South Carolina State Standards for Language Arts:

SC.K-1. Reading - Understanding and Using Literary Texts: The student will begin to read and comprehend a variety of literary texts in print and nonprint formats.

K-1.1. Summarize the main idea and details from literary texts read aloud.

K-1.2. Use pictures and words to make predictions regarding a story read aloud.

K-1.3. Understand that a narrator tells the story.

K-1.4. Find examples of sound devices (including onomatopoeia and alliteration) in texts read aloud.

K-1.5. Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.

K-1.6. Discuss how the author's choice of words affects the meaning of the text (for example, yell rather than said).

K-1.7. Use relevant details in summarizing stories read aloud.

K-1.8. Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

K-1.9. Recall the characteristics of fantasy.

K-1.10. Explain the cause of an event described in stories read aloud.

K-1.11. Read independently for pleasure.

SC.K-2. Reading - Understanding and Using Informational Texts: The student will begin to read and comprehend a variety of informational texts in print and nonprint formats.

K-2.1. Summarize the central idea and details from informational texts read aloud.

K-2.2. Analyze texts during classroom discussions to make inferences.

K-2.3. Find facts in texts read aloud.

K-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written work-s, and oral presentations).

K-2.5. Understand that headings and print styles (for example, italics, bold, larger type) provide information to the reader.

K-2.6. Understand graphic features (for example, illustrations and graphs).

K-2.7. Recognize tables of contents.

K-2.8. Explain the cause of an event described in a text read aloud.

K-2.9. Read independently to gain information.

SC.K-3. Reading - Learning to Read: The student will learn to read by applying appropriate skills and strategies.

K-3.1. Oral Language Acquisition and Vocabulary Development: Use pictures and context to construct the meaning of unfamiliar words in texts read aloud.

K-3.2. Oral Language Acquisition and Vocabulary Development: Create a different form of a familiar word by adding an -s or -ing ending.

K-3.3. Oral Language Acquisition and Vocabulary Development: Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).

K-3.4. Oral Language Acquisition and Vocabulary Development: Recognize high-frequency words.

K-3.5. Understand that multiple small words can make compound words.

K-3.6. Fluency: Use oral rhymes, poems, and songs to build fluency.

K-3.7. Fluency: Use appropriate voice level when speaking.

K-3.8. Phonemic Awareness: Use beginning sounds, ending sounds, and onsets and rimes to generate words orally.

K-3.9. Phonemic Awareness: Create rhyming words in response to an oral prompt.

K-3.10. Phonemic Awareness: Create words by orally adding, deleting, or changing sounds.

K-3.11. Phonemic Awareness: Use blending to generate words orally.

K-3.12. Phonics: Match consonant and short-vowel sounds to the appropriate letters.

K-3.13. Phonics: Recognize uppercase and lowercase letters and their order in the alphabet.

K-3.14. Phonics: Identify beginning and ending sounds in words.

K-3.15. Phonics: Classify words by categories (for example, beginning and ending sounds).

K-3.16. Phonics: Use blending to begin reading words.

K-3.17. Phonics: Begin to spell high-frequency words.

K-3.18. Phonics: Use letters and relationships to sounds to write words.

K-3.19. Oral Language Acquisition and Comprehension Development: Use prior knowledge and life experiences to construct meaning from texts.

K-3.20. Oral Language Acquisition and Comprehension Development: Recognize environmental print in such forms as signs in the school, road signs, restaurant and store signs, and logos.

K-3.21. Concepts about Print: Know the parts of a book (including the front and back covers, the title, and the author's name).

K-3.22. Concepts about Print: Carry out left-to-right and top-to-bottom directionality on the printed page.

K-3.23. Concepts about Print: Distinguish between letters and words.

SC.K-4. Writing - Developing Written Communications: The student will begin to create written work- that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

K-4.1. Oral Language Expression: Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures).

K-4.2. Oral Language Expression: Generate complete sentences orally.

K-4.3. Early Writing Development: Use pictures, letters, or words to tell a story from beginning to end.

K-4.4. Early Writing Development: Use letters and relationships to sounds to write words.

K-4.5. Early Writing Development: Begin to spell high-frequency words.

K-4.6. Early Writing Development: Understand that a person's name is a proper noun.

K-4.7. Early Writing Development: Edit writing with teacher support.

K-4.8. Early Writing Development: Revise writing with teacher support.

K-4.9. Early Writing Development: Use uppercase and lowercase letters.

K-4.10. Early Writing Development: Use appropriate letter formation when printing.

K-4.11. Early Writing Development: Identify sounds orally by segmenting words.

SC.K-5. Writing - Producing Written Communications in a Variety of Forms: The student will begin to write for a variety of purposes and audiences.

K-5.1. Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.

K-5.2. Use symbols (drawings, letters, and words) to create narratives (for example, stories and journal entries) about people, places, or things.

K-5.3. Use symbols (drawings, letters, and words) to create descriptions of personal experiences, people, places, or things.

K-5.4. Use symbols (drawings, letters, and words) to create written pieces (for example, simple rhymes) to entertain others.

SC.K-6. Researching - Applying the Skiills of Inquiry and Oral Communication: The student will begin to access and use information from a variety of sources.

K-6.1. Generate how and why questions about a topic of interest.

K-6.2. Recognize that information can be found in print sources (for example, books, pictures, simple graphs, and charts) and nonprint sources (for example, videos, television, films, radio, and the internet).

K-6.3. Classify information by constructing categories (for example, living and nonliving things).

K-6.4. Use complete sentences when orally communicating with others.

K-6.5. Follow one-and two-step oral directions.

SC.1-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

1-1.1. Summarize the main idea and supporting evidence in literary text during classroom discussion.

1-1.2. Use pictures and words to make and revise predictions about a given literary text.

1-1.3. Analyze a narrative text to determine the narrator.

1-1.4. Find an example of sound devices (including onomatopoeia and alliteration) in texts read aloud.

1-1.5. Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.

1-1.6. Explain how elements of author's craft (for example, word choice) affect the meaning of a given literary text.

1-1.7. Use relevant details in summarizing stories read aloud.

1-1.8. Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

1-1.9. Classify a text as either fiction or nonfiction.

1-1.10. Explain cause-and-effect relationships presented in literary text.

1-1.11. Read independently for extended periods of time for pleasure.

SC.1-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

1-2.1. Summarize the central idea and supporting evidence in an informational text during classroom discussion.

1-2.2. Analyze informational texts to draw conclusions and make inferences during classroom discussions.

1-2.3. Distinguish between facts and opinions.

1-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

1-2.5. Understand that headings, subheadings, and print styles (for example, italics, bold, larger type) provide information to the reader.

1-2.6. Use graphic features (for example, illustrations, graphs, charts, and maps) as sources of information.

1-2.7. Use functional text features (including tables of contents).

1-2.8. Explain cause-and-effect relationships presented in informational texts.

1-2.9. Read independently for extended periods of time to gain information.

SC.1-3. Reading - Learning to Read: The student will learn to read by applying appropriate skills and strategies.

1-3.1. Oral Language Acquisition and Vocabulary Development: Use pictures, context, and letter-sound relationships to read unfamiliar words.

1-3.2. Oral Language Acquisition and Vocabulary Development: Identify base words and their inflectional endings (including -s, -es, -ing, -ed, -er, and -est).

1-3.3. Oral Language Acquisition and Vocabulary Development: Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).

1-3.4. Oral Language Acquisition and Vocabulary Development: Recognize high-frequency words encountered in texts.

1-3.5. Oral Language Acquisition and Vocabulary Development: Understand the relationship between two or more words (including synonyms, antonyms, and homonyms).

1-3.6. Oral Language Acquisition and Vocabulary Development: Use structural analysis to determine the meaning of compound words and contractions.

1-3.7. Fluency: Use appropriate rate, word automaticity, phrasing, intonation, and expression to read fluently.

1-3.8. Fluency: Use appropriate voice level and intonation when speaking and reading aloud.

1-3.9. Phonemic Awareness: Create rhyming words in response to an oral prompt.

1-3.10. Phonemic Awareness: Create words by orally adding, deleting, or changing sounds.

1-3.11. Phonemic Awareness: Use blending to generate words orally.

