ARKANSAS ENGLISH LANGUAGE ARTS CURRICULUM FRAMEWORK STRAND: ORAL AND VISUAL COMMUNICATION

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1 Prentice Hall Writing and Grammar: Communication In Action Handbook, Bronze Level 2004 Arkansas English Language Arts Curriculum Framework (Grade 7) STRAND: ORAL AND VISUAL COMMUNICATION Standard 1: Speaking Students shall demonstrate effective oral communication skills to express ideas and to present information. SE/TE: Speech, 511, 546; Evaluating Speeches, 496; Speaking and Listening Skills, 493; Using Informal Speaking Skills, ; Using Formal Speaking Skills, Speaking Vocabulary Grade 7 OV OV Use vocabulary from content area texts and personal reading Use standard English in classroom discussion and presentations SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, ; Using Formal Speaking Skills, ; Developing Your Vocabulary, ; Studying Words Systematically, SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, ; Using Formal Speaking Skills, See all discussion activities. Speaking behaviors OV OV OV Speak for and to various purposes and audiences Demonstrate appropriate eye contact, posture, and volume Use correct pronunciation and inflection/modulation to communicate ideas and information SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, ; Using Formal Speaking Skills, SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, ; Using Formal Speaking Skills, ; Performing or Interpreting, 511 SE/TE: Speech, 511, 546; Evaluating Speeches, 496; Speaking and Listening Skills, 493; Using Informal Speaking Skills, ; Using Formal Speaking Skills, ; Performing or Interpreting, 511 Speaking to share understanding and information OV Contribute appropriately to class discussion SE/TE: Speaking and Listening Skills, 493; Using Informal Speaking Skills, ; Using Formal Speaking Skills, See all discussion activities. 1

2 OV Deliver oral presentations using standard English, appropriate vocabulary, examples and/or analogies SE/TE: Speech, 511, 546; Evaluating Speeches, 496; Speaking and Listening Skills, 493; Using Informal Speaking Skills, ; Using Formal Speaking Skills, ; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 OV Use a variety of visual aids in oral presentations across the curriculum SE/TE: Creating Graphic Organizers for Comprehension, ; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 Speaking for literary response and expression OV Participate in a variety of speaking activities, including oral interpretations of poems, stories and monologues SE/TE: Interviews, 144, 145, 146, 162, 502, 560; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511; Peer Review, 44, 59, 75, 90, 108, 124, 141, 156, 173; Speaking and Listening Skills, 493; Using Informal Speaking Skills, ; Using Formal Speaking Skills, Speaking for critical analysis and evaluation OV Evaluate self and peers performance as an interviewer based on preset criteria SE/TE: Peer Review, 44, 59, 75, 90, 108, 124, 141, 156, 173 STRAND: ORAL AND VISUAL COMMUNICATION Standard 2: Listening Students shall demonstrate effective listening skills in formal and informal settings to facilitate communication. SE/TE: Speaking and Listening Skills, 493; Listening Effectively, Listening for information and understanding OV Demonstrate effective listening skills by exhibiting appropriate body language SE/TE: Performing or Interpreting, 511; Speaking and Listening Skills, 493; Listening Effectively, OV Establish purpose for listening SE/TE: Speaking and Listening Skills, 493; Listening Effectively, OV Listen attentively for mail ideas, details, and organization SE/TE: Speaking and Listening Skills, 493; Listening Effectively, Main Points, 86, 88, 94, 170 2

