MMSD 6-8 Grade Level Language Arts Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School- Community recreation) and employment practices as required by applicable local, state and federal laws. August 2008
Table of Contents Introduction... 1 Wisconsin Standard: READING/LITERATURE... 2 Typical Kinds of Text at Each Grade Level on the WKCE-CRT... 3 WKCE-CRT Reading Assessment Objectives by Grade Level for Grades 6 through 8 and 10... 4-6 MMSD Standard 1: READING/LITERATURE... 7-8 Wisconsin Standard: WRITING... 9 MMSD Standard 2: WRITING... 10-11 Wisconsin Standards: ORAL LANGUAGE and LANGUAGE...12 MMSD Standard 3: LANGUAGE/COMMUNICATION... 13-14 Wisconsin Standards: INQUIRY/RESEARCH and MEDIA & TECHNOLOGY...15 MMSD Standard 4: INQUIRY/RESEARCH...16
Madison Metropolitan School District Content Standards and Grade Level Performance Standards Language Arts: Introduction These Grade Level Performance Standards state expectations for students at specific grade levels. They were deemed appropriate both by research and experiences of teachers working with students in and outside of the Madison Metropolitan School District. It is critical to understand that these Performance Standards represent the essential content, skills and strategies that need to be addressed at each grade level and what is tested on our state WKCE-CRT. They represent behaviors students generally exhibit as they move from novice to expert in their ability to take control of language processes. It is important to remember, however, that literacy learning may not be sequential and that each student must be assessed to target instruction and meet individual needs. Much of what we expect students to know and be able to do regarding literacy at the end of their formal education is introduced as early as kindergarten. Students listen, read, speak, write, ask questions, use language, and enjoy literature at all levels and grades. The difficulty of the materials, the complexity of what students do with them, and the sophistication of their skills change as they are provided opportunities to learn. (Wisconsin's Model Academic Standards Document) Finally, although there are six State of Wisconsin Language Arts Standards, we chose to combine and integrate the language and technology standards. This reflects our belief that literacy skills connect across all academic areas. "To use media, one must read or listen. To write, one must acquire knowledge by reading, listening, and viewing. To do research, one must read. To communicate in any form, one must know how the language works." Since all communication has content, the MMSD Language Arts Standards are closely connected to all other content areas and technology is an integral part of all that we do in 21 st century learning. (Wisconsin's Model Academic Standards Document) The Madison Metropolitan Language Arts Standards Are: Standard 1: Reading/Literature Standard 2: Writing Standard 3: Language/Communication Standard 4: Inquiry/Research The following pages provide detail regarding both state and district level expectations to guide curriculum, instruction and assessment in the Madison Metropolitan School District. Thank you for your dedication to our students. 1
Wisconsin Standard: READING/LITERATURE Content Standard: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. PERFORMANCE STANDARDS: By the end of grade EIGHT, students will: Use effective reading strategies to achieve their purposes in reading. Use knowledge of sentence and word structure, word origins, visual images, and context clues to understand unfamiliar words and clarify passages of text Use knowledge of the visual features of texts, such as headings and bold face print, and structures of texts, such as chronology and cause-and-effect, as aids to comprehension Establish purposeful reading and writing habits by using texts to find information, gain understanding of diverse viewpoints, make decisions, and enjoy the experience of reading Select, summarize, paraphrase, analyze, and evaluate, orally and in writing, passages of texts chosen for specific purposes Read, interpret, and critically analyze literature. Identify the defining features and structure of literary texts, such as conflict, representation of character, and point of view Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature Draw on a broad base of knowledge about the genres of literature, such as the structure and conventions of essays, epics, fables, myths, plays, poems, short stories, and novels, when interpreting the meaning of a literary work Develop criteria to evaluate literary merit and explain critical opinions about a text, either informally in conversation or formally in a well-organized speech or essay Read and discuss literary and nonliterary texts in order to understand human experience. Provide interpretive responses, orally and in writing, to literary and nonliterary texts representing the diversity of American cultural heritage and cultures of the world Identify common historical, social, and cultural themes and issues in literary works and selected passages Draw on a broad base of knowledge about the themes, ideas, and insights found in classical literature while reading, interpreting, and reflecting on contemporary texts Evaluate the themes and main ideas of a work considering its audience and purpose Read to acquire information. Interpret and use technical resources such as charts, tables, travel schedules, timelines, and manuals Compare, contrast, and evaluate the relative accuracy and usefulness of information from different sources Identify and explain information, main ideas, and organization found in a variety of informational passages Distinguish between the facts found in documents, narratives, charts, maps, tables and other sources and the generalizations and interpretations that are drawn from them 2
