W2.3.c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.

ELA4W2.3.d. Demonstrates an understanding of the literary work (e.g., a summary that contains the main idea and most significant details of the reading selection).

ELA4W2.3.e. Excludes extraneous details and inappropriate information.

ELA4W2.3.f. Provides a sense of closure to the writing.

ELA4W2.4. The student produces a persuasive essay that:

ELA4W2.4.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA4W2.4.b. States a clear position.

ELA4W2.4.c. Supports a position with relevant evidence.

ELA4W2.4.d. Excludes extraneous details and inappropriate information.

ELA4W2.4.e. Creates an organizing structure appropriate to a specific purpose, audience, and context.

ELA4W2.4.f. Provides a sense of closure to the writing.

ELA4W3. The student uses research and technology to support writing. The student

ELA4W3.a. Acknowledges information from sources.

ELA4W3.b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, index, glossary, and table of contents).

ELA4W3.c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words).

ELA4W3.d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).

ELA4W4. The student consistently uses a writing process to develop, revise, and evaluate writing. The student

ELA4W4.a. Plans and drafts independently and resourcefully.

ELA4W4.b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

ELA4W4.c. Edits to correct errors in spelling, punctuation, etc.

GA.ELA4C. Conventions

ELA4C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA4C1.a. Recognizes the subject-predicate relationship in sentences.

ELA4C1.b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).

ELA4C1.c. Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments).

ELA4C1.d. Uses and identifies words or word parts from other languages that have been adopted into the English language.

ELA4C1.e. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence.

ELA4C1.f. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling.

ELA4C1.g. Spells most commonly used homophones correctly (there, they're, their; two, too, to).

ELA4C1.h. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound).

GA.ELA4LSV. Listening, Speaking, and Viewing

ELA4LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA4LSV1.a. Initiates new topics in addition to responding to adult-initiated topics.

ELA4LSV1.b. Asks relevant questions.

ELA4LSV1.c. Responds to questions with appropriate information.

ELA4LSV1.d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., 'What if. . .'; 'Very likely. . .'; 'I'm unsure whether. . .').

ELA4LSV1.e. Confirms understanding by paraphrasing the adult's directions or suggestions.

ELA4LSV1.f. Displays appropriate turn-taking behaviors.

ELA4LSV1.g. Actively solicits another person's comments or opinions.

ELA4LSV1.h. Offers own opinion forcefully without domineering.

ELA4LSV1.i. Responds appropriately to comments and questions.

ELA4LSV1.j. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELA4LSV1.k. Gives reasons in support of opinions expressed.

ELA4LSV1.l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELA4LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.

ELA4LSV2.1. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA4LSV2.1.a. Demonstrates an awareness of the presence of the media in the daily lives of most people.

ELA4LSV2.1.b. Evaluates the role of the media in focusing attention and in forming an opinion.

ELA4LSV2.1.c. Judges the extent to which the media provides a source of entertainment as well as a source of information.

ELA4LSV2.2. When delivering or responding to presentations, the student:

ELA4LSV2.2.a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members.

ELA4LSV2.2.b. Uses notes, multimedia, or other memory aids to structure the presentation.

ELA4LSV2.2.c. Engages the audience with appropriate verbal cues and eye contact.

ELA4LSV2.2.d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.

ELA4LSV2.2.e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials.

GA.ELA5R. Reading

ELA5R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA5R1.1. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:

ELA5R1.1.a. Identifies and analyzes the elements of setting, characterization, and conflict in plot.

ELA5R1.1.b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed.

ELA5R1.1.c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version.

ELA5R1.1.d. Relates a literary work to information about its setting (historically or culturally).

ELA5R1.1.e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature.

ELA5R1.1.f. Identifies and analyzes the author's use of dialogue and description.

ELA5R1.1.g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated.

ELA5R1.1.h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry: i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme); ii. Figurative language (e.g., personification, metaphor, simile, hyperbole); iii. Graphics (e.g., capital letters, line length, stanzas).

ELA5R1.1.i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.

ELA5R1.1.j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author's life.

ELA5R1.1.k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature.

ELA5R1.2. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

ELA5R1.2.a. Locates facts that answer the reader's questions.

ELA5R1.2.b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary).

ELA5R1.2.c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, captions, and illustrations).

ELA5R1.2.d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes).

ELA5R1.2.e. Distinguishes cause from effect in context.

ELA5R1.2.f. Identifies and analyzes main ideas, supporting ideas, and supporting details.

ELA5R1.2.g. Makes perceptive and well-developed connections.

ELA5R1.2.h. Relates new information to prior knowledge and experience and makes connections to related topics or information.

ELA5R2. The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

ELA5R3. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELA5R3.a. Reads a variety of texts and incorporates new words into oral and written language.

ELA5R3.b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example).

ELA5R3.c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes.

ELA5R3.d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses.

ELA5R3.e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).

ELA5R3.f. Identifies the meaning of common idioms and figurative phrases.

ELA5R3.g. Identifies playful uses of language (e.g., puns, jokes, palindromes).

ELA5R3.h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence.

ELA5R3.i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.

ELA5R4. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student

ELA5R4.a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.

ELA5R4.b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).

ELA5R4.c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

GA.ELA5W. Writing

ELA5W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

ELA5W1.a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

ELA5W1.b. Writes texts of a length appropriate to address the topic or tell the story.

ELA5W1.c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA5W1.d. Uses appropriate structures to ensure coherence (e.g., transition elements).

ELA5W2. The student demonstrates competence in a variety of genres.

ELA5W2.1. The student produces a narrative that:

ELA5W2.1.a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.

ELA5W2.1.b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events.

ELA5W2.1.c. Creates an organizing structure.

ELA5W2.1.d. Includes sensory details and concrete language to develop plot and character.

ELA5W2.1.e. Excludes extraneous details and inconsistencies.

ELA5W2.1.f. Develops complex characters through actions describing the motivation of characters and character conversation.

ELA5W2.1.g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension, or suspense.

ELA5W2.1.h. Provides a sense of closure to the writing.

ELA5W2.1.i. Lifts the level of language using appropriate strategies including word choice.

ELA5W2.2. The student produces informational writing (e.g., report, procedures, correspondence) that:

ELA5W2.2.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA5W2.2.b. Develops a controlling idea that conveys a perspective on a subject.

ELA5W2.2.c. Creates an organizing structure appropriate to a specific purpose, audience, and context.

ELA5W2.2.d. Includes appropriate facts and details.

ELA5W2.2.e. Excludes extraneous details and inappropriate information.

ELA5W2.2.f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.

ELA5W2.2.g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.

ELA5W2.2.h. Provides a sense of closure to the writing.

ELA5W2.2.i. Lifts the level of language using appropriate strategies including word choice.

ELA5W2.3. The student produces a response to literature that:

ELA5W2.3.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA5W2.3.b. Advances a judgment that is interpretive, evaluative, or reflective.

ELA5W2.3.c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.

ELA5W2.3.d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work.

ELA5W2.3.e. Excludes extraneous details and inappropriate information.

ELA5W2.3.f. Provides a sense of closure to the writing.

ELA5W2.3.g. Lifts the level of language using appropriate strategies including word choice.

ELA5W2.4. The student produces a persuasive essay that:

ELA5W2.4.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA5W2.4.b. States a clear position in support of a proposal.

ELA5W2.4.c. Supports a position with relevant evidence.

ELA5W2.4.d. Creates an organizing structure appropriate to a specific purpose, audience, and context.

ELA5W2.4.e. Addresses reader concerns.

ELA5W2.4.f. Excludes extraneous details and inappropriate information.

ELA5W2.4.g. Provides a sense of closure to the writing.

ELA5W2.4.h. Raises the level of language using appropriate strategies (word choice).

ELA5W3. The student uses research and technology to support writing. The student

ELA5W3.a. Acknowledges information from sources.

ELA5W3.b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information.

ELA5W3.c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing.

ELA5W3.d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts.

ELA5W3.e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).

ELA5W3.f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check).

ELA5W3.g. Uses a thesaurus to identify alternative word choices and meanings.

ELA5W4. The student consistently uses a writing process to develop, revise, and evaluate writing. The student

ELA5W4.a. Plans and drafts independently and resourcefully.

ELA5W4.b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

ELA5W4.c. Edits to correct errors in spelling, punctuation, etc.

GA.ELA5C. Conventions

ELA5C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA5C1.a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

ELA5C1.b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences).

ELA5C1.c. Uses and identifies verb phrases and verb tenses.

ELA5C1.d. Recognizes that a word performs different functions according to its position in the sentence.

ELA5C1.e. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound, complex, and compound-complex).

ELA5C1.f. Uses and identifies correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and correct sentence structure (e.g., elimination of sentence fragments and run-ons).

ELA5C1.g. Uses additional knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (e.g., elimination of fragments and run-ons), and correct Standard English spelling (e.g., commonly used homophones) when writing, revising, and editing.

GA.ELA5LSV. Listening, Speaking, and Viewing

ELA5LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA5LSV1.a. Initiates new topics in addition to responding to adult-initiated topics.

ELA5LSV1.b. Asks relevant questions.

ELA5LSV1.c. Responds to questions with appropriate information.

ELA5LSV1.d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., 'What if. . .'; 'Very likely. . .'; 'I'm unsure whether. . .').

ELA5LSV1.e. Confirms understanding by paraphrasing the adult's directions or suggestions.

ELA5LSV1.f. Displays appropriate turn-taking behaviors.

ELA5LSV1.g. Actively solicits another person's comments or opinions.

ELA5LSV1.h. Offers own opinion forcefully without domineering.

ELA5LSV1.i. Responds appropriately to comments and questions.

ELA5LSV1.j. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELA5LSV1.k. Gives reasons in support of opinions expressed.

ELA5LSV1.l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELA5LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.

ELA5LSV2.1. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA5LSV2.1.a. Demonstrates an awareness of the presence of the media in the daily lives of most people.

ELA5LSV2.1.b. Evaluates the role of the media in focusing attention and in forming an opinion.

ELA5LSV2.1.c. Judges the extent to which media provide a source of entertainment as well as a source of information.

ELA5LSV2.2. When delivering or responding to presentations, the student:

ELA5LSV2.2.a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members.

ELA5LSV2.2.b. Uses notes, multimedia, or other memory aids to structure the presentation.

ELA5LSV2.2.c. Engages the audience with appropriate verbal cues and eye contact.

ELA5LSV2.2.d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.

ELA5LSV2.2.e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials.

ELA5LSV2.2.f. Uses technology or other memory aids to structure the presentation.

GA.ELA6R. Reading and Literature

ELA6R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA6R1.1. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:

ELA6R1.1.a. Identifies and analyzes sensory details and figurative language.

ELA6R1.1.b. Identifies and analyzes the author's use of dialogue and description.

ELA6R1.1.c. Relates a literary work to historical events of the period.

ELA6R1.1.d. Applies knowledge of the concept that theme refers the message about life and the world that the author wants us to understand whether implied or stated.

ELA6R1.1.e. Identifies and analyzes the elements of setting, characterization, plot, and the resolution of the conflict of a story or play: i. internal/external conflicts; ii. character conflicts, characters vs. nature, characters vs. society; iii. antagonist/protagonist.

ELA6R1.1.f. Identifies the speaker and recognizes the difference between first- and third person narration.

ELA6R1.1.g. Defines and explains how tone is conveyed in literature through word choice, sentence structure, punctuation, rhythm, repetition, and rhyme.

ELA6R1.1.h. Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme); ii. Figurative language (e.g., simile, metaphor, hyperbole, personification); iii. Graphics (e.g., capital letters, line length, bold face print, italics).

ELA6R1.1.i. Compares traditional literature and mythology from different cultures.

ELA6R1.1.j. Identifies and analyzes similarities and differences in mythologies from different cultures.

ELA6R1.2. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

ELA6R1.2.a. Applies knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary, index).

ELA6R1.2.b. Applies knowledge of common graphic features (e.g., graphic organizers, diagrams, captions, illustrations, charts, tables, graphs).

ELA6R1.2.c. Applies knowledge of common organizational structures and patterns (e.g., transitions, logical order, cause and effect, classification schemes).

ELA6R1.2.d. Identifies and analyzes main ideas, supporting ideas, and supporting details.

ELA6R1.2.e. Follows multi-step instructions to complete or create a simple product.

ELA6R2. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELA6R2.a. Determines the meaning of unfamiliar words by using word, sentence, and paragraph clues.

ELA6R2.b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.

ELA6R2.c. Identifies and interprets words with multiple meanings.

ELA6R2.d. Uses reference skills to determine pronunciations, meanings, alternate word choices, and parts of speech of words.

ELA6R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student

ELA6R3.a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.

ELA6R3.b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).

ELA6R3.c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

GA.ELA6RC. Reading Across the Curriculum

ELA6RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA6RC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELA6RC2.a. Identifies messages and themes from books in all subject areas.

ELA6RC2.b. Responds to a variety of texts in multiple modes of discourse.

ELA6RC2.c. Relates messages and themes from one subject area to those in another area.

ELA6RC2.d. Evaluates the merits of texts in every subject discipline.

ELA6RC2.e. Examines the author's purpose in writing.

ELA6RC2.f. Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary).

ELA6RC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELA6RC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELA6RC3.b. Uses content vocabulary in writing and speaking.

ELA6RC3.c. Explores understanding of new words found in subject area texts.

ELA6RC4. The student establishes a context for information acquired by reading across subject areas. The student

ELA6RC4.a. Explores life experiences related to subject area content.

ELA6RC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELA6RC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELA6W. Writing

ELA6W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student

ELA6W1.a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

ELA6W1.b. Writes texts of a length appropriate to address the topic or tell the story.

