Kansas State Standards for Language Arts: Grade 12

KS.1. Reading: The student reads and comprehends text across the curriculum.

1.1. The student uses skills in alphabetics to construct meaning from text.

1.2. The student reads fluently.

1.2.1. The student adjusts reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts.

1.3. The student expands vocabulary.

1.3.1. The student determines meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences or paragraphs.

1.3.2. The student locates and uses reference materials available in the classroom, school, and public libraries (e.g., dictionaries, thesauri, encyclopedias, internet) that are appropriate to the task.

1.3.3. The student determines meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies.

1.3.4. The student identifies, interprets, and analyzes the use of figurative language, including similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism.

1.3.5. The student discriminates between connotative and denotative meanings and interprets the connotative power of words.

1.4. The student comprehends a variety of texts (narrative, expository, technical, and persuasive).

1.4.1. The student identifies characteristics of narrative, expository, technical, and persuasive texts.

1.4.2. The student understands the purpose of text features (e.g., title, graphs/charts and maps, table of contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, footnotes, annotations) and uses such features to locate information in and to gain meaning from appropriate-level texts.

1.4.3. The student uses prior knowledge, content, and text type features to make, to revise, and to confirm predictions.

1.4.4. The student generates and responds logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading the text.

1.4.5. The student uses information from the text to make inferences and draw conclusions.

1.4.6. The student analyzes and evaluates how authors use text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect) to help achieve their purposes.

1.4.7. The student compares and contrasts varying aspects (e.g., characters' traits and motives, themes, problem-solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, authors' purposes, persuasive techniques, use of literary devices, thoroughness of supporting evidence) in one or more appropriate-level texts.

1.4.8. The student explains and analyzes cause-effect relationships in appropriate-level narrative, expository, technical, and persuasive texts.

1.4.9. The student uses paraphrasing and organizational skills to summarize information (stated and implied main ideas, main events, important details, underlying meaning) from appropriate-level narrative, expository, technical, and persuasive texts in logical or sequential order, clearly preserving the author's intent.

1.4.10. The student identifies the topic, main idea(s), supporting details, and theme(s) in text across the content areas and from a variety of sources in appropriate-level texts.

1.4.11. The student analyzes and evaluates how an author's style (e.g., word choice, sentence structure) and use of literary devices (e.g., foreshadowing, flashback, irony, symbolism, tone, mood, satire, imagery, point of view, allusion, overstatement, paradox) work together to achieve his or her purpose for writing text.

1.4.12. The student establishes purposes for both assigned and self-selected reading (e.g., to be informed, to follow directions, to be entertained, to solve problems).

1.4.13. The student follows directions presented in technical text.

1.4.14. The student identifies the author's position in a persuasive text, describes techniques the author uses to support that position (e.g., bandwagon approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion), and evaluates the effectiveness of these techniques and the credibility of the information provided.

1.4.15. The student distinguishes between fact and opinion, and recognizes propaganda (e.g., advertising, media, politics, warfare), bias, and stereotypes in various types of appropriate-level texts.

KS.2. Literature: The student responds to a variety of texts.

2.1. The student uses literary concepts to interpret and respond to text.

2.1.1. The student identifies and describes different types of characters (e.g., protagonist, antagonist, round, flat, static, dynamic) and analyzes the development of characters.

2.1.2. The student analyzes the historical, social, and cultural contextual aspects of the setting and their influence on characters and events in the story or literary text.

2.1.3. The student analyzes and evaluates how the author uses various plot elements (e.g., problem or conflict, climax, resolution, rising action, falling action, subplots, parallel episodes) to advance the plot and make connections between events.

2.1.4. The student analyzes themes, tone, and the author's point-of-view across a variety of literary works and genres using textual evidence and considering audience and purpose.

2.1.5. The student identifies, analyzes, and evaluates the use of literary devices (e.g., foreshadowing, flashback, irony, figurative language, imagery, symbolism, satire, allusion, paradox, dialogue, point of view, overstatement) in a text.

2.2. The student understands the significance of literature and its contributions to various cultures.

2.2.1. The student recognizes ways that literature from different cultures presents similar themes differently across genres.

