Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension. 1. Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study. 2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships. SE/TE: Reading Strategy: 31, 107, 112, 185, 1147, 1151, 1152, 1154, 1155, Literary Analysis: 1001, Review and Assess: 39, 113, 193, 1009, 1157, Assessment Workshop: 225, 701 TR: Selection Support: 7, 31, 49, 253, Literary Analysis and Reading Transparencies: 3, 13, 21, 114, 133 SE/TE: Integrate Language Skills: 50, 86, 150, 178, 262, 282, 332, 398, 446, 492, 576, 662, 764, 894, 922, 1052, 1066, 1094, 1158, 1137, Literary Terms Handbook: R6, R7 TR: Selection Support: 9, 19, 33, 41, 63, 77, 103, 112, 134, 160, 182, 220, 262, 266, 290, 322 SE = Student Edition TE = Teacher s Edition TR = Teaching Resources TECH = Technology 1
3. Examine and explain the influence of the English language on world literature, communications and popular culture. 4. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies. SE/TE: Vocabulary Development Lesson: 28, 40, 50, 66, 86, 104, 114, 150, 164, 178, 194, 212, 254, 267, 282, 294, 332, 350, 372, 398, 415, 430, 446, 484, 492, 504, 518, 528, 550, 576, 592, 604, 624, 640, 654, 662, 672, 686, 724, 740, 764, 772, 782, 792, 803, 830, 842, 856, 878, 894, 908, 922, 932, 940, 984, 998, 1010, 1024, 1038, 1052, 1066, 1078, 1094, 1107, 1124, 1143, 1158, 1176, 1188, 1198, 1216, 1226, 1265, 1289, 1317, 1336 TR: Selection Support: 1, 5, 9, 15, 19, 25, 29, 33, 37, 41, 47, 53, 59, 63, 67, 71, 77, 81, 85, 91, 95, 99, 103, 108, 112, 116, 120, 124, 128, 134, 138, 142, 146, 150, 156, 160, 164, 168, 174, 178, 182, 186, 190, 194, 202, 208, 212, 216, 220, 224, 228, 232, 236, 242, 246, 250, 254, 258, 262, 266, 270, 274, 278, 282, 286, 290, 294, 298, 302, 306, 310, 314, 318, 332, 326 SE/TE: Vocabulary Development Lesson: 28, 40, 50, 66, 86, 104, 114, 150, 164, 178, 194, 212, 254, 267, 282, 294, 332, 350, 372, 398, 415, 430, 446, 484, 492, 504, 518, 528, 550, 576, 592, 604, 624, 640, 654, 662, 672, 686, 724, 740, 764, 772, 782, 792, 803, 830, 842, 856, 878, 894, 908, 922, 932, 940, 984, 998, 1010, 1024, 1038, 1052, 1066, 1078, 1094, 1107, 1124, 1143, 1158, 1176, 1188, 1198, 1216, 1226, 1265, 1289, 1317, 1336 TR: Selection Support: 1, 5, 9, 15, 19, 25, 29, 33, 37, 41, 47, 53, 59, 63, 67, 71, 77, 81, 85, 91, 95, 99, 103, 108, 112, 116, 120, 124, 128, 134, 138, 142, 146, 150, 156, 160, 164, 168, 174, 178, 182, 186, 190, 194, 202, 208, 212, 216, 220, 224, 228, 232, 236, 242, 246, 250, 254, 258, 262, 266, 270, 274, 278, 282, 286, 290, 294, 298, 302, 306, 310, 314, 318, 332, 326 2
5. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features such as definitional footnotes or sidebars. SE/TE: Vocabulary Development: 15, 31, 43, 61, 71, 99, 107, 139, 155, 171, 185, 203, 241, 257, 266, 285, 307, 335, 353, 387, 401, 419, 433, 475, 487, 495, 507, 521, 535, 563, 579, 595, 607, 633, 643, 657, 665, 675, 717, 728, 743, 767, 775, 785, 795, 808, 837, 845, 859, 881, 897, 913, 925, 935, 971, 987, 1001, 1013, 1027, 1041, 1055, 1069, 1081, 1097, 1127, 1147, 1161, 1171, 1191, 1201, 1219, 1232, 1266, 1290, 1318 TR: Selection Support: 1, 5, 9, 15, 19, 25, 29, 33, 37, 41, 47, 53, 59, 63, 67, 71, 77, 81, 85, 91, 95, 99, 103, 108, 112, 116, 120, 124, 128, 134, 138, 142, 146, 150, 156, 160, 164, 168, 174, 178, 182, 186, 190, 194, 202, 208, 212, 216, 220, 224, 228, 232, 236, 242, 246, 250, 254, 258, 262, 266, 270, 274, 278, 282, 286, 290, 294, 298, 302, 306, 310, 314, 318, 332, 326 B. READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION STRATEGIES, AND SELF-MONITORING STRATEGIES Students develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom. 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. SE/TE: Reading Strategy: 31, 43, 266, 268, 269, 271, 277, 278, 279, 335, 339, 341, 343, 345, 607, 609, 612, 614, 617, 620, 785, 971,975, 976, 979, 980, 1097, 1102, 1104, Review and Assess: 49, 281, 349, 623, 791, 983, 1106, Writing About Literature: 692 TR: Selection Support: 9, 11, 71, 83, 148, 196, 244, 280, Literary Analysis and Reading Transparencies: 3, 5, 29, 35, 65, 87, 109, 127 3