TYPICAL KINDS OF TEXT AT EACH GRADE LEVEL ON THE WKCE-CRT Grade Level Literary Text (Prose and Poetry) Informational Text Everyday Text 3-4 Realistic fiction, animal stories, poetry, drama, folktales, fables, biography 5-6 Realistic fiction, poetry, drama, biography, autobiography, historical fiction, myths 7-8 Short stories, novel excerpts, poetry, drama, biography, autobiography 10 Short stories, novel excerpts, poetry, drama, biography, autobiography Nonfiction trade book excerpts, magazine articles Magazine, textbook, and newspaper articles, government documents Magazine, textbook, and newspaper articles, government documents, historical papers, reports, manuals, reviews, editorial cartoons Articles, brochures, editorials, essays, memoirs, speeches, reviews, interviews, critiques Charts, schedules, menus, tickets, product labels, safety notices, school-related texts, simple instructions Charts, schedules, simple forms, applications (for example, camp), product labels, safety notices, simple instructions Charts, schedules, forms, timelines, applications, product use or warning labels, safety notices, technical instructions Charts, schedules, forms, timelines, applications, coupons, consumer product labels or information, product use or warning labels, safety notices, technical instructions, brochures, advertisements, warranties, trouble-shooting guides Wisconsin Reading Assessment Framework, January 12, 2005 3
WKCE-CRT Reading Assessment Objectives by Grade Level for Grades 6 through 8 and 10 Grade 6 Grade 7 OBJECTIVE SUBSKILL EXAMPLE 1. Determine the meaning of words and phrases in context. 1.1 Use context clues to determine the meaning of words and phrases. 1.2 Use knowledge of word structure to determine the meaning of words and phrases. 1.3 Use word reference materials to determine the meaning of words and phrases. Use knowledge of compound words to determine the meaning of a word. Identify how adding an affix changes the meaning of a word. Grade 8 Use context clues to determine the meaning of unfamiliar words. Understand the meaning of words and phrases used figuratively. Use context clues to determine the meaning of multiple-meaning words. Use knowledge of synonyms and antonyms to determine the meaning of words. Identify analogies to demonstrate understanding of word meaning. Grade 10 Understand connotative and denotative meaning of words. Identify the meaning of a word with an affix. Use knowledge of root words to determine the meaning of a word. Use an entry from a word reference to determine word meaning and pronunciation. 2. Understand text. 2.1 Demonstrate understanding of literal meaning by identifying stated information in literary text. 2.2 Demonstrate understanding of literal meaning by identifying stated information in informational text. 2.3 Demonstrate understanding of explicitly stated sequence of events in literary and informational text. Identify stated information about story elements. Identify stated information about main ideas and supporting details. Identify stated information provided through text features. Identify first, next, and last events. Follow steps in a process. 4
WKCE-CRT Reading Assessment Objectives by Grade Level for Grades 6 through 8 and 10 Grade 6 Grade 7 Grade 8 OBJECTIVE SUBSKILL EXAMPLE Make inferences about story elements. 3. Analyze text. 3.1 Analyze literary text. 3.2 Analyze informational text. 3.3 Analyze author s use of language in literary and informational text. Make inferences about the author s point of view. Summarize important ideas and events. Analyze stated or implied theme, message, or main idea. Make inferences based on text features or visuals. Draw conclusions. Identify purpose. Analyze diverse viewpoints. Identify implied main ideas and supporting details. Identify implied relationships (such as cause/effect and compare/contrast). Summarize information. Identify purpose. Make inferences based on text features. Make inferences based on visual information. Make inferences about text structure. Analyze diverse viewpoints. Grade 10 Use graphic organizers to analyze and classify information. Analyze the use of literary devices. Recognize and distinguish among genres. Make inferences about the author s tone. Make inferences about the author s style. Analyze the author s use of rhetorical devices. Distinguish among types of language (such as formal/informal, literary/technical, and serious/humorous). 5
WKCE-CRT Reading Assessment Objectives by Grade Level for Grades 6 through 8 and 10 Grade 6 Grade 7 Grade 8 OBJECTIVE SUBSKILL EXAMPLE Extend concepts and themes to other situations. Make connections to text. 4. Evaluate and extend text. 4.1 Evaluate and extend literary text. 4.2 Evaluate and extend informational text. Make predictions. Identify and evaluate the author s purpose, point of view, and effectiveness. Evaluate diverse viewpoints and influences. Grade 10 Distinguish between important and unimportant details. Evaluate the credibility of story elements. Make connections to text. Make predictions. Draw conclusions. Identify and evaluate the author s purpose, point of view, and effectiveness. Distinguish between facts and opinions. Evaluate the accuracy, currency, and credibility of information. Evaluate diverse viewpoints and influences. Distinguish between important and unimportant facts. Draw conclusions. 4.3 Evaluate and extend the Evaluate the author s word choice and use of language. author s use of language in literary and informational text. Recognize bias and propaganda in language. 6