1-3.12. Phonics: Use onsets and rimes to decode and generate words.

1-3.13. Phonics: Use knowledge of letter names and their corresponding sounds to spell words independently.

1-3.14. Phonics: Organize a series of words by alphabetizing to the first letter.

1-3.15. Phonics: Identify beginning, middle, and ending sounds in single-syllable words.

1-3.16. Phonics: Classify words by categories (for example, beginning and ending sounds).

1-3.17. Phonics: Use blending to read.

1-3.18. Phonics: Spell three-and four-letter short-vowel words and high-frequency words correctly.

1-3.19. Phonics: Use known words to spell new words.

1-3.20. Oral Language Acquisition and Comprehension Development: Use pictures and words to construct meaning.

1-3.21. Oral Language Acquisition and Comprehension Development: Recognize environmental print (for example, signs in the school, road signs, restaurant and store signs, and logos).

1-3.22. Concepts about Print: Know the parts of a book (including the front and back covers, the title, and the names of the author and the illustrator).

1-3.23. Concepts about Print: Carry out left-to-right, top-to-bottom, and return-sweep directionality on the printed page.

1-3.24. Concepts about Print: Distinguish among letters, words, and sentences.

SC.1-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

1-4.1. Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures).

1-4.2. Use simple sentences in writing.

1-4.3. Use pictures, letters, or words to tell a story from beginning to end.

1-4.4. Use grammatical conventions of written Standard American English, including

1-4.4.a. Personal pronouns,

1-4.4.b. Common and proper nouns,

1-4.4.c. Singular and plural nouns, and

1-4.4.d. Conjunctions (and, but, or).

1-4.5. Revise for word choice and simple sentence structure in written works.

1-4.6. Edit for the correct use of written Standard American English, including

1-4.6.a. Capitalization: first word of a sentence, names of people, and pronoun i;

1-4.6.b. Punctuation: periods, exclamation points, and question marks; and

1-4.6.c. Spelling: high-frequency words and three-and four-letter short-vowel words.

1-4.7. Use appropriate spacing between words.

1-4.8. Use appropriate word formation by writing from left to right the letters that spell a word.

1-4.9. Identify sounds orally and in writing by segmenting words.

SC.1-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

1-5.1. Create written communications (for example, thank you notes) for a specific audience.

1-5.2. Create narratives (for example, stories and journal entries) about people, places, actions, or things.

1-5.3. Create written pieces that describe personal experiences, people, places, or things and that use words that appeal to the senses.

1-5.4. Create written pieces (for example, simple rhymes and poems) to entertain others.

SC.1-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

1-6.1. Generate how and why questions about a topic of interest.

1-6.2. Use print sources of information (for example, books, newspapers, pictures, charts, and graphs) and nonprint sources to access information.

1-6.3. Create categories (for example, plants and animals) to classify information.

1-6.4. Use the internet with the aid of a teacher.

1-6.5. Use complete sentences when orally presenting information.

1-6.6. Follow one-and two-step oral directions.

SC.2-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

2-1.1. Analyze the details that support the expression of the main idea in a given literary text.

2-1.2. Analyze a given literary text to make, revise, and confirm predictions.

2-1.3. Analyze the text to determine the narrator.

2-1.4. Find examples of devices of figurative language (including simile) and sound devices (including onomatopoeia and alliteration).

2-1.5. Analyze a narrative text to identify characters, setting, and plot.

2-1.6. Explain the effect of the author's craft (for example, word choice and the use of repetition) on the meaning of a given literary text.

2-1.7. Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

2-1.8. Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics.

2-1.9. Explain cause-and-effect relationships in literary texts.

2-1.10. Read independently for extended periods of time for pleasure.

SC.2-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

2-2.1. Analyze the central idea and supporting evidence in an informational text during classroom discussion.

2-2.2. Analyze informational texts to draw conclusions and make inferences during classroom discussions.

2-2.3. Distinguish between facts and opinions in informational texts.

2-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

2-2.5. Use headings, subheadings, and print styles (for example, italics, bold, larger type) to gain information.

2-2.6. Use graphic features (for example, illustrations, graphs, charts, maps, and diagrams) as sources of information.

2-2.7. Use functional text features (including tables of contents and glossaries) as sources of information.

2-2.8. Explain cause-and-effect relationships in informational texts.

2-2.9. Read independently for extended periods of time to gain information.

SC.2-3. Reading - Understanding and Using Informational Texts: The student will use word analysis and vocabulary strategies to read fluently.

2-3.1. Vocabulary Development: Use context clues to determine the meaning of unfamiliar words.

2-3.2. Vocabulary Development: Construct meaning through a knowledge of base words, prefixes (including un-, re-, pre-, bi-, mis-, dis-) and suffixes (including -er, -est, -ful) in context.

2-3.3. Vocabulary Development: Recognize high-frequency words in context.

2-3.4. Vocabulary Development: Identify idioms in context.

2-3.5. Vocabulary Development: Recognize synonyms, antonyms, and homonyms in context.

2-3.6. Vocabulary Development: Use knowledge of individual words to determine the meaning of compound words.

2-3.7. Fluency: Use appropriate rate, word automaticity, phrasing, and expression to read fluently.

2-3.8. Phonics: Use knowledge of spelling patterns and high-frequency words to read fluently.

2-3.9. Phonics: Analyze spelling patterns in context and parts of multisyllabic words (for example, onsets and rimes).

2-3.10. Phonics: Spell frequently used irregular words correctly (for example, was, were, says, said, who, what, why).

2-3.11. Phonics: Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.

2-3.12. Phonics: Spell high-frequency words.

2-3.13. Phonics: Apply knowledge of alphabetizing a series of words to the second and third letters.

SC.2-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

2-4.1. Generate ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models).

2-4.2. Use complete sentences (including simple sentences with compound subjects and predicates) in writing.

2-4.3. Create a paragraph that follows a logical sequence (including a beginning, middle, and end) and uses transitional words.

2-4.4. Use grammatical conventions of Standard American English, including

2-4.4.a. Personal pronouns,

2-4.4.b. Common and proper nouns,

2-4.4.c. Singular and plural nouns,

2-4.4.d. Proper adjectives, and

2-4.4.e. Conjunctions (and, but, or).

2-4.5. Revise the organization and development of content and the quality of voice in written works.

2-4.6. Edit for the correct use of written Standard American English, including

2-4.6.a. Capitalization: proper nouns, initials of a person's name, courtesy titles (Mr., Ms.), days of the week, months of the year, and titles of books, poems, and songs;

2-4.6.b. Punctuation: apostrophes in contractions, commas in a series, commas in dates, and quotation marks to show someone is speaking; and

2-4.6.c. Spelling: words that do not fit regular spelling patterns (for example, was, were, says, said), high-frequency words, and basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns.

2-4.7. Use appropriate spacing between words when writing on a page.

2-4.8. Use correct letter formation when using manuscript or cursive writing.

SC.2-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

2-5.1. Create written communications (for example, directions and instructions) to inform a specific audience.

2-5.2. Create narratives (for example, stories and journal entries) that follow a logical sequence of events.

2-5.3. Create written pieces that describe objects, people, places, or events and that use words that appeal to the senses.

2-5.4. Create written pieces (for example, rhymes, poems, and songs) to entertain others.

SC.2-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

2-6.1. Generate how and why questions about a topic of interest.

2-6.2. Use a variety of print sources (for example, books, pictures, charts, graphs, diagrams, and picture dictionaries) and nonprint sources to access information.

2-6.3. Create categories (for example, solids and liquids) to classify information.

2-6.4. Use the internet with the aid of a teacher.

2-6.5. Use Standard American English when appropriate in conversations and discussions.

2-6.6. Follow multistep directions.

SC.3-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

3-1.1. Analyze the details that support the expression of the main idea in a given literary text.

3-1.2. Analyze a given literary text to make, revise, and confirm predictions and draw conclusions.

3-1.3. Analyze the text to determine first-person point of view.

3-1.4. Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

3-1.5. Analyze the relationship among characters, setting, and plot in a given literary text.

3-1.6. Analyze the effect of the author's craft (for example, word choice and sentence structure) on the meaning of a given literary text.

