Language Arts K-12

8/9/2019 Language Arts K-12

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Approved Language Arts Curriculum Page 1 of 125

20 May 2002

3.1 Level: K-3 Standard # 1 General Skills and Strategies of the Writing Process

Understands and demonstrates competence in the general skills and strategies of the writing process.

Benchmarks (Grades K - 3):3.1.1 Dictates or writes stories, based on ones own experience, that have evidence of a beginning, middle, and ending3.1.2 Writes detailed descriptions of familiar persons, places, or objects3.1.3 Revises writing by improving sequence, providing more descriptive detail, or adding more3.1.4 Participates in the writing process

Learning ObjectivesKindergarten First Grade Second Grade Third Grade

?1.a Extended Dictatesmeaningful stories with a

beginning, middle and

ending

?1.b Expected Increaseslanguage and vocabulary

through classroom

experiences

?2.a Extended Uses picturesand phonetically spelled

words to describe a familiar

person, place, object or

event

?3 N/A?4 N/A

?1.a Expected Writes threecomplete sentences relating

to one topic

?1.b Extended Writes for avariety of audiences

?2.a Expected Usesdescriptive words when

writing about a familiar

person, place, object or

event

?3.a Essential Expands abasic sentence by using

adverbs and adjectives?3.b Extended Demonstrates

understanding of the

writing process

?4 N/A

?1.a Essential Writes stories,based on ones own

experience, with a

beginning, middle and end

?1.b Expected Writes afriendly letter or thank you

note

?2.a Essential Writes adescriptive sentence about

a familiar person, place or

object

?3.a Essential Expands abasic sentence by usingadjectives and adverbs

?4.a Extended Editscapitalization, punctuation

and grammar

?1.a Essential Writes stories,based on ones one

experience, with a

beginning, middle, and

ending

?2.a Essential Writes adescriptive paragraph about

a familiar person, place, or

object

?3.a Expected Revisesoriginal creative works that

incorporate figurative and

descriptive language

?4.a Expected Demonstratesunderstanding and

application of the writing

process: -Brainstorming

-Draft

-Teacher

Conference

-Revise

-Edit

-Publish-Share


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20 May 2002

3.2 Level: K-3 Standard # 2 Stylistic and Rhetorical Aspects of Writing

Understands and demonstrates competence in the stylistic and rhetorical aspects of writing.

Benchmarks (Grades K - 3):3.2.1 Writes grade-level compositions that make effective use of very general, frequently used words to convey basic ideas using

complete, simple sentences


?1.a Essential Uses a varietyof activities to practice high

frequency and rhyming

words in meaningful

sentences?1.b Extended Cuts apart

names, words and

sentences to reassemble

into original

?1.c Extended Substituteswords from a favorite

rhyme or story

?1.d Extended Verballyretells a story or event

?1.a Essential Cuts apartsentences and reassembles

into original

?1.b Essential Uses a varietyof activities to practice highfrequency and rhyming

words in meaningful

sentences

?1.c Essential Substituteswords into a favorite rhyme

or story

?1.d Essential Verballyretells a story or event

?1.a Essential Writes basicsentences using nouns and

verbs

?1.b Essential Choosesspecific words that fit thepurpose

?1.c Extended Usestechnology to create a piece

for publication

?1.a Expected Choosesspecific nouns and verbs

that help to clarify and

enhance ideas

?1.b Expected Identifies anduses appropriate style andvocabulary for audience

and purpose

?1.c Essential Usestechnology to create a piece

for publication


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20 May 2002

3.3 Level: K-3 Standard # 3 Grammatical and Mechanical Conventions of Composition

Understands and demonstrates writing with command of the grammatical and mechanical conventions of composition.

Benchmarks (Grades K - 3):3.3.1 Writes compositions that contain complete sentences3.3.2 Learns and uses rules of grammar3.3.3 Learns and uses the rules of spelling3.3.4 Learns and uses the rules of punctuation3.3.5 Writes legibly


?1.a Extended In-group,develops and charts simple

sentences that containsubject, verb and main idea

?1.b Expected Orallyproduces sentences

?2 N/A?3 N/A?4 N/A?5 N/A?6 N/A?7 N/A?8.a Expected Grips pencil

correctly

?8.b Essential Correctlywrites first name, forming

upper- and lower-case

letters legibly using

appropriate letter size and

spacing

?1.a Expected Writescomplete sentences with a

noun and verb

?2.a Extended Modifiessentences that show some

attention to the proper use

of common pronouns (he,

she, it, me)

?3.a Expected Writessentences that have

correctly spelled high

frequency words

?4.a Essential Writescompositions that have few

significant errors in the

capitalization of words that

begin sentences

?5 N/A?6 N/A?7 N/A

?1.a Essential Writes severalcomplete sentences in a

logical order

?1.b Essential Begins usingparagraph format including

topic sentence and

supporting detail sentences

?2.a Essential Writessentences that demonstrate

the proper use of pronouns,

especially common

pronouns (he, she, I, them,

me)

?3.a Expected Writessentences that have

correctly spelled high-

frequency words

?4.a Essential Usescapitalization at beginning

of sentences and on propernouns (names, titles, place

names, dates, and holidays)

?1.a Essential Uses a varietyof sentences to produce a

piece of writing: Statement,question, exclamation, and

command

?1.b Expected Develops aparagraph that incorporates

a clear and focused main

idea that is supported by

details and examples that

are appropriate to topic,

audience, and purpose

?1.c Expected Uses topicsentences, appropriate word

choices and sentence

structure, transitions,

paragraphing, indention,

and organization

?2.a Expected Writescompositions that have few


formation of verb tense andplurals


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20 May 2002

Kindergarten First Grade Second Grade Third Grade

?8.c Essential Correctlywrites last name, forming

upper and lower case letterlegibly using appropriate

letter size and spacing

?8.d Expected Correctlyforms letters, writes legibly

using appropriate size and

spacing

?8.a Essential Writes legiblyusing upper and lower case

letters, appropriate size,spacing and formation

?5.a Essential Writessentences with correct

punctuation (periods andquestion marks)

?6.a Expected Writessentences that show few


formation of verb tense and

plurals

?7.a Extended Writessentences that have fewsignificant errors in the use

of commas in a series ofwords

?8.a Expected Writes legiblyusing correct letter

formation

?2.b Essential Writescompositions that show

attention to proper use ofpronouns

?3.a Essential Writescompositions that show few

significant errors in the use

of spelling of common,

frequently used words

?4.a Essential Writescompositions that have fewsignificant errors in the use

of end punctuation?4.b Expected Writes

compositions that have few

significant errors in the use

of commas in a series of

words

?4.c Expected Writescompositions that have fewsignificant errors in the use

of quotations marks and

apostrophes

?5.a Essential Legibly writesin a variety of formats to

record, generate, and reflect

upon ideas


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20 May 2002

3.4 Level: K-3 Standard # 4 Information for Research Purposes

Understands and demonstrates how to effectively gather and use information for research purposes.