3 OV Demonstrate attentive listening skills to respond to and interpret speaker s message SE/TE: Performing or Interpreting, 511; Viewing Information Media Critically, ; Speaking and Listening Skills, 493; Listening Effectively, Listening for critical analysis and evaluation OV Evaluate presentations using established criteria/rubrics (e.g., purpose, content, organization, and delivery) SE/TE: Viewing Information Media Critically, ; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511; Speaking and Listening Skills, 493; Listening Effectively, STRAND: ORAL AND VISUAL COMMUNICATION Standard 3: Media Literacy Students shall demonstrate knowledge and understanding of media as a mode of communication SE/TE: Viewing Information Media Critically, ; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 Utilizing media for information and understanding OV View a variety of visually presented materials for understanding of a specific topic SE/TE: Viewing Information Media Critically, ; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 Utilizing media for critical analysis and evaluation OV Use appropriate criteria to evaluate media for bias and propaganda SE/TE: Persuasion, 178, 182; Evaluating Persuasion, 90; Persuasive Prompts, 177, 181; Persuasive Speech, 495; Viewing Information Media Critically, ; Persuasive Essay, Utilizing a variety of resources to produce visuals that communicate through print and non-profit media OV Design presentations that incorporate media visuals SE/TE: Viewing Information Media Critically, ; Developing a Multimedia Presentation, 509; Creating a Video, 510; Performing or Interpreting, 511 3

4 STRAND: WRITING Standard 4: Process Students shall employ a wide range of strategies as they write and use different writing process elements appropriately. SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages ; Cause-and- Effect Essay pages ; How-to Essay pages ; Research Report pages ; Response to Literature pages , and Writing for Assessment pages Prewriting W W W W Drafting Generate ideas by selecting and applying appropriate prewriting strategies which shall include reading, discussing, observing, brainstorming, focused and unfocused free-writing, and reading/learning logs Organize ideas by using such graphic organizers as webbing, mapping charts/graphs, Venn diagrams, and formal outlining with main topics and sub-topics Determine a focus and an organizational structure based on purpose, audience, length, and required format for expository, narrative, and descriptive writing Use available technology to access information by using a card catalog and multiple Internet sources SE/TE: Prewriting Strategies, 6 9, 34 37, 50 53, 64 67, 80 83, , , , , , SE/TE: Prewriting Strategies, 6 9, 34 37, 50 53, 64 67, 80 83, , , , , , SE/TE: Prewriting: Audiences, 37, 52, 66, 82, 101, 117, 132, 149, 165; Purpose for Writing, 37, 52, 66, 82, 101, 117, 132, 149, 165, 179 SE/TE: Reference Skills, W Create a draft for expository SE/TE: Exposition: Drafting, 84 85, , , , W W Create a draft for narrative writing that includes dialogue Create an effective lead paragraph by using dialogue or a description of a character or setting on persuasive and expository organization SE/TE: Drafting, 38 39, 54 55; Dialogue, 28, 31, 60, , 457 SE/TE: Exposition: Drafting, 38 39, 54 55, 68 69, 84 85, , , , , ,

5 Revising W Revise content for: Central Idea SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, , , , , , Organization SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, , , , , , Unity SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, , , , , , Elaboration (e.g., explanation, examples, description, etc.) SE/TE: Sentences, Paragraphs, and Compositions, 16 31; Revising: Sentences, 42, 58, 73, 89, 107, 122, 138, 154, 172; Revising: Paragraphs, 41, 57, 72, 88, 106, 121, 137, 153, 171, 183 Clarity SE/TE: Revising: Overall Structure, 40, 56, 70, 86, 104, 120, 136, 152, 170, 183 W Revise style for Sentence variety SE/TE: Sentences, Paragraphs, and Compositions, 16 31; Revising: Sentences, 42, 58, 73, 89, 107, 122, 138, 154, 172 Tone SE/TE: Tone, 30; Revising: Word Choice, 43, 59, 74, 90, 108, 124, 140, 155, 173, 184 Voice SE/TE: Voice, 3, 549; Revising, 11 13, 40 44, 56 59, 70 75, 86 90, , , , , , Selected vocabulary SE/TE: Revising: Word Choice, 43, 59, 74, 90, 108, 124, 140, 155, 173, 184 Selected information SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, , , , , , W Revise writing using various tools/methods, such as peer and/or teacher collaboration, a revision checklist rubric, and/or reference materials (e.g., dictionary, thesaurus, etc.) SE/TE: Revising, 11 13, 40 44, 56 59, 70 75, 86 90, , , , , ,