3-1.7. Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

3-1.8. Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics.

3-1.9. Recognize the characteristics of poetry (including stanza, rhyme, and repetition).

3-1.10. Analyze cause-and-effect relationships in literary texts.

3-1.11. Read independently for extended periods of time for pleasure.

SC.3-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

3-2.1. Summarize evidence that supports the central idea of a given informational text.

3-2.2. Analyze informational texts to draw conclusions and make inferences.

3-2.3. Distinguish between facts and opinions in informational texts.

3-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

3-2.5. Use headings, subheadings, print styles, captions, and chapter headings to gain information.

3-2.6. Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

3-2.7. Use functional text features (including tables of contents, glossaries, and indexes) as sources of information.

3-2.8. Analyze informational texts to identify cause-and-effect relationships.

3-2.9. Read independently for extended periods of time to gain information.

SC.3-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

3-3.1. Generate the meaning of unfamiliar and multiple-meaning words by using context clues.

3-3.2. Use base words and affixes to determine the meanings of words.

3-3.3. Interpret the meaning of idioms encountered in texts.

3-3.4. Read high-frequency words in texts.

3-3.5. Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms).

3-3.6. Spell high-frequency words.

3-3.7. Spell correctly

3-3.7.a. Words that have blends,

3-3.7.b. Contractions,

3-3.7.c. Compound words,

3-3.7.d. Orthographic patterns (for example, qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and

3-3.7.e. Common homonyms.

3-4.1. Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models).

3-4.2. Use complete sentences (including compound sentences) in writing.

3-4.3. Create paragraphs that include a topic sentence with supporting details and logical transitions.

3-4.4. Use grammatical conventions of written Standard American English, including

3-4.4.a. Comparative and superlative adjectives,

3-4.4.b. Prepositions and prepositional phrases,

3-4.4.c. Conjunctions (because, since, yet, until), and

3-4.4.d. Nominative and objective case pronouns.

SC.3-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

3-4.5. Revise the organization and development of content and the quality of voice in written works.

3-4.6. Edit for the correct use of written Standard American English, including

3-4.6.a. Capitalization: geographic names, holidays, and historical and special events;

3-4.6.b. Punctuation: commas in addresses, commas in the greeting and closing of letters, commas in compound sentences, apostrophes in contractions and possessive nouns, periods in abbreviations, and indentation of paragraphs; and

3-4.6.c. Spelling: misused homonyms, high-frequency multisyllabic words, words that have blends, contractions, compound words, and orthographic patterns (for example, qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural).

3-4.7. Use correct letter formation when using manuscript and cursive writing.

SC.3-5. Writing - Producing Written Communications in a Variety of Form: The student will write for a variety of purposes and audiences.

3-5.1. Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event).

3-5.2. Create narratives that include characters and setting and follow a logical sequence.

3-5.3. Create written descriptions about people, places, or events.

3-5.4. Create written pieces (for example, riddles and jokes) to entertain others.

SC.3-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

3-6.1. Generate a topic for inquiry.

3-6.2. Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information.

3-6.3. Organize information by classifying or sequencing.

3-6.4. Paraphrase research information accurately and meaningfully.

3-6.5. Use the internet as a source of information.

3-6.6. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

3-6.7. Use appropriate visual aids (for example, pictures, objects, and charts) to support oral presentations.

SC.4-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

4-1.1. Analyze the details that support the expression of the main idea in a given literary text.

4-1.2. Analyze literary texts to draw conclusions and make inferences.

4-1.3. Distinguish between first-person and third-person points of view.

4-1.4. Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

4-1.5. Analyze the impact of characterization and conflict on plot.

4-1.6. Interpret the effect of the author's craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts.

4-1.7. Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

4-1.8. Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies and personal essays) by characteristics.

4-1.9. Recognize the characteristics of poetry (including stanza, rhyme, and repetition).

4-1.10. Analyze cause-and-effect relationships in literary texts.

4-1.11. Read independently for extended periods of time for pleasure.

SC.4-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

4-2.1. Summarize evidence that supports the central idea of a given informational text.

4-2.2. Analyze informational texts to draw conclusions and make inferences.

4-2.3. Analyze informational texts to locate and identify facts and opinions.

4-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

4-2.5. Use headings, subheadings, print styles, white space, captions, and chapter headings to gain information.

4-2.6. Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

4-2.7. Use functional text features (including tables of contents, glossaries, indexes, and appendixes) as sources of information.

4-2.8. Analyze informational texts to identify cause-and-effect relationships.

4-2.9. Read independently for extended periods of time to gain information.

SC.4-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

4-3.1. Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition).

4-3.2. Use base words and affixes to determine the meanings of words.

4-3.3. Interpret the meaning of idioms encountered in texts.

4-3.4. Spell correctly

4-3.4.a. Words with prefixes and suffixes and

4-3.4.b. Multisyllabic words.

SC.4-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

4-4.1. Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models).

4-4.2. Use complete sentences in a variety of types (including simple and compound sentences) in writing.

4-4.3. Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

4-4.4. Use grammatical conventions of written Standard American English, including

4-4.4.a. Subject-verb agreement;

4-4.4.b. Past, present, and future verb tenses;

4-4.4.c. Conjunctions (although, while, neither, nor);

4-4.4.d. Adverbs of time, place, manner, and degree; and

4-4.4.e. Pronoun-antecedent agreement.

4-4.5. Use revision strategies to improve the organization and development of content and the quality of voice in written works.

4-4.6. Edit for the correct use of written Standard American English, including

4-4.6.a. Capitalization: titles of works of art, titles of magazines and newspapers, brand names, proper adjectives, and names of organizations;

4-4.6.b. Punctuation: quotation marks to indicate direct quotations or dialogue, quotation marks to indicate titles of works (for example, articles, reports, chapters, and other short pieces) published within separately published works, between main clauses, and underlining or italics to indicate titles of separately published works (for example, books and magazines); and

4-4.6.c. Spelling words with suffixes and prefixes and multisyllabic words.

SC.4-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

4-5.1. Create informational pieces (for example, postcards, flyers, letters, and emails) that use language appropriate for the specific audience.

4-5.2. Create narratives containing details and a sequence of events that develop a plot.

4-5.3. Create written descriptions using language that appeals to the readers' senses.

4-5.4. Create written pieces (for example, skits and plays) to entertain others.

SC.4-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

4-6.1. Clarify and refine a research topic.

4-6.2. Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

4-6.3. Organize information by classifying or sequencing.

4-6.4. Paraphrase research information accurately and meaningfully.

4-6.5. Create a list of sources that contains information (including the author and title of a publication) necessary to properly credit and document the work of others.

4-6.6. Use the internet as a source of information.

4-6.7. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

4-6.8. Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

SC.5-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

5-1.1. Analyze literary texts to draw conclusions and make inferences.

5-1.2. Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view.

5-1.3. Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

5-1.4. Analyze literary texts to distinguish between direct and indirect characterization.

5-1.5. Interpret the effect of the author's craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts.

5-1.6. Analyze the details that support the expression of the main idea in a given literary text.

5-1.7. Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

5-1.8. Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics.

5-1.9. Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain).

5-1.10. Predict events in literary texts on the basis of cause-and-effect relationships.

5-1.11. Read independently for extended periods of time for pleasure.

SC.5-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

5-2.1. Summarize the central idea and supporting evidence of a given informational text.

5-2.2. Analyze informational texts to draw conclusions and make inferences.

5-2.3. Analyze a given text to detect author bias (for example, unsupported opinions).

5-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

5-2.5. Use titles, print styles, chapter headings, captions, subheadings, and white space to gain information.

5-2.6. Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

5-2.7. Use functional text features (including tables of contents, glossaries, indexes, and appendixes).

5-2.8. Predict events in informational texts on the basis of cause-and-effect relationships.

5-2.9. Read independently for extended periods of time to gain information.

SC.5-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

5-3.1. Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

5-3.2. Use base words and affixes to determine the meanings of words within texts.

5-3.3. Interpret the meaning of idioms and euphemisms encountered in texts.

5-3.4. Spell correctly

5-3.4.a. Multisyllabic constructions,

5-3.4.b. Double consonant patterns, and

5-3.4.c. Irregular vowel patterns in multisyllabic words.