Benchmarks (Grades K - 3):3.4.1 Formulates questions about any topic of interest3.4.2 Uses a variety of reference sources to gather information for research topics


?1.a Expected In a group,brainstorms and discusses a

topic of interest

?2 N/A?1.a Extended In a group,

researches information on a

topic of interest

?2.a Extended Locatesinformation using thefollowing text and

resources: Alphabetical

order, book parts (title

page, table of contents,

glossary)

?1.a Extended Selects aresearch topic based on

personal knowledge,

experience or interest

?1.b Extended Draws logicalconclusions based oninformation read

?1.c Extended Brainstormsand discusses topics of

interest

?1.d Extended Writes groupand individual stories

?2.a Extended Writesquestions about a subject to

guide further inquiry?2.b Extended Reads to

locate specific information

?2.c Extended Usesbeginning dictionary skills

(e.g. alphabetical order

entry words, guide words)

?1.a Expected Selects aresearch topic

?1.b Expected Brainstormsand discusses topics of

interest?1.c Expected Draws logical

conclusions based on

information read

?1.d Expected Writesindividual story avoiding

plagiarizing

?2.a Expected Uses writtenmaterials to gather

information for research

topics?2.b Expected Uses simple

representations of

information to find

information for research

topics


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20 May 2002

3.5 Level: K-3 Standard # 5 General Skills and Strategies of the Reading Process

Understands and demonstrates competence in the general skills and strategies of the reading process.

Benchmarks (Grades K - 3):3.5.1 Understands that reading is a way of gaining information about the world3.5.2 Creates mental pictures for concrete information one has read3.5.3 Before, during, and after reading, locates information to clarify text, structure, and content3.5.4 Decodes unknown words using basic elements of phonetic analysis and structural analysis3.5.5 Locates and gathers information for a variety of purposes


?1.a Expected Children areread to 20 minutes per day

at home to increaseinformation, language

acquisition and vocabulary

?1.b Expected Children areread to at least 20 minutes

per day at school, from a

variety of books rich in

rhyme, pattern and

vocabulary

?2.a Expected Children aretaught to visualize and

verbalize following reading

experiences

?3.a Essential Children aretaught the concepts in print

(See State K. guide)

?3.b Extended Childrenwork on main idea andsequencing, using picture

cues

?1.a Essential Reads 20minutes per day to increase

information, language andvocabulary

?1.b Essential Children areread to at least 20 minutes

per day at school, from a

variety of books rich in

rhyme, pattern and

vocabulary

?1.c Essential Reads andfollows signs, labels, and

instructions

?2.a Essential Createsmental pictures for concrete

information from what one

has read or heard

?3.a Essential Uses picturesto understand stories

?1.a Essential Children areread to, with, or

independently 20 minutesper day to increase

information, language and

vocabulary

?1.b Essential Understandsthat reading is a way of

gaining information about

the world

?2.a Essential Is able tovisualize and verbalize

information read

?3.a Essential Uses pictureclues and captions as an aid

to comprehension

?1.a Essential Reads at homefor 20 minutes per day

?1.b Expected Reads andresponds to current events

?1.c Expected Reads avariety of written material

to gain knowledge and

information

?1.d Essential Followssimple step-by-stepinstructions

?1.e Expected Clarifiesinformation using charts

and graphs

?1.fExpected Makesconnections with text-text,

text-self, and text-world

?2.a Essential Visualizes andverbalizes information read

?3.a Essential Uses picturesfor prediction and

comprehension


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20 May 2002


?4.a Essential Children areexplicitly and

systematically taught thephonemic awareness skills

of phoneme

production/replication,

phoneme isolation,

phoneme segmentation and

counting, phoneme

blending, rhyming,

phoneme deletion,

phoneme substitution and

phoneme reversal?4.b Essential Recognizes

names of lower and upper

case letters

?4.c Essential Demonstratesability to correctly identify

orally all upper and lower

case letters in one minute

?4.d Essential Demonstratesability to associate letters to

sounds and to recognize thesounds of the alphabetic

code

?4.e Essential Manipulatesphonemes and graphemes

to form words

?5.a Extended Identifies themain idea from stories and

books



of phoneme


phoneme isolation,


counting, phoneme

blending, rhyming,

phoneme deletion,


phoneme reversal?4.b Essential

Completes/produces a

rhyming word

?4.c Essential Uses vowelsounds to decode single-

syllable words

?4.d Essential Usesbeginning and ending

consonants to decode single

syllable words



of phoneme


phoneme isolation,


counting, phoneme

blending, rhyming,

phoneme deletion,


phoneme reversal?4.b Essential Uses common

letter-sound

correspondences to decode

unknown words and

nonsense words

?4.c Essential Decodesunknown and nonsense

words using basic elements

of structural analysis such

as syllables, basic prefixes,suffixes and roots

?5.a Essential Comprehendsthe main idea of simple

expository information

?3.b Essential Uses priorknowledge to make simple

predictions about what willbe found in text

?3.c Essential Rereadsconfusing sections of text

to check comprehension

?3.d Expected Identifies textelements related to the

following:

-Narrative: Character,setting, and plot

-Expository: Cause andeffect, sequence and

problem/solution

?4.a Essential Decodeswords not immediately

recognized by using

knowledge of vowel

patterns

?4.b Essential Decodesunknown words using basic

elements of prefixes,suffixes, and roots

?4.c Essential Decodesunknown words using rules

of syllabication

?4.d Essential Effectivelydecodes unknown words

using a variety of context

clues


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20 May 2002


?4.e Essential Recognizesand uses regular letter-

sound correspondences anddetermines regularly

spelled one- and two-

syllable words, consonants,

consonant blends,

diagraphs, short and long

vowels and letter sound

correspondence

?4.fExpected Usescompound words,

contractions andhomophones

?4.g Extended Uses prefixes,suffixes, and root words to

gain meaning of unknown

words

?4.h Essential Uses wordfamily patterns to decode

new words

?4.i Expected Usesconventions of print usingproper punctuation

?4.j Essential Identifieswords within a sentence

?5.a Expected Identifies themain idea from text

?5.b Expected Sequencesevents of a story

?4.e Essential Decodesunknown words by using

syntactic and structuralcues, such as word order

?4.fExpected Locatespronouns with text and

identifies to whom the

pronoun refers

?4.g Essential Identifiescontractions and the words

which form thosecontractions

?4.h Expected Recognizessynonyms and antonyms

?4.i Expected Identifies andapplies multiple meanings

of words and homonyms

?5.a Expected Gathersinformation from charts,

graphs, and maps

?5.b Expected Usesdictionaries, glossaries,

tables of content and

indexes to gather

information

?5.c Extended Usesreference materials and

multimedia resources to

enhance understanding of

stories


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20 May 2002

3.6 Level: K-3 Standard # 6 General Skills and Strategies for Reading Literature

Understands and demonstrates competence in general skills and strategies for reading literature.