ELA6W1.c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA6W1.d. Uses appropriate structures to ensure coherence (e.g., transition elements).

ELA6W2. The student demonstrates competence in a variety of genres.

ELA6W2.1. The student produces a narrative (fictional, personal) that:

ELA6W2.1.a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices).

ELA6W2.1.b. Creates an organizing structure appropriate to purpose, audience, and context.

ELA6W2.1.c. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).

ELA6W2.1.d. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, movement, gestures, expressions).

ELA6W2.1.e. Excludes extraneous details and inconsistencies.

ELA6W2.1.f. Provides a sense of closure appropriate to the writing.

ELA6W2.2. The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:

ELA6W2.2.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA6W2.2.b. Establishes a statement as the main idea or topic sentence.

ELA6W2.2.c. Develops a controlling idea that conveys a perspective on the subject.

ELA6W2.2.d. Creates an organizing structure appropriate to purpose, audience, and context.

ELA6W2.2.e. Develops the topic with supporting details.

ELA6W2.2.f. Excludes extraneous and inappropriate information.

ELA6W2.2.g. Follows an organizational pattern appropriate to the type of composition.

ELA6W2.2.h. Concludes with a detailed summary linked to the purpose of the composition.

ELA6W2.3. The student produces technical writing (friendly letters, thank-you notes, formula poems, instructions) that:

ELA6W2.3.a. Creates or follows an organizing structure appropriate to purpose, audience, and context.

ELA6W2.3.b. Excludes extraneous and inappropriate information.

ELA6W2.3.c. Follows an organizational pattern appropriate to the type of composition.

ELA6W2.3.d. Applies rules of Standard English.

ELA6W2.4. The student produces a response to literature that:

ELA6W2.4.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA6W2.4.b. Demonstrates an understanding of the literary work.

ELA6W2.4.c. Advances a judgment that is interpretive, analytic, evaluative, or reflective.

ELA6W2.4.d. Organizes an interpretation around several clear ideas, premises, or images.

ELA6W2.4.e. Supports a judgment through references to the text.

ELA6W2.4.f. Provides a sense of closure to the writing.

ELA6W2.5. The student produces a multi-paragraph persuasive essay that:

ELA6W2.5.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA6W2.5.b. States a clear position of a proposition or proposal.

ELA6W2.5.c. Supports the position with organized and relevant evidence.

ELA6W2.5.d. Excludes information and arguments that are irrelevant.

ELA6W2.5.e. Creates an organizing structure appropriate to a specific purpose, audience, and context.

ELA6W2.5.f. Anticipates and addresses readers' concerns and counter-arguments.

ELA6W2.5.g. Provides a sense of closure to the writing.

ELA6W3. The student uses research and technology to support writing. The student

ELA6W3.a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information.

ELA6W3.b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).

ELA6W3.c. Cites references.

ELA6W4. The student consistently uses the writing process to develop, revise, and evaluate writing. The student

ELA6W4.a. Plans and drafts independently and resourcefully.

ELA6W4.b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.

ELA6W4.c. Edits to correct errors in spelling, punctuation, etc.

GA.ELA6C. Conventions

ELA6C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA6C1.a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.

ELA6C1.a.i. Identifies and uses nouns - abstract, common, collective, plural, and possessive

ELA6C1.a.ii. Identifies and uses pronouns - personal, possessive, interrogative, demonstrative, reflexive, and indefinite

ELA6C1.a.iii. Identifies and uses adjectives - common, proper, and demonstrative

ELA6C1.a.iv. Identifies and uses verbs - action (transitive/intransitive), linking, and state-of-being

ELA6C1.a.v. Identifies and uses verb phrases - main verbs and helping verbs

ELA6C1.a.vi. Identifies and uses adverbs

ELA6C1.a.vii. Identifies and uses prepositional phrases (preposition, object of the preposition, and any of its modifiers)

ELA6C1.a.viii. Identifies and uses conjunctions - coordinating, correlative, and common subordinating

ELA6C1.a.ix. Identifies and uses interjections.

ELA6C1.b. Recognizes basic parts of a sentence (subject, verb, direct object, indirect object, predicate noun, predicate adjective).

ELA6C1.c. Identifies and writes simple, compound, complex, and compound-complex sentences, avoiding fragments and run-ons.

ELA6C1.d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).

ELA6C1.e. Uses common spelling rules, applies common spelling patterns, and develops and masters words that are commonly misspelled.

ELA6C1.f. Produces final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.

GA.ELA6LSV. Listening, Speaking, and Viewing

ELA6LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA6LSV1.a. Initiates new topics in addition to responding to adult-initiated topics.

ELA6LSV1.b. Asks relevant questions.

ELA6LSV1.c. Responds to questions with appropriate information.

ELA6LSV1.d. Confirms understanding by paraphrasing the adult's directions or suggestions.

ELA6LSV1.e. Displays appropriate turn-taking behaviors.

ELA6LSV1.f. Actively solicits another person's comments or opinions.

ELA6LSV1.g. Offers own opinion forcefully without being domineering.

ELA6LSV1.h. Responds appropriately to comments and questions.

ELA6LSV1.i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELA6LSV1.j. Gives reasons in support of opinions expressed.

ELA6LSV1.k. Clarifies, illustrates, or expands on a response when asked to do so.

ELA6LSV1.l. Employs a group decision-making technique such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

ELA6LSV1.m. Writes a response to/reflection of interactions with others.

ELA6LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

ELA6LSV2.1. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA6LSV2.1.a. Identifies persuasive and propaganda techniques used in media and identifies false and misleading information.

ELA6LSV2.1.b. Identifies the tone, mood, and emotion conveyed in the oral communication.

ELA6LSV2.2. When delivering or responding to presentations, the student:

ELA6LSV2.2.a. Gives oral presentations or dramatic interpretations for various purposes.

ELA6LSV2.2.b. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).

ELA6LSV2.2.c. Uses language for dramatic effect.

ELA6LSV2.2.d. Uses rubrics as assessment tools.

ELA6LSV2.2.e. Uses electronic media for presentations.

GA.ELA74R. Reading and Literature

ELA7R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA7R1.1. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:

ELA7R1.1.a. Distinguishes between the concepts of theme in a literary work and the author's purpose in an expository text.

ELA7R1.1.b. Interprets a character's traits, emotions, or motivations and gives supporting evidence from a text.

ELA7R1.1.c. Relates a literary work to information about its setting or historical moment.

ELA7R1.1.d. Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.

ELA7R1.1.e. Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s).

ELA7R1.1.f. Analyzes characterization (dynamic and static) in prose and plays as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.

ELA7R1.1.g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme); ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole); iii. Graphics (e.g., capital letters, line length, word position).

ELA7R1.1.h. Identifies and analyzes how an author's use of words creates tone and mood, giving supporting evidence from text.

ELA7R1.1.i. Identifies and analyzes similarities and differences in traditional literature from different cultures.

ELA7R1.2. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

ELA7R1.2.a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).

ELA7R1.2.b. Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).

ELA7R1.2.c. Applies knowledge of common organizational structures and patterns (e.g., logical order, cause and effect relationships, comparison and contrast, transitions).

ELA7R1.2.d. Recognizes and traces the development of the author's argument for and against an issue.

ELA7R1.2.e. Identifies evidence used to support an argument.

ELA7R1.2.f. Understands and explains the use of a simple device by following technical directions.

ELA7R2. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELA7R2.a. Determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.).

ELA7R2.b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words.

ELA7R2.c. Identifies and explains idioms and analogies in prose and poetry.

ELA7R2.d. Determines word meanings through the use of definition, example, restatement, or contrast.

ELA7R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student

ELA7R3.a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.

ELA7R3.b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).

ELA7R3.c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

GA.ELA7RC. Reading Across the Curriculum

ELA7RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA7RC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELA7RC2.a. Identifies messages and themes from books in all subject areas.

ELA7RC2.b. Responds to a variety of texts in multiple modes of discourse.

ELA7RC2.c. Relates messages and themes from one subject area to those in another area.

ELA7RC2.d. Evaluates the merits of texts in every subject discipline.

ELA7RC2.e. Examines the author's purpose in writing.

ELA7RC2.f. Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary).

ELA7RC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELA7RC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELA7RC3.b. Uses content vocabulary in writing and speaking.

ELA7RC3.c. Explores understanding of new words found in subject area texts.

ELA7RC4. The student establishes a context for information acquired by reading across subject areas. The student

ELA7RC4.a. Explores life experiences related to subject area content.

ELA7RC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELA7RC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELA7W. Writing

ELA7W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student

ELA7W1.a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

ELA7W1.b. Writes texts of a length appropriate to address the topic or tell the story.

ELA7W1.c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA7W1.d. Uses appropriate structures to ensure coherence (e.g., transition elements).

ELA7W1.e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA7W2. The student demonstrates competence in a variety of genres.

ELA7W2.1. The student produces a narrative (fictional, personal, experiential) that:

ELA7W2.1.a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices, and a sharpened focus).

ELA7W2.1.b. Creates an organizing structure appropriate to purpose, audience, and context.

ELA7W2.1.c. Develops characters using standard methods of characterization.

ELA7W2.1.d. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures).

ELA7W2.1.e. Excludes extraneous details and inconsistencies.

ELA7W2.1.f. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, expressions, tone, and mood).

ELA7W2.1.g. Provides a sense of closure to the writing.

ELA7W2.2. The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:

ELA7W2.2.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA7W2.2.b. Develops a controlling idea that conveys a perspective on the subject.

ELA7W2.2.c. Creates an organizing structure appropriate to purpose, audience, and context.

ELA7W2.2.d. Develops the topic with supporting details.

ELA7W2.2.e. Excludes extraneous and inappropriate information.

ELA7W2.2.f. Follows an organizational pattern appropriate to the type of composition.

ELA7W2.2.g. Concludes with a detailed summary linked to the purpose of the composition.

ELA7W2.3. The student produces technical writing (business correspondence, memoranda, emails, letters of inquiry, letters of complaint, instructions and procedures, lab reports, slide presentations) that:

ELA7W2.3.a. Creates or follows an organizing structure appropriate to purpose, audience, and context.

ELA7W2.3.b. Excludes extraneous and inappropriate information.

ELA7W2.3.c. Follows an organizational pattern appropriate to the type of composition.

ELA7W2.3.d. Applies rules of Standard English.

ELA7W2.4. The student produces a response to literature that:

ELA7W2.4.a. Engages the reader by establishing a context, creating a speaker's voice, or otherwise developing reader interest.

ELA7W2.4.b. Demonstrates an understanding of the literary work.

ELA7W2.4.c. Organizes an interpretation around several clear ideas, premises, or images from the original work.

ELA7W2.4.d. Supports a judgment through references to the text and personal knowledge.

ELA7W2.4.e. Justifies interpretations through sustained use of examples and textual evidence from the literary work.

ELA7W2.4.f. Provides a sense of closure to the writing.

ELA7W2.5. The student produces a multi-paragraph persuasive essay that:

ELA7W2.5.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA7W2.5.b. States a clear position or perspective in support of a proposition or proposal.

ELA7W2.5.c. Describes the points in support of the proposition, employing well-articulated, relevant evidence.

ELA7W2.5.d. Excludes information and arguments that are irrelevant.

ELA7W2.5.e. Creates an organizing structure appropriate to a specific purpose, audience, and context.

ELA7W2.5.f. Anticipates and addresses readers' concerns and counter-arguments.

ELA7W2.5.g. Provides a sense of closure to the writing.

ELA7W3. The student uses research and technology to support writing. The student

ELA7W3.a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research.

ELA7W3.b. Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.

ELA7W3.c. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.).

ELA7W3.d. Documents sources.

ELA7W3.e. Uses electronic media to locate relevant information.

ELA7W4. The student consistently uses the writing process to develop, revise, and evaluate writing. The student

ELA7W4.a. Plans and drafts independently and resourcefully.

ELA7W4.b. Uses strategies of note taking, outlining, and summarizing to impose structure on composition drafts.

ELA7W4.c. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.

ELA7W4.d. Edits writing to improve word choice after checking the precision of the vocabulary.

GA.ELA7C. Conventions

ELA7C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA7C1.a. Identifies and writes simple, compound, complex, and compound-complex sentences correctly, punctuating properly, avoiding fragments and run-ons, adding or deleting modifiers, combining or revising sentences.

ELA7C1.b. Identifies and writes correctly punctuated adjective and adverb clauses.

ELA7C1.c. Uses standard subject-verb and pronoun-antecedent agreement.

ELA7C1.d. Identifies and uses verb tenses consistently (simple and perfect).

ELA7C1.e. Demonstrates correct usage of comparative and superlative forms of adjectives and adverbs.

ELA7C1.f. Demonstrates appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, and split dialogue).

ELA7C1.g. Distinguishes differences in meaning and spelling of commonly confused homonyms.

ELA7C1.h. Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization.

GA.ELA7LSV. Listening, Speaking, and Viewing

ELA7LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA7LSV1.a. Initiates new topics in addition to responding to adult-initiated topics.

ELA7LSV1.b. Asks relevant questions.

ELA7LSV1.c. Responds to questions with appropriate information.

ELA7LSV1.d. Confirms understanding by paraphrasing the adult's directions or suggestions.

ELA7LSV1.e. Displays appropriate turn-taking behaviors.

ELA7LSV1.f. Actively solicits another person's comments or opinions.

ELA7LSV1.g. Offers own opinion forcefully without domineering.

ELA7LSV1.h. Responds appropriately to comments and questions.

ELA7LSV1.i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELA7LSV1.j. Gives reasons in support of opinions expressed.

ELA7LSV1.k. Clarifies, illustrates, or expands on a response when asked to do so.