SC.5-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

5-4.1. Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models).

5-4.2. Use complete sentences in a variety of types (including simple, compound, and complex) in writing.

5-4.3. Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

5-4.4. Use grammatical conventions of written Standard American English, including

5-4.4.a. Irregular comparative and superlative adjectives,

5-4.4.b. Irregular adverbs,

5-4.4.c. Interjections,

5-4.4.d. Past participles of commonly misused verbs, and

5-4.4.e. Subject-verb and pronoun-antecedent agreement with collective nouns.

5-4.5. Use revision strategies to improve the organization and development of content and the quality of voice in written works.

5-4.6. Edit for the correct use of written Standard American English, including

5-4.6.a. Capitalization: ethnic groups, national groups, and established religions and languages;

5-4.6.b. Punctuation: colons and hyphens; and

5-4.6.c. Spelling: commonly confused words, multisyllabic constructions, double consonant patterns, and irregular vowel patterns in multisyllabic words.

SC.5-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

5-5.1. Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience.

5-5.2. Create narratives that have a fully developed plot and a consistent point of view.

5-5.3. Create written descriptions using precise language and vivid details.

5-5.4. Create written pieces (for example, picture books, comic books, and graphic novels) to entertain a specific audience.

SC.5-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

5-6.1. Clarify and refine a research topic.

5-6.2. Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

5-6.3. Select information appropriate for the research topic.

5-6.4. Paraphrase research information accurately and meaningfully.

5-6.5. Create a list of sources that contains information (including author, title, and full publication details) necessary to properly credit and document the work of others.

5-6.6 Use the internet as a source of information.

5-6.7. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

5-6.8. Use appropriate organizational strategies to prepare written works and oral and visual presentations.

5-6.9. Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

SC.6-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

6-1.1. Analyze literary texts to draw conclusions and make inferences.

6-1.2. Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view.

6-1.3. Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

6-1.4. Analyze an author's development of characters, setting, and conflict in a given literary text.

6-1.5. Interpret the effect of the author's craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts.

6-1.6. Compare/contrast main ideas within and across literary texts.

6-1.7. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

6-1.8. Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain) and drama (including stage directions and the use of monologues).

6-1.9. Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics.

6-1.10. Predict events in literary texts on the basis of cause-and-effect relationships.

6-1.11. Read independently for extended periods of time for pleasure.

SC.6-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

6-2.1. Analyze central ideas within and across informational texts.

6-2.2. Analyze informational texts to draw conclusions and make inferences.

6-2.3. Summarize author bias based on the omission of relevant facts and statements of unsupported opinions.

6-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

6-2.5. Interpret information that text elements (for example, print styles and chapter headings) provide to the reader.

6-2.6. Interpret information from graphic features (for example, illustrations, graphs, charts, maps, diagrams, and graphic organizers).

6-2.7. Interpret information from functional text features (for example, tables of contents and glossaries).

6-2.8. Predict events in informational texts on the basis of cause-and-effect relationships.

6-2.9. Identify propaganda techniques (including testimonials and bandwagon) in informational texts.

6-2.10. Read independently for extended periods of time to gain information.

SC.6-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

6-3.1. Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.

6-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes within texts.

6-3.3. Interpret the meaning of idioms and euphemisms encountered in texts.

6-3.4. Distinguish between the denotation and the connotation of a given word.

6-3.5. Spell new words using Greek and Latin roots and affixes

SC.6-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

6-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

6-4.2. Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing.

6-4.3. Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

6-4.4. Use grammatical conventions of written Standard American English, including

6-4.4.a. Main and subordinate clauses,

6-4.4.b. Indefinite pronouns,

6-4.4.c. Pronoun-antecedent

6-4.4.d. Agreement, and

6-4.4.e. Consistent verb tenses.

6-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

6-4.6. Edit for the correct use of written Standard American English, including

6-4.6.a. Punctuation: semicolon, commas to enclose appositives, and commas to separate introductory clauses and phrases.

6-4.7. Spell correctly using Standard American English.

SC.6-5. Writing - Producing Written Communications in a Variety of Form: The student will write for a variety of purposes and audiences.

6-5.1. Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience.

6-5.2. Create narratives that have a fully developed plot and a consistent point of view.

6-5.3. Create written descriptions using precise language and vivid details.

6-5.4. Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience.

SC.6-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

6-6.1. Clarify and refine a research topic.

6-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

6-6.3. Use a standardized system of documentation (for example, a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

6-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

6-6.5. Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations.

6-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

6-6.7. Use a variety of print and electronic reference materials.

6-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

SC.7-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

7-1.1. Analyze literary texts to draw conclusions and make inferences.

7-1.2. Explain the effect of point of view on a given narrative text.

7-1.3. Interpret devices of figurative language (including extended metaphor and oxymoron).

7-1.4. Analyze an author's development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text.

7-1.5. Interpret the effect of an author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.

7-1.6. Analyze a given literary text to determine its theme.

7-1.7. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

7-1.8. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

7-1.9. Read independently for extended periods of time for pleasure.

SC.7-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

7-2.1. Analyze central ideas within and across informational texts.

7-2.2. Analyze information within and across texts to draw conclusions and make inferences.

7-2.3. Identify author bias (for example, word choice and the exclusion and inclusion of particular information).

7-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

7-2.5. Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

7-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

7-2.7. Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.

7-2.8. Read independently for extended periods of time to gain information.

SC.7-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

7-3.1. Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

7-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes within texts.

7-3.3. Interpret the meaning of idioms and euphemisms encountered in texts.

7-3.4. Interpret the connotations of words to understand the meaning of a given text.

7-3.5. Spell new words using Greek and Latin roots and affixes.

SC.7-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

7-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

7-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

7-4.3. Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

7-4.4. Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught.

7-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

7-4.6. Edit for the correct use of written Standard American English, including ellipses and parentheses.

7-4.7. Spell correctly using Standard American English.

SC.7-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

7-5.1. Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a specific audience.

7-5.2. Create narratives (for example, personal essays or narrative poems) that communicate the significance of an issue of importance and use language appropriate for the purpose and the audience.

7-5.3. Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive).

7-5.4. Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.

SC.7-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

7-6.1. Clarify and refine a research topic.

7-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

7-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

7-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

7-6.5. Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations.

7-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

7-6.7. Use a variety of print and electronic reference materials.

7-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and selecting and organizing information.

SC.8-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

8-1.1. Compare/contrast ideas within and across literary texts to make inferences.

8-1.2. Explain the effect of point of view on a given literary text.

8-1.3. Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox).

8-1.4. Analyze a given literary text to determine its theme.

8-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

8-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

8-1.7. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

8-1.8. Read independently for extended periods of time for pleasure.

SC.8-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

8-2.1. Compare/contrast central ideas within and across informational texts.

8-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

8-2.3. Analyze informational texts for author bias (for example, word choice and the exclusion and inclusion of particular information).

8-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

8-2.5. Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

8-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

8-2.7. Identify the use of propaganda techniques (including card stacking, plain folks, and transfer) in informational texts.

8-2.8. Read independently for extended periods of time to gain information.

SC.8-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

8-3.1. Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

8-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes within texts.

8-3.3. Interpret the meaning of idioms and euphemisms encountered in texts.

8-3.4. Interpret the connotations of words to understand the meaning of a given text.

8-3.5. Spell new words using Greek and Latin roots and affixes.

SC.8-4. Writing - Developing Written Communication: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

8-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

8-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

8-4.3. Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

8-4.4. Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught.

8-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

8-4.6. Edit for the correct use of written Standard American English, including ellipses and parentheses.

8-4.7. Spell correctly using Standard American English.

SC.8-5. Writing - Producing Written Communications in a Variety of Form: The student will write for a variety of purposes and audiences.

8-5.1. Create informational pieces (for example, reports and letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

8-5.2. Create narratives (for example, memoirs) that communicate the significance of particular personal relationships.

8-5.3. Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).

8-5.4. Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated position with concrete evidence.

SC.8-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

8-6.1. Clarify and refine a research topic.

8-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

8-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

8-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

8-6.5. Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations.

8-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

8-6.7. Use a variety of print and electronic reference materials.

8-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and selecting and organizing information.