Benchmarks (Grades K - 3):3.6.1 Comprehends the basic plot of simple stories3.6.2 Makes inferences regarding text3.6.3 Reads aloud fluently3.6.4 Identifies language and literary devices, mood, tone, style, figurative language, and format3.6.5 Identifies defining characteristics of the following literary forms and genre: Fiction, nonfiction, fairytales, poems, songs, and

plays

3.6.6 Identifies and learns the authors purposeLearning Objectives


?1.a Extended Can draw onprior knowledge to discuss

and generate questions

about stories that are told or

read aloud

?1.b Expected Activelyparticipates in shared

reading, guided reading,

teacher read-alouds, poetry,

songs, chants, nursery

rhymes, predictable textand pattern book activities

?1.c Expected Uses picturesand follows patterns in

reading activities to

develop meaning from print

and pictures

?1.a Expected Retells simplestories, basic plots, and

main ideas in the correct

sequence of both fiction

and nonfiction

?1.b Expected Distinguishesbetween fiction and

nonfiction, real and

imaginary, and fact and

fiction in literature and

viewed media

?1.c Expected Reads, views,and evaluates grade level

literature and non-print

media; identifies

vocabulary, genres, and

text features; identifies and

compares plots, settings,

and characters of two

stories

?1.a Expected Retells a storyor folktale in the correct

sequence and includes the

characters, events, setting

and plot

?2.a Essential Makes andconfirms predictions about

what will happen in a story

?2.b Essential Makes simpleinferences using text and

pictures

?2.c Expected Draws onprior knowledge,

discussions and generation

of questions to predict text

?1.a Expected Rewrites orretells a selected passage,

including the most

important ideas in

chronological order

?1.b Extended Createsreports, dioramas, and other

projects that summarize

stories

?1.c Essential Drawspictures of what is read

?1.d Essential Identifies thefollowing story elements

within literary text:

-Characters and their traits

-Setting

-Sequencing of main events

-Problems and solutions


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20 May 2002


?2.a Expected Begins tomake simple inferences

following read aloudactivities

?3.a Essential Fluently readskindergarten IRI word list

?3.b Essential Reads upperand lower case letters at the

rate of 52 letters per minute

?2.a Expected Makespredictions about what will

happen in a story andconfirms those predictions

by previewing illustrations,

title page and other text

pages

?2.b Expected Determinescause and effect

relationships by responding

to how, why, and

what if questions

?3.a Expected Reads 150high frequency or sightwords fluently

?3.b Expected Reads apassage from a 1

stgrade

text at 60 WPM

?3.a Expected Reads aloudfrom appropriately selected

grade level readingpassages at a rate of 78

WPM by January, and 94

WPM by May

?2.a Extended Examinesreasons for a particular

characters actions andaccount for a situation and

motive

?2.b Essential Makesinferences regarding text

?3.a Essential Reads aloudfluently at a rate of 120

WPM by May

?4.a Essential Locatesbeginning, middle, and end

of a story

?4.b Expected Describessetting, problem, and

solution of a story

?4.c Extended Demonstratesunderstanding of figurative

language by illustration

?5.a Expected Understandsthe defining features and

structures of different

genres

?5.b Expected Compares andcontrasts different literary

forms

?5.c Extended Lists elementsof different genres

?5.d Extended Comparesand contrasts information

about the same topic


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20 May 2002


?6.a Expected Identifiescause and effect

relationships and eventswithin a given story

?6.b Expected Distinguishesbetween statements of fact

and opinion within text

?7.a Essential Identifiesauthors purpose and

describes how language,

setting, and informationsupport purpose with

literary text?7.b Expected Identifies use

of graphics, graphs, tables,

and diagrams, parentheses,

italics, and bold print


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20 May 2002

3.7 Level: K-3 Standard # 7 Speaking ,Listening, and Viewing

Understands and demonstrates competence in speaking and listening as tools for learning.

Benchmarks (Grades K - 3):3.7.1 When prompted, makes relevant contributions in class and group discussions3.7.2 Asks questions to help clear up personal confusion about a topic3.7.3 When prompted, recounts personal experiences or reports on personal knowledge about a topic3.7.4 Develops the ability to listen and respond to a variety of auditory circumstances3.7.5 Practices appropriate eye contact3.7.6 Identifies traditional non-print media as sources of information3.7.7 View media to engage in critical analysis and evaluation

Learning ObjectivesKindergarten First Grade Second Grade

?1.a Expected Is activelyinvolved in class

discussions, practicing

listening skills and taking

turns in conversations

?1.b Expected Responds to asignal to get ready to listen

?1ce Expected Increasesability throughout the year

to sit and listen attentively

?2.a Extended Asksquestions to clarify what is

being discussed

?3.a Expected Relates apersonal experience when

prompted

?4.a Expected Is attentive todirect instruction and class

discussion by practicing

appropriate eye contact

?1.a Essential Initiatesconversations with peers

and adults

?1.b Essential Interprets andresponds to a variety of oral

presentations

?1.c Expected Usesappropriate voice level in

group discussions

?1.d Essential Asks andresponds to questions in

group discussions

?2.a Expected Asks forclarification of unfamiliar

words, ideas or concepts

?2.b Expected Asks forexplanations of ideas andconcepts

?1.a Expected Clarifies andexplains ideas orally

?1.b Expected Uses orallanguage for different

purposes (e.g. to inform, to

entertain, to learn new

information)