2.2.2. The student compares and contrasts works of literature that deal with similar topics and problems.

2.2.3. The student evaluates distinctive and shared characteristics of cultures through a variety of texts.

1.1.1. The student composes a written piece with plot elements and also experiments with point of view and various narrative techniques (Ideas and Content: prewriting, drafting, revising: N, E, T, P).

1.1.2. The student selects and uses (1) personal experience (2) personal observation (3) prior knowledge (Ideas and Content: prewriting, drafting, revising: N, E, T, P).

1.1.3. The student writes from experiences and relies on detailed insight, a sense of how events unfold, and how people respond to life and to one another (Ideas and Content: prewriting, drafting, revising: N, E, T, P).

1.1.4. The student analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, professional (Ideas and Content: prewriting, drafting, revising: N, E, T, P) .

1.1.5. The student applies appropriate strategies to generate narrative text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources (Organization: prewriting, drafting, revising: N, E, T, P).

1.1.6. The student writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution (Organization: prewriting, drafting, revising: N, E, T, P) .

1.1.7. The student selects varied transitions to connect ideas within and between paragraphs in the writing piece (Organization: prewriting, drafting, revising: N, E, T, P) .

1.1.8. The student selects vocabulary and figurative language that conveys a particular tone and personality (e.g. humor, suspense, originality, and liveliness (Voice: prewriting, drafting, revising: N, E, T, P) .

1.1.9. The student incorporates words that are precise and suitable for narrative writing, which create appropriate imagery (e.g. explicit nouns, explicit verbs, natural modifiers (Word Choice: prewriting, drafting, revising: N, E, T, P).

1.1.10. The student manages vocabulary particular to the topic and provides ease of understanding (Word Choice: prewriting, drafting, revising: N, E, T, P) .

1.1.11. The student uses a variety of sentence structures and lengths (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.1.12. The student creates a variety of engaging sentence beginnings that relate to and build upon previous sentences that move the reader easily through the text (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.1.13. The student uses fragments only for stylistic effect (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.1.14. The student composes and selectively uses dialogue for effect and style (Sentence Fluency: prewriting, drafting, revising: N, E, T, P).

1.1.16. The student uses correct mechanics and punctuation to guide the reader through the text (Conventions: prewriting, drafting, revising: N, E, T, P).

1.1.17. The student uses correct grammar and usage, which may be manipulated for stylistic effect and may contribute to clarity (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.1.18. The student spells familiar and most unfamiliar words and uses available resources (e.g. dictionary, spell check (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.1.19. The student uses correct paragraph divisions to reinforce the organizational structure of the text (Conventions: prewriting, drafting, revising: N, E, T, P).

1.2.2. The student clearly defines the main idea by selecting relevant, logical details that meet the reader's informational needs (Ideas and Content: prewriting, drafting, revising: N, E, T, P) .

1.2.3. The student selects and uses (1) personal experience (2) personal observations (3) prior knowledge (4) research to meet the reader's needs and to create appropriate point of view (Ideas and Content: prewriting, drafting, revising: N, E, T, P).

1.2.4. The student expresses information in own words using appropriate organization, grammar, word choice, and tone sufficient to the audience (Ideas and Content: prewriting, drafting, revising: N, E, T, P) .

1.2.5. The student analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, professional (Ideas and Content: prewriting, drafting, revising: N, E, T, P).

1.2.6. The student cites references for all sources of information and includes summarized and paraphrased ideas from other authors (Ideas and Content: prewriting, drafting, revising: N, E, T, P) .

1.2.7. The student constructs a bibliography with a standard style of format (e.g. MLA, APA, etc. (Ideas and Content: prewriting, drafting, revising: N, E, T, P).

1.2.8. The student applies appropriate strategies to generate expository text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources (Organization: prewriting, drafting, revising: N, E, T, P).

1.2.9. The student writes a cohesive piece that includes (1) an introduction that draws the reader in (2) a body that provides information through the logical placement of facts and data (3) a conclusion that reinforces the thesis statement and leaves the reader with a sense of completion (Organization: prewriting, drafting, revising: N, E, T, P) .