GRADE 6 Students will: Use reading cues and strategies efficiently to achieve purposes in reading. integrate meaning, structure and visual cues to comprehend text use knowledge of prefixes, suffixes and word origins along with context clues to predict meaning of unknown words decode unknown words using known letter clusters, syllables and context clues read and understand a variety of text structures and features to include cursive read with accuracy and fluency to promote comprehension self-identify purpose for reading (to answer questions, understand point of view, entertain, etc.) use fix-up strategies (reread, self-correct, adjust rate, cross-check) to monitor comprehension create sensory images while reading to support comprehension make connections with text by activating prior knowledge before, during and after reading generate questions before, during and after reading infer author s meaning by connecting prior knowledge with evidence in the text synthesize by connecting past understandings with author s message Read to interpret and critically analyze texts. study a variety of genres to compare and contrast the purposes of various text structures and features (e.g. biography, review, standardized test) identify and discuss story elements to include main characters, plot, setting, point of view, language use and theme infer and evaluate author s purpose for writing text analyze the author s tone, style and use of rhetorical device to communicate meaning discuss and evaluate the validity of texts based on author credibility and bias Read to understand and discuss the vast diversity of human experience. interpret a variety of texts orally and in writing to make text to text, text to self and text to world connections across cultures, life styles and experiences identify and interpret key points from a variety of texts, charts, graphs and tables interpret text from various points of view Read to answer questions and acquire information. interpret a variety of electronic and paper texts including travel schedules, tables and manuals determine importance of information in texts by evaluating accuracy, currency and connection to purpose summarize new learning by identifying key points of information for authentic purposes synthesize by connecting new information with prior understandings MMSD Standard 1: READING/LITERATURE 7 GRADE 7 Students will: Use reading cues and strategies efficiently to achieve purposes in reading. integrate meaning, structure and visual cues to comprehend text use knowledge of prefixes, suffixes and word origins along with context clues to predict meaning of unknown words self-identify purpose for reading (to answer questions, understand point of view, entertain, etc.) use fix-up strategies (reread, self-correct, adjust rate, cross-check) to monitor comprehension create sensory images while reading to support comprehension make connections with text by activating prior knowledge before, during and after reading generate questions before, during and after reading infer author s meaning by connecting prior knowledge with evidence in the text synthesize by connecting past understandings with author s message Read to interpret and critically analyze texts. study a variety of genres to compare and contrast the purposes of various text structures and features (e.g. editorial, mystery, instruction manual) analyze the effect of story elements to include main characters, plot, setting, style, point of view and theme infer and evaluate author s purpose for writing text (to persuade, inform, entertain) analyze the author s tone, style and use of rhetorical device to communicate meaning discuss and evaluate the validity of texts based on author credibility and bias Read to understand and discuss the vast diversity of human experience. interpret a variety of texts orally and in writing to make text to text, text to self and text to world connections across cultures, life styles and experiences identify and interpret key points from a variety of texts, charts, graphs and tables interpret text from various points of view draw on background knowledge of classical literature to interpret contemporary texts evaluate themes and main ideas in text considering audience and purpose Read to a acquire information. interpret a variety of electronic and paper texts including charts, timelines and manuals determine importance of information in texts by evaluating accuracy, currency and connection to purpose compare, contrast and evaluate information from a variety of sources summarize new learning by identifying key points of information for authentic purposes synthesize by connecting new information with prior understandings
MMSD Standard 1: READING/LITERATURE (cont.) GRADE 8 Students will: Use reading cues and strategies efficiently to achieve purposes in reading. integrate meaning, structure and visual cues to comprehend text use knowledge of prefixes, suffixes and word origins along with context clues, to predict meaning of unknown words self-identify purpose for reading (to answer questions, understand point of view, entertain, etc.) use fix-up strategies (reread, self-correct, adjust rate, cross-check) to monitor comprehension create sensory images while reading to support comprehension make connections with text by activating prior knowledge before, during and after reading generate questions before, during and after reading infer author s meaning by connecting prior knowledge with evidence in the text synthesize by connecting past understandings with author s message Read to interpret and critically analyze texts. study a variety of genres to compare and contrast the purposes of various text structures and features (e.g. business letter, political cartoon, textbook) analyze the effect of story elements to include main characters, plot, setting, style, point of view and theme infer and evaluate author s purpose for writing text (to provide, inform and entertain) analyze the author s tone, style and use of rhetorical device to communicate meaning discuss and evaluate the validity