?1.c Expected Contributesappropriately to group

discussions by taking turns

and asking appropriatequestions

?2.a Expected Demonstrateseffective use of questioning

skills to clarify anything

that is not understood

?3.a Expected Appropriatelyrecounts a personalexperience or knowledge of

a topic

?1.a Expected Contributesappropriately to group

discussions by taking turns

and asking appropriate

questions

?1.b Expected Expressesopinions and uses problem

solving skills through a

variety of methods

?2.a Expected Demonstrateseffective use of questioningskills to clarify anything

that is not understood

?3.a Extended Presents anauthentic or original piece

of literature by retell,

reciting, or dramatization

?4.a Expected Listens andresponds to a variety of

electronic and live

presentations


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20 May 2002

Kindergarten First Grade Second Grade

?5.a Essential Follows one-step directions

?3.a Expected Shares anddiscusses personal

experience and orknowledge about a topic

?4.a Expected Practicesappropriate eye contact

?5.a Essential Follows one-or two-step oral directions


during classroominstruction and discussions

?5.a Expected Gives andfollows one- and two-step

directions

?6.a Extended Views a filmor video to enhance a

concept

?6.b Extended Compares afilm or video to the story on

which it is based?6.c Extended Uses the

Internet as a resource

?7.a Extended Determineswhether media presents fact

or fiction information

?4.b Extended Listens togain enrichment and

information about variouscultures

?4.c Expected Demonstrateseffective interpersonal

listening skills

?4.d Expected Gives andfollows one- and two-step

directions


during classroominstruction and discussions

exhibiting cultural

sensitivity

?6.a Expected Gleansspecific information from

non-print sources

?6.b Essential Reads andinterprets information from

various forms of graphs and

maps

?7.a Expected Determineswhether media present fact

or opinion information


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20 May 2002

5.1 Level: 4-5 Standard # 1 General Skills and Strategies of the Writing Process

Understands and demonstrates competence in the general skills and strategies of the writing process.

Benchmarks (Grades 4 - 5):5.1.1 Understands and demonstrates the writing process5.1.2 Writes stories or compositions for intended audience and purpose5.1.3 Writes stories or compositions that have a clear organizational structure5.1.4 Writes in a variety of formats

Learning ObjectivesFourth Grade Fifth Grade

?1.a Essential Uses all steps of the writing process?2.a Essential Develops a paragraph that has a clear focused

main idea and is supported by detail

?3.a Essential Writes a story or composition that has evidenceof a beginning, middle, and end, and some supporting detail

?4.a Essential Writes a narrative that establishes a situation,plot, and setting

?4.b Expected Writes a narrative about autobiographicalincidents (journals, diaries)

?4.c Expected Writes an expository composition thatestablishes and supports a central idea using T-1-2-3-C

?1.a Essential Uses the steps of the writing process in all typesof writing

?2.a Expected Writes a persuasive composition that states aclear position

?3.a Essential Writes a story or composition that has abeginning, middle, and end, and some supporting details

?4.a Extended Writes a narrative that establishes a situation,plot, point of view, setting, and conflict and provides sensory

details

?4.b Expected Uses simple narrative strategies to write aboutautobiographical incidents (journals, diaries)

?4.c Expected Writes an expository composition thatestablishes and supports a central idea using the T-1-2-3-C


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20 May 2002

5.2 Level: 4-5 Standard # 2 Stylistic and Rhetorical Aspects of Writing

Understands and demonstrates competence in the stylistic and rhetorical aspects of writing.

Benchmarks (Grades 4 - 5):5.2.1 Writes compositions that use descriptive language5.2.2 Writes compositions that use a variety of sentence structures


?1.a Essential Writes sentences using adjectives and precisenouns, verbs, and adverbs to strengthen description

?1.b Extended Generate and Identify poetry using simile,metaphor, personification, and alliteration

?1.c Expected Begins to use the Thesaurus and Dictionary toexpand written vocabulary choices?2.a Expected Writes simple and compound sentences

?1.a Expected Writes compositions that use descriptivelanguage and precise nouns, verbs, adjectives, and adverbs to

clarify and enhance ideas

?1.b Extended Identify and Generate Poetry using figurativelanguage and alliteration with various rhyming and free versepatterns

?1.c Essential Uses Thesaurus and Dictionary to expandwritten vocabulary choices

?2.a Expected Writes compositions that contain simple andcompound sentences


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20 May 2002

5.3 Level: 4-5 Standard # 3 Grammatical and Mechanical Conventions of Composition

Understands and demonstrates writing with command of the grammatical and mechanical conventions of composition.

Benchmarks (Grades 4 - 5):5.3.1 Writes compositions that have few errors in usage and expression5.3.2 Writes compositions with few errors in spelling of high frequency words and homophones5.3.3 Writes compositions that have few errors in capitalization and punctuation5.3.4 Writes legibly


?1.a Essential Writes compositions that show the proper use ofpronouns

?1.b Expected Writes compositions that have proper use ofcoordinating conjunctions (and, but, or)

?2.a Essential Write compositions that show few errors in thespelling of common, frequently used words using a resource

?3.a Essential Writes compositions that have few errors in theuse of end punctuation

?3.b Essential Writes compositions that have no significanterrors in the use of commas in series and dates

?3.c Expected Writes compositions that contain few significanterrors in the capitalization of proper nouns, titles, and words

that begin sentences?3.d Essential Writes sentences that show use of quotations

marks

?4.a Essential Writes legibly?4.b Expected Indents paragraphs and spaces words correctly

?1.a Expected Writes compositions that have few significanterrors in the use of pronouns and coordinating conjunctions

?1.b Expected Writes compositions that begin to usesubordinating conjunctions (because, before, whenever,while) and commonly confused terms (homophones, our, are,

affect, effect)

?2.a Expected Writes compositions that have few significanterrors in the spelling of common, frequently used words

?3.a Expected Writes compositions that have no errors in theuse of ending punctuation

?3.b Expected Writes compositions that contain no significanterrors in the capitalization of proper nouns, titles, and the

words that begin sentences

?3.c Extended Writes composition that show attention toquotation marks and apostrophes

?4.a Essential Writes legibly?4.b Expected Indents paragraphs and spaces words correctly


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20 May 2002

5.4 Level: 4-5 Standard # 4 Information for Research Purposes

Understands and demonstrates how to effectively gather and use information for research purposes.