1.2.10. The student arranges information within each paragraph in a logical and effective sequence to meet the reader's informational needs (Organization: prewriting, drafting, revising: N, E, T, P).

1.2.11. The student uses appropriate transitions to connect ideas within and between paragraphs (Organization: prewriting, drafting, revising: N, E, T, P).

1.2.12. The student selects vocabulary and figurative language that convey a particular tone and personality (e.g. humor, suspense, originality, liveliness (Voice: prewriting, drafting, revising: N, E, T, P) .

1.2.13. The student incorporates words that are precise and suitable for expository writing that create appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers (Word Choice: prewriting, drafting, revising: N, E, T, P).

1.2.14. The student manages specialized vocabulary particular to the subject/topic to provide ease of understanding (Word Choice: prewriting, drafting, revising: N, E, T, P).

1.2.15. The student uses a variety of sentence structures and lengths to make the reading pleasant and natural (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.2.16. The student creates a variety of engaging sentence beginnings that relate to and build upon previous sentences to move the reader easily through the text (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.2.17. The student uses fragments only for stylistic effect (Conventions: prewriting, drafting, revising: N, E, T, P).

1.2.19. The student uses correct mechanics and punctuates to guide the reader through the text (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.2.20. The student uses correct grammar and usage, which may be manipulated for stylistic effect and may contribute to clarity (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.2.21. The student spells familiar and most unfamiliar word correctly and uses available resources (e.g. dictionary, spell check (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.2.22. The student uses correct paragraph divisions to reinforce the organizational structure of the text (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.3.6. The student applies appropriate strategies to generate technical text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups, identifying information from print sources (Organization: prewriting, drafting, revising: N, E, T, P).

1.3.7. The student organizes information within each section, paragraph, list, or graphic in a logical and effective sequence to meet the reader's informational needs (Organization: prewriting, drafting, revising: N, E, T, P).

1.3.8. The student composes a comprehensive piece with a constructive introduction, a relevant or sequential body, and a suitable conclusion. Organization: prewriting, drafting, revising: N, E, T, P).

1.3.9. The student uses appropriate transitions to connect ideas within the piece (e.g. enumerated lists, bullets, headings, subheadings, complex outlining elements (Organization: prewriting, drafting, revising: N, E, T, P).

1.3.10. The student writes with an awareness of purpose and audience (e.g. letters, complex reports, directions, graphics, brochures, electronic presentation, newsletters, memos, job 1.3.1.

1.3.11. The student writes with authority so the voice is not distracting (Voice: prewriting, drafting, revising: N, E, T, P).

1.3.12. The student selects words that convey the writer's message clearly, precisely, and professionally (e.g. technical terms, jargon (Word Choice: prewriting, drafting, revising: N, E, T, P) .

1.3.13. The student selects words that consider appropriate connotation for the intended task/format (e.g. persuasive, if persuading; informational, if informing, etc. (Word Choice: prewriting, drafting, revising: N, E, T, P).

1.3.14. The student writes compact sentences or phrases that make the point clear (Sentence Fluency: prewriting, drafting, revising: N, E, T, P).

1.3.15. The student punctuates correctly (Conventions: prewriting, drafting, revising: N, E, T, P).

1.3.16. The student uses correct grammar and usage, which may be manipulated for stylistic effect and contributes to clarity (Conventions: prewriting, drafting, revising: N, E, T, P).

1.3.17. The student spells words correctly and uses available resources (e.g. dictionary, spell check (Conventions: prewriting, drafting, revising: N, E, T, P).

1.3.18. The student uses graphic devices that are clear, helpful, visually appealing, and supportive of the text (e.g. charts, graphs, illustrations (Conventions: prewriting, drafting, revising: (T).

1.4.16. The student uses fragments only for stylistic effect (Sentence Fluency: prewriting, drafting, revising: N, E, T, P) .

1.4.17. The student includes convincing dialogue, if appropriate (Sentence Fluency: prewriting, drafting, revising: N, E, T, P).

1.4.18. The student punctuates correctly to easily guide the reader through the text (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.4.19. The student uses correct grammar and usage, which may be manipulated for stylistic effect, which may contribute to clarity (Conventions: prewriting, drafting, revising: N, E, T, P) .