6 Editing Note to teacher: Align with Conventions Standard W Edit individually or in groups for appropriate grade-level conventions, within the following features: Sentence formation SE/TE: Basic Sentence Parts, ; Effective Sentences, Completeness SE/TE: Editing, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Absence of fused sentences SE/TE: Editing, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Expansion through standard coordination and modifiers Embedding through standard subordination and modifiers SE/TE: Making Words Agree, ; Using Modifiers, SE/TE: Using Modifiers, Standard word order Usage SE/TE: Using Verbs, ; Using Pronouns, ; Making Words Agree, ; Using Modifiers, Standard inflections SE/TE: Editing, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Agreement SE/TE: Making Words Agree, Word meaning SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, Conventions SE/TE: Nouns and Pronouns, ; Verbs, ; Adjectives and Adverbs, ; Prepositions, ; Conjunctions and Interjections, ; Basic Sentence Parts, ; Phrases and Clauses, ; Effective Sentences, ; Using Verbs, ; Using Pronouns, ; Making Words Agree, ; Using Modifiers, Mechanics SE/TE: Punctuation, ; End Marks, ; Commas, ; Semicolons and Colons, ; Quotation Marks, ; Hyphens and Apostrophes,

7 Capitalization SE/TE: Capitalization, Editing and Proofreading, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Punctuation SE/TE: Punctuation, ; End Marks, ; Commas, ; Semicolons and Colons, ; Quotation Marks, ; Hyphens and Apostrophes, Formatting SE/TE: Editing and Proofreading, 26, 62, 63, 67, 71, 88, 93, 97, 114, 115, 118, 139, 140, 144, 149, 165, 169, 173, 189, 190, 193, 197, 214, 215, 217, 221, 239, 240, 264, 269, 273, 283, 287, 290, 291. Editing and Proofreading, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185 Spelling SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, Publishing W W W Use available technology to experiment with various formats for a final written product Maintain a writing portfolio that exhibits growth in meeting goals and expectations Publish/share according to purpose and audience SE/TE: Publishing and Presenting, 15, 46, 61, 77, 92, , , 143, , 175, SE/TE: Publishing: Building Your Portfolio, 46, 61, 77, 92, 110, 126, 143, 158, 175, 185 SE/TE: Publishing and Presenting, 15, 46, 61, 77, 92, , , 143, , 175, STRAND: WRITING Standard 5: Purpose, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety of purposes, topics, and audiences employing a wide range of forms. SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages ; Cause-and- Effect Essay pages ; How-to Essay pages ; Research Report pages ; Response to Literature pages , and Writing for Assessment pages

8 Purposes and Audiences W W Write to develop narrative, expository, descriptive, and persuasive pieces Select the form of writing that addresses the intended audience SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages ; Cause-and- Effect Essay pages ; How-to Essay pages ; Research Report pages ; Response to Literature pages , and Writing for Assessment pages SE/TE: Topic Bank, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178; Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparison-and Contrast Essay pages ; Cause-and-Effect Essay pages ; How-to Essay pages ; Research Report pages ; Response to Literature pages , and Writing for Assessment pages Topics and Forms W W W W Create expository, narrative, descriptive, and persuasive writings Write poems using a variety of techniques/devices, with emphasis on lyric poetry Write research reports and document sources, summarizing, and paraphrasing Write to reflect ideas/ interpretations of multicultural and universal themes and concepts SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages ; Cause-and- Effect Essay pages ; How-to Essay pages ; Research Report pages ; Response to Literature pages , and Writing for Assessment pages SE/TE: See poetry page SE/TE: Research Report, 144, 145, , , , 157, 158, 159; I-Search Report, 159. See also Citing Sources page 576 and Reference Skills pages SE/TE: Comparison-and Contrast Essay pages ; Cause-and-Effect Essay pages ; How-to Essay pages ; Research Report pages ; Response to Literature pages ; Topic Bank: Responding to Fine Art & Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 8