Benchmarks (Grades 4 - 5):5.4.1 Uses interpersonal research strategies to gather information5.4.2 Uses a variety of reference sources to gather information for research topics


?1.a Extended Asks and seeks to answer questions aboutpeople and places in ones local community (school,

neighborhood) using the 5 Ws and How

?2.a Expected Uses encyclopedias and other appropriateresources to gather information for research topics

?2.b Essential Uses letters on volumes to find information forresearch topics

?2.c Expected Uses various representations of information(maps, charts, photos) to find information for research topics

?2.d Expected Avoids plagiarizing by paraphrasinginformation from a resource

?1.a Expected Asks and seeks to answer questions regardingthe characteristics of various places in and outside of the local

community and the people who live in those places

?2.a Expected Uses appropriate references includingencyclopedias and dictionaries to gather information forresearch topics

?2.b Expected Uses key words, indices, cross references, andletters on volumes to find information for research topics

?2.c Expected Uses multiple representations of information(charts, maps, photos) to find information for research topics

?2.d Expected With guidance, uses outlines, graphicrepresentations, and time lines to organize information from a

variety of sources

?2.e Expected Takes notes from relevant sources (lectures,books, on-line searches)

?2.fExpected Avoids plagiarizing by paraphrasing informationfrom a resource


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20 May 2002

5.5 Level: 4-5 Standard # 5 General Skills and Strategies of the Reading Process

Understands and demonstrates competence in the general skills and strategies of the reading process.

Benchmarks (Grades 4 - 5):5.5.1 Uses decoding strategies to fluently read grade-level materials5.5.2 Uses appropriate strategies when reading for comprehension5.5.3 Comprehends the main idea5.5.4 Determines the meaning of unknown words using a variety of techniques5.5.5 Identifies the authors purpose and point of view when reading5.5.6 Understands the uses of the various parts of a book


?1.a Essential Identifies root words, prefixes, and suffixes?2.a Essential Makes and confirms simple predictions about

what will be found in a text

?2.b Essential Begins to distinguish between fact and opinion?2.c Essential Rereads sections of text to check comprehension?3.a Essential Summarizes story?4.a Expected Effectively decodes unknown words using a

variety of context clues

?4.b Essential Determines meaning of unknown words byusing context, syntactic, and structural cues

?5.a Expected Identifies the authors purpose (to entertain,persuade, inform)?6.a Essential Uses parts of a book such as the table of

contents, index and glossary to locate information

?1.a Essential Identifies root words, prefixes, and suffixes?2.a Essential Makes, confirms, and revises predictions about

what will be found in a text

?2.b Essential Rereads confusing sections of text to checkcomprehension

?2.c Expected Visually portray meaning of text?3.a Expected Summarize fiction and nonfiction in written

form

?4.a Expected Effectively determines meaning of unknownwords using a variety of context clues

?4.b Expected Determines meaning of unknown words byusing context, syntactic and structural cues

?5.a Expected Identifies the authors point of view?6.a Essential Uses parts of a book such as the table of

contents, index, and glossary to locate information


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20 May 2002

5.6 Level: 4-5 Standard # 6 General Skills and Strategies for Reading Literature

Understands and demonstrates competence in general skills and strategies for reading literature.

Benchmarks (Grades 4 - 5):5.6.1 Uses literature to aid in understanding ones self5.6.2 Recognizes basic elements of a story5.6.3 Makes inferences regarding text5.6.4 Understands the defining features and structures of different genres5.6.5 Reads aloud fluently


?1.a Essential Understands how the lives and experiences ofindividuals in history can be similar to ones own experiences

?1.b Essential Understands how the events in a literary workcan relate to historical or current events

?2.a Expected Understands how authors use word choice,setting, and content to achieve their purpose

?2.b Expected Makes inferences and draws conclusions aboutcontext, plot, characters, and setting

?3.a Essential Understands how the basic motivations of acharacter are influenced by the characters situation

?4 N/A?

5.a Expected Reads a passage fluently (120wpm)

?1.a Extended Talks with peers about personal preferences inliterature

? 1.b Essential Uses prior knowledge and personal experienceto understand the points of view of different characters

?1.c Expected Begins to use prior knowledge and personalexperience to form opinions about the quality of a literary

work (setting, character development, sequence of events,

language use)

?2.a Essential Understands the relationship between plotdevelopment and other story elements such as setting,characters, and conflict

?2.b Essential Understands simple dialogues in literature?2.c Expected Understand how conflict can influence plot

development

?3.a Expected Makes inferences and draws conclusions?4.a Essential Understands the differences among genres such

as mysteries, realistic fiction, adventure stories, and historical

fiction

?5.a Expected Reads a passage fluently (120 wpm)


20/125


20 May 2002

5.7 Level: 4-5 Standard # 7 Speaking and Listening

Understands and demonstrates competence in speaking and listening as tools for learning.

Benchmarks (Grades 4 - 5):5.7.1 Appropriately participates in group discussions5.7.2 Clearly communicates with others5.7.3 Plans and presents a variety of appropriate oral projects5.7.4 Gives and follows multi-step directions


?1.a Expected Participates in group discussions by sharingideas and opinions with others

?1.b Expected Paraphrases information from oralcommunication

?2.a Essential Makes eye contact and faces speaker whenlistening

?3.a Expected Uses effective volume, pitch, pacing, and eyecontact during a simple oral presentation

?3.b Expected Organizes ideas sequentially when speaking?4.a Expected Gives and follows directions

?1.a Expected Participates in group discussions across contentareas

?1.b Expected Summarizes information learned in groupdiscussions

?2.a Extended Uses nonverbal communication to enhanceverbal communication

?3.a Expected Uses effective volume, pitch, pacing, and eyecontact while giving an oral presentation

?3.b Expected Uses visual aids in oral presentation?4.a Expected Gives and follows multi-step directions


21/125


20 May 2002

6.1R Level: 6 Standard # 1 Reading

Reads a variety of traditional and electronic materials for information and understanding.

Benchmarks (Grade 6):6.1.1 Use decoding strategies and other visual information to construct sense of grade-level text

6.1.2 Search for particular information

6.1.3 Draw inferences and conclusions from text

6.1.4 Determine main idea or essential message within a text and identify relevant details and facts

Learning Objectives6A 6B 6C

?1.a Apply knowledge of roots, affixes,contractions, compound words, and

possessives to determine word

meaning

?1.b Read illustrations and captions toassist comprehension

?2.a Prioritize importance of ideas, usegraphic information: bold print, italics,

underlining, and heading/subheadings

to determine priorities

?3.a Infer meaning and drawconclusions from explicitly stated

textual information?3.b Infer meaning and draw

conclusions by connecting textual

information in text to readers prior

knowledge

?4.a After reading a novel or passage,discuss main idea

? 1.a Apply knowledge of roots, affixes,contractions, compound words, and


meaning









knowledge


?1.a Apply knowledge of roots, affixes,contractions, compound words, and


meaning









knowledge



22/125


20 May 2002


Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.