of texts based on author credibility and bias Read to understand and discuss the vast diversity of human experience. respond orally and in writing to a variety of texts making text to text, text to self and text to world connections across cultures, life styles and history identify and interpret key points from a variety of texts, charts, graphs and tables interpret text from various points of view draw on background knowledge of classical literature to interpret contemporary texts evaluate themes and main ideas in text considering audience and purpose Read to a acquire information. interpret a variety of electronic and paper texts including charts, timelines and manuals determine importance of information in texts by evaluating accuracy, currency and connection to purpose compare and contrast information from a variety of sources summarize new learning by identifying key points of information for authentic purposes synthesize by connecting new information with prior understandings evaluate information from text and extend learning to other situations 8
Wisconsin Standard: WRITING Content Standard: Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain. PERFORMANCE STANDARDS: By the end of grade EIGHT, students will: Create or produce writing to communicate with different audiences for a variety of purposes. Write a coherent and complete expository piece, with sufficient detail to fulfill its purpose, sufficient evidence to support its assertions, language appropriate for its intended audience, and organization achieved through clear coordination and subordination of ideas Write a persuasive piece (such as a letter to a specific person or a script promoting a particular product) that includes a clear position, a discernible tone, and a coherent argument with reliable evidence Write a narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme Write clear and pertinent responses to verbal or visual material that communicate, explain, and interpret the reading or viewing experience to a specific audience Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete detail Write in a variety of situations (during an exam, in a computer lab) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation Use a variety of writing technologies including pen and paper as well as computers Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation Plan, revise, edit, and publish clear and effective writing. Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus, and organize ideas and to revise the language, organization, content, and tone of successive drafts in order to fulfill a specific purpose for communicating with a specific audience Identify questions and strategies for improving drafts in writing conferences with a teacher Given a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, and effective response in correct English and an appropriate voice Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications. Understand the function of words, phrases, and clauses in a sentence and use them effectively, including coordinate and subordinate conjunctions, relative pronouns, and comparative adjectives Use correct tenses to indicate the relative order of events Understand and employ principles of agreement, including subject-verb, pronoun-noun, and preposition-pronoun Punctuate compound, complex, and compound-complex sentences correctly Employ the conventions of capitalization Spell frequently used words correctly and use effective strategies for spelling unfamiliar words 9
MMSD Standard 2: WRITING GRADE 6 Students will: Plan and write texts to communicate ideas across content areas. choose from a variety of topics and genres (e.g. how-to, descriptive memoir, persuasive essay, report) write for a variety of audiences and purposes use texts from real world authors as mentors notice text structures and features through close study of a genre list text structures and features as a guide for writing experiment with a variety of planning tools (e.g. list, web, story map, outline) generate ideas organize ideas into topic-related paragraphs sequence events in a logical order add descriptive details and evidence to support topics use transition words to connect ideas match text structures and features to genre adjust voice to match audience and purpose select words for clarity and description vary sentence structure for fluency use technology as a tool when writing Revise writing to improve clarity of message. reread own writing to identify needed revision self-assess with 6+1 Traits rubric generate reflective questions that support revision accept and apply teacher feedback during conferences give and receive appropriate feedback to support peer revision adjust writing to improve clarity and communication use reference tools and technology to support revision Edit writing for conventions. reread to correct errors in grammar, punctuation, capitalization and spelling use reference tools and technology to support editing Publish and present writing to a specific and authentic audience. use available technology to support the writing process produce a final copy of own writing proofread the final copy for accuracy use a variety of formats and tools to present writing to an audience GRADE 7 Students will: Plan and write texts to communicate ideas across content areas. choose from a variety of topics and genres (e.g. how-to, descriptive memoir, persuasive essay, report) write for a variety of audiences and purposes use texts from real world authors as mentors notice text structures and features through close study of a genre list text structures and features as a guide for writing experiment with a variety of planning tools (e.g. list, web, story map, outline) generate ideas organize ideas into topic-related paragraphs sequence events in a logical order add descriptive