ELA7LSV1.l. Employs a group decision-making technique such as brainstorming or a problem- solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

ELA7LSV1.m. Develops an outline that highlights the important issues discussed.

ELA7LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

ELA7LSV2.1. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA7LSV2.1.a. Analyzes the effect on the viewer of image, text, and sound in electronic journalism.

ELA7LSV2.1.b. Identifies the techniques used to achieve the effects studied in each instance.

ELA7LSV2.2. When delivering and responding to presentations, the student:

ELA7LSV2.2.a. Gives oral presentations or dramatic interpretations for various purposes.

ELA7LSV2.2.b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience.

ELA7LSV2.2.c. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).

ELA7LSV2.2.d. Uses language for dramatic effect.

ELA7LSV2.2.e. Uses rubrics as assessment tools.

ELA7LSV2.2.f. Responds to oral communications with questions, challenges, or affirmations.

ELA7LSV2.2.g. Uses multimedia in presentations.

GA.ELA8R. Reading and Literature

ELA8R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA8R1.1. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:

ELA8R1.1.a. Identifies the difference between the concepts of theme in a literary work and author's purpose in an expository text.

ELA8R1.1.b. Compares and contrasts genre characteristics from two or more selections of literature.

ELA8R1.1.c. Analyzes a character's traits, emotions, or motivations and gives supporting evidence from the text(s).

ELA8R1.1.d. Compares and contrasts motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.

ELA8R1.1.e. Evaluates recurring or similar themes across a variety of selections, distinguishing theme from topic.

ELA8R1.1.f. Evaluates the structural elements of the plot (e.g., subplots, climax), the plot's development, and the way in which conflicts are (or are not) resolved.

ELA8R1.1.g. Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme, meter); ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery).

ELA8R1.1.h. Analyzes and evaluates how an author's use of words creates tone and mood and provides supporting details from text.

ELA8R1.2. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

ELA8R1.2.a. Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).

ELA8R1.2.b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast).

ELA8R1.2.c. Recognizes and traces the development of an author's argument, point of view, or perspective in text.

ELA8R1.2.d. Understands and explains the use of a complex mechanical device by following technical directions.

ELA8R1.2.e. Uses information from a variety of consumer, workplace, and public documents (e.g., job applications) to explain a situation or decision and to solve a problem.

ELA8R2. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELA8R2.a. Determines pronunciations, meanings, alternate word choices, parts of speech, or etymologies of words.

ELA8R2.b. Determines the meaning of unfamiliar words in content and context specific to reading and writing.

ELA8R2.c. Demonstrates an initial understanding of the history of the English Language.

ELA8R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student

ELA8R3.a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.

ELA8R3.b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).

ELA8R3.c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

ELA8R4. The student acquires knowledge of Georgia authors and significant text created by them. The student

ELA8R4.a. Identifies a variety of Georgia authors both male and female.

ELA8R4.b. Identifies authors' connections to Georgia through a variety of materials including electronic media.

ELA8R4.c. Identifies award winning Georgia authors.

ELA8R4.d. Examines texts from different genres (e.g. picture books, poetry, short stories, novels, essays, informational writing, and dramatic literature) created by Georgia authors.

ELA8R4.e. Relates literary works created by Georgia authors to historical settings and or events.

ELA8R4.f. Explains how Georgia is reflected in a literary work through setting, characterization, historical context, or current events.

ELA8R4.g. Evaluates recurring or similar themes across a variety of selections written by Georgia authors, distinguishing theme from topic.

GA.ELA8RC. Reading Across the Curriculum

ELA8RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA8RC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELA8RC2.a. Identifies messages and themes from books in all subject areas.

ELA8RC2.b. Responds to a variety of texts in multiple modes of discourse.

ELA8RC2.c. Relates messages and themes from one subject area to those in another area.

ELA8RC2.d. Evaluates the merits of texts in every subject discipline.

ELA8RC2.e. Examines the author's purpose in writing.

ELA8RC2.f. Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary).

ELA8RC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELA8RC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELA8RC3.b. Uses content vocabulary in writing and speaking.

ELA8RC3.c. Explores understanding of new words found in subject area texts.

ELA8RC4. The student establishes a context for information acquired by reading across subject areas. The student

ELA8RC4.a. Explores life experiences related to subject area content.

ELA8RC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELA8RC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELA8W. Writing

ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

ELA8W1.a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

ELA8W1.b. Writes texts of a length appropriate to address the topic or tell the story.

ELA8W1.c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA8W1.d. Uses appropriate structures to ensure coherence (e.g., transition elements, parallel structure).

ELA8W1.e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA8W2. The student demonstrates competence in a variety of genres.

ELA8W2.1. The student produces a narrative (fictional, personal, experiential) that:

ELA8W2.1.a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices, and a sharpened focus).

ELA8W2.1.b. Creates an organizing structure appropriate to purpose, audience, and context.

ELA8W2.1.c. Relates a clear, coherent incident, event, or situation by using well-chosen details.

ELA8W2.1.d. Reveals the significance of the writer's attitude about the subject.

ELA8W2.1.e. Develops complex major and minor characters using standard methods of characterization.

ELA8W2.1.f. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, varied sentence structures, and specific narrative action).

ELA8W2.1.g. Excludes extraneous and inappropriate information.

ELA8W2.1.h. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, expressions, foreshadowing, tone, and mood).

ELA8W2.1.i. Provides a sense of closure appropriate to the writing.

ELA8W2.2. The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:

ELA8W2.2.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA8W2.2.b. Develops a controlling idea that conveys a perspective on the subject.

ELA8W2.2.c. Creates an organizing structure appropriate to purpose, audience, and context.

ELA8W2.2.d. Develops the topic with supporting details.

ELA8W2.2.e. Excludes extraneous and inappropriate information.

ELA8W2.2.f. Follows an organizational pattern appropriate to the type of composition.

ELA8W2.2.g. Concludes with a detailed summary linked to the purpose of the composition.

ELA8W2.3. The student produces technical writing (business correspondence, letters of application and letters of recommendation, resumes, abstracts, user guides or manuals, web pages) that:

ELA8W2.3.a. Creates or follows an organizing structure appropriate to purpose, audience, and context.

ELA8W2.3.b. Excludes extraneous and inappropriate information.

ELA8W2.3.c. Follows an organizational pattern appropriate to the type of composition.

ELA8W2.3.d. Applies rules of Standard English.

ELA8W2.4. The student produces a response to literature that:

ELA8W2.4.a. Engages the reader by establishing a context, creating a speaker's voice, or otherwise developing reader interest.

ELA8W2.4.b. Demonstrates an understanding of the literary work.

ELA8W2.4.c. Supports a judgment through references to the text and personal knowledge.

ELA8W2.4.d. Justifies interpretations through sustained use of examples and textual evidence from the literary work.

ELA8W2.4.e. Supports a judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge.

ELA8W2.4.f. Produces a judgment that is interpretive, analytic, evaluative, or reflective (orally, graphically, in writing).

ELA8W2.4.g. Anticipates and answers a reader's questions.

ELA8W2.4.h. Provides a sense of closure to the writing.

ELA8W2.5. The student produces a multi-paragraph persuasive essay that:

ELA8W2.5.a. Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.

ELA8W2.5.b. States a clear position or perspective in support of a proposition or proposal.

ELA8W2.5.c. Creates an organizing structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, and examples.

ELA8W2.5.d. Includes appropriate relevant information and arguments.

ELA8W2.5.e. Excludes information and arguments that are irrelevant.

ELA8W2.5.f. Provides details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counter-arguments.

ELA8W2.5.g. Supports arguments with detailed evidence, citing sources of information as appropriate.

ELA8W2.5.h. Anticipates and addresses reader concerns and counter-arguments.

ELA8W2.5.i. Provides a sense of closure to the writing.

ELA8W2.6. The student produces a piece of writing drawn from research that:

ELA8W2.6.a. Poses relevant and tightly drawn questions about the topic.

ELA8W2.6.b. Engages the reader by establishing a context.

ELA8W2.6.c. Conveys clear and accurate perspectives on the subject.

ELA8W2.6.d. States a thesis.

ELA8W2.6.e. Records important ideas, concepts, and direct quotations from significant information sources, and paraphrases and summarizes all perspectives on the topic, as appropriate.

ELA8W2.6.f. Uses a variety of primary and secondary sources and distinguishes the nature and value of each.

ELA8W2.6.g. Organizes and displays information on charts, maps, and graphs.

ELA8W2.6.h. Provides a sense of closure to the writing.

ELA8W2.6.i. Documents resources (bibliography, footnotes, endnotes, etc.).

ELA8W3. The student uses research and technology to support writing. The student

ELA8W3.a. Plans and conducts multiple-step information searches by using computer networks and modems.

ELA8W3.b. Achieves an effective balance between researched information and original ideas.

ELA8W3.c. Avoids plagiarism.

ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing. The student

ELA8W4.a. Plans and drafts independently and resourcefully.

ELA8W4.b. Revises writing for appropriate organization, consistent point of view, and transitions between paragraphs, passages, and ideas.

ELA8W4.c. Edits writing to improve word choice, grammar, punctuation, etc.

GA.ELA8C. Conventions

ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA8C1.a. Declines pronouns by gender and case, and demonstrates correct usage in sentences.

ELA8C1.b. Analyzes and uses simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and avoids fragments and run-ons.

ELA8C1.c. Revises sentences by correcting misplaced and dangling modifiers.

ELA8C1.d. Revises sentences by correcting errors in usage.

ELA8C1.e. Demonstrates appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, split dialogue, and for clarity).

ELA8C1.f. Analyzes the structure of a sentence (basic sentence parts, noun-adjective-adverb clauses and phrases).

ELA8C1.g. Produces final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization.

GA.ELA8LSV. Listening, Speaking, and Viewing

ELA8LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA8LSV1.a. Initiates new topics in addition to responding to adult-initiated topics.

ELA8LSV1.b. Asks relevant questions.

ELA8LSV1.c. Responds to questions with appropriate information.

ELA8LSV1.d. Confirms understanding by paraphrasing the adult's directions or suggestions.

ELA8LSV1.e. Displays appropriate turn-taking behaviors.

ELA8LSV1.f. Actively solicits another person's comments or opinions.

ELA8LSV1.g. Offers own opinion forcefully without domineering.

ELA8LSV1.h. Responds appropriately to comments and questions.

ELA8LSV1.i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELA8LSV1.j. Gives reasons in support of opinions expressed.

ELA8LSV1.k. Clarifies, illustrates, or expands on a response when asked to do so.

ELA8LSV1.l. Employs a group decision-making technique such as brainstorming or a problem- solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

ELA8LSV1.m. Develops a plan of action or agenda for written and/or verbal follow-up.

ELA8LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

ELA8LSV2.1. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA8LSV2.1.a. Interprets and evaluates the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

ELA8LSV2.1.b. Analyzes oral communication by paraphrasing a speaker's purpose and point of view, and asks relevant questions concerning the speaker's content, delivery, and purpose.

ELA8LSV2.2. When delivering and responding to presentations, the student:

ELA8LSV2.2.a. Gives oral presentations or dramatic interpretations for various purposes.

ELA8LSV2.2.b. Organizes information (e.g., message, vocabulary) to achieve particular purposes and to appeal to the background and interests of the audience.

ELA8LSV2.2.c. Shows appropriate changes in delivery (e.g., gestures, expression, tone, pace, visuals).

ELA8LSV2.2.d. Uses language for dramatic effect.

ELA8LSV2.2.e. Uses rubrics as assessment tools.

ELA8LSV2.2.f. Responds to oral communications with questions, challenges, or affirmations.

ELA8LSV2.2.g. Uses multimedia for presentations.

GA.ELA9RL. Literature and Composition - Reading and Literature

ELA9RL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELA9RL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:

ELA9RL1.1.a. Locates and analyzes such elements in fiction as language (e.g., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony.

ELA9RL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELA9RL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELA9RL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELA9RL1.2.a. Analyzes and applies knowledge of the characteristics of memoir, biography, and/or autobiography.

ELA9RL1.2.b. Analyzes and explains the purpose, structure, and elements of nonfiction works, including memoir, biography, and autobiography.

ELA9RL1.2.c. Analyzes and evaluates the effects of language (e.g., diction, imagery, symbolism, figurative language), structure, point of view, and selection of details in memoir, biography, and/or autobiography.

ELA9RL1.3. The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets; the student:

ELA9RL1.3.a. Identifies and responds to the aesthetic effects of subject matter (e.g. topic, theme), sound devices (e.g., alliteration, onomatopoeia, rhyme scheme), figurative language (e.g., personification, metaphor, simile, hyperbole), and structure (e.g., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.

ELA9RL1.3.b. Sorts and classifies poems by specified criteria (e.g., fixed and free forms, rhymed and unrhymed, narrative and lyric, and/or universal themes and topics).

ELA9RL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student:

ELA9RL1.4.a. Identifies and analyzes types of dramatic literature (e.g., Shakespearean tragedy and comedy).

ELA9RL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELA9RL1.4.c. Identifies and analyzes dramatic elements, (e.g., exposition, rising action, climax, denouement, dialogue, monologue, soliloquy, aside, dramatic irony).

ELA9RL1.4.d. Identifies and analyzes how dramatic elements support and enhance interpretation of dramatic literature.

ELA9RL2. The student identifies, analyzes, and applies knowledge of theme in literary works from various genres and provides evidence from the works to support understanding. The student

ELA9RL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELA9RL2.b. Evaluates how an author's choice of words advances the theme or purpose of a work.

ELA9RL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELA9RL2.d. Compares and contrasts the presentation of a theme or topic across genres and explains how the selection of genre affects the delivery of universal ideas about life and society.