Benchmarks (Grade 6):6.2.1 Describe characteristics of the following genres: fiction, nonfiction, biography, autobiography


?1.a Explain differences among literarygenres

?1.b Use genre knowledge to compareand contrast selections

?1.c Interview parents and other adultsto identity types of texts and purposes

for reading both on the job as well as

outside the job

?1.d Identify such appropriate sourcesfor locating specific information such

as yellow pages for contract

businesses, ads for price comparisons,

and manuals for how-to instructions





outside the job

?1.e Identify such appropriate sourcesfor locating specific information such








outside the job

?1.d Identify such appropriate sourcesfor locating specific information such





23/125


20 May 2002


Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.

Benchmarks (Grade 6):6.3.1 Identify authors purpose and describe how language, setting, and information support purpose within literary text

6.3.2 Analyze literary and narrative text for following story elements: characters, setting, point of view, and plot structure

6.3.3 Distinguish between fact and opinion within expository text


?1.a State various purposes for whichauthors write: to entertain, persuade,

inform, or connect knowledge of

literary pieces to stated purposes

?2.a Identify time, place, and mood of aselection

?2.b Identify the following types ofconflict within text: person versus

person, person versus self, person

versus nature, person versus society,

and person versus fate

?2.c Demonstrate understanding thatcharacters are developed through

actions, reactions, thoughts, speech,

and authors comments

?2.d Assess importance of setting?2.e Analyze and evaluate how conflict

drives a plot and affects characters

?3.a Identify facts and opinions withincommercials and documentaries



literary pieces to stated purposes














literary pieces to stated purposes.













24/125


20 May 2002


Read to locate information from a variety of traditional, technical, and electronic sources.

Benchmarks (Grade 6):

6.4.1 Use questions to guide reading such as: Identify type of information required to answer a specific question, use reasonable

resources for answering questions, and read for purpose of answering specific questions


?1.a Identify whether a question isasking who, what, when,

where, or why information

?1.b Skim text to preview its usefulnessin providing desired information

?1.c Apply information from textbooks,encyclopedias, atlases, periodicals,electronic media, and primary sources

to written responses












25/125


20 May 2002


Read for technical information.


6.5.1 Read, understand, and apply technical information to complete tasks

6.5.2 Identify and use comprehension strategies to understand technical text

6.5.3 Apply knowledge of the following elements to understand text: graphics, highlighting techniques, and organizers

6.5.4 Identify organization of technical texts


?1.a Preview technical text by readingheadings/subheadings, bold-faced

words, schematics, pictures, charts and

other visual information?1.b Reread text when meaning is

unclear

?1.c Follow simple word processingprocedures on a personal computer


words, schematics, pictures, charts andother visual information

?2.b Reread text when meaning isunclear

?3.a Read and interpret charts, graph,maps, diagrams and tables

?3.b Use bold-faced print, italics, fontsize, underlining, color, and bulletedinformation to locate specific

information

?3.c Use headings/subheadings,captions, sidebar, and footnote

information to clarify meaning




unclear







information






unclear







information




26/125


20 May 2002

6A 6B 6C

?4.a Identify numbers, letters, andwords that indicate sequencing of

information?4.b Match graphics with explanations

or related information within text

?4.c Locate tables of contents, indexes,and appendices within manuals










27/125


20 May 2002

6.1W Level: 6 Standard # 1 Writing

Understand and use the writing process.


6.1.1 Understand and use steps of the writing process: brainstorm, draft, revise, edit, and publish

6.1.2 Write in a variety of formats to record, generate, and reflect upon ideas


?1.a Brainstorm to generate ideas forwriting topics

?1.b Use such brainstorming techniquesas free writing and clustering

?1.c When writing the draft copy useevery other line or double spacing

?1.d Revise using self-evaluationtechniques: outlining, editing, varied

sentence structure, paragraph structure,

unity, and coherence

?1.e Use appropriate peer editing andself-editing techniques to proofread

work

?1.fShare finished product in a varietyof settings

?2.a Create learning logs, personallearning records, notes, and journals to

express self, and to inform

?2.b After reading an expositoryselection, relate supporting facts to

main ideas using such graphic

organizers as a web, outline, or

diagram








work

?1.f Share finished product in a varietyof settings






diagram








work

?1.f Share finished product in a varietyof settings






diagram


28/125


20 May 2002


Write and edit for correctness and clarity.


6.2.1 Determine and apply rules and conventions for the following: grammar, punctuation, capitalization, spelling, and legibility.

6.2.2 Use topic sentences, appropriate word choices, variety of sentence structures, transitions, paragraphing, indentation,

organization, and documentation of sources


?1.a Use a variety of sentence types:declarative, imperative, interrogative,

and exclamatory

?1.b Use appositives to increasesentence variety

?1.c Identify parts of speech within asentence or paragraph: nouns,

pronouns, verbs, adverbs, and

adjectives

?1.d Identify sentence subject andpredicate

?1.e Use a thesaurus to find and usesynonyms and antonyms in written

work

?1.f Follow proper rules regardingperiods, commas, quotation marks,

titles, apostrophes in contractions and

possessives, and abbreviations

?1.g Use capitalization to begin propernouns, adjectives, titles, and the

beginning of sentences

?1.h Practice, use, and apply spellingrules in daily writing

? 1.a Use a variety of sentence types:declarative, imperative, interrogative,

and exclamatory




adjectives



work







? 1.a Use a variety of sentence types:declarative, imperative, interrogative,

and exclamatory




adjectives



work








29/125


20 May 2002

6A 6B 6C

?1.i Spell sixth-grade high frequencyand commonly misspelled words with

ninety percent accuracy?1.j Correctly use homonyms?2.a Write descriptive,

compare/contrast, simple expository,

and cause/effect paragraphs

?2.b Use specific supporting details?2.c Write clear introductions and

conclusions

?2.d Use such punctuation as periods,commas, quotation marks, and

semicolons as markers of meaning






conclusions








conclusions




30/125


20 May 2002


Write to inform and explain.


6.3.1 Use facts, data, and processes from technical and non-technical materials to inform through writing

6.3.2 Produce documents in appropriate format to inform and explain


?1.a Use resources such as newspapers,magazines, manuals, Internet sites,

encyclopedias, CD-ROM, almanacs,

dictionaries, and literary works

?2.a Respond in writing to a teacher-prepared expository prompt

?2.b Respond to a particular piece ofliterature and relate to own experiences

?2.c Respond to essay question inparagraph form, using a topic sentence,

supporting details, and conclusion

?2.d Use TS123 format to respond invarious writing assignments


















31/125


20 May 2002

6.1L Level: 6 Standard # 1 Listening

Listen for information and understanding.