SC.E1. English 1

E1-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E1-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E1-1.2. Analyze the impact of point of view on literary texts.

E1-1.3. Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E-1-1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E1-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E1-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E1-1.7. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

E1-1.8. Read independently for extended periods of time for pleasure.

E1-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E1-2.1. Compare/contrast theses within and across informational texts.

E1-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E1-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E1-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E1-2.5. Analyze the impact that text elements have on the meaning of a given informational text.

E1-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

E1-2.7. Analyze propaganda techniques in informational texts.

E1-2.8. Read independently for extended periods of time to gain information.

E1-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E1-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E1-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E1-3.3. Interpret euphemisms and connotations of words to understand the meaning of a given text.

E1-3.4. Spell new words using Greek and Latin roots and affixes.

E1-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E1-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E1-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E1-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E1-4.4. Use grammatical conventions of written Standard American English, including

E1-4.4.a. Subject-verb agreement,

E1-4.4.b. Pronoun-antecedent agreement,

E1-4.4.c. Agreement of nouns and their modifiers,

E1-4.4.d. Verb formation,

E1-4.4.f. Pronoun case,

E1-4.4.g. Formation of comparative and superlative adjectives and adverbs, and

E1-4.4.h. Idiomatic usage.

E1-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E1-4.6. Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught.

E1-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E1-5.1. Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E1-5.2. Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.

E1-5.3. Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).

E1-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E1-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E1-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E1-6.1. Clarify and refine a research topic.

E1-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E1-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E1-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E1-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E1-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E1-6.7. Use a variety of print and electronic reference materials.

E1-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E2. English 2

E2-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E2-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E2-1.2. Analyze the impact of point of view on literary texts.

E2-1.3. Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E2-1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E2-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E2-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E2-1.7. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

E2-1.8. Read independently for extended periods of time for pleasure.

E2-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E2-2.1. Compare/contrast theses within and across informational texts.

E2-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E2-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E2-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E2-2.5. Analyze the impact that text elements have on the meaning of a given informational text.

E2-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

E2-2.7. Analyze propaganda techniques in informational texts.

E2-2.8. Read independently for extended periods of time to gain information.

E2-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E2-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E2-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E2-3.3. Interpret euphemisms and the connotations of words to understand the meaning of a given text.

E2-3.4. Spell new words using Greek and Latin roots and affixes

E2-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E2-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E2-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E2-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E2-4.4. Use grammatical conventions of written Standard American English, including

E2-4.4.a. Subject-verb agreement,

E2-4.4.b. Pronoun-antecedent agreement,

E2-4.4.c. Agreement of nouns and their modifiers,

E2-4.4.d. Verb formation,

E2-4.4.e. Pronoun case,

E2-4.4.f. Formation of comparative and superlative adjectives and adverbs, and

E2-4.4.g. Idiomatic usage.

E2-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E2-4.6. Edit written pieces for the correct use of Standard American English, including the reinforcement of conventions previously taught.

E2-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E2-5.1. Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E2-5.2. Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E2-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E2-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E2-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language suitable for the purpose and audience.

E2-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E2-6.1. Clarify and refine a research topic.

E2-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E2-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E2-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E2-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E2-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E2-6.7. Use a variety of print and electronic reference materials.

E2-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E3. English 3

E3-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E3-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E3-1.2. Evaluate the impact of point of view on literary texts.

E3-1.3. Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E3-1.4. Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

E3-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E3-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E3-1.7. Evaluate an author's use of genre to convey theme.

E3-1.8. Read independently for extended periods of time for pleasure.

E3-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E3-2.1. Evaluate theses within and across informational texts.

E3-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E3-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E3-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E3-2.5. Evaluate the impact that text elements have on the meaning of a given informational text.

E3-2.6. Evaluate information from graphic features (for example, charts and graphs) in informational texts.

E3-2.7. Evaluate propaganda techniques and rhetorical devices in informational texts.

E3-2.8. Read independently for extended periods of time to gain information.

E3-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E3-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E3-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E3-3.3. Explain how American history and culture have influenced the use and development of the English language.

E3-3.4. Spell new words using Greek and Latin roots and affixes.

E3-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English.

E3-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E3-4.2. Use complete sentences in a variety of types (for example, simple, compound, complex, and compound-complex).

E3-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E3-4.4. Use grammatical conventions of written Standard American English to clarify and enhance meaning including

E3-4.4.a. Subject-verb agreement,

E3-4.4.b. Pronoun-antecedent agreement,

E3-4.4.c. Agreement of nouns and their modifiers,

E3-4.4.d. Verb formation,

E3-4.4.e. Pronoun case,

E3-4.4.f. Formation of comparative or superlative adjectives and adverbs, and

E3-4.4.g. Idiomatic usage.

E3-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E3-4.6. Edit written pieces for the correct mechanics and usage of written Standard American English including

E3-4.6.a. Internal and end of sentence punctuation,

E3-4.6.b. Commas to indicate appositives,

E3-4.6.c. Word placement to avoid ambiguity,

E3-4.6.d. Appropriate coordination and subordination,

E3-4.6.e. Relationship between and among clauses,

E3-4.6.f. Placement of modifiers, and

E3-4.6.g. Shifts in construction.

E3-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E3-5.1. Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E3-5.2. Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E3-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E3-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E3-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E3-5.6. Compose effective pieces of writing to respond to prompts in ''on-demand'' situations.

E3-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E3-6.1. Clarify and refine a research topic.

E3-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E3-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E3-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E3-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E3-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E3-6.7. Use a variety of print and electronic reference materials.

E3-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E4. English 4

E4-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E4-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E4-1.2. Evaluate the impact of point of view on literary texts.

E4-1.3. Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E4-1.4. Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

E4-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E4-1.6. Create responses to literary texts through a variety of methods, (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E4-1.7. Evaluate an author's use of genre to convey theme.

E4-1.8. Read independently for extended periods of time for pleasure.

E4-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E4-2.1. Evaluate theses within and across informational texts.

E4-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E4-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E4-2.5. Evaluate the impact that text elements have on the meaning of a given informational text.

E4-2.6. Evaluate information from graphic features (for example, charts and graphs in informational texts).

E4-2.7. Evaluate propaganda techniques and rhetorical devices in informational texts.

E4-2.8. Read independently for extended periods of time to gain information.

E4-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E4-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E4-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E4-3.3. Explain how British history and culture have influenced the use and development of the English language.

E4-3.4. Spell new words using Greek and Latin roots and affixes.

E4-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E4-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E4-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E4-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E4-4.4. Use grammatical conventions of written Standard American English to clarify and enhance meaning including

E4-4.4.a. Subject-verb agreement,

E4-4.4.b. Pronoun-antecedent agreement,

E4-4.4.c. Agreement of nouns and their modifiers,

E4-4.4.d. Verb formation,

E4-4.4.e. Pronoun case,

E4-4.4.f. Formation of comparative or superlative adjectives and adverbs, and

E4-4.4.g. Idiomatic usage.

E4-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E4-4.6. Edit for the correct mechanics and usage of written Standard American English including

E4-4.6.a. Internal and end of sentence punctuation,

E4-4.6.b. Commas to indicate appositives,

E4-4.6.c. Word placement to avoid ambiguity,

E4-4.6.d. Appropriate coordination and subordination,

E4-4.6.e. Relationship between and among clauses,

E4-4.6.f. Placement of modifiers, and

E4-4.6.g. Shifts in construction.

E4-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E4-5.1. Create clear and concise career-oriented and technical writings (for example, memos, business letters, resumes, technical reports, and information analyses).

E4-5.2. Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to enhance voice and tone.

E4-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E4-5.4. Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.

E4-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E4-5.6. Compose effective pieces of writing to respond to prompts in ''on-demand'' situations.

E4-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E4-6.1. Clarify and refine a research topic.

E4-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E4-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E4-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E4-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E4-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E4-6.7. Use a variety of print and electronic reference materials.

E4-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E1. English 1

E1-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E1-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E1-1.2. Analyze the impact of point of view on literary texts.

E1-1.3. Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E-1-1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E1-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E1-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E1-1.7. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

E1-1.8. Read independently for extended periods of time for pleasure.