ELA9RL3. The student deepens understanding of literary works by relating them to contemporary context or historical background. The student

ELA9RL3.a. Relates a literary work to non-literary documents and/or other texts from its literary period.

ELA9RL3.b. Relates a literary work to non-literary documents and/or other texts relevant to its historical setting.

ELA9RL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELA9RL4.a. Demonstrates understanding of significant themes in specific literary works.

ELA9RL4.b. Supports important ideas and viewpoints through accurate and detailed references or allusions to the text.

ELA9RL4.c. Includes a formal works cited or bibliography when applicable.

ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELA9RL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELA9RL5.b. Uses knowledge of Greek and Latin prefixes, suffixes, and roots to understand the meanings of new words.

ELA9RL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

GA.ELA9RC. Literature and Composition - Reading Across the Curriculum

ELA9RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA9RC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELA9RC2.a. Identifies messages and themes from books in all subject areas.

ELA9RC2.b. Responds to a variety of texts in multiple modes of discourse.

ELA9RC2.c. Relates messages and themes from one subject area to those in another area.

ELA9RC2.d. Evaluates the merits of texts in every subject discipline.

ELA9RC2.e. Examines the author's purpose in writing.

ELA9RC2.f. Recognizes the features of disciplinary texts.

ELA9RC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELA9RC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELA9RC3.b. Uses content vocabulary in writing and speaking.

ELA9RC3.c. Explores understanding of new words found in subject area texts.

ELA9RC4. The student establishes a context for information acquired by reading across subject areas. The student

ELA9RC4.a. Explores life experiences related to subject area content.

ELA9RC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELA9RC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

ELA9W. Literature and Composition - Writing

ELA9W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student

ELA9W1.a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.

ELA9W1.b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.

ELA9W1.c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

ELA9W1.d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

ELA9W1.e. Writes texts of a length appropriate to address the topic or tell the story.

ELA9W1.f. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA9W1.g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA9W2. The student demonstrates competence in a variety of genres.

ELA9W2.1. The student produces narrative writing and applies polished narrative strategies acquired in grades 6-8 to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

ELA9W2.2. The student produces expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently; the student:

ELA9W2.2.a. Engages the interest of the reader.

ELA9W2.2.b. Formulates a coherent thesis or controlling idea.

ELA9W2.2.c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from at least one secondary source.

ELA9W2.2.d. Follows an organizational pattern appropriate to the type of composition.

ELA9W2.2.e. Attains closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).

ELA9W2.3. The student produces persuasive writing and applies persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

ELA9W2.4. The student produces technical writing that reports technical information and/or conveys ideas clearly, logically, and purposefully to a particular audience; the student:

ELA9W2.4.a. Engages the interest of the reader.

ELA9W2.4.b. Provides clear and purposeful information logically and correctly in order to address an intended audience appropriately.

ELA9W2.4.c. Uses appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients.

ELA9W2.4.d. Uses varied levels, patterns, and types of language to achieve intended effects and aid comprehension.

ELA9W2.4.e. Provides detailed and accurate information or specifications to anticipate readers' problems, mistakes, and misunderstandings.

ELA9W2.4.f. Follows style conventions for specific types of documents (e.g., surveys or questionnaires, technical reports, research studies, proposals) and uses page formats, fonts, spacing, highlighting, and images that contribute to the readability and impact of the document.

ELA9W2.4.g. Combines text, images, and sound as well as other information from many sources (e.g., television broadcasts, videos, films, books, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images).

ELA9W2.4.h. Polishes and refines documents using such aids as advanced publishing software and graphic programs.

ELA9W2.4.i. Provides closure.

ELA9W3. The student uses research and technology to support writing. The student

ELA9W3.a. Formulates clear research questions and utilizes appropriate research venues (e.g., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.

ELA9W3.b. Uses supporting evidence from multiple sources to develop the main ideas within the body of an essay, composition, or technical document.

ELA9W3.c. Synthesizes information from multiple sources and identifies complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, or technical documents).

ELA9W3.d. Integrates quotations and citations into a written text while maintaining the flow of ideas.

ELA9W3.e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual (such as Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.).

ELA9W3.f. Designs and publishes documents, using aids such as advanced publishing software and graphic programs.

ELA9W4. The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student

ELA9W4.a. Plans and drafts independently and resourcefully.

ELA9W4.b. Revises writing to improve the logic and coherence of the organization and controlling perspective.

ELA9W4.c. Revises writing for specific audiences, purposes, and formality of the contexts.

ELA9W4.d. Revises writing to sharpen the precision of word choice and achieve desired tone.

ELA9W4.e. Edits writing to improve word choice, grammar, punctuation, etc.

GA.ELA9C. Literature and Composition - Conventions

ELA9C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA9C1.a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.

ELA9C1.b. Correctly uses clauses (e.g., main and subordinate) and mechanics of punctuation (e.g., end marks, commas, semicolons, and quotation marks).

ELA9C1.c. Demonstrates an understanding of sentence construction (e.g., subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

ELA9C2. The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student

ELA9C2.a. Produces writing that conforms to appropriate manuscript requirements.

ELA9C2.b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

ELA9C2.c. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (e.g., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writer's own words, etc.).

ELA9C2.d. Includes formal works cited or bibliography when applicable.

GA.ELA9LSV. Literature and Composition - Listening, Speaking, and Viewing

ELA9LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA9LSV1.a. Initiates new topics and responds to adult-initiated topics.

ELA9LSV1.b. Asks relevant questions.

ELA9LSV1.c. Responds to questions with appropriate information.

ELA9LSV1.d. Actively solicits another person's comments or opinions.

ELA9LSV1.e. Offers own opinion forcefully without domineering.

ELA9LSV1.f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELA9LSV1.g. Gives reasons in support of opinions expressed.

ELA9LSV1.h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELA9LSV1.i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

ELA9LSV1.j. Divides labor to achieve the overall group goal efficiently.

ELA9LSV2. The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

ELA9LSV2.1. When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA9LSV2.1.a. Assesses the ways language and delivery affect the mood and tone of the oral communication and impact the audience.

ELA9LSV2.1.b. Analyzes the types of arguments used by the speaker, including argument by authority, emotion, and logic.

ELA9LSV2.1.c. Formulates judgments about ideas under discussion and supports those judgments with convincing evidence.

ELA9LSV2.1.d. Compares and contrasts the ways in which media genres (e.g., televised news, news magazines, documentaries, online information) cover the same event.

ELA9LSV2.1.e. Creates an appropriate scoring guide to prepare, improve, and assess presentations.

ELA9LSV2.1.f. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

ELA9LSV2.1.g. Identifies the aesthetic effects of a media presentation (e.g., layout, lighting, color, camera angles, background, etc.).

ELA9LSV2.1.h. Identifies differences between the voice, tone, and diction used in media presentations (e.g., documentary films, news broadcasts, taped interviews) and informal speech.

ELA9LSV2.2. When delivering and responding to presentations, the student:

ELA9LSV2.2.a. Delivers narrative, expository, or persuasive presentations that incorporate the same elements found in that mode or genre of writing.

ELA9LSV2.2.b. Applies appropriate interviewing techniques (e.g., prepares and asks relevant questions; makes notes of responses; uses language that conveys maturity, sensitivity and respect; responds correctly and effectively to questions).

ELA9LSV2.2.c. Delivers oral responses to literature that incorporate the same elements found in written literary analysis.

ELA9LSV2.2.d. Uses props, visual aids, graphs, or electronic media to enhance the appeal and accuracy of presentations.

GA.ELA10RL. Literature and Composition - Reading and Literature

ELA10RL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELA10RL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:

ELA10RL1.1.a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, frame narrative).

ELA10RL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELA10RL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELA10RL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELA10RL1.2.a. Analyzes and explains the structures and elements of nonfiction works such as newspaper articles and editorials, magazine articles, journal articles, and/or other informational texts.

ELA10RL1.2.b. Analyzes the logic and use of evidence in an author's argument.

ELA10RL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELA10RL1.3. The student identifies and analyzes elements of poetry and provides evidence from the text to support understanding; the student:

ELA10RL1.3.a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, internal rhyme, consonance, assonance; ii. form: lyric poem, narrative poem, fixed form poems (e.g., ballad, sonnet); iii. figurative language: personification, imagery, metaphor, simile, synecdoche, hyperbole, symbolism

ELA10RL1.3.b. Analyzes and evaluates the appropriateness of diction and imagery (controlling images, figurative language, understatement, irony, paradox).

ELA10RL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature and provides evidence from the text to support understanding; the student:

ELA10RL1.4.a. Identifies and analyzes types of dramatic literature (e.g., classical tragedy, history play, modern drama).

ELA10RL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELA10RL1.4.c. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

ELA10RL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELA10RL2. The student identifies, analyzes, and applies knowledge of theme in literary works and provides evidence from the works to support understanding. The student

ELA10RL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELA10RL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELA10RL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELA10RL2.d. Analyzes and compares texts that express a universal theme, and locates support in the text for the identified theme.

ELA10RL2.e. Compares and contrasts the presentation of a theme or topic across genres and explains how the selection of genre affects the delivery of universal ideas about life and society: i. Archetypal Characters (e.g., hero, good mother, sage, trickster, etc.); ii. Archetypal Patterns (e.g., journey of initiation, search for the father, etc.); iii. Archetypal Symbols (e.g., colors, water, light/dark, etc.); iv. Universal Connections (e.g., making choices, winning/losing, relationships, self and other, etc.)

ELA10RL3. The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods. The student

ELA10RL3.a. Relates a literary work to non-literary documents and/or other texts from its literary period.

ELA10RL3.b. Relates a literary work to non-literary documents and/or other texts relevant to its historical setting.

ELA10RL3.c. Analyzes the influence of mythical, classical, and canonical literature on contemporary literature and film.

ELA10RL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELA10RL4.a. Demonstrates awareness of an author's use of stylistic devices for specific effects.

ELA10RL4.b. Explains important ideas and viewpoints introduced in a text through accurate and detailed references or allusions to the text and other relevant works.

ELA10RL4.c. Identifies and assesses the impact of ambiguities, nuances, and complexities within the text.

ELA10RL4.d. Includes a formal works cited or bibliography when applicable.

ELA10RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELA10RL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELA10RL5.b. Uses knowledge of mythology, the Bible, and other works often alluded to in literature to understand the meanings of new words.

ELA10RL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning.

GA.ELA10RC. Literature and Composition - Reading Across the Curriculum

ELA10RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA10RC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELA10RC2.a. Identifies messages and themes from books in all subject areas.

ELA10RC2.b. Responds to a variety of texts in multiple modes of discourse.

ELA10RC2.c. Relates messages and themes from one subject area to those in another area.

ELA10RC2.d. Evaluates the merits of texts in every subject discipline.

ELA10RC2.e. Examines the author's purpose in writing.

ELA10RC2.f. Recognizes the features of disciplinary texts.

ELA10RC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELA10RC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELA10RC3.b. Uses content vocabulary in writing and speaking.

ELA10RC3.c. Explores understanding of new words found in subject area texts.

ELA10RC4. The student establishes a context for information acquired by reading across subject areas. The student

ELA10RC4.a. Explores life experiences related to subject area content.

ELA10RC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELA10RC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELA10W. Literature and Composition - Writing

ELA10W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student

ELA10W1.a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.

ELA10W1.b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.

ELA10W1.c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

ELA10W1.d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

ELA10W1.e. Writes texts of a length appropriate to address the topic or tell the story.

ELA10W1.f. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA10W1.g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA10W2. The student demonstrates competence in a variety of genres.

ELA10W2.1. The student produces narrative writing that applies polished narrative strategies acquired in previous grades to other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

ELA10W2.2. The student produces expository (informational) writing to convey information and ideas from primary and secondary sources accurately and coherently; the student:

ELA10W2.2.a. Engages the interest of the reader.

ELA10W2.2.b. Formulates a coherent thesis or controlling idea.

ELA10W2.2.c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from primary and secondary sources.

ELA10W2.2.d. Follows an organizational pattern appropriate to the type of composition.

ELA10W2.2.e. Attains closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).

ELA10W2.3. The student produces persuasive writing that structures ideas and arguments in a sustained and logical fashion; the student:

ELA10W2.3.a. Engages the reader by establishing a context and developing reader interest.

ELA10W2.3.b. Develops a controlling idea or formulates an arguable thesis that makes a clear and knowledgeable judgment.

ELA10W2.3.c. Uses specific rhetorical devices to support assertions (e.g., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning).

ELA10W2.3.d. Clarifies and defends positions with precise and relevant evidence (e.g., facts, expert opinions, quotations, or expressions of commonly accepted beliefs).

ELA10W2.3.e. Excludes information and arguments that are irrelevant.

ELA10W2.3.f. Organizes points of argument effectively to achieve desired outcome.

ELA10W2.3.g. Addresses readers' concerns, counterclaims, biases, and expectations.

ELA10W2.3.h. Achieves closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action.

ELA10W2.4. The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades to other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

ELA10W3. The student uses research and technology to support writing. The student

ELA10W3.a. Formulates clear research questions and utilizes appropriate research venues (e.g., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.

ELA10W3.b. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document.

ELA10W3.c. Synthesizes information from multiple sources and identifies complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

ELA10W3.d. Integrates quotations and citations into a written text while maintaining the flow of ideas.

ELA10W3.e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual (such as Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.).

ELA10W3.f. Designs and publishes documents, using aids such as advanced publishing software and graphic programs.

ELA10W4. The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student

ELA10W4.a. Plans and drafts independently and resourcefully.

ELA10W4.b. Revises writing to improve the logic and coherence of the organization and controlling perspective.

ELA10W4.c. Revises writing for specific audiences, purposes, and formality of the contexts.