6.1.1 Acquire and summarize information from a variety of electronic or live sources

6.1.2 Develop use of effective interpersonal listening skills


?1.a Follow directions about the schoolsystem and classroom procedures

?1.b Listen to material: organize andenhance listening by taking notes

?2.a Conduct a peer interview andaccurately restate information

?2.b Write thank-you letter to a guestspeaker and include three key points of

speech

?2.c Know and demonstrate appropriatelistening behaviors in the classroom,

auditorium, and other various settings

?1.a Listen to material: organize andenhance listening by taking notes


?2.b Write thank-you letter to a guestspeaker and include three key points ofspeech



?1.a Listen to material: organize andenhance listening by taking notes


?2.b Write thank-you letter to a guestspeaker and include three key points ofspeech




32/125


20 May 2002


Listen for literary response and expression.


6.2.1 Respond in a variety of ways to oral presentations


?1.a Discuss story elements afterlistening to a recorded play, book, or

short story

?1.b Summarize plot after teacher readsstory


short story



short story



Listen for critical analysis and evaluation.


6.3.1 Make informed decisions about the purpose, content, organization, and delivery of verbal and auditory communications and

non-verbal cues

6.3.2 Listen for sequencing


?1.a Distinguish between opinion andfact in such oral presentations as

speeches, news broadcasts, and

advertising

?2.a Given oral directions to complete atask, list steps in order presented

?2.b Listen to a short story and createstory map or plot timeline



advertising





advertising




33/125


20 May 2002

6.1S Level: 6 Standard # 1 Speaking

Speak to share an understanding of information.


6.1.1 Plan and deliver oral presentations using age-appropriate oral communication for various purposes and audiences


?1.a Share oral presentation in class?1.b Present an oral report related to a

science or history project to a small

group or entire class








Speak for critical analysis and evaluation.


6.2.1 During discussions, encourage others participation while exhibiting courteous, attentive, and appropriate behavior


?1.a Paraphrase speakers message andclarify by asking specific questions

(Writing the questions)






34/125


20 May 2002

6.1V Level: 6 Standard # 1 Viewing

View for information and understanding.


6.1.1 Use traditional and visually presented materials (books, films, videos, and Internet)

6.1.2 Use viewing skills to determine main idea and collect data


?1.a View science and social studiesvideo to enhance a concept

?1.b Compare and contrast a novel orshort story to a film

?2.a Using notes taken, identify mainideas of a video presentation








View media to engage in critical analysis and evaluation.


6.2.1 Apply knowledge gleaned from charts and graphs

Learning Objectives

6A 6B 6C?1.a In small groups, interpret

information presented in a chart or

graph

?1.b Create a school/classroom survey;chart data on a graph

?1.a In small groups, interpretinformation presented in a chart or

graph


?1.a In small groups, interpretinformation presented in a chart or

graph



35/125


20 May 2002


Read a variety of traditional and electronic materials for information and understanding.


7.1.1 Use decoding strategies and other visual information to fluently read grade-level text

7.1.2 On a basis of prior knowledge and information in text, predict alternatives or probabilities in text

7.1.3 Confirm or self-correct predictions in response to grade-level text

7.1.4 Draw inferences and conclusions from grade-level text

7.1.5 Identify literary devices

7.1.6 Determine main idea or essential message within a text and identify relevant details and facts


?1.a Use dictionary to discoverdenotative meanings

?2.a Predict an outcome of a literaryselection

?3.a Use journal activities to increasereading comprehension

?4.a Infer meaning and drawconclusions based on what is explicitly

stated in the text

?5.a Identify the mood in a particularliterary selection

?6.a Determine the main idea within atext

?6.b Identify relevant details

?1.a Use dictionary to discoverdenotative meanings.



?4.a Infer meaning and drawconclusions based on what is implied

in the text

?5.a Identify the tone of a particularliterary selection

?5.b Identify similes, metaphors, andpersonification in a literary selection



?1.a Use dictionary to discoverdenotative meanings

?1.b Use structure clues to determinethe meaning of an unknown word



?5.a Identify the author's style in aparticular literary selection




36/125


20 May 2002


Read and respond to a variety of literature to compare and contrast the many dimensions of human experiences.


7.2.1 Define characteristics of legends, fables, and myths

7.2.2 Analyze narrative literature


?1 N/A?2 N/A ?1 N/A?2 N/A ?1.a Identify characteristics of a legend,fable, and myth

?2.a Fill in chart showing characters,setting, plot, theme of a literaryselection

?2.b Identify the conflict(s) in aselection?2.c Identify the author's point of view

of a literary selection


37/125


20 May 2002




7.3.1 Distinguish between fact and opinion and identify cause and effect relationships within expository text

7.3.2 Use personal and objective criteria to make inferences


?1 N/A?2 N/A ?1 N/A?2 N/A ?1.a Identify facts and opinions andcause and effect in expository text

?2.a Determine the meaning, makeinferences, and draw conclusions froma literary work


38/125


20 May 2002




7.4.1 Systematically organize new information from an expository text


?1 N/A ?1.a Organize new information from anexpository text in a chart, web, or

outline

?1 N/A


39/125


20 May 2002


Read for technical information.


7.5.1 Apply technical information to complete tasks


?1 N/A ?1.a Follow simple word processingprocedures on a computer

?1 N/A


40/125


20 May 2002




8.1.1 Use decoding strategies and other visual information to fluently read grade level text

8.1.2 Search purposefully for particular information

8.1.3 Confirm or self-correct predictions in response to grade level text

8.1.4 Identify literary devices

Learning Objectives8 A 8 B 8 C

?1.a Use phonetic knowledge andcontext clues to decode unknown

words

?2.a Search for specific informationabout character and setting tounderstand plot in grade level text

?3.a Identify how foreshadowing helpsthe reader make predictions


words



?4.a Appropriately identify mood, tone,style, and figurative language within

the text


words




41/125


20 May 2002


Read and respond to a variety of literature to compare and contrast the many the dimensions of human experience.


8.2.1 Define characteristics of plays, essays, and reference material

8.2.2 Explain how reading can provide enrichment and information as well as serve as a tool for life long learning


?1 N/A?2 N/A ?1.a Identify characteristics of fiction,nonfiction, plays, essays, and reference

material

?2.a Relate new information from a textto experience and explain how new

information affects life experiences

and perspective.