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts, electronic and visual media. 3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. 4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres, or recommendations from others) SE/TE: Critical Thinking and Viewing: 23, 63, 77, 84, 112, 148, 159, 162, 173, 192, 207, 210, 252, 259, 260, 271, 288, 292, 356, 370, 390, 413, 439, 442, 490, 516, 568, 574, 601, 602, 622, 638, 652, 731, 736, 737, 738, 762, 770, 780, 819, 824, 869, 874, 901, 920, 927, 929, 936, 1008, 1048, 1049, 1076, 1092, 1114, 1117, 1122, 1163, 1214, 1221, 1263, 1287, 1315, 1334, Reading Strategy: 579, 585, 589, Review and Assess: 591 TR: Selection Support: 140, Literary Analysis and Reading Transparencies: 61 SE/TE: Reading Strategy: 43, 266, 268, 269, 271, 277, 278, 1097, 1102, 1104, Review and Assess: 49, 281, 1106, Critical Thinking and Viewing: 26, 526, 541, 906, 1141 TR: Selection Support: 11, 71, 280, Literary Analysis and Reading Transparencies: 5, 31, 127 SE/TE: Prepare To Read: 14, 30, 42, 60, 70, 98, 106, 138, 154, 170, 184, 202, 240, 256, 265, 284, 306, 334, 352, 386, 400, 418, 432, 474, 486, 494, 506, 520, 534, 562, 578, 594, 606, 632, 642, 656, 664, 674, 716, 727, 742, 766, 774, 784, 794, 807, 836, 844, 858, 880, 896, 912, 924, 934, 970, 986, 1000, 1012, 1026, 1040, 1054, 1068, 1080, 1096, 1110, 1126, 1146, 1160, 1178, 1190, 1200, 1218, 1231, 1265, 1289, 1317 TE: Further Reading: 27, 39, 47, 65, 85, 103, 113, 149, 164, 177, 192, 211, 253, 261, 281, 293, 331, 349, 371, 397, 414, 429, 445, 483, 491, 503, 517, 527, 549, 575, 591, 603, 623, 639, 653, 661, 671, 685, 723, 739, 763, 771, 781, 791, 802, 829, 841, 855, 877, 893, 907, 921, 931, 939, 983, 997, 1009, 1023, 1037, 1051, 1065, 1077, 1093, 1106, 1123, 1142, 1157, 1175, 1187, 1197, 1215, 1225, 1264 4
4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres, or recommendations from others). 5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task. TE: Further Reading: 1288, 1316, 1335 SE/TE: Reading Informational Materials: 88-91, 166-169, 296-299, 530-532, 942-945, 1338-1341 TE: Further Reading: 27, 39, 47, 65, 85, 103, 113, 149, 164, 177, 192, 211, 253, 261, 281, 293, 331, 349, 371, 397, 414, 429, 445, 483, 491, 503, 517, 527, 549, 575, 591, 603, 623, 639, 653, 661, 671, 685, 723, 739, 763, 771, 781, 791, 802, 829, 841, 855, 877, 893, 907, 921, 931, 939, 983, 997, 1009, 1023, 1037, 1051, 1065, 1077, 1093, 1106, 1123, 1142, 1157, 1175, 1187, 1197, 1215, 1225, 1264, 1288, 1316, 1335 C. READING APPLICATIONS: INFORMATIONAL, TECHNICAL, AND PERSUASIVE TEXT Students gain information from reading for purposes of learning about a subject, doing a job, forming a opinion and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles, and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps, and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources. 1. Analyze the rhetorical devices used in public documents including newspaper editorials and speeches. SE/TE: Reading Informational Materials: 88-91, 166-169, Literary Analysis: 185 TR: Selection Support: 50, Literary Analysis and Reading Transparencies: 21 5
2. Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience. 3. Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics. 4. Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallicious reasoning, propaganda techniques, bias and stereotyping. 5. Examine an author s implicit and explicit philosophical assumptions and beliefs about a subject. SE/TE: Literary Analysis: 43, 185, 1001, Review and Assess: 49, 193, 1009, Reading Informational Materials: 166-169 TR: Selection Support: 12, Literary Analysis and Reading Transparencies: 6, 21, 114 SE/TE: Reading Informational Materials: 88-91, 166-169, 196-199, 530-533, 942-945, 1328-1341 SE/TE: Reading Informational Materials: 166-169, Critical Thinking and Viewing: 26, 38, 48, 64, 74, 83, 144, 148, 153, 176, 189, 199, 248, 271, 280, 286, 287, 288, 325, 361, 370, 390, 393, 436, 439, 441, 477, 488, 526, 541, 548, 566, 568, 574, 590, 602, 617, 622, 638, 668, 669, 708, 722, 738, 790, 814, 819, 828, 854, 874, 887, 891, 892, 902, 906, 920, 927, 936, 982, 1008, 1016, 1020, 1036, 1046, 1064, 1076, 1092, 1105, 1136, 1141, 1172, 1181, 1183, 1186, 1194, 1196, 1214, 1221, 1224, 1228, 1284, 1248, 1263, 1287, 1315, 1334, Reading Strategy: 335, 339, 341, 343, 345, Review and Assess: 349 TR: Selection Support: 83, Literary Analysis and Reading Transparencies: 35 SE/TE: Reading Strategy: 61, 495, 913, 917, 918, Review and Assess: 65, 503, 921, Reading Informational Materials: 1338-1341 TR: Selection Support: 17, 55, 230, Literary Analysis and Reading Transparencies: 7, 55, 103 6
6. Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences. 7. Analyze the structure and features of functional and workplace documents including format, sequence and headers and how authors use these features to achieve their purposes and to make information accessible and usable. 8. Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules, business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal. SE/TE: Reading Informational Materials: 88-91, 166-169, 196-199, 530-533, 942-945, 1328-1341, Literary Analysis: 203, 206, Review and Assess: 211 TR: Literary Analysis and Reading Transparencies: 24, Selection Support: 54 SE/TE: Literary Analysis: 43, 185, 203, 206, 1001, Review and Assess: 49, 193, 211, 1009, Reading Informational Materials: 88-91, 166-169, 196-199, 530-533, 942-945, 1328-1341 TR: Selection Support: 12, 54, Literary Analysis and Reading Transparencies: 6, 21, 24, 114 SE/TE: Literary Analysis: 43, 185, 203, 206, 1001, Review and Assess: 49, 193, 211, 1009, Reading Informational Materials: 88-91, 166-169, 196-199, 530-533, 942-945, 1328-1341 TR: Selection Support: 12, 54, Literary Analysis and Reading Transparencies: 6, 21, 24, 114 7
D. READING APPLICATIONS: LITERARY TEXT Students enhance their understanding of the human story by reading literary texts that represent a variety of authors cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g. setting, character and plot), analyzing the author s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding. 1. Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters thoughts, words and actions. SE/TE: Literary Analysis: 743, 747, 751, 752, 761, 1055, 1057, 1058, 1059, 1060, Review and Assess: 763, 1065 TR: Selection Support: 184, 269, Literary Analysis and Reading Transparencies: 81, 122 2. Analyze the historical, social and cultural context of setting. SE/TE: Literary Analysis: 1147, 1149, 1150, 1152, 1266, 1276, Review and Assess: 1157, 1288 TR: Selection Support: 293, 321., Literary Analysis and Reading Transparencies: 134, 148 3. Explain how voice and narrator affect the characterization, plot and credibility. SE/TE: Literary Analysis: 679, 808, 817, 822, 827, 1219, 1220, 1222, Review and Assess: 829, 1225 TR: Selection Support: 205, 313, Literary Analysis and Reading Transparencies: 92, 144 4. Evaluate the point of view used in a literary text. SE/TE: Reading Strategy: 61, Literary Analysis: 507, 510, 514, 675, 679, 1055, 1057, 1058, Review and Assess: 65, 517, 685, 1065 TR: Selection Support: 17, 123, 171, 269, Literary Analysis and Reading Transparencies: 7, 54, 76, 122 8
5. Analyze variations of universal themes in literary texts. SE/TE: Literary Analysis: 353, 358, 366, 368, 767, 770, 1161, 1165, 1167, 1168, 1171, 1318, 1319, 1320, 1321, 1325, 1326, 1327, 1329, 1330, 1331, 1333, Review and Analysis: 371, 771, 1175, 1335, Reading Strategy: 767, 1161, 1173, 1318, 1321, 1323, 1332 TR: Selection Support: 88, 188, 189, 296, 297, 328, 329, Literary Analysis and Reading Transparencies: 32, 83, 84, 135, 136, 151, 152 6. Recognize characteristics of subgenres including satire, parody and allegory and explain how choice of genre affects the expression of a theme or topic. SE/TE: Literary Analysis: 775, 1111, Review and Assess: 781, 1123, Glossary: R6, R8, R12, R14 TR: Selection Support: 193, 285, Literary Analysis and Reading Transparencies: 86, 130 9
8. Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language, irony, tone, diction, imagery, symbolism, sounds of language), citing specific examples from text to support analysis. SE/TE: Literary Analysis: 185, 401, 404, 408, 433, 434, 438, 521, 522, 524, 607, 610, 613, 615, 621, 633, 795, 798, 800, 935, 1013, 1014, 1017, 1018, 1021, Review and Assess: 193, 414, 445, 527, 623, 639, 802, 939, 1023 TR: Selection Support: 42, 127, 149, 155, 201, 239, 257, Literary Analysis and Reading Transparencies: 42, 56, 66, 68, 90, 108, 116 E. WRITING PROCESSES Students writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions. 10