ELA10W4.d. Revises writing to sharpen the precision of word choice and achieve desired tone.

ELA10W4.e. Edits writing to improve word choice, grammar, punctuation, etc.

GA.ELA10C. Literature and Composition - Conventions

ELA10C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA10C1.a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.

ELA10C1.b. Correctly uses clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., end marks, commas, semicolons, quotation marks, colons, ellipses, hyphens).

ELA10C1.c. Demonstrates an understanding of sentence construction (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (e.g., consistency of verb tenses, agreement).

ELA10C2. The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student

ELA10C2.a. Produces writing that conforms to appropriate manuscript requirements.

ELA10C2.b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

ELA10C2.c. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (e.g., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writer's own words, etc.).

ELA10C2.d. Includes formal works cited or bibliography when applicable.

GA.ELA10LSV. Literature and Composition - Listening, Speaking, and Viewing

ELA10LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA10LSV1.a. Initiates new topics in addition to responding to adult-initiated topics.

ELA10LSV1.b. Asks relevant questions.

ELA10LSV1.c. Responds to questions with appropriate information.

ELA10LSV1.d. Actively solicits another person's comments or opinion.

ELA10LSV1.e. Offers own opinion forcefully without domineering.

ELA10LSV1.f. Contributes voluntarily and responds directly when solicited by teacher or discussion leader.

ELA10LSV1.g. Gives reasons in support of opinions expressed.

ELA10LSV1.h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELA10LSV1.i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

ELA10LSV1.j. Divides labor so as to achieve the overall group goal efficiently.

ELA10LSV2. The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

ELA10LSV2.1. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA10LSV2.1.a. Analyzes historically significant speeches to find the rhetorical devices and features that make them memorable.

ELA10LSV2.1.b. Evaluates the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

ELA10LSV2.1.c. Analyzes the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

ELA10LSV2.1.d. Identifies logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

ELA10LSV2.1.e. Analyzes the four basic types of persuasive speech (e.g., propositions of fact, value, problem, or policy) and understands the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

ELA10LSV2.2. When delivering and responding to presentations, the student:

ELA10LSV2.2.a. Delivers narrative, expository, or persuasive presentations that incorporate the same elements found in that mode or genre of writing.

ELA10LSV2.2.b. Delivers oral responses to literature that incorporate the same elements found in written literary analysis.

ELA10LSV2.2.c. Uses props, visual aids, graphs, or electronic media to enhance the appeal and accuracy of presentations.

GA.ELAALRL. American Literature and Composition - Reading and American Literature

ELAALRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAALRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student:

ELAALRL1.1.a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods.

ELAALRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELAALRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAALRL1.1.d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

ELAALRL1.1.e. Analyzes the influence of mythic, traditional, or classical literature on American literature.

ELAALRL1.1.f. Traces the history of the development of American fiction.

ELAALRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAALRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters, journals and diaries, speeches, and essays.

ELAALRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELAALRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAALRL1.3. The student identifies and analyzes elements of poetry from various periods of American literature and provides evidence from the text to support understanding; the student:

ELAALRL1.3.a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance; ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse; iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion.

ELAALRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

ELAALRL1.3.c. Traces the historical development of poetic styles and forms in American literature.

ELAALRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student:

ELAALRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., political drama, modern drama, theatre of the absurd).

ELAALRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAALRL1.4.c. Identifies and analyzes dramatic elements, (e.g., stage directions, fourth wall, expressionism, minimalism, dramatic irony).

ELAALRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAALRL2. The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding. The student

ELAALRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELAALRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAALRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAALRL2.d. Analyzes and compares texts that express universal themes characteristic of American literature across time and genre (e.g., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the texts for the identified themes.

ELAALRL3. The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELAALRL3.1. The student relates a literary work to primary source documents of its literary period or historical setting; the student:

ELAALRL3.1.a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition: i. Native American literature; ii. Colonial/Revolutionary/National literature.

ELAALRL3.1.b. Relates a literary work to the characteristics of the literary time period that it represents: i. Romanticism/Transcendentalism; ii. Realism; iii. Naturalism; iv. Modernism (including Harlem Renaissance); v. Postmodernism.

ELAALRL3.2. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson, Whitman] in poetry).

ELAALRL3.3. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory) that cross the lines of genre classifications.

ELAALRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELAALRL4.a. Demonstrate awareness of an author's use of stylistic devices and an appreciation of the effects created by the devices.

ELAALRL4.b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

ELAALRL4.c. Draw comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life.

ELAALRL4.d. Analyze multiple, relevant historical records of a single event and examine their critical relationships to a literary work.

ELAALRL4.e. Include a formal works cited or bibliography when applicable.

ELAALRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELAALRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELAALRL5.b. Uses knowledge of mythology, the Bible, and other works often alluded to in American literature to understand the meanings of new words.

ELAALRL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

GA.ELAALRC. American Literature and Composition - Reading Across the Curriculum

ELAALRC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELAALRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELAALRC2.a. Identifies messages and themes from books in all subject areas.

ELAALRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELAALRC2.c. Relates messages and themes from one subject area to those in another area.

ELAALRC2.d. Evaluates the merits of texts in every subject discipline.

ELAALRC2.e. Examines the author's purpose in writing.

ELAALRC2.f. Recognizes the features of disciplinary texts.

ELAALRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELAALRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELAALRC3.b. Uses content vocabulary in writing and speaking.

ELAALRC3.c. Explores understanding of new words found in subject area texts.

ELAALRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELAALRC4.a. Explores life experiences related to subject area content.

ELAALRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELAALRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELABLRL. British Literature and Composition - Reading and British Literature

ELABLRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELABLRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of British and Commonwealth fiction and provides evidence from the text to support understanding; the student:

ELABLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

ELABLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELABLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELABLRL1.1.d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

ELABLRL1.1.e. Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature.

ELABLRL1.1.f. Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

ELABLRL1.1.g. Traces the history of the development of the novel.

ELABLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELABLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays.

ELABLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELABLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELABLRL1.3. The student identifies and analyzes elements of poetry from various periods of British literature and provides evidence from the text to support understanding; the student:

ELABLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance; ii. form: fixed and free, lyric, ballad, sonnet, heroic couplets, elegy, narrative poem, dramatic monologue; iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion.

ELABLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

ELABLRL1.3.c. Traces the historical development of poetic styles and forms in British literature.

ELABLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic British and Commonwealth literature and provides evidence from the text to support understanding; the student:

ELABLRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., tragedy, comedy, verse play).

ELABLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELABLRL1.4.c. Identifies and analyzes dramatic elements, (e.g., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony).

ELABLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELABLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding. The student

ELABLRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELABLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELABLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELABLRL2.d. Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (e.g., classism, imperialism) and provides support from the texts for the identified themes.

ELABLRL3. The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELABLRL3.1. The student relates a literary work to primary source documents of its literary period or historical setting; the student:

ELABLRL3.1.a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition: i. Empire; ii. Postcolonialism.

ELABLRL3.1.b. Relates a literary work to the characteristics of the literary time period that it represents: i. Anglo-Saxon Period; ii. Medieval Period; iii. Renaissance; iv. 18th Century/Restoration/Neo-Classical Period; v. Romantic Period; vi. Victorian Period; vii. Modern Period; viii. Postmodern Period.

ELABLRL3.2. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., heroic elegy, satirical essay, serial novel, etc.).

ELABLRL3.3. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory, romance, pastoral) that cross the lines of genre classifications.

ELABLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELABLRL4.a. Demonstrate awareness of an author's use of stylistic devices and an appreciation of the effects created.

ELABLRL4.b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

ELABLRL4.c. Support important ideas and viewpoints through accurate and detailed references to the text and/or to other relevant works.

ELABLRL4.d. Analyze multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period.

ELABLRL4.e. Include information from relevant critical perspectives and evaluate the validity and reliability of sources.

ELABLRL4.f. Imitate a variety of literary forms to demonstrate understanding (e.g., sonnet, ballad, satire).

ELABLRL4.g. Include a formal works cited or bibliography when applicable.

ELABLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELABLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELABLRL5.b. Uses knowledge of mythology, the Bible, and other works often alluded to in British and Commonwealth literature to understand the meanings of new words.

ELABLRL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning.

GA.ELABLRC. British Literature and Composition - Reading Across the Curriculum

ELABLRC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELABLRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELABLRC2.a. Identifies messages and themes from books in all subject areas.

ELABLRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELABLRC2.c. Relates messages and themes from one subject area to those in another area.

ELABLRC2.d. Evaluates the merits of texts in every subject discipline.

ELABLRC2.e. Examines the author's purpose in writing.

ELABLRC2.f. Recognizes the features of disciplinary texts.

ELABLRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELABLRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELABLRC3.b. Uses content vocabulary in writing and speaking.

ELABLRC3.c. Explores understanding of new words found in subject area texts.

ELABLRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELABLRC4.a. Explores life experiences related to subject area content.

ELABLRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELABLRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELAWLRL. World Literature and Composition - Reading and World Literature

ELAWLRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAWLRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of fiction from around the world and provides evidence from the text to support understanding; the student:

ELAWLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods.

ELAWLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELAWLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAWLRL1.1.d. Analyzes the influence of mythic, traditional, or classical literature on works of world literature.

ELAWLRL1.1.e. Analyzes and compares style and language across significant cross-cultural literary works.

ELAWLRL1.1.f. Compares and contrasts various translations of a work and evaluates the effect of translation on meaning.

ELAWLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAWLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of world literature such as philosophical essays and letters.

ELAWLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELAWLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAWLRL1.3. The student identifies and analyzes elements of poetry from various periods of world literature and provides evidence from the text to support understanding; the student:

ELAWLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonance; ii. form: haiku, lyric, epic, narrative poem; iii. figurative language: personification, imagery, metaphor, epic simile, synecdoche, hyperbole, symbolism.

ELAWLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning.

ELAWLRL1.3.c. Identifies and responds to poetic forms specific to particular cultures.

ELAWLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature from around the world and provides evidence from the text to support understanding; the student:

ELAWLRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., classical tragedy and culturally specific forms such as commedia dell'arte).

ELAWLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAWLRL1.4.c. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

ELAWLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAWLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of world literature and provides evidence from the text to support understanding. The student

ELAWLRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELAWLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAWLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAWLRL2.d. Analyzes and compares universal themes characteristic of literature from different cultures across time and genre (e.g., archetypes, cultural values, cultural tradition, and philosophical roots).

ELAWLRL3. The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. The student

ELAWLRL3.a. Relates a literary work to primary source documents of its literary period or historical setting.

ELAWLRL3.b. Relates a literary work to the seminal ideas of the time and place in which it is set or the time and place of its composition: i. Greek; ii. Roman; iii. Classical Multicultural; iv. Western European; v. Contemporary Multicultural.

ELAWLRL3.c. Compares and contrasts specific characteristics of different genres as these genres develop and change over time and across cultures (e.g., classical multicultural with contemporary multicultural, Western with Eastern European).

ELAWLRL3.d. Analyzes a variety of cross-cultural works representing different genres within the same specific time period in order to identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications.

ELAWLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELAWLRL4.a. Demonstrates awareness of an author's use of stylistic devices for specific effects.

ELAWLRL4.b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life or culturally specific beliefs or generalizations about life.

ELAWLRL4.c. Includes a formal works cited or bibliography when applicable.

ELAWLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELAWLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELAWLRL5.b. Uses knowledge of world mythologies to understand the meanings of new words.

ELAWLRL5.c. Identifies and understands foreign terms that appear in works originally written in a language other than English.

ELAWLRL5.d. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

GA.ELAWLRC. World Literature and Composition - Reading Across the Curriculum

ELAWLRC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELAWLRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELAWLRC2.a. Identifies messages and themes from books in all subject areas.

ELAWLRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELAWLRC2.c. Relates messages and themes from one subject area to those in another area.

ELAWLRC2.d. Evaluates the merits of texts in every subject discipline.

ELAWLRC2.e. Examines the author's purpose in writing.

ELAWLRC2.f. Recognizes the features of disciplinary texts.

ELAWLRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELAWLRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELAWLRC3.b. Uses content vocabulary in writing and speaking.

ELAWLRC3.c. Explores understanding of new words found in subject area texts.

ELAWLRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELAWLRC4.a. Explores life experiences related to subject area content.

ELAWLRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELAWLRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELAMLRL. Reading and Multicultural Literature

ELAMLRL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAMLRL1.1. The student identifies, analyzes, and applies knowledge of the structure and elements of fiction from multiple cultures and provides evidence from the text to support understanding; the student:

ELAMLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of multicultural fiction.

ELAMLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism (i.e., magical realism).

ELAMLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAMLRL1.1.d. Analyzes the influence of allusions (i.e., cultural myths, folklore, traditional mythology, religious literature).

ELAMLRL1.1.e. Analyzes and compares unique style and language within and across multicultural literary works.

ELAMLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAMLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of multicultural literature (i.e., essays, letters, personal narratives, biographies, autobiographies, journals/diaries, speeches, journalism).

ELAMLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's text.

ELAMLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language and diction, style, syntax, tone, and rhetorical strategies for specific purposes in multicultural nonfiction works.

ELAMLRL1.3. The student identifies and analyzes elements of poetry from multicultural literature and provides evidence from the text to support understanding; the student:

ELAMLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, meter, form, figurative language, and structure of poems as these elements relate to meaning.

ELAMLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images/motifs, figurative language, irony, paradox, and tone) as they relate to underlying meaning.

ELAMLRL1.3.c. Identifies and responds to the blending of forms in American multicultural literature.

ELAMLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of multicultural dramatic literature and provides evidence from the text to support understanding; the student:

ELAMLRL1.4.a. Identifies and analyzes types of dramatic literature (i.e., comedy, tragedy, parody, Theatre of the Absurd, political drama).

ELAMLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAMLRL1.4.c. Identifies and analyzes dramatic elements (i.e., exposition, tragic hero, reversal, catharsis, monologue, soliloquy, dramatic irony, foils, stereotypes).

ELAMLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAMLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of multicultural literature and provides evidence from the text to support understanding. The student:

ELAMLRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELAMLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAMLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAMLRL2.d. Analyzes and compares universal themes characteristic of multicultural literature across cultures and genres as connected to archetypes, cultural values, cultural traditions and provides support from the texts for the identified themes.

ELAMLRL3. The student deepens understanding of a work of multicultural literature by relating it to its historical and/or contemporary context, as well as to works from other cultures. The student:

ELAMLRL3.a. Relates a literary work to primary source documents of its cultural or historical context.

ELAMLRL3.b. Analyzes a literary work as it relates to the seminal ideas of the culture of origin.

ELAMLRL3.c. Compares and contrasts the effects of an historical event or time period (i.e., WWII, The Great Depression, The Civil Rights Movement, 9/11, Immigration) on texts across cultures representing different genres.

ELAMLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas selected in multicultural literary works. The student composes essays, fiction or non-fiction narratives, poems, or technical documents. The student:

ELAMLRL4.a. Demonstrates awareness of an author's use of stylistic devices for specific effect(s).

ELAMLRL4.b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's personal beliefs, culturally specific beliefs, or generalizations about life.

ELAMLRL4.c. Includes a formal works cited or bibliography when applicable.

ELAMLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student:

ELAMLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, words/phrases with denotative and connotative meanings, and patterns of word changes that indicate different meanings, functions, or tone.

ELAMLRL5.b. Uses knowledge of mythology, religious texts, and other works often alluded to in multicultural literature to understand the meanings of new words.

ELAMLRL5.c. Identifies and understands terms from the writer's culture of origin.

ELAMLRL5.d. Uses general dictionaries, specialized dictionaries, thesauri, or related references as needed to increase in learning.

GA.ELA11W. Writing

ELA11W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

ELA11W1.a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.

ELA11W1.b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.

ELA11W1.c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

ELA11W1.d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

ELA11W1.e. Writes texts of a length appropriate to address the topic or tell the story.

ELA11W1.f. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA11W1.g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA11W2. The student demonstrates competence in a variety of genres.

ELA11W2.1. The student produces narrative writing that applies polished narrative strategies in previous grades, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

ELA11W2.2. The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student:

ELA11W2.2.a. Engages the interest of the reader.

ELA11W2.2.b. Formulates a coherent thesis or controlling idea.

ELA11W2.2.c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both primary and secondary sources, as applicable.

ELA11W2.2.d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently.

ELA11W2.2.e. Includes a variety of information on relevant perspectives, as applicable.

ELA11W2.2.f. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable.

ELA11W2.2.g. Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate to the purpose and intended audience of the essay.

ELA11W2.2.h. Demonstrates an understanding of the elements of expository discourse (e.g., purpose, speaker, audience, form).

ELA11W2.2.i. Incorporates elements of discourse from other writing genres into exposition.

ELA11W2.2.j. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition, and analogy.

ELA11W2.2.k. Uses language, point of view, characterization, style, and related elements effectively for specific rhetorical and aesthetic purposes.

ELA11W2.2.l. Attains closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).

ELA11W2.3. The student produces persuasive writing that clearly, logically, and purposefully applies persuasive writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analysis, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.

ELA11W2.4. The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.

ELA11W3. The student uses research and technology to support writing. The student

ELA11W3.a. Formulates clear research questions and utilizes appropriate research venues (e.g., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.

ELA11W3.b. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document.

ELA11W3.c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

ELA11W3.d. Integrates quotations and citations into a written text while maintaining the flow of ideas.

ELA11W3.e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (such as Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.).

ELA11W3.f. Uses systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).

ELA11W3.g. Designs and publishes documents, using such aids as advanced publishing software and graphic programs.

ELA11W4. The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student

ELA11W4.a. Plans and drafts independently and resourcefully.

ELA11W4.b. Revises writing to improve the logic and coherence of the organization and controlling perspective.

ELA11W4.c. Revises writing for specific audiences, purposes, and formality of the contexts.

ELA11W4.d. Revises writing to sharpen the precision of word choice and achieve desired tone.

ELA11W4.e. Revises text to highlight the individual voice and to improve sentence variety and style.

ELA11W4.f. Edits writing to improve word choice, grammar, punctuation, etc.

GA.ELA11C. Conventions

ELA11C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA11C1.a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.

ELA11C1.b. Correctly uses clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., end marks, commas, semicolons, quotations marks, colons, ellipses, hyphens).

ELA11C1.c. Demonstrates an understanding of sentence construction (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (e.g., consistency of verb tenses, agreement).

ELA11C2. The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student

ELA11C2.a. Produces writing that conforms to appropriate manuscript requirements.

ELA11C2.b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

ELA11C2.c. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (e.g., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writer's own words, etc.).

ELA11C2.d. Includes formal works cited or bibliography when applicable.

GA.ELA11LSV. Listening, Speaking, and Viewing

ELA11LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA11LSV1.a. Initiates new topics in addition to responding to adult-initiated topics.

ELA11LSV1.b. Asks relevant questions.

ELA11LSV1.c. Responds to questions with appropriate information.

ELA11LSV1.d. Actively solicits another person's comments or opinion.

ELA11LSV1.e. Offers own opinion forcefully without domineering.

ELA11LSV1.f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELA11LSV1.g. Gives reasons in support of opinions expressed.

ELA11LSV1.h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELA11LSV1.i. Employ group decision-making techniques such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

ELA11LSV1.j. Divides labor so as to achieve the overall group goal efficiently.

ELA11LSV2. The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

ELA11LSV2.1. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA11LSV2.1.a. Recognizes strategies used by the media to inform, persuade, entertain (e.g., advertisements, perpetuation of stereotypes, use of visual representations, special effects, language).

ELA11LSV2.1.b. Analyzes visual or aural techniques used in a media message for a particular audience and evaluates their effectiveness.

ELA11LSV2.1.c. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

ELA11LSV2.1.d. Identifies the aesthetic effects of a media presentation (e.g., layout, lighting, color, camera angles, background, etc.)

ELA11LSV2.1.e. Analyzes the effect of dialect and language on positive or negative stereotypes among social groups.

ELA11LSV2.2. When delivering and responding to presentations, the student:

ELA11LSV2.2.a. Uses effective and interesting language, including informal expressions for effect, Standard American English for clarity, technical language for specificity.

ELA11LSV2.2.b. Evaluates and uses different effects (e.g., visual, music, sound, graphics) to create competent presentations or productions.

ELA11LSV2.2.c. Analyzes effective speeches made for a variety of purposes and prepares and delivers a speech containing these same features.

ELA11LSV2.2.d. Delivers oral presentations that incorporate the elements of narration, exposition, persuasion, and/or literary analysis.

GA.ELAALRL. American Literature and Composition - Reading and American Literature

ELAALRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAALRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student:

ELAALRL1.1.a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods.

ELAALRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELAALRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAALRL1.1.d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

ELAALRL1.1.e. Analyzes the influence of mythic, traditional, or classical literature on American literature.

ELAALRL1.1.f. Traces the history of the development of American fiction.

ELAALRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAALRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters, journals and diaries, speeches, and essays.

ELAALRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELAALRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAALRL1.3. The student identifies and analyzes elements of poetry from various periods of American literature and provides evidence from the text to support understanding; the student:

ELAALRL1.3.a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance; ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse; iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion.

ELAALRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

ELAALRL1.3.c. Traces the historical development of poetic styles and forms in American literature.

ELAALRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student:

ELAALRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., political drama, modern drama, theatre of the absurd).

ELAALRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAALRL1.4.c. Identifies and analyzes dramatic elements, (e.g., stage directions, fourth wall, expressionism, minimalism, dramatic irony).

ELAALRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAALRL2. The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding. The student

ELAALRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELAALRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAALRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAALRL2.d. Analyzes and compares texts that express universal themes characteristic of American literature across time and genre (e.g., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the texts for the identified themes.

ELAALRL3. The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELAALRL3.1. The student relates a literary work to primary source documents of its literary period or historical setting; the student:

ELAALRL3.1.a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition: i. Native American literature; ii. Colonial/Revolutionary/National literature.

ELAALRL3.1.b. Relates a literary work to the characteristics of the literary time period that it represents: i. Romanticism/Transcendentalism; ii. Realism; iii. Naturalism; iv. Modernism (including Harlem Renaissance); v. Postmodernism.

ELAALRL3.2. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson, Whitman] in poetry).

ELAALRL3.3. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory) that cross the lines of genre classifications.

ELAALRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELAALRL4.a. Demonstrate awareness of an author's use of stylistic devices and an appreciation of the effects created by the devices.

ELAALRL4.b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

ELAALRL4.c. Draw comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life.

ELAALRL4.d. Analyze multiple, relevant historical records of a single event and examine their critical relationships to a literary work.

ELAALRL4.e. Include a formal works cited or bibliography when applicable.

ELAALRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELAALRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELAALRL5.b. Uses knowledge of mythology, the Bible, and other works often alluded to in American literature to understand the meanings of new words.

ELAALRL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

GA.ELAALRC. American Literature and Composition - Reading Across the Curriculum

ELAALRC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELAALRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELAALRC2.a. Identifies messages and themes from books in all subject areas.

ELAALRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELAALRC2.c. Relates messages and themes from one subject area to those in another area.

ELAALRC2.d. Evaluates the merits of texts in every subject discipline.

ELAALRC2.e. Examines the author's purpose in writing.

ELAALRC2.f. Recognizes the features of disciplinary texts.

ELAALRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELAALRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELAALRC3.b. Uses content vocabulary in writing and speaking.

ELAALRC3.c. Explores understanding of new words found in subject area texts.

ELAALRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELAALRC4.a. Explores life experiences related to subject area content.

ELAALRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELAALRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELABLRL. British Literature and Composition - Reading and British Literature

ELABLRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELABLRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of British and Commonwealth fiction and provides evidence from the text to support understanding; the student:

ELABLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

ELABLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELABLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELABLRL1.1.d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

ELABLRL1.1.e. Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature.

ELABLRL1.1.f. Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

ELABLRL1.1.g. Traces the history of the development of the novel.

ELABLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELABLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays.

ELABLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELABLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELABLRL1.3. The student identifies and analyzes elements of poetry from various periods of British literature and provides evidence from the text to support understanding; the student:

ELABLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance; ii. form: fixed and free, lyric, ballad, sonnet, heroic couplets, elegy, narrative poem, dramatic monologue; iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion.

ELABLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

ELABLRL1.3.c. Traces the historical development of poetic styles and forms in British literature.

ELABLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic British and Commonwealth literature and provides evidence from the text to support understanding; the student:

ELABLRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., tragedy, comedy, verse play).

ELABLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELABLRL1.4.c. Identifies and analyzes dramatic elements, (e.g., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony).

ELABLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELABLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding. The student

ELABLRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELABLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELABLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELABLRL2.d. Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (e.g., classism, imperialism) and provides support from the texts for the identified themes.

ELABLRL3. The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELABLRL3.1. The student relates a literary work to primary source documents of its literary period or historical setting; the student:

ELABLRL3.1.a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition: i. Empire; ii. Postcolonialism.

ELABLRL3.1.b. Relates a literary work to the characteristics of the literary time period that it represents: i. Anglo-Saxon Period; ii. Medieval Period; iii. Renaissance; iv. 18th Century/Restoration/Neo-Classical Period; v. Romantic Period; vi. Victorian Period; vii. Modern Period; viii. Postmodern Period.

ELABLRL3.2. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., heroic elegy, satirical essay, serial novel, etc.).

ELABLRL3.3. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory, romance, pastoral) that cross the lines of genre classifications.

ELABLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELABLRL4.a. Demonstrate awareness of an author's use of stylistic devices and an appreciation of the effects created.

ELABLRL4.b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

ELABLRL4.c. Support important ideas and viewpoints through accurate and detailed references to the text and/or to other relevant works.

ELABLRL4.d. Analyze multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period.

ELABLRL4.e. Include information from relevant critical perspectives and evaluate the validity and reliability of sources.

ELABLRL4.f. Imitate a variety of literary forms to demonstrate understanding (e.g., sonnet, ballad, satire).

ELABLRL4.g. Include a formal works cited or bibliography when applicable.

ELABLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELABLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELABLRL5.b. Uses knowledge of mythology, the Bible, and other works often alluded to in British and Commonwealth literature to understand the meanings of new words.

ELABLRL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning.

GA.ELABLRC. British Literature and Composition - Reading Across the Curriculum

ELABLRC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELABLRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELABLRC2.a. Identifies messages and themes from books in all subject areas.

ELABLRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELABLRC2.c. Relates messages and themes from one subject area to those in another area.

ELABLRC2.d. Evaluates the merits of texts in every subject discipline.

ELABLRC2.e. Examines the author's purpose in writing.

ELABLRC2.f. Recognizes the features of disciplinary texts.

ELABLRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELABLRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELABLRC3.b. Uses content vocabulary in writing and speaking.

ELABLRC3.c. Explores understanding of new words found in subject area texts.

ELABLRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELABLRC4.a. Explores life experiences related to subject area content.

ELABLRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELABLRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELAWLRL. World Literature and Composition - Reading and World Literature

ELAWLRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAWLRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of fiction from around the world and provides evidence from the text to support understanding; the student:

ELAWLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods.

ELAWLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELAWLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAWLRL1.1.d. Analyzes the influence of mythic, traditional, or classical literature on works of world literature.

ELAWLRL1.1.e. Analyzes and compares style and language across significant cross-cultural literary works.

ELAWLRL1.1.f. Compares and contrasts various translations of a work and evaluates the effect of translation on meaning.

ELAWLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAWLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of world literature such as philosophical essays and letters.

ELAWLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELAWLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAWLRL1.3. The student identifies and analyzes elements of poetry from various periods of world literature and provides evidence from the text to support understanding; the student:

ELAWLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonance; ii. form: haiku, lyric, epic, narrative poem; iii. figurative language: personification, imagery, metaphor, epic simile, synecdoche, hyperbole, symbolism.

ELAWLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning.

ELAWLRL1.3.c. Identifies and responds to poetic forms specific to particular cultures.

ELAWLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature from around the world and provides evidence from the text to support understanding; the student:

ELAWLRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., classical tragedy and culturally specific forms such as commedia dell'arte).

ELAWLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAWLRL1.4.c. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

ELAWLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAWLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of world literature and provides evidence from the text to support understanding. The student

ELAWLRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELAWLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAWLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAWLRL2.d. Analyzes and compares universal themes characteristic of literature from different cultures across time and genre (e.g., archetypes, cultural values, cultural tradition, and philosophical roots).

ELAWLRL3. The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. The student

ELAWLRL3.a. Relates a literary work to primary source documents of its literary period or historical setting.

ELAWLRL3.b. Relates a literary work to the seminal ideas of the time and place in which it is set or the time and place of its composition: i. Greek; ii. Roman; iii. Classical Multicultural; iv. Western European; v. Contemporary Multicultural.

ELAWLRL3.c. Compares and contrasts specific characteristics of different genres as these genres develop and change over time and across cultures (e.g., classical multicultural with contemporary multicultural, Western with Eastern European).

ELAWLRL3.d. Analyzes a variety of cross-cultural works representing different genres within the same specific time period in order to identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications.

ELAWLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELAWLRL4.a. Demonstrates awareness of an author's use of stylistic devices for specific effects.

ELAWLRL4.b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life or culturally specific beliefs or generalizations about life.

ELAWLRL4.c. Includes a formal works cited or bibliography when applicable.

ELAWLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELAWLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELAWLRL5.b. Uses knowledge of world mythologies to understand the meanings of new words.

ELAWLRL5.c. Identifies and understands foreign terms that appear in works originally written in a language other than English.

ELAWLRL5.d. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

GA.ELAWLRC. World Literature and Composition - Reading Across the Curriculum

ELAWLRC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELAWLRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELAWLRC2.a. Identifies messages and themes from books in all subject areas.

ELAWLRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELAWLRC2.c. Relates messages and themes from one subject area to those in another area.

ELAWLRC2.d. Evaluates the merits of texts in every subject discipline.

ELAWLRC2.e. Examines the author's purpose in writing.

ELAWLRC2.f. Recognizes the features of disciplinary texts.

ELAWLRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELAWLRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELAWLRC3.b. Uses content vocabulary in writing and speaking.

ELAWLRC3.c. Explores understanding of new words found in subject area texts.

ELAWLRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELAWLRC4.a. Explores life experiences related to subject area content.

ELAWLRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELAWLRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELAMLRL. Reading and Multicultural Literature

ELAMLRL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAMLRL1.1. The student identifies, analyzes, and applies knowledge of the structure and elements of fiction from multiple cultures and provides evidence from the text to support understanding; the student:

ELAMLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of multicultural fiction.

ELAMLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism (i.e., magical realism).

ELAMLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAMLRL1.1.d. Analyzes the influence of allusions (i.e., cultural myths, folklore, traditional mythology, religious literature).

ELAMLRL1.1.e. Analyzes and compares unique style and language within and across multicultural literary works.

ELAMLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAMLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of multicultural literature (i.e., essays, letters, personal narratives, biographies, autobiographies, journals/diaries, speeches, journalism).

ELAMLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's text.

ELAMLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language and diction, style, syntax, tone, and rhetorical strategies for specific purposes in multicultural nonfiction works.

ELAMLRL1.3. The student identifies and analyzes elements of poetry from multicultural literature and provides evidence from the text to support understanding; the student:

ELAMLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, meter, form, figurative language, and structure of poems as these elements relate to meaning.

ELAMLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images/motifs, figurative language, irony, paradox, and tone) as they relate to underlying meaning.

ELAMLRL1.3.c. Identifies and responds to the blending of forms in American multicultural literature.

ELAMLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of multicultural dramatic literature and provides evidence from the text to support understanding; the student:

ELAMLRL1.4.a. Identifies and analyzes types of dramatic literature (i.e., comedy, tragedy, parody, Theatre of the Absurd, political drama).

ELAMLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAMLRL1.4.c. Identifies and analyzes dramatic elements (i.e., exposition, tragic hero, reversal, catharsis, monologue, soliloquy, dramatic irony, foils, stereotypes).

ELAMLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAMLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of multicultural literature and provides evidence from the text to support understanding. The student:

ELAMLRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELAMLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAMLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAMLRL2.d. Analyzes and compares universal themes characteristic of multicultural literature across cultures and genres as connected to archetypes, cultural values, cultural traditions and provides support from the texts for the identified themes.

ELAMLRL3. The student deepens understanding of a work of multicultural literature by relating it to its historical and/or contemporary context, as well as to works from other cultures. The student:

ELAMLRL3.a. Relates a literary work to primary source documents of its cultural or historical context.

ELAMLRL3.b. Analyzes a literary work as it relates to the seminal ideas of the culture of origin.

ELAMLRL3.c. Compares and contrasts the effects of an historical event or time period (i.e., WWII, The Great Depression, The Civil Rights Movement, 9/11, Immigration) on texts across cultures representing different genres.

ELAMLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas selected in multicultural literary works. The student composes essays, fiction or non-fiction narratives, poems, or technical documents. The student:

ELAMLRL4.a. Demonstrates awareness of an author's use of stylistic devices for specific effect(s).

ELAMLRL4.b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's personal beliefs, culturally specific beliefs, or generalizations about life.

ELAMLRL4.c. Includes a formal works cited or bibliography when applicable.

ELAMLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student:

ELAMLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, words/phrases with denotative and connotative meanings, and patterns of word changes that indicate different meanings, functions, or tone.

ELAMLRL5.b. Uses knowledge of mythology, religious texts, and other works often alluded to in multicultural literature to understand the meanings of new words.

ELAMLRL5.c. Identifies and understands terms from the writer's culture of origin.

ELAMLRL5.d. Uses general dictionaries, specialized dictionaries, thesauri, or related references as needed to increase in learning.

GA.ELA12W. Writing

ELA12W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

ELA12W1.a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.

ELA12W1.b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.

ELA12W1.c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

ELA12W1.d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

ELA12W1.e. Writes texts of a length appropriate to address the topic or tell the story.

ELA12W1.f. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

ELA12W1.g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA12W2. The student demonstrates competence in a variety of genres.

ELA12W2.1. The student produces narrative writing that applies polished narrative strategies in previous grades, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

ELA12W2.2. The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student:

ELA12W2.2.a. Engages the interest of the reader.

ELA12W2.2.b. Formulates a coherent thesis or controlling idea.

ELA12W2.2.c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both primary and secondary sources, as applicable.

ELA12W2.2.d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently.

ELA12W2.2.e. Includes a variety of information on relevant perspectives, as applicable.

ELA12W2.2.f. Anticipates and addresses readers' potential misunderstandings, biases, and expectations.

ELA12W2.2.g. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable.

ELA12W2.2.h. Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate to the purpose and intended audience of the essay.

ELA12W2.2.i. Demonstrates an understanding of the elements of expository discourse (e.g., purpose, speaker, audience, form).

ELA12W2.2.j. Incorporates elements of discourse from other writing genres into exposition.

ELA12W2.2.k. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition, analogy, and humor.

ELA12W2.2.l. Varies language, point of view, characterization, style, and related elements effectively for different rhetorical and aesthetic purposes.

ELA12W2.2.m. Attains closure (e.g., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).

ELA12W2.3. The student produces persuasive writing that clearly, logically, and purposefully applies persuasive writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analysis, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.

ELA12W2.4. The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.

ELA12W3. The student uses research and technology to support writing. The student

ELA12W3.a. Formulates clear research questions and utilizes appropriate research venues (e.g., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.

ELA12W3.b. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document.

ELA12W3.c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

ELA12W3.d. Integrates quotations and citations into a written text while maintaining the flow of ideas.

ELA12W3.e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (such as Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.).

ELA12W3.f. Uses systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).

ELA12W3.g. Integrates databases, graphics, and spreadsheets into word-processed documents.

ELA12W3.h. Designs and publishes documents, using such aids as advanced publishing software and graphic programs.

ELA12W4. The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student

ELA12W4.a. Plans and drafts independently and resourcefully.

ELA12W4.b. Revises writing to improve the logic and coherence of the organization and controlling perspective.

ELA12W4.c. Revises writing for specific audiences, purposes, and formality of the contexts.

ELA12W4.d. Revises text to highlight the individual voice and to improve sentence variety and style.

ELA12W4.e. Revises writing to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and genre.

ELA12W4.f. Edits writing to improve word choice, grammar, punctuation, etc.

GA.ELA12C. Conventions

ELA12C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

ELA12C1.a. Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.

ELA12C1.b. Correctly uses clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., end marks, commas, semicolons, quotation marks, colons, ellipses, hyphens).

ELA12C1.c. Demonstrates an understanding of sentence construction (e.g., subordination, proper placement of modifiers, parallel structure) and proper English usage (e.g., consistency of verb tense, agreement).

ELA12C2. The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student

ELA12C2.a. Produces writing that conforms to appropriate manuscript requirements.

ELA12C2.b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Produces writing that conforms to appropriate manuscript requirements.

ELA12C2.c. Reflects appropriate format requirements, including pagination, spacing, and margins, and integration of source material with appropriate citations (e.g., in-text citations, use of direct quotations, paraphrase, and summary, and weaving of source and support materials with writer's own words, etc.).

ELA12C2.d. Includes formal works cited or bibliography when applicable.

GA.ELA12LSV. Listening, Speaking, and Viewing

ELA12LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

ELA12LSV1.a. Initiates new topics in addition to responding to adult-initiated topics.

ELA12LSV1.b. Asks relevant questions.

ELA12LSV1.c. Responds to questions with appropriate information.

ELA12LSV1.d. Actively solicits another person's comments or opinion.

ELA12LSV1.e. Offers own opinion forcefully without domineering.

ELA12LSV1.f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELA12LSV1.g. Gives reasons in support of opinions expressed.

ELA12LSV1.h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELA12LSV1.i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

ELA12LSV1.j. Divides labor so as to achieve the overall group goal efficiently.

ELA12LSV2. The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

ELA12LSV2.1. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

ELA12LSV2.1.a. Identifies and evaluates strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements, perpetuation of stereotypes, use of visual representations, special effects, language).

ELA12LSV2.1.b. Analyzes the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.

ELA12LSV2.1.c. Identifies and evaluates the effect of media on the production and consumption of personal and societal values.

ELA12LSV2.1.d. Interprets and evaluates the various ways in which local, national, and international events are presented and the ways information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

ELA12LSV2.1.e. Critiques a speaker's diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.

ELA12LSV2.1.f. Delivers oral presentations that incorporate the elements of narration, exposition, persuasion, and/or literary analysis.

ELA12LSV2.2. When delivering and responding to presentations, the student:

ELA12LSV2.2.a. Uses rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony, and dialogue to achieve clarity, force, and aesthetic effect.

ELA12LSV2.2.b. Distinguishes between and uses various forms of classical and contemporary logical arguments, including syllogisms and analogies.

ELA12LSV2.2.c. Uses ethical and emotional appeals that enhance a specific tone and purpose.

ELA12LSV2.2.d. Applies appropriate interviewing techniques (e.g., demonstrates knowledge of the subject and organization, compiles and reports responses, evaluates the effectiveness of the interview).

GA.ELAALRL. American Literature and Composition - Reading and American Literature

ELAALRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAALRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student:

ELAALRL1.1.a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods.

ELAALRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELAALRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAALRL1.1.d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

ELAALRL1.1.e. Analyzes the influence of mythic, traditional, or classical literature on American literature.

ELAALRL1.1.f. Traces the history of the development of American fiction.

ELAALRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAALRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters, journals and diaries, speeches, and essays.

ELAALRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELAALRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAALRL1.3. The student identifies and analyzes elements of poetry from various periods of American literature and provides evidence from the text to support understanding; the student:

ELAALRL1.3.a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance; ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse; iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion.

ELAALRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

ELAALRL1.3.c. Traces the historical development of poetic styles and forms in American literature.

ELAALRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student:

ELAALRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., political drama, modern drama, theatre of the absurd).

ELAALRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAALRL1.4.c. Identifies and analyzes dramatic elements, (e.g., stage directions, fourth wall, expressionism, minimalism, dramatic irony).

ELAALRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAALRL2. The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding. The student

ELAALRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELAALRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAALRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAALRL2.d. Analyzes and compares texts that express universal themes characteristic of American literature across time and genre (e.g., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the texts for the identified themes.

ELAALRL3. The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELAALRL3.1. The student relates a literary work to primary source documents of its literary period or historical setting; the student:

ELAALRL3.1.a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition: i. Native American literature; ii. Colonial/Revolutionary/National literature.