9 W Write with and without prompts for a sustained period of time SE/TE: Topic Bank: Responding to Fine Art & Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 W W Write responses to literature that demonstrate understanding or interpretation Write on demand with or without prompt within a given time frame SE/TE: Response to Literature, ; Topic Bank: Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 SE/TE: Topic Bank: Responding to Fine Art & Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 W Write across the curriculum SE/TE: Topic Bank: Responding to Fine Art & Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163, 178 Standard 6: Conventions Students shall apply knowledge of standard English conventions in written work. Sentence Formation SE/TE: Effective Sentences, ; Drafting, 10, 38 39, 54 55, 68 69, 84 85, , , , , , ; Revising: Sentences, 2, 58, 73, 89, 107, 122, 138, 154, 172 Sentence Formation W Vary sentence structure by using simple, compound, and complex sentences and different kinds of sentences Declarative SE/TE: Declarative Sentences, 324; Revising: Sentences, 20, 60, 86, 111, 137, 163, 186, 236, 262, 282 Interrogative SE/TE: Interrogative Sentences, 324; Revising: Sentences, 20, 60, 86, 111, 137, 163, 186, 236, 262, 282 Imperative SE/TE: Imperative Sentences, 324; Revising: Sentences, 20, 60, 86, 111, 137, 163, 186, 236, 262, 282 Exclamatory SE/TE: Exclamatory Sentences, 324; Revising: Sentences, 20, 60, 86, 111, 137, 163, 186, 236, 262, 282 W Write effective sentences by embedding clauses, prepositional and appositive phrases, and all compound elements SE/TE: Basic Sentence Parts, ; Effective Sentences,

10 W Use phrases and clauses to invert sentence order for emphasis and variety SE/TE: Phrases and Clauses, W W Correct fragments, run-ons, comma splices, and fused sentences Analyze personal and peer sentence formation for effective use of the parts of speech SE/TE: Correcting Sentence Fragments, 337; Correcting Phrase Fragments, 338; Correcting Clause Fragments, ; Correcting Runons, ; Three Ways to Correct Runons, SE/TE: Basic Sentence Parts, ; Effective Sentences, ; Drafting, 10, 38 39, 54 55, 68 69, 84 85, , , , , , Precise nouns SE/TE: Chapter 14: Nouns and Pronouns, 190; Diagnostic Test, 191; Nouns, Pronouns SE/TE: Chapter 14: Nouns and Pronouns, 190; Diagnostic Test, 191; Pronouns, ; Chapter 23: Using Pronouns, 376; Diagnostic Test, 377; Pronouns, Demonstrative SE/TE: Demonstrative Pronouns, 201, 233 Compound personal SE/TE: Pronouns, Reflexive SE/TE: Pronouns, Intensive SE/TE: Pronouns, Personal SE/TE: Personal Pronouns, , , , , , 469, 474, 477 Interrogative SE/TE: Interrogative Pronouns, 202, 234 Relative SE/TE: Pronouns, Indefinite SE/TE: Indefinite Pronouns, 202, 203, , Active and linking verbs SE/TE: Chapter 15: Verbs, 3206; Diagnostic Test, 207; Action Verbs, ; Linking Verbs, ; Chapter 22: Using Verbs, 352; Diagnostic Test, 353; The Four Principal Parts of Verbs, ; The Tenses and Forms of Verbs, ; Troublesome Verbs,

11 Adjectives SE/TE: Chapter 16: Adjectives and Adverbs, 222; Diagnostic Test, 223; Adjectives, ; Chapter 25: Using Modifiers, 408; Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers, Possessive SE/TE: Possessive Adjectives, Article SE/TE: Chapter 16: Adjectives and Adverbs, 222; Diagnostic Test, 223; Adjectives, ; Chapter 25: Using Modifiers, 408; Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers, Interrogative SE/TE: Interrogatives, 234 Numeral SE/TE: Chapter 16: Adjectives and Adverbs, 222; Diagnostic Test, 223; Adjectives, ; Chapter 25: Using Modifiers, 408; Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers, Demonstrative SE/TE: Demonstrative Adjectives, 233 Indefinite SE/TE: Chapter 16: Adjectives and Adverbs, ; Chapter 25: Using Modifiers, Descriptive SE/TE: Adjectives and Adverbs, ; Chapter 25: Using Modifiers, Adverbs SE/TE: Chapter 16: Adjectives and Adverbs, 222; Diagnostic Test, 223; Adverbs, ; Chapter 25: Using Modifiers, 408; Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers, Manner SE/TE: Adverbs, ; Chapter 25: Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers, Time SE/TE: Adverbs, ; Chapter 25: Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers, Place SE/TE: Adverbs, ; Chapter 25: Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers,