details and evidence to support topics embed appropriate literary elements (e.g. metaphor, flashback, theme) use transition words to connect ideas match text structures and features to genre adjust voice to match audience and purpose select words for clarity and description vary sentence structure for fluency use technology as a tool when writing adapt strategy use to the writing situation Revise writing to improve clarity of message. reread own writing to identify needed revision self-assess with 6+1 Traits rubric generate reflective questions that support revision accept and apply teacher feedback during conferences give and receive appropriate feedback to support peer revision adjust writing to improve clarity and communication use reference tools and technology to support revision adjust language to match intent and purpose Edit writing for conventions. reread to correct errors in grammar, punctuation, capitalization and spelling use reference tools and technology to support editing Publish and present writing to a specific and authentic audience. use available technology to support the writing process produce a final copy of own writing proofread the final copy for accuracy use a variety of formats and tools to present writing to an audience 10
MMSD Standard 2: WRITING (cont.) GRADE 8 Students will: Plan and write texts to communicate ideas across content areas. choose from a variety of topics and genres (e.g. procedural text, descriptive memoir, persuasive essay) write for a variety of audiences and purposes use texts from real world authors as mentors notice text structures and features through close study of a genre list text structures and features as a guide for writing experiment with a variety of planning tools (e.g. list, web, story map, outline) generate ideas organize ideas into topic-related paragraphs sequence events in a logical order add descriptive details and evidence to support topics use transition words to connect ideas match text structures and features to genre embed appropriate literary elements (e.g. metaphor, flashback, theme) adjust voice to match audience and purpose select words for clarity and description vary sentence structure for fluency use technology as a tool when writing adapt strategy use to the writing situation Revise writing to improve clarity of message. reread own writing to identify needed revision self-assess with 6+1 Traits rubric generate reflective questions that support revision accept and apply teacher feedback during conferences give and receive appropriate feedback to support peer revision adjust writing to improve clarity and communication use reference tools and technology to support revision adjust language to match intent and purpose Edit writing for conventions. reread to correct errors in grammar, punctuation, capitalization and spelling use reference tools and technology to support editing Publish and present writing to a specific and authentic audience. use available technology to support the writing process produce a final copy of own writing proofread the final copy for accuracy use a variety of formats and tools to present writing to an audience 11
Wisconsin Standard: ORAL LANGUAGE Content Standard: Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes. PERFORMANCE STANDARDS: By the end of grade EIGHT, students will: Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. Share brief impromptu remarks about topics of interest to oneself and others Speaking from notes or an outline, relate an experience in descriptive detail, with a sense of timing and decorum appropriate to the occasion Perform expressive oral readings of prose, poetry, and drama Prepare and conduct interviews Present a coherent, comprehensive report on differing viewpoints on an issue, evaluating the content of the material presented, and organizing the presentation in a manner appropriate to the audience Differentiate between formal and informal contexts and employ an appropriate style of speaking, adjusting language, gestures, rate, and volume according to audience and purpose Observe the appropriate etiquette when expressing thanks and receiving praise Listen to and comprehend oral communications. Summarize and explain the information conveyed in an oral communication, accounting for the key ideas, structure, and relationship of parts to the whole Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate Recall significant details and sequence accurately Follow a speaker's argument and represent it in notes Evaluate the reliability of information in a communication, using criteria based on prior knowledge of the speaker, the topic, and the context and on analysis of logic, evidence, propaganda devices, and language Participate effectively in discussion. Participate in discussion by listening attentively, demonstrating respect for the opinions of others, and responding responsibly and courteously to the remarks of others Explain and advance opinions by citing evidence and referring to sources Evaluate the stated ideas and opinions of others, seeking clarification through questions Invite ideas and opinions of others into the discussion, responding clearly and tactfully to questions and comments Accept and use helpful criticism Establish and maintain an open mind when listening to others' ideas and opinions Summarize the main points of a discussion, orally and in writing, specifying areas of agreement and disagreement and paraphrasing contributions Display and maintain facial expressions, body language, and other response cues that indicate respect for the speaker and attention to the discussion Attend to the content of discussion rather than the speaker Participate in discussion without dominating Distinguish between supported and unsupported statements Wisconsin Standard: LANGUAGE Content Standard: Students