E1-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E1-2.1. Compare/contrast theses within and across informational texts.

E1-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E1-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E1-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E1-2.5. Analyze the impact that text elements have on the meaning of a given informational text.

E1-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

E1-2.7. Analyze propaganda techniques in informational texts.

E1-2.8. Read independently for extended periods of time to gain information.

E1-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E1-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E1-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E1-3.3. Interpret euphemisms and connotations of words to understand the meaning of a given text.

E1-3.4. Spell new words using Greek and Latin roots and affixes.

E1-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E1-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E1-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E1-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E1-4.4. Use grammatical conventions of written Standard American English, including

E1-4.4.a. Subject-verb agreement,

E1-4.4.b. Pronoun-antecedent agreement,

E1-4.4.c. Agreement of nouns and their modifiers,

E1-4.4.d. Verb formation,

E1-4.4.f. Pronoun case,

E1-4.4.g. Formation of comparative and superlative adjectives and adverbs, and

E1-4.4.h. Idiomatic usage.

E1-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E1-4.6. Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught.

E1-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E1-5.1. Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E1-5.2. Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.

E1-5.3. Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).

E1-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E1-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E1-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E1-6.1. Clarify and refine a research topic.

E1-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E1-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E1-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E1-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E1-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E1-6.7. Use a variety of print and electronic reference materials.

E1-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E2. English 2

E2-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E2-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E2-1.2. Analyze the impact of point of view on literary texts.

E2-1.3. Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E2-1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E2-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E2-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E2-1.7. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

E2-1.8. Read independently for extended periods of time for pleasure.

E2-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E2-2.1. Compare/contrast theses within and across informational texts.

E2-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E2-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E2-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E2-2.5. Analyze the impact that text elements have on the meaning of a given informational text.

E2-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

E2-2.7. Analyze propaganda techniques in informational texts.

E2-2.8. Read independently for extended periods of time to gain information.

E2-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E2-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E2-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E2-3.3. Interpret euphemisms and the connotations of words to understand the meaning of a given text.

E2-3.4. Spell new words using Greek and Latin roots and affixes

E2-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E2-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E2-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E2-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E2-4.4. Use grammatical conventions of written Standard American English, including

E2-4.4.a. Subject-verb agreement,

E2-4.4.b. Pronoun-antecedent agreement,

E2-4.4.c. Agreement of nouns and their modifiers,

E2-4.4.d. Verb formation,

E2-4.4.e. Pronoun case,

E2-4.4.f. Formation of comparative and superlative adjectives and adverbs, and

E2-4.4.g. Idiomatic usage.

E2-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E2-4.6. Edit written pieces for the correct use of Standard American English, including the reinforcement of conventions previously taught.

E2-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E2-5.1. Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E2-5.2. Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E2-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E2-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E2-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language suitable for the purpose and audience.

E2-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E2-6.1. Clarify and refine a research topic.

E2-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E2-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E2-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E2-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E2-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E2-6.7. Use a variety of print and electronic reference materials.

E2-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E3. English 3

E3-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E3-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E3-1.2. Evaluate the impact of point of view on literary texts.

E3-1.3. Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E3-1.4. Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

E3-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E3-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E3-1.7. Evaluate an author's use of genre to convey theme.

E3-1.8. Read independently for extended periods of time for pleasure.

E3-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E3-2.1. Evaluate theses within and across informational texts.

E3-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E3-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E3-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E3-2.5. Evaluate the impact that text elements have on the meaning of a given informational text.

E3-2.6. Evaluate information from graphic features (for example, charts and graphs) in informational texts.

E3-2.7. Evaluate propaganda techniques and rhetorical devices in informational texts.

E3-2.8. Read independently for extended periods of time to gain information.

E3-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E3-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E3-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E3-3.3. Explain how American history and culture have influenced the use and development of the English language.

E3-3.4. Spell new words using Greek and Latin roots and affixes.

E3-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English.

E3-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E3-4.2. Use complete sentences in a variety of types (for example, simple, compound, complex, and compound-complex).

E3-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E3-4.4. Use grammatical conventions of written Standard American English to clarify and enhance meaning including

E3-4.4.a. Subject-verb agreement,

E3-4.4.b. Pronoun-antecedent agreement,

E3-4.4.c. Agreement of nouns and their modifiers,

E3-4.4.d. Verb formation,

E3-4.4.e. Pronoun case,

E3-4.4.f. Formation of comparative or superlative adjectives and adverbs, and

E3-4.4.g. Idiomatic usage.

E3-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E3-4.6. Edit written pieces for the correct mechanics and usage of written Standard American English including

E3-4.6.a. Internal and end of sentence punctuation,

E3-4.6.b. Commas to indicate appositives,

E3-4.6.c. Word placement to avoid ambiguity,

E3-4.6.d. Appropriate coordination and subordination,

E3-4.6.e. Relationship between and among clauses,

E3-4.6.f. Placement of modifiers, and

E3-4.6.g. Shifts in construction.

E3-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E3-5.1. Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E3-5.2. Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E3-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E3-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E3-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E3-5.6. Compose effective pieces of writing to respond to prompts in ''on-demand'' situations.

E3-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E3-6.1. Clarify and refine a research topic.

E3-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E3-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E3-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E3-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E3-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E3-6.7. Use a variety of print and electronic reference materials.

E3-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E4. English 4

E4-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E4-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E4-1.2. Evaluate the impact of point of view on literary texts.

E4-1.3. Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E4-1.4. Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

E4-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E4-1.6. Create responses to literary texts through a variety of methods, (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E4-1.7. Evaluate an author's use of genre to convey theme.

E4-1.8. Read independently for extended periods of time for pleasure.

E4-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E4-2.1. Evaluate theses within and across informational texts.

E4-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E4-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E4-2.5. Evaluate the impact that text elements have on the meaning of a given informational text.

E4-2.6. Evaluate information from graphic features (for example, charts and graphs in informational texts).

E4-2.7. Evaluate propaganda techniques and rhetorical devices in informational texts.

E4-2.8. Read independently for extended periods of time to gain information.

E4-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E4-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E4-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E4-3.3. Explain how British history and culture have influenced the use and development of the English language.

E4-3.4. Spell new words using Greek and Latin roots and affixes.

E4-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E4-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E4-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E4-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E4-4.4. Use grammatical conventions of written Standard American English to clarify and enhance meaning including

E4-4.4.a. Subject-verb agreement,

E4-4.4.b. Pronoun-antecedent agreement,

E4-4.4.c. Agreement of nouns and their modifiers,

E4-4.4.d. Verb formation,

E4-4.4.e. Pronoun case,

E4-4.4.f. Formation of comparative or superlative adjectives and adverbs, and

E4-4.4.g. Idiomatic usage.

E4-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E4-4.6. Edit for the correct mechanics and usage of written Standard American English including

E4-4.6.a. Internal and end of sentence punctuation,

E4-4.6.b. Commas to indicate appositives,

E4-4.6.c. Word placement to avoid ambiguity,

E4-4.6.d. Appropriate coordination and subordination,

E4-4.6.e. Relationship between and among clauses,

E4-4.6.f. Placement of modifiers, and

E4-4.6.g. Shifts in construction.

E4-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E4-5.1. Create clear and concise career-oriented and technical writings (for example, memos, business letters, resumes, technical reports, and information analyses).

E4-5.2. Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to enhance voice and tone.

E4-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E4-5.4. Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.

E4-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E4-5.6. Compose effective pieces of writing to respond to prompts in ''on-demand'' situations.

E4-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E4-6.1. Clarify and refine a research topic.

E4-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E4-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E4-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E4-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E4-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E4-6.7. Use a variety of print and electronic reference materials.

E4-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E1. English 1

E1-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E1-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E1-1.2. Analyze the impact of point of view on literary texts.

E1-1.3. Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E-1-1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E1-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E1-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E1-1.7. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

E1-1.8. Read independently for extended periods of time for pleasure.

E1-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E1-2.1. Compare/contrast theses within and across informational texts.

E1-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E1-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E1-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E1-2.5. Analyze the impact that text elements have on the meaning of a given informational text.

E1-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

E1-2.7. Analyze propaganda techniques in informational texts.

E1-2.8. Read independently for extended periods of time to gain information.