12 Usage Degree SE/TE: Adverbs, ; Chapter 25: Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers, Negative SE/TE: Adverbs, ; Chapter 25: Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers, Interrogative SE/TE: Adverbs, ; Chapter 25: Comparisons Using Adjectives and Adverbs, ; Troublesome Modifiers, Conjunctions SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Conjunctions, Coordinate SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Conjunctions, Correlative SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Conjunctions, Subordinate SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Conjunctions, Interjections for excitement SE/TE: Chapter 18: Conjunctions and Interjections, 254; Diagnostic Test, 255; Interjections, Prepostitions to indicate relationships SE/TE: Chapter 17: Prepositions, 244; Diagnostic Test, 245; Using Prepositions, ; Using Prepositional Phrases, W Apply conventions of grammar with emphasis on the following: Subject-verb agreement SE/TE: Chapter 24: Making Words Agree, 386; Agreement Between Subjects and Verbs, Parts of a sentence and sentence patterns SE/TE: Basic Sentence Parts, ; Effective Sentences, S-V SE/TE: Basic Sentence Parts, ; Effective Sentences,

13 Spelling S-V-DO SE/TE: Basic Sentence Parts, ; Effective Sentences, S-V-IO-DO SE/TE: Basic Sentence Parts, ; Effective Sentences, S-LV-PN SE/TE: Basic Sentence Parts, ; Effective Sentences, S-LV-PA SE/TE: Basic Sentence Parts, ; Effective Sentences, Conjugation in progressive verb forms SE/TE: Chapter 22: Using Verbs, 352; Diagnostic Test, 353; The Four Principal Parts of Verbs, ; The Tenses and Forms of Verbs, ; Troublesome Verbs, Prepositional phrases as modifiers SE/TE: Chapter 17: Prepositions, 244; Diagnostic Test, 245; Using Prepositions, ; Using Prepositional Phrases, Dependent clauses SE/TE: Subordinate Clauses, 310, 311, W Spell words correctly in all writing SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, Capitalization W Apply conventional rules of capitalization in writing SE/TE: Capitalization, See all Editing and Proofreading, 14, 45, 60, 76, 91, 109, 125, 142, 157, 174, 185. Punctuation W W W W Apply conventional rules for all end marks and commas in writing Use semi-colons and colons in compound and compound complex sentences Use colons in compound and compoundcomplex sentences and to introduce lists Use double and single quotation marks in dialogue SE/TE: End Marks and Commas, SE/TE: Semicolons and Colons, SE/TE: Semicolons and Colons, SE/TE: Quotation Marks,

14 STRAND: WRITING Standard 7: Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of writing SE/TE: Autobiographical Writing pages 32 47; Short Story pages 48 61; Description pages 62 77; Persuasive Essay pages 78 95; Comparisonand Contrast Essay pages ; Cause-and- Effect Essay pages ; How-to Essay pages ; Research Report pages ; Response to Literature pages , and Writing for Assessment pages Purposefully shaping and controlling language W W Use figurative language purposefully, such as personification and hyperbole, to shape and control language to affect readers Use a variety of sentence types and lengths (see Conventions Standard 6) SE/TE: Figurative Language, 167, 514 SE/TE: Basic Sentence Parts, ; Effective Sentences, W Use word or sentence repetition for effect SE/TE: Basic Sentence Parts, ; Effective Sentences, ; Repetition, 58, W Use transition words/ phrases SE/TE: Transitions, 26, 42, 88, 94, 143, 154, 184 W Use purposeful vocabulary with emphasis on developing voice SE/TE: Voice in Writing, 3, 549 W Create an effective lead and conclusion SE/TE: Drafting, 10, 38 39, 54 55, 68 69, 84 85, , , , , , W Narrow the time focus of a piece of writing SE/TE: Drafting, 10, 38 39, 54 55, 68 69, 84 85, , , , , , W Vary the placement of topic SE/TE: Drafting, 10, 38 39, 54 55, 68 69, 84 85, , , , , , W Use dialogue effectively SE/TE: Dialogue, 28, 31, 60, , 457 W Use humor appropriately SE/TE: For related information see Advertisements page 502. W Use writer s checklist or scoring guides/rubrics to improve written work SE/TE: Rubric for Self Assessment, 46, 61, 77, 92, 110, 126, 143, 158, 175,