in Wisconsin will apply their knowledge of the nature, grammar, and variations of American English. By the end of grade eight, students will: Develop their vocabulary and ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication. Consult dictionaries, thesauruses, handbooks, and grammar texts when choosing words, phrases, and expressions for use in oral and written presentations Explain how writers and speakers choose words and use figurative language such as similes, metaphors, personification, hyperbole, and allusion to achieve specific effects Choose words purposefully and evaluate the use of words in communications designed to inform, explain, and persuade Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English. Describe how American English is used in various public and private contexts, such as school, home, and work Make appropriate choices when speaking and writing, such as formal or informal language, considering the purpose and context of the communication Evaluate how audience and context affect the selection and use of words and phrases, including technical terms, slang, and jargon 12
MMSD Standard 3: LANGUAGE/COMMUNICATION GRADE 6 Students will: Orally communicate for a variety of audiences and purposes. identify criteria for effective oral communication (e.g. eye contact, volume, rate) perform dramatic readings with expression participate in small group discussions adjust language, rate and volume of speaking to match audience and purpose organize and present information to an audience for an authentic purpose practice appropriate etiquette in greeting, thanks and praise Listen to and comprehend oral communication. summarize information gathered from oral presentation recall significant details and retell accurately maintain facial expressions, body language and other cues that communicate respect for the speaker evaluate the reliability of communication based on credibility of speaker, analysis of logic and use of propaganda or jargon Participate effectively in discussion. volunteer information in small and large group settings ask and answer questions related to the topic reflect and respond to others opinions respectfully ask for clarification and summarize responses defend arguments with evidence citing sources participate without dominating accept and use feedback Develop vocabulary including words, phrases, idioms and concepts necessary to communicate in academic settings. explore synonyms, antonyms, idioms, analogies and figures of speech in context examine prefixes, suffixes and root words to determine meaning use entries from reference tools to determine meaning and pronunciation of words evaluate the use of words to inform, explain and persuade interpret the meaning of metaphors and similes Recognize and use language appropriate to the context. identify various styles/dialects of language used in different contexts evaluate effectiveness of various communication styles in different contexts (e.g. lunchroom, classroom, principal s office) explore the various dialects of English used in different cultures and regions match language use to fit formal or informal context GRADE 7 Students will: Orally communicate for a variety of audiences and purposes. identify criteria for effective oral communication (e.g. eye contact, volume, rate) perform dramatic readings with expression participate in small group discussions adjust language, rate and volume of speaking to match audience and purpose organize and present information to an audience for an authentic purpose prepare and conduct interviews to gather information practice appropriate etiquette in greeting, thanks and praise Listen to and comprehend oral communication. summarize information gathered from oral presentation recall significant details and retell accurately maintain facial expressions, body language and other cues that communicate respect for the speaker evaluate the reliability of communication based on credibility of speaker, analysis of logic and use of propaganda or jargon Participate effectively in discussion. volunteer information in small and large group settings ask and answer questions related to the topic reflect and respond to others opinions respectfully ask for clarification and summarize responses defend arguments with evidence citing sources participate without dominating accept and use feedback Develop vocabulary including words, phrases, idioms and concepts necessary to communicate in academic settings. explore synonyms, antonyms, idioms, analogies and figures of speech in context examine prefixes, suffixes and root words to determine meaning use entries from reference tools to determine meaning and pronunciation of words evaluate the use of words to inform, explain and persuade interpret the meaning of metaphors and similes Recognize and use language appropriate to the context. identify various styles/dialects of language used in different contexts evaluate effectiveness of various communication styles in different contexts (e.g. lunchroom, classroom, principal s office) explore the various dialects of English used in different cultures, regions and professional settings match language use to fit formal or informal context 13