ELAALRL3.1.b. Relates a literary work to the characteristics of the literary time period that it represents: i. Romanticism/Transcendentalism; ii. Realism; iii. Naturalism; iv. Modernism (including Harlem Renaissance); v. Postmodernism.

ELAALRL3.2. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson, Whitman] in poetry).

ELAALRL3.3. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory) that cross the lines of genre classifications.

ELAALRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELAALRL4.a. Demonstrate awareness of an author's use of stylistic devices and an appreciation of the effects created by the devices.

ELAALRL4.b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

ELAALRL4.c. Draw comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life.

ELAALRL4.d. Analyze multiple, relevant historical records of a single event and examine their critical relationships to a literary work.

ELAALRL4.e. Include a formal works cited or bibliography when applicable.

ELAALRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELAALRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELAALRL5.b. Uses knowledge of mythology, the Bible, and other works often alluded to in American literature to understand the meanings of new words.

ELAALRL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

GA.ELAALRC. American Literature and Composition - Reading Across the Curriculum

ELAALRC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELAALRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELAALRC2.a. Identifies messages and themes from books in all subject areas.

ELAALRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELAALRC2.c. Relates messages and themes from one subject area to those in another area.

ELAALRC2.d. Evaluates the merits of texts in every subject discipline.

ELAALRC2.e. Examines the author's purpose in writing.

ELAALRC2.f. Recognizes the features of disciplinary texts.

ELAALRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELAALRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELAALRC3.b. Uses content vocabulary in writing and speaking.

ELAALRC3.c. Explores understanding of new words found in subject area texts.

ELAALRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELAALRC4.a. Explores life experiences related to subject area content.

ELAALRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELAALRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELABLRL. British Literature and Composition - Reading and British Literature

ELABLRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELABLRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of British and Commonwealth fiction and provides evidence from the text to support understanding; the student:

ELABLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of British and Commonwealth fiction from different time periods.

ELABLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELABLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELABLRL1.1.d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

ELABLRL1.1.e. Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature.

ELABLRL1.1.f. Traces the development of British fiction through various literary periods (e.g., Anglo-Saxon, Medieval, Renaissance, Romantic, etc.)

ELABLRL1.1.g. Traces the history of the development of the novel.

ELABLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELABLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of British literature such as letters, journals and diaries, speeches, and essays.

ELABLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELABLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELABLRL1.3. The student identifies and analyzes elements of poetry from various periods of British literature and provides evidence from the text to support understanding; the student:

ELABLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance; ii. form: fixed and free, lyric, ballad, sonnet, heroic couplets, elegy, narrative poem, dramatic monologue; iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion.

ELABLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

ELABLRL1.3.c. Traces the historical development of poetic styles and forms in British literature.

ELABLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic British and Commonwealth literature and provides evidence from the text to support understanding; the student:

ELABLRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., tragedy, comedy, verse play).

ELABLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELABLRL1.4.c. Identifies and analyzes dramatic elements, (e.g., monologue, soliloquy, aside, foil, satire, stock characters, dramatic irony).

ELABLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELABLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding. The student

ELABLRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELABLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELABLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELABLRL2.d. Analyzes and compares texts that express universal themes characteristic of British and/or Commonwealth literature across time and genre (e.g., classism, imperialism) and provides support from the texts for the identified themes.

ELABLRL3. The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELABLRL3.1. The student relates a literary work to primary source documents of its literary period or historical setting; the student:

ELABLRL3.1.a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition: i. Empire; ii. Postcolonialism.

ELABLRL3.1.b. Relates a literary work to the characteristics of the literary time period that it represents: i. Anglo-Saxon Period; ii. Medieval Period; iii. Renaissance; iv. 18th Century/Restoration/Neo-Classical Period; v. Romantic Period; vi. Victorian Period; vii. Modern Period; viii. Postmodern Period.

ELABLRL3.2. The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., heroic elegy, satirical essay, serial novel, etc.).

ELABLRL3.3. The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory, romance, pastoral) that cross the lines of genre classifications.

ELABLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELABLRL4.a. Demonstrate awareness of an author's use of stylistic devices and an appreciation of the effects created.

ELABLRL4.b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

ELABLRL4.c. Support important ideas and viewpoints through accurate and detailed references to the text and/or to other relevant works.

ELABLRL4.d. Analyze multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period.

ELABLRL4.e. Include information from relevant critical perspectives and evaluate the validity and reliability of sources.

ELABLRL4.f. Imitate a variety of literary forms to demonstrate understanding (e.g., sonnet, ballad, satire).

ELABLRL4.g. Include a formal works cited or bibliography when applicable.

ELABLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELABLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELABLRL5.b. Uses knowledge of mythology, the Bible, and other works often alluded to in British and Commonwealth literature to understand the meanings of new words.

ELABLRL5.c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning.

GA.ELABLRC. British Literature and Composition - Reading Across the Curriculum

ELABLRC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELABLRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELABLRC2.a. Identifies messages and themes from books in all subject areas.

ELABLRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELABLRC2.c. Relates messages and themes from one subject area to those in another area.

ELABLRC2.d. Evaluates the merits of texts in every subject discipline.

ELABLRC2.e. Examines the author's purpose in writing.

ELABLRC2.f. Recognizes the features of disciplinary texts.

ELABLRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELABLRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELABLRC3.b. Uses content vocabulary in writing and speaking.

ELABLRC3.c. Explores understanding of new words found in subject area texts.

ELABLRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELABLRC4.a. Explores life experiences related to subject area content.

ELABLRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELABLRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELAWLRL. World Literature and Composition - Reading and World Literature

ELAWLRL1. The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAWLRL1.1. The student identifies, analyzes, and applies knowledge of the structures and elements of fiction from around the world and provides evidence from the text to support understanding; the student:

ELAWLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods.

ELAWLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism.

ELAWLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAWLRL1.1.d. Analyzes the influence of mythic, traditional, or classical literature on works of world literature.

ELAWLRL1.1.e. Analyzes and compares style and language across significant cross-cultural literary works.

ELAWLRL1.1.f. Compares and contrasts various translations of a work and evaluates the effect of translation on meaning.

ELAWLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAWLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of world literature such as philosophical essays and letters.

ELAWLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's argument.

ELAWLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELAWLRL1.3. The student identifies and analyzes elements of poetry from various periods of world literature and provides evidence from the text to support understanding; the student:

ELAWLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning: i. sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonance; ii. form: haiku, lyric, epic, narrative poem; iii. figurative language: personification, imagery, metaphor, epic simile, synecdoche, hyperbole, symbolism.

ELAWLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning.

ELAWLRL1.3.c. Identifies and responds to poetic forms specific to particular cultures.

ELAWLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature from around the world and provides evidence from the text to support understanding; the student:

ELAWLRL1.4.a. Identifies and analyzes types of dramatic literature (e.g., classical tragedy and culturally specific forms such as commedia dell'arte).

ELAWLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAWLRL1.4.c. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

ELAWLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAWLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of world literature and provides evidence from the text to support understanding. The student

ELAWLRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELAWLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAWLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAWLRL2.d. Analyzes and compares universal themes characteristic of literature from different cultures across time and genre (e.g., archetypes, cultural values, cultural tradition, and philosophical roots).

ELAWLRL3. The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. The student

ELAWLRL3.a. Relates a literary work to primary source documents of its literary period or historical setting.

ELAWLRL3.b. Relates a literary work to the seminal ideas of the time and place in which it is set or the time and place of its composition: i. Greek; ii. Roman; iii. Classical Multicultural; iv. Western European; v. Contemporary Multicultural.

ELAWLRL3.c. Compares and contrasts specific characteristics of different genres as these genres develop and change over time and across cultures (e.g., classical multicultural with contemporary multicultural, Western with Eastern European).

ELAWLRL3.d. Analyzes a variety of cross-cultural works representing different genres within the same specific time period in order to identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications.

ELAWLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student

ELAWLRL4.a. Demonstrates awareness of an author's use of stylistic devices for specific effects.

ELAWLRL4.b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's important beliefs or generalizations about life or culturally specific beliefs or generalizations about life.

ELAWLRL4.c. Includes a formal works cited or bibliography when applicable.

ELAWLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

ELAWLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

ELAWLRL5.b. Uses knowledge of world mythologies to understand the meanings of new words.

ELAWLRL5.c. Identifies and understands foreign terms that appear in works originally written in a language other than English.

ELAWLRL5.d. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

GA.ELAWLRC. World Literature and Composition - Reading Across the Curriculum

ELAWLRC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELAWLRC2. The student participates in discussions related to curricular learning in all subject areas. The student

ELAWLRC2.a. Identifies messages and themes from books in all subject areas.

ELAWLRC2.b. Responds to a variety of texts in multiple modes of discourse.

ELAWLRC2.c. Relates messages and themes from one subject area to those in another area.

ELAWLRC2.d. Evaluates the merits of texts in every subject discipline.

ELAWLRC2.e. Examines the author's purpose in writing.

ELAWLRC2.f. Recognizes the features of disciplinary texts.

ELAWLRC3. The student acquires new vocabulary in each content area and uses it correctly. The student

ELAWLRC3.a. Demonstrates an understanding of contextual vocabulary in various subjects.

ELAWLRC3.b. Uses content vocabulary in writing and speaking.

ELAWLRC3.c. Explores understanding of new words found in subject area texts.

ELAWLRC4. The student establishes a context for information acquired by reading across subject areas. The student

ELAWLRC4.a. Explores life experiences related to subject area content.

ELAWLRC4.b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

ELAWLRC4.c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

GA.ELAMLRL. Reading and Multicultural Literature

ELAMLRL1. The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAMLRL1.1. The student identifies, analyzes, and applies knowledge of the structure and elements of fiction from multiple cultures and provides evidence from the text to support understanding; the student:

ELAMLRL1.1.a. Locates and analyzes such elements as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of multicultural fiction.

ELAMLRL1.1.b. Identifies and analyzes patterns of imagery or symbolism (i.e., magical realism).

ELAMLRL1.1.c. Relates identified elements in fiction to theme or underlying meaning.

ELAMLRL1.1.d. Analyzes the influence of allusions (i.e., cultural myths, folklore, traditional mythology, religious literature).

ELAMLRL1.1.e. Analyzes and compares unique style and language within and across multicultural literary works.

ELAMLRL1.2. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

ELAMLRL1.2.a. Analyzes and explains the structures and elements of nonfiction works of multicultural literature (i.e., essays, letters, personal narratives, biographies, autobiographies, journals/diaries, speeches, journalism).

ELAMLRL1.2.b. Analyzes and evaluates the logic and use of evidence in an author's text.

ELAMLRL1.2.c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language and diction, style, syntax, tone, and rhetorical strategies for specific purposes in multicultural nonfiction works.

ELAMLRL1.3. The student identifies and analyzes elements of poetry from multicultural literature and provides evidence from the text to support understanding; the student:

ELAMLRL1.3.a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, meter, form, figurative language, and structure of poems as these elements relate to meaning.

ELAMLRL1.3.b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images/motifs, figurative language, irony, paradox, and tone) as they relate to underlying meaning.

ELAMLRL1.3.c. Identifies and responds to the blending of forms in American multicultural literature.

ELAMLRL1.4. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of multicultural dramatic literature and provides evidence from the text to support understanding; the student:

ELAMLRL1.4.a. Identifies and analyzes types of dramatic literature (i.e., comedy, tragedy, parody, Theatre of the Absurd, political drama).

ELAMLRL1.4.b. Analyzes the characters, structures, and themes of dramatic literature.

ELAMLRL1.4.c. Identifies and analyzes dramatic elements (i.e., exposition, tragic hero, reversal, catharsis, monologue, soliloquy, dramatic irony, foils, stereotypes).

ELAMLRL1.4.d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

ELAMLRL2. The student identifies, analyzes, and applies knowledge of theme in a work of multicultural literature and provides evidence from the text to support understanding. The student:

ELAMLRL2.a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

ELAMLRL2.b. Evaluates the way an author's choice of words advances the theme or purpose of the work.

ELAMLRL2.c. Applies knowledge of the concept that a text can contain more than one theme.

ELAMLRL2.d. Analyzes and compares universal themes characteristic of multicultural literature across cultures and genres as connected to archetypes, cultural values, cultural traditions and provides support from the texts for the identified themes.

ELAMLRL3. The student deepens understanding of a work of multicultural literature by relating it to its historical and/or contemporary context, as well as to works from other cultures. The student:

ELAMLRL3.a. Relates a literary work to primary source documents of its cultural or historical context.

ELAMLRL3.b. Analyzes a literary work as it relates to the seminal ideas of the culture of origin.

ELAMLRL3.c. Compares and contrasts the effects of an historical event or time period (i.e., WWII, The Great Depression, The Civil Rights Movement, 9/11, Immigration) on texts across cultures representing different genres.

ELAMLRL4. The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas selected in multicultural literary works. The student composes essays, fiction or non-fiction narratives, poems, or technical documents. The student:

ELAMLRL4.a. Demonstrates awareness of an author's use of stylistic devices for specific effect(s).

ELAMLRL4.b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer's personal beliefs, culturally specific beliefs, or generalizations about life.

ELAMLRL4.c. Includes a formal works cited or bibliography when applicable.

ELAMLRL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student:

ELAMLRL5.a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, words/phrases with denotative and connotative meanings, and patterns of word changes that indicate different meanings, functions, or tone.

ELAMLRL5.b. Uses knowledge of mythology, religious texts, and other works often alluded to in multicultural literature to understand the meanings of new words.

ELAMLRL5.c. Identifies and understands terms from the writer's culture of origin.

ELAMLRL5.d. Uses general dictionaries, specialized dictionaries, thesauri, or related references as needed to increase in learning.