15 W Self-evaluate writing SE/TE: Rubric for Self Assessment, 46, 61, 77, 92, 110, 126, 143, 158, 175, 185 STRAND: READING Standard 9: Comprehension Students shall apply a variety of strategies to read and comprehend printed material Application of the following Student Learning Expectations is based on grade-level texts that vary in length and complexity Prior Knowledge R Use previewing, activating prior knowledge, predicting content of text, formulating questions, and establishing purposes for reading Making Connections R Infer the interrelations of text and world issues/events by applying connection strategies Using questioning and monitoring R R R Prioritize questions formulated and purposes established for reading Generate and prioritize questions related to universal themes to interpret meaning Monitor reading strategies, including rereading, using resources and questions, and modify them when understanding breakdowns 15

16 Using inferences and interpretations R R Connect own background knowledge and personal experience to make inferences and to respond to new information presented in text Infer a character s impact on plot development SE/TE: Response to Literature, ; Topic Bank: Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163 SE/TE: Plot, 54; Characters, 39, 49, 54, 55, 167, 171, 548; Reading Literary Writing, R Infer mood of text SE/TE: Reading Literary Writing, R R R Analyze literary elements of fiction with emphasis on plot development, including conflict, rising action, climax, falling action, and resolution Compare and contrast points of view, such as first person, limited, and omniscient third person, and explain the effect on the overall theme of a literary work Distinguish among stated fact, reasoned judgment, and opinion in text SE/TE: Plot, 54; Characters, 39, 49, 54, 55, 167, 171, 548; Reading Literary Writing, SE/TE: Point of View, 33, 38, 549 SE/TE: Facts and Opinions, 503, 542 Determining Importance R R R R R Identify main ideas and supporting evidence in short stories and novels Use the text features to locate and recall information, with emphasis on graphics Use knowledge of text structure(s) to enhance understanding with emphasis on problem/solution Organize information, including simple outlining Use skimming, scanning, note taking, outlining, and questioning as study strategies SE/TE: Main Points, 86, 88, 94, 170 SE/TE: Creating Graphic Organizers for Comprehension, SE/TE: Outline, 150, 152, 181, 182,

17 Summarizing and Synthesizing R Evaluating R R Summarize the content of multiple chapters of a text Evaluate the accuracy and appropriateness of the evidence used by the author to support claims and assertions Evaluate personal, social, and political issues as presented in text SE/TE: Summaries, 108, 156, 161, 179, 557, 562, 576; Paraphrasing, 541, 578 SE/TE: Topic Bank: Responding to Literature, 35, 51, 65, 81, 99, 115, 131, 147, 163 SE/TE: Persuasion, 178, 182; Evaluating Persuasion, 90; Persuasive Prompts, 177, 181; Persuasive Speech, 495; Viewing Information Media Critically, ; Persuasive Essay, STRAND: READING Standard 10: Variety of text Students shall read, examine, and respond to a wide range of texts for a variety of purposes. Exhibits behaviors and habits of an active reader R R R Read for a substantial amount of time daily, including assigned and self-selected materials at independent and instructional levels Read texts that reflect contributions of different cultural groups Vary reading strategies according to text and purpose Reading a variety of informational materials for enjoyment, critical analysis, and evaluation 17