E1-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E1-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E1-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E1-3.3. Interpret euphemisms and connotations of words to understand the meaning of a given text.

E1-3.4. Spell new words using Greek and Latin roots and affixes.

E1-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E1-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E1-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E1-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E1-4.4. Use grammatical conventions of written Standard American English, including

E1-4.4.a. Subject-verb agreement,

E1-4.4.b. Pronoun-antecedent agreement,

E1-4.4.c. Agreement of nouns and their modifiers,

E1-4.4.d. Verb formation,

E1-4.4.f. Pronoun case,

E1-4.4.g. Formation of comparative and superlative adjectives and adverbs, and

E1-4.4.h. Idiomatic usage.

E1-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E1-4.6. Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught.

E1-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E1-5.1. Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E1-5.2. Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.

E1-5.3. Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).

E1-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E1-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E1-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E1-6.1. Clarify and refine a research topic.

E1-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E1-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E1-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E1-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E1-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E1-6.7. Use a variety of print and electronic reference materials.

E1-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E2. English 2

E2-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E2-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E2-1.2. Analyze the impact of point of view on literary texts.

E2-1.3. Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E2-1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E2-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E2-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E2-1.7. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

E2-1.8. Read independently for extended periods of time for pleasure.

E2-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E2-2.1. Compare/contrast theses within and across informational texts.

E2-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E2-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E2-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E2-2.5. Analyze the impact that text elements have on the meaning of a given informational text.

E2-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

E2-2.7. Analyze propaganda techniques in informational texts.

E2-2.8. Read independently for extended periods of time to gain information.

E2-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E2-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E2-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E2-3.3. Interpret euphemisms and the connotations of words to understand the meaning of a given text.

E2-3.4. Spell new words using Greek and Latin roots and affixes

E2-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E2-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E2-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E2-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E2-4.4. Use grammatical conventions of written Standard American English, including

E2-4.4.a. Subject-verb agreement,

E2-4.4.b. Pronoun-antecedent agreement,

E2-4.4.c. Agreement of nouns and their modifiers,

E2-4.4.d. Verb formation,

E2-4.4.e. Pronoun case,

E2-4.4.f. Formation of comparative and superlative adjectives and adverbs, and

E2-4.4.g. Idiomatic usage.

E2-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E2-4.6. Edit written pieces for the correct use of Standard American English, including the reinforcement of conventions previously taught.

E2-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E2-5.1. Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E2-5.2. Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E2-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E2-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E2-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language suitable for the purpose and audience.

E2-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E2-6.1. Clarify and refine a research topic.

E2-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E2-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E2-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E2-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E2-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E2-6.7. Use a variety of print and electronic reference materials.

E2-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E3. English 3

E3-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E3-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E3-1.2. Evaluate the impact of point of view on literary texts.

E3-1.3. Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E3-1.4. Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

E3-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E3-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E3-1.7. Evaluate an author's use of genre to convey theme.

E3-1.8. Read independently for extended periods of time for pleasure.

E3-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E3-2.1. Evaluate theses within and across informational texts.

E3-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E3-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E3-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E3-2.5. Evaluate the impact that text elements have on the meaning of a given informational text.

E3-2.6. Evaluate information from graphic features (for example, charts and graphs) in informational texts.

E3-2.7. Evaluate propaganda techniques and rhetorical devices in informational texts.

E3-2.8. Read independently for extended periods of time to gain information.

E3-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E3-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E3-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E3-3.3. Explain how American history and culture have influenced the use and development of the English language.

E3-3.4. Spell new words using Greek and Latin roots and affixes.

E3-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English.

E3-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E3-4.2. Use complete sentences in a variety of types (for example, simple, compound, complex, and compound-complex).

E3-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E3-4.4. Use grammatical conventions of written Standard American English to clarify and enhance meaning including

E3-4.4.a. Subject-verb agreement,

E3-4.4.b. Pronoun-antecedent agreement,

E3-4.4.c. Agreement of nouns and their modifiers,

E3-4.4.d. Verb formation,

E3-4.4.e. Pronoun case,

E3-4.4.f. Formation of comparative or superlative adjectives and adverbs, and

E3-4.4.g. Idiomatic usage.

E3-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E3-4.6. Edit written pieces for the correct mechanics and usage of written Standard American English including

E3-4.6.a. Internal and end of sentence punctuation,

E3-4.6.b. Commas to indicate appositives,

E3-4.6.c. Word placement to avoid ambiguity,

E3-4.6.d. Appropriate coordination and subordination,

E3-4.6.e. Relationship between and among clauses,

E3-4.6.f. Placement of modifiers, and

E3-4.6.g. Shifts in construction.

E3-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E3-5.1. Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E3-5.2. Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E3-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E3-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E3-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E3-5.6. Compose effective pieces of writing to respond to prompts in ''on-demand'' situations.

E3-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E3-6.1. Clarify and refine a research topic.

E3-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E3-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E3-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E3-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E3-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E3-6.7. Use a variety of print and electronic reference materials.

E3-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E4. English 4

E4-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E4-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E4-1.2. Evaluate the impact of point of view on literary texts.

E4-1.3. Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E4-1.4. Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

E4-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E4-1.6. Create responses to literary texts through a variety of methods, (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E4-1.7. Evaluate an author's use of genre to convey theme.

E4-1.8. Read independently for extended periods of time for pleasure.

E4-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E4-2.1. Evaluate theses within and across informational texts.

E4-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E4-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E4-2.5. Evaluate the impact that text elements have on the meaning of a given informational text.

E4-2.6. Evaluate information from graphic features (for example, charts and graphs in informational texts).

E4-2.7. Evaluate propaganda techniques and rhetorical devices in informational texts.

E4-2.8. Read independently for extended periods of time to gain information.

E4-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E4-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E4-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E4-3.3. Explain how British history and culture have influenced the use and development of the English language.

E4-3.4. Spell new words using Greek and Latin roots and affixes.

E4-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E4-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E4-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E4-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E4-4.4. Use grammatical conventions of written Standard American English to clarify and enhance meaning including

E4-4.4.a. Subject-verb agreement,

E4-4.4.b. Pronoun-antecedent agreement,

E4-4.4.c. Agreement of nouns and their modifiers,

E4-4.4.d. Verb formation,

E4-4.4.e. Pronoun case,

E4-4.4.f. Formation of comparative or superlative adjectives and adverbs, and

E4-4.4.g. Idiomatic usage.

E4-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E4-4.6. Edit for the correct mechanics and usage of written Standard American English including

E4-4.6.a. Internal and end of sentence punctuation,

E4-4.6.b. Commas to indicate appositives,

E4-4.6.c. Word placement to avoid ambiguity,

E4-4.6.d. Appropriate coordination and subordination,

E4-4.6.e. Relationship between and among clauses,

E4-4.6.f. Placement of modifiers, and

E4-4.6.g. Shifts in construction.

E4-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E4-5.1. Create clear and concise career-oriented and technical writings (for example, memos, business letters, resumes, technical reports, and information analyses).

E4-5.2. Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to enhance voice and tone.

E4-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E4-5.4. Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.

E4-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E4-5.6. Compose effective pieces of writing to respond to prompts in ''on-demand'' situations.

E4-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E4-6.1. Clarify and refine a research topic.

E4-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E4-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E4-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E4-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E4-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E4-6.7. Use a variety of print and electronic reference materials.

E4-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E1. English 1

E1-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E1-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E1-1.2. Analyze the impact of point of view on literary texts.

E1-1.3. Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E-1-1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E1-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E1-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E1-1.7. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

E1-1.8. Read independently for extended periods of time for pleasure.

E1-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E1-2.1. Compare/contrast theses within and across informational texts.

E1-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E1-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E1-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E1-2.5. Analyze the impact that text elements have on the meaning of a given informational text.

E1-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

E1-2.7. Analyze propaganda techniques in informational texts.

E1-2.8. Read independently for extended periods of time to gain information.

E1-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E1-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E1-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E1-3.3. Interpret euphemisms and connotations of words to understand the meaning of a given text.

E1-3.4. Spell new words using Greek and Latin roots and affixes.