MMSD Standard 3: LANGUAGE/COMMUNICATION (cont.) GRADE 8 Students will: Orally communicate for a variety of audiences and purposes. identify criteria for effective oral communication (e.g. eye contact, volume, rate) perform dramatic readings with expression participate in small group discussions adjust language, rate and volume of speaking to match audience and purpose organize and present information to an audience for an authentic purpose prepare and conduct interviews to gather information practice appropriate etiquette in greeting, thanks and praise Listen to and comprehend oral communication. summarize information gathered from oral presentation organize notes to collect main ideas of speaker recall significant details and retell accurately maintain facial expressions, body language and other cues that communicate respect for the speaker evaluate the reliability of communication based on credibility of speaker, analysis of logic, use of propaganda and jargon Participate effectively in discussion. volunteer information in small and large group settings ask and answer questions related to the topic reflect and respond to others opinions respectfully ask for clarification and summarize responses defend arguments with evidence citing sources participate without dominating accept and use feedback Develop vocabulary including words, phrases, idioms and concepts necessary to communicate in academic settings. explore synonyms, antonyms, idioms, analogies and figures of speech in context examine prefixes, suffixes and root words to determine meaning use entries from reference tools to determine meaning and pronunciation of words evaluate the use of words to inform, explain and persuade interpret the meaning of metaphors and similes Recognize and use language appropriate to the context. identify various styles/dialects of language used in different contexts evaluate effectiveness of various communication styles in different contexts (e.g. lunchroom, classroom, principal s office) explore the various dialects of English used in different cultures, regions and professional settings match language use to fit formal or informal context 14
Wisconsin Standard: INQUIRY/RESEARCH Content Standard: Students in Wisconsin will locate, use, and communicate information from a variety of print and nonprint materials. PERFORMANCE STANDARDS: By the end of grade EIGHT, students will: Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings. Formulate research questions and focus investigation on relevant and accessible sources of information Use multiple sources to identify and locate information pertinent to research including encyclopedias, almanacs, dictionaries, library catalogs, indexes to periodicals, and various electronic search engines Conduct interviews, field studies, and experiments and use specialized resources (such as almanacs, fact books, pamphlets, and technical manuals) when appropriate to an investigation Compile, organize, and evaluate information, taking notes that record and summarize what has been learned and extending the investigation to other sources Review and evaluate the usefulness of information gathered in an investigation Produce an organized written and oral report that presents and reflects on findings, draws sound conclusions, adheres to the conventions for preparing a manuscript, and gives proper credit to sources Wisconsin Standard: MEDIA & TECHNOLOGY Content Standard: Students in Wisconsin will use media and technology critically and creatively to obtain, organize, prepare and share information; to influence and persuade; and to entertain and be entertained. PERFORMANCE STANDARDS: By the end of grade EIGHT, students will: Use computers to acquire, organize, analyze, and communicate information. Demonstrate efficient word-processing skills Construct and use simple databases Use manuals and on-screen help in connection with computer applications Perform basic computer operations on various platforms Collect information from various on-line sources, such as web pages, news groups, and listservs Make informed judgments about media and products. Recognize common structural features found in print and broadcast advertising Identify and explain the use of stereotypes and biases evident in various media Compare the effect of particular symbols and images seen in various media Develop criteria for selecting or avoiding specific broadcast programs and periodicals Create media products appropriate to audience and purpose. Write informational articles that target audiences of a variety of publications Use desktop publishing to produce products such as brochures and newsletters designed for particular organizations and audiences Create video and audiotapes designed for particular audiences Demonstrate a working knowledge of media production and distribution. Plan a promotion or campaign that involves broadcast and print media production and distribution Analyze how messages may be affected by financial factors such as sponsorship Identify advertising strategies and techniques aimed at teenagers Analyze and edit media work as appropriate to audience and purpose. Revise media productions by adding, deleting, and adjusting the sequence and arrangement of information, images, or other content as necessary to improve focus, clarity, or effect Develop criteria for comprehensive feedback on the quality of media work and use it during production 15
MMSD Standard 4: INQUIRY/RESEARCH GRADES 6-8 Students will: Conduct inquiry and research to answer self-selected or assigned questions related to topics, issues or problems and use a variety of tools to communicate findings. generate questions related to authentic topics, issues and problems from the classroom, daily life and the world locate and access a variety of resources to gather information conduct interviews, field studies and experiments to answer questions analyze the credibility of resources for up to date information, author s education and bias evaluate to determine importance of ideas in text compile and organize key information using a variety of note-taking strategies and graphic organizers synthesize information gathered to draw conclusions regarding the question produce an organized oral or written report to communicate results cite sources using APA style build a bibliography of references using APA style use a variety of tools including technology to present information to an audience 16