1.4.20. The student spells words correctly and uses available resources (e.g. dictionary, spell check (Conventions: prewriting, drafting, revising: N, E, T, P).

1.4.21. The student uses correct paragraph divisions to reinforce the organizational structure of the text (Conventions: prewriting, drafting, revising: N, E, T, P).

2.1.6. The student analyzes, organizes, and converts information into different forms (e.g., charts, graphs, drawings).

2.1.7. The student documents sources of information using standard format.

2.1.8. The student uses a manual or form such as Modern Language Association (MLA) or American Psychological Association (APA).

2.2.4. The student constructs a bibliography with author, title, publisher, year, website name and address, and copyright date using standard style format (e.g., MLA, APA).

1.5. The effective listener analyzes/evaluates the message.

1.5.1. The students distinguish between relevant and irrelevant material.

1.5.2. The students judge validity of ideas, arguments, or hypotheses.

1.5.3. The students identify and interpret multiple messages and the purposes intended by the speaker.

1.5.4. The students distinguish between fact and opinion.

1.5.5. The students recognize and control their own emotional responses to material.

1.5.6. The students support personal evaluation of message.

1.5.7. The students accept appropriate criticism, disagreement, suggestions, and compliments.

1.6. The effective listener participates appropriately in small groups.

1.6.1. The students vary behavior according to task roles within the group, such as note taker, leader, and clarifier.

1.6.2. The students suspend judgment until the message is complete.

1.6.3. The students demonstrate respect for differences in attitude, behavior, value, and beliefs.

2.2.5. The students recognize the impact of individual components of the message in relationship to the whole.

2.3. The effective viewer understands visual messages.

2.3.1. The students explain the ideas, images, and aesthetics of visual messages.

2.3.2. The students distinguish between denotative and connotative meanings.

2.3.3. The students offer appropriate and effective responses, such as questions and comments.

2.3.4. The students conceptualize the abstract and symbolic message from a visual message.

2.4. The effective viewer remembers and applies the content of visual messages.

2.4.1. The students transfer knowledge from viewing to new contexts.

2.4.2. The students use appropriate strategies to remember the content of visual messages.

2.4.3. The students use knowledge from visual messages to create new messages, such as multimedia presentations and reports.

2.4.4. The students relate information and ideas from visual messages to personal experiences.

2.5. The effective viewer analyzes/evaluates visual messages.

2.5.1. The students predict various outcomes.

2.5.2. The students draw appropriate conclusions with supporting details.

2.5.3. The students identify and interpret multiple messages and intended purposes.

2.5.4. The students distinguish between relevant and irrelevant material.

2.5.5. The students evaluate the quality of information obtained from electronic media sources.

2.5.6. The students judge validity of ideas, arguments, or hypotheses.

2.5.7. The students recognize, interpret, and control emotional responses to visual messages.

2.5.8. The students assess the techniques used in visual messages to affect the viewer.

2.5.9. The students support their individual evaluation of the message.

2.5.10. The students recognize the underlying motives behind the visual messages.

KS.3. Speaking: Learners speak effectively for a variety of audiences, purposes, occasions, and contexts.

3.1. The effective speaker considers variables in the speaking situation (audience, purpose, occasion, and context) that affect the composition of his/her message.

3.1.1. The students analyze the characteristics of their audience.

3.1.2. The students describe different characteristics of messages based on purpose.

3.1.3. The students analyze context and occasion for messages.

3.2. The effective speaker participates in a variety of communication opportunities.

3.2.1. The students initiate oral communication during appropriate times and situations using verbal and nonverbal behaviors, such as clarifying questions, comments, facial expressions, proximity, and raising a hand.

3.2.2. The students participate in oral presentations for defined purposes.

3.3. The effective speaker produces a coherent message.

3.3.1. The students use thesis statement and main points to structure planned speeches.

3.3.2. The students use familiar organizational patterns, such as comparison/contrast or problem/solution.

3.3.3. The students use language consistent with purpose and content of message.

3.3.4. The students use transitions between main points.

3.3.5. The students use introductions that prepare an audience for the speech.

3.3.6. The students use conclusions that reinforce the message and signal closure for planned speeches.

3.4. The effective speaker uses appropriate content for purpose, audience, occasion, and context.

3.4.1. The students use information that is relevant, accurate, and sufficient.

3.4.2. The students use language that matches audience's level of understanding, such as vocabulary and amount of detail.