18 R Understand how word choice and language structure convey an author s viewpoint R R Use skimming, scanning, note taking, outlining, and questioning as study strategies Organize and synthesize information for use in written and oral presentation SE/TE: Response to Literature pages ; Topic Bank: Responding to Literature, 53, 79, 103, 129, 155, 179, 203, 229, 253, 276 Reading a variety of literature for enjoyment, critical analysis and evaluation R Read a variety of literature, including short stories, science fiction, legends, and myths SE/TE: Response to Literature pages ; Topic Bank: Responding to Literature, 53, 79, 103, 129, 155, 179, 203, 229, 253, 276 Reading a variety of poetry for enjoyment, critical analysis and evaluation R R R Read a variety of poetry, with emphasis on lyric poetry Identify the use of poetic devices, including comparison, alliteration, repetition, onomatopoeia, and rhyme Examine the effect of imagery on the mood or meaning of the poem SE/TE: Poetry, SE/TE: Figurative Language, 167, 514 SE/TE: Poetry, Reading a variety of practical materials for enjoyment, critical analysis and evaluation R R Read and utilize functional/practical texts, including forms, reports, cover letters, letterheads, and business letters Analyze advertisements for bias and propaganda SE/TE: Advertisements,

19 STRAND: READING Standard 11: Vocabulary, Word Study, and Fluency. Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, Word recognition R R Automatically decode words to ensure focus on comprehension Continue to develop and maintain an adequate body of sight words SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, R Add content words to sight vocabulary SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, Word Study and Vocabulary R R R Use knowledge of root words and affixes and word relationships to determine meaning Use context to determine meaning of multiple meaning words Use resources to determine meaning of technical and specialized vocabulary SE/TE: Studying Word Parts and Origins, SE/TE: Context, 514, 551 SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling, R Determine useful and relevant words SE/TE: Vocabulary and Spelling, 512; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Improving Your Spelling,

20 R Identify and explain idioms and comparisons such as analogies, metaphors and similes to infer the literal and figurative meanings or phrases SE/TE: Idioms, 514, 565; Examining Word Origins, 523; Understanding the Influence of Other Languages and Cultures, 529 R R Use knowledge of Greek and Latin word parts and roots to determine the meaning of subject related vocabulary Use context to determine meaning of multiple meaning words. SE/TE: Studying Word Parts and Origins, SE/TE: Context, 514, 551 Reading with fluency R R Read grade level text with an approximate rate of 167 words per minute Read grade level text orally with accuracy and expression STRAND: INQUIRING/RESEARCHING Standard 12: Research/Inquiry Process Students shall engage in inquiry and research to address questions, to make judgments about credibility, and to communicate findings in ways that suit the purpose and audience. SE/TE: Research Report, 144, 145, , , , 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages Accessing information IR IR IR Formulate original questions to select a topic for research Use reference features (e.g., endnotes, etc.) and text features (e.g., endnotes, footnotes, bibliography, etc.) to access information Use print and electronic sources, such as card catalogs and computer databases, to locate information SE/TE: Research Report, 144, 145, , , , 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages SE/TE: Research Report, 144, 145, , , , 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages

21 IR Gather information from more than one type of source (e.g., periodicals, books, learning logs, etc.) SE/TE: Research Report, 144, 145, , , , 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages IR Evaluate sources to select those most reliable and appropriate to purpose and topic SE/TE: Reading From Varied Sources, ; Basic Study Skills, ; Reference Skills, ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, Interpreting Information IR IR IR IR Use information presented in graphic sources to draw conclusions Develop notes that include main topics, details, summaries, and paraphrasing from multiple types of sources Create a formal topic outline of main topic, sub-topics, and details Use research to create one or more oral, written, or visual presentations /products SE/TE: Viewing and Representing Skills, SE/TE: Note taking, 149, , 557 SE/TE: Outline, 150, 152, 181, 182, 557 SE/TE: Research Report, 144, 145, , , , 157, 158, 159. See also Citing Sources page 576 and Reference Skills pages Reference: 21