E1-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E1-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E1-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E1-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E1-4.4. Use grammatical conventions of written Standard American English, including

E1-4.4.a. Subject-verb agreement,

E1-4.4.b. Pronoun-antecedent agreement,

E1-4.4.c. Agreement of nouns and their modifiers,

E1-4.4.d. Verb formation,

E1-4.4.f. Pronoun case,

E1-4.4.g. Formation of comparative and superlative adjectives and adverbs, and

E1-4.4.h. Idiomatic usage.

E1-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E1-4.6. Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught.

E1-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E1-5.1. Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E1-5.2. Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.

E1-5.3. Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).

E1-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E1-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E1-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E1-6.1. Clarify and refine a research topic.

E1-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E1-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E1-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E1-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E1-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E1-6.7. Use a variety of print and electronic reference materials.

E1-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E2. English 2

E2-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E2-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E2-1.2. Analyze the impact of point of view on literary texts.

E2-1.3. Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E2-1.4. Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E2-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E2-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E2-1.7. Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

E2-1.8. Read independently for extended periods of time for pleasure.

E2-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E2-2.1. Compare/contrast theses within and across informational texts.

E2-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E2-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E2-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E2-2.5. Analyze the impact that text elements have on the meaning of a given informational text.

E2-2.6. Analyze information from graphic features (for example, charts and graphs) in informational texts.

E2-2.7. Analyze propaganda techniques in informational texts.

E2-2.8. Read independently for extended periods of time to gain information.

E2-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E2-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E2-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E2-3.3. Interpret euphemisms and the connotations of words to understand the meaning of a given text.

E2-3.4. Spell new words using Greek and Latin roots and affixes

E2-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E2-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E2-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E2-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E2-4.4. Use grammatical conventions of written Standard American English, including

E2-4.4.a. Subject-verb agreement,

E2-4.4.b. Pronoun-antecedent agreement,

E2-4.4.c. Agreement of nouns and their modifiers,

E2-4.4.d. Verb formation,

E2-4.4.e. Pronoun case,

E2-4.4.f. Formation of comparative and superlative adjectives and adverbs, and

E2-4.4.g. Idiomatic usage.

E2-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E2-4.6. Edit written pieces for the correct use of Standard American English, including the reinforcement of conventions previously taught.

E2-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E2-5.1. Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E2-5.2. Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E2-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E2-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E2-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language suitable for the purpose and audience.

E2-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E2-6.1. Clarify and refine a research topic.

E2-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E2-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E2-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E2-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E2-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E2-6.7. Use a variety of print and electronic reference materials.

E2-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E3. English 3

E3-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E3-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E3-1.2. Evaluate the impact of point of view on literary texts.

E3-1.3. Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E3-1.4. Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

E3-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E3-1.6. Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E3-1.7. Evaluate an author's use of genre to convey theme.

E3-1.8. Read independently for extended periods of time for pleasure.

E3-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E3-2.1. Evaluate theses within and across informational texts.

E3-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E3-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E3-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E3-2.5. Evaluate the impact that text elements have on the meaning of a given informational text.

E3-2.6. Evaluate information from graphic features (for example, charts and graphs) in informational texts.

E3-2.7. Evaluate propaganda techniques and rhetorical devices in informational texts.

E3-2.8. Read independently for extended periods of time to gain information.

E3-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E3-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E3-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E3-3.3. Explain how American history and culture have influenced the use and development of the English language.

E3-3.4. Spell new words using Greek and Latin roots and affixes.

E3-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, correct use of the conventions of written Standard American English.

E3-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E3-4.2. Use complete sentences in a variety of types (for example, simple, compound, complex, and compound-complex).

E3-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E3-4.4. Use grammatical conventions of written Standard American English to clarify and enhance meaning including

E3-4.4.a. Subject-verb agreement,

E3-4.4.b. Pronoun-antecedent agreement,

E3-4.4.c. Agreement of nouns and their modifiers,

E3-4.4.d. Verb formation,

E3-4.4.e. Pronoun case,

E3-4.4.f. Formation of comparative or superlative adjectives and adverbs, and

E3-4.4.g. Idiomatic usage.

E3-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E3-4.6. Edit written pieces for the correct mechanics and usage of written Standard American English including

E3-4.6.a. Internal and end of sentence punctuation,

E3-4.6.b. Commas to indicate appositives,

E3-4.6.c. Word placement to avoid ambiguity,

E3-4.6.d. Appropriate coordination and subordination,

E3-4.6.e. Relationship between and among clauses,

E3-4.6.f. Placement of modifiers, and

E3-4.6.g. Shifts in construction.

E3-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E3-5.1. Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

E3-5.2. Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E3-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E3-5.4. Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E3-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E3-5.6. Compose effective pieces of writing to respond to prompts in ''on-demand'' situations.

E3-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E3-6.1. Clarify and refine a research topic.

E3-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E3-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E3-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E3-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E3-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E3-6.7. Use a variety of print and electronic reference materials.

E3-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

SC.E4. English 4

E4-1. Reading - Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and nonprint formats.

E4-1.1. Compare/contrast ideas within and across literary texts to make inferences.

E4-1.2. Evaluate the impact of point of view on literary texts.

E4-1.3. Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E4-1.4. Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

E4-1.5. Analyze the effect of the author's craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E4-1.6. Create responses to literary texts through a variety of methods, (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

E4-1.7. Evaluate an author's use of genre to convey theme.

E4-1.8. Read independently for extended periods of time for pleasure.

E4-2. Reading - Understanding and Using Informational Texts: The student will read and comprehend a variety of informational texts in print and nonprint formats.

E4-2.1. Evaluate theses within and across informational texts.

E4-2.2. Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.3. Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E4-2.4. Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E4-2.5. Evaluate the impact that text elements have on the meaning of a given informational text.

E4-2.6. Evaluate information from graphic features (for example, charts and graphs in informational texts).

E4-2.7. Evaluate propaganda techniques and rhetorical devices in informational texts.

E4-2.8. Read independently for extended periods of time to gain information.

E4-3. Reading - Building Vocabulary: The student will use word analysis and vocabulary strategies to read fluently.

E4-3.1. Use context clues to determine the meaning of technical terms and other unfamiliar words.

E4-3.2. Analyze the meaning of words by using Greek and Latin roots and affixes.

E4-3.3. Explain how British history and culture have influenced the use and development of the English language.

E4-3.4. Spell new words using Greek and Latin roots and affixes.

E4-4. Writing - Developing Written Communications: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

E4-4.1. Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E4-4.2. Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E4-4.3. Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E4-4.4. Use grammatical conventions of written Standard American English to clarify and enhance meaning including

E4-4.4.a. Subject-verb agreement,

E4-4.4.b. Pronoun-antecedent agreement,

E4-4.4.c. Agreement of nouns and their modifiers,

E4-4.4.d. Verb formation,

E4-4.4.e. Pronoun case,

E4-4.4.f. Formation of comparative or superlative adjectives and adverbs, and

E4-4.4.g. Idiomatic usage.

E4-4.5. Revise writing to improve clarity, tone, voice, content, and the development of ideas.

E4-4.6. Edit for the correct mechanics and usage of written Standard American English including

E4-4.6.a. Internal and end of sentence punctuation,

E4-4.6.b. Commas to indicate appositives,

E4-4.6.c. Word placement to avoid ambiguity,

E4-4.6.d. Appropriate coordination and subordination,

E4-4.6.e. Relationship between and among clauses,

E4-4.6.f. Placement of modifiers, and

E4-4.6.g. Shifts in construction.

E4-5. Writing - Producing Written Communications in a Variety of Forms: The student will write for a variety of purposes and audiences.

E4-5.1. Create clear and concise career-oriented and technical writings (for example, memos, business letters, resumes, technical reports, and information analyses).

E4-5.2. Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to enhance voice and tone.

E4-5.3. Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E4-5.4. Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.

E4-5.5. Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E4-5.6. Compose effective pieces of writing to respond to prompts in ''on-demand'' situations.

E4-6. Researching - Applying the Skills of Inquiry and Oral Communication: The student will access and use information from a variety of sources.

E4-6.1. Clarify and refine a research topic.

E4-6.2. Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E4-6.3. Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

E4-6.4. Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E4-6.5. Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.

E4-6.6. Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E4-6.7. Use a variety of print and electronic reference materials.

E4-6.8. Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.