3.4.3. The students use vocabulary specific to topic.

3.4.4. The students use the level of language formality consistent with audience, purpose, and context.

3.4.5. The students use language that promotes emotional responses related to speaker's purpose.

3.4.6. The students use authentic voice that reflects the speaker's commitment to the message and personal style.

3.5. The effective speaker demonstrates control of delivery skills.

3.5.1. The students use an extemporaneous manner of delivery that creates speaker connection to the audience.

3.5.2. The students maintain an acceptable level of poise including eye contact, body position/movement, and vocal expression (volume, pace, and inflection).

3.5.3. The students use appropriate pronunciation and clear articulation.

3.5.4. The students avoid distracting delivery behaviors such as fidgeting, rocking podium, shuffling notes, and unintended verbal pauses.

3.5.5. The students effectively use materials and equipment, such as charts, graphs, marker boards, microphones, videos, overheads, and computer technology.

3.6. The effective speaker participates appropriately in small groups.

3.6.1. The students understand the various purposes of groups, such as problem solving, brainstorming, consensus building, discussion, and information gathering.

3.6.2. The students contribute relevant information based on their role in the group.

3.6.3. The students participate through questions and dialogue.

3.6.4. The students adapt to the group dynamics by assuming different roles.

3.6.5. The students show sensitivity to the feelings and opinions of others.

3.6.6. The students use appropriate means to communicate feelings and resolve conflict through negotiations and compromise, realizing that non acceptance is an option.

3.7. The effective speaker recognizes the role of evaluation in oral communication.

3.7.1. The students accept helpful criticism in a respectful manner.

3.7.2. The students evaluate the merit of criticism.

3.7.3. The students use criticism to improve future oral presentations.

3.7.4. The students modify delivery or content during a presentation in response to audience feedback.

3.7.5. The students use self-evaluation to improve oral communication.

KS.4. Information Retrieval: The communicator will retrieve information from a variety of appropriate sources.

4.1. The effective communicator is knowledgeable of available sources.

4.1.1. The students identify specialized sources of information, such as databases, professional publications, university libraries, and national experts.

4.2. The effective communicator uses sources from a variety of media and formats.

4.2.1. The students use appropriate sources from electronic, print, and expert categories of information for purposes, audiences, occasions, and contexts.

4.3. The effective communicator collects, sorts, and selects sources and information.

4.3.1. The students use techniques to perform efficient information searches, such as multiple search terms, narrowing/expanding the search, and key word searches.

4.3.2. The students gather current information from authoritative sources.

4.3.3. The students select best information for purposes, audiences, occasions, and contexts.

4.4. The effective communicator analyzes/evaluates the sources and information.

4.4.1. The students use criteria to evaluate the usefulness and credibility of sources.

4.4.2. The students use criteria to evaluate the accuracy of information.

KS.5. Media Products: Communicators effectively use a variety of media to create products to communicate for a variety of audiences, purposes, occasions, and contexts.

5.1. The effective communicator is knowledgeable about various methods that can be used to create aural and visual products.

5.1.1. The students analyze characteristics of various methods to create media.

5.1.2. The students know advanced techniques in media production, such as lighting, pacing, camera angles, transition effects, and special effects.

5.2. The effective communicator creates single-media and multi-media products.

5.2.1. The students create more than one product to support the oral message.

5.2.2. The students choose the best available media for content, purpose, audience, occasion, and context.

5.2.3. The students refine skills for creating multimedia presentations.

5.3. The effective communicator uses appropriate content for purpose, audience, occasion, and context.

5.3.1. The students use content appropriate to the topic.

5.3.2. The students expand or limit content as appropriate.

5.3.3. The students evaluate the effectiveness of a product for purpose, audience, occasion, and context.

5.3.4. The students use symbolism in a variety of ways.

5.3.5. The students give credit for borrowed materials and follow copyright laws.