?1 N/A?2 N/A


42/125


20 May 2002




8.3.1 Identify authors purpose and describe how language, setting, and information support that purpose in literary text8.3.2 Analyze literary text for specific elements

8.3.3 Use personal and objective criteria to make inferences

8.3.4 Distinguish between fact and opinion and identify cause and effect relationships within expository text


?1 N/A?2 N/A?3 N/A?4 N/A

?1.a Analyze how the story's settingaffects the author's purpose

?2.a Identify the literary elements of apiece of literature

?3.a Justify opinions and judgmentsabout fiction and nonfiction

?4.a Identify and analyze facts andopinions within grade level text

?4.b Analyze grade level content toidentify cause and effect

?1 N/A?2 N/A?3 N/A?4 N/A


43/125


20 May 2002




8.4.1 Use questions to guide reading8.4.2 Use knowledge of common patterns of factual texts to enhance comprehension


?1.a Use questions to find information?2.a Use outlines and webs to enhance

comprehension


comprehension


comprehension


44/125


20 May 2002


Understand and use the writing process.


8.1.1 Understand and use steps of the writing process8.1.2 Write in a variety of formats to specifically record, generate, and reflect upon ideas

8.1.3 Identify and use appropriate style and vocabulary for a particular, audience, voice and purpose


?1.a Use the five steps of writing toproduce an essay

?1.b Peer edit using standard symbols?2.a Participate in taking notes during

the writing process and/or writingjournals

?2.b Write a personal narrative?3.a In an essay write with a consistent

point of view using 1st person

?3.b In an essay write consistently usingpast tense




?2.b Write a persuasive essay?3.a In an essay write with a consistent

point of view using 1st person

?3.a In an essay write consistently usingcorrect past/present tense




?2.b Write a research paper?3.a In an essay write with a consistent

point of view using 3rd person

?3.b In an essay write consistently usingcorrect past/present tense


45/125


20 May 2002


Write and edit for correctness and clarity.


8.2.1 Determine and apply rules and conventions for parts of speech and mechanics8.2.2 Incorporate a variety of elements of writing

8.2.3 Convey clear and focused main ideas supported by details and examples that are appropriate to audience, topic and purpose


?1.a Use and apply punctuation,capitalization and spelling rules in

writing as determined by class pre-test

?1.b Understand and correctly use theeight parts of speech

?2.a Identify elements of figurativelanguage

?3.a Convey clear and focused mainideas supported by details

?3.b Appropriate use of tone, voice andmood for various audiences














46/125


20 May 2002


Write an expository essay that aligns with the 8th

grade writing assessment to inform and explain.


8.3.1 Use facts, data, and processes from technical and non-technical materials to inform through writing8.3.2 Produce documents in appropriate format to inform and explain


?1 N/A?2.a Write an expository essay that

informs and explains

?1 N/A?2.a Write an expository essay that

informs and explains

?1.a Write a research paper usingvarious resources

?2 N/A8.4W Level: 8 Standard # 4 Writing

Write for literary response and expression.


8.4.1 Appropriately use a thesis and supporting evidence


?1 N/A ?1 N/A ?1.a Write a thesis statement and useappropriate support in a research paper


47/125


20 May 2002

8.5W Level: 8 Standard #6 Writing

Write to gather, synthesize, and communicate research findings.

Benchmarks (Grade 8)

8.5.1 Incorporate a variety of informational resources to formulate a thesis, select appropriate source materials, and avoidplagiarism through paraphrasing and citing


?1 N/A ?1 N/A ?1.a Gather research findings?1.b Paraphrase, quote, and cite

research findings

?1.c Formulate a thesis based onresearch


48/125


20 May 2002

8.1L Level: 8 Standard #1 Listening

Listen for information and understanding.


8.1.1 Acquire and summarize information from a variety of electronic or live sources8.1.2 Develop effective interpersonal listening skills


?1.a Listen for information anddemonstrate understanding by written/

oral response

?1.b Write a summary from anelectronic or a live source

?2.a Demonstrate effective interpersonallistening skills by note taking,

explaining, demonstrating


oral response





oral response





Listen for literary response and expression.

Benchmark (Grade 8):

8.2.1(C ) Respond to a variety of oral presentationsLearning Objectives

8 A 8 B 8 C

?1 N/A ?1 N/A ?1.a Respond to a variety of oralpresentations in open discussion,

sharing and supporting opinions


49/125


20 May 2002


Listen for critical analysis and evaluation.


8.3.1 Listen for sequencing


?1 N/A ?1 N/A ?1.a Sequence auditory material inchronological order


Speak for critical analysis and evaluation.


8.3.1 Clearly express opinions and judgments8.3.2 Defend opinion

8.3.3 Exhibit courteous, attentive, and appropriate behavior during discussions


?1.a Participate in group discussion anddemonstrate appropriate behavior

?1.a Clearly verbalize opinions andjudgments using persuasive essay as asource

?2.a Verbally defend opinion?3.a Participate in group discussion and

demonstrate appropriate behavior

?1.a Clearly verbalize opinions andjudgments using research paper as asource

?3.a Participate in group discussion anddemonstrate appropriate behavior


50/125


20 May 2002


View for information and understanding.


8.1.1 Identify a variety of visually presented material (books, films, videos, Internet)


?1.a Identify information from variousmedia sources

?1 N/A ?1 N/A


51/125


20 May 2002

9.1R English 9 Standard # 1 Reading



9.1.1 Decode unfamiliar words using a comprehensive set of reading strategies such as phonics, context clues, and word analysisskills

9.1.2 Preview materials to understand structure and anticipate content

9.1.3 Develop analytic processes for understanding and remembering words, phrases, and information from reading material

9.1.4 Identify, collect, and/or select, and relate pertinent information to given situations

9.1.5 Use reading strategies to determine main idea

Learning Objectives9 A 9 B

?1.a Demonstrate fluency in oral reading?2.a Use information from text to clarify meaning?2.b Scan index, table of contents, chapter headings and

subtitles

?3.a Use mnemonic devices and SQ3R study method?4.a Answer comprehensive questions and draw conclusions?5.a Recognize the main idea

?1.a Demonstrate fluency in oral reading?2.a Use information for text to clarify meaning?2.b Scan, summarize and paraphrase for relevancy?4.a Answer comprehensive questions and draw conclusions?5.a Recognize the main idea


52/125


20 May 2002


Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.

Benchmarks (Grades 9):

9.2.1 Know defining characteristics of literary forms and genres: fiction, nonfiction, and poems


?1.a Analyze how each of these literary forms contribute to theexpression of the human experience (s) being described

?1.a Analyze how each of these literary forms contribute to theexpression of the human experience (s) being described



Benchmarks (Grades 9):

9.3.1 Evaluate the validity and accuracy of information

9.3.2 Analyze authors purpose within a literary text using characterization, setting, and point of view


?1.a Determine the source of information?2.a Understand and interpret actions and conflict among

characters

?1.a Determine the source of information?2.a Understand and interpret acti

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Language Arts K-12

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