1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). 3. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343 TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177, 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 SE/TE: Writing About Literature: 116-117, 452-453, 692-693, 1342-1343, Writing Workshop: 120, 456, 694, 952, Writing Lesson: 431, 505, 551, 577 TR: Writing and Grammar: 48-71, 166-193, 242-260, 266-288, 298-317, 344-354, Performance Assessment and Portfolio Management: 13, 19, 21, 22, Writing Models and Graphic Organizers on Transparencies: 5, 33, 37-40, 57, 75, 88, 95, 96 11
4. Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177, 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 5. Use organizational strategies (e.g., notes and outlines) to plan writing. SE/TE: Writing About Literature: 116-117, 452-453, 692-693, 1342-1343, Writing Workshop: 120, 456, 694, 952, Writing Lesson: 431, 505, 551, 577 TR: Writing and Grammar: 48-71, 166-193, 242-260, 266-288, 298-317, 344-354, Performance Assessment and Portfolio Management: 13, 19, 21, 22, Writing Models and Graphic Organizers on Transparencies: 5, 33, 37-40, 57, 75, 88, 95, 96 12
6. Organize writing, to create a coherent whole, with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. 7. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). 8. Use paragraph form in writing, including topic sentences, arranging paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177, 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 SE/TE: Grammar and Style Lesson: 164, 350, 398, 528, 772, 922, 1143, 1188, 1317 TR: Selection Support: 38, 82, 92, 125, 187, 229, 289, 299, 323, Writing and Grammar: 154, 487, 489, 504, 584, Daily Language Practice Transparencies SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177, 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 13
8. Use paragraph form in writing, including topic sentences, arranging paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. 9. Use precise language, action verbs, sensory details, colorful modifiers and syle as appropriate to audience and purpose, and use techniques to convey a personal style and voice. TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 SE/TE: Grammar and Mechanics Handbook: R21, Grammar and Style: 66, Writing Workshop: 223, Writing Lesson: 529, 593, 831, 1011, 1067, 1079, 1159, Writing About Literature: 1343 TR: Writing and Grammar: 31, 129, 218-241, 298-325, 374, 788, 800, Performance Assessment and Portfolio Management: 10, 21, Writing Models and Graphic Organizers on Transparencies: 37, 79, 83-85 10. Use available technology to compose text. SE/TE: Internet Research Handbook: R28-R29, Reading Informational Materials: 88-91, Research and Technology: 505, 577, 879, 1095, 1189, 1199, 1227 TR: Performance Assessment and Portfolio Management: 13, 15, 23 14
11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177, 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 15
12. Add and delete information and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. 13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. 13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177, 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177, 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 16
14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and runons and eliminate inappropriate slang or informal language. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and runons and eliminate inappropriate slang or informal language. SE/TE: Vocabulary Development: 15, 31, 43, 61, 71, 99, 107, 139, 155, 171, 185, 203, 241, 257, 266, 285, 307, 335, 353, 387, 401, 419, 433, 475, 487, 495, 507, 521, 535, 563, 579, 595, 607, 633, 643, 657, 665, 675, 717, 728, 743, 767, 775, 785, 795, 808, 837, 845, 859, 881, 897, 913, 925, 935, 971, 987, 1001, 1013, 1027, 1041, 1055, 1069, 1081, 1097, 1127, 1147, 1161, 1171, 1191, 1201, 1219, 1232, 1266, 1290, 1318 TR: Selection Support: 1, 5, 9, 15, 19, 25, 29, 33, 37, 41, 47, 53, 59, 63, 67, 71, 77, 81, 85, 91, 95, 99, 103, 108, 112, 116, 120, 124, 128, 134, 138, 142, 146, 150, 156, 160, 164, 168, 174, 178, 182, 186, 190, 194, 202, 208, 212, 216, 220, 224, 228, 232, 236, 242, 246, 250, 254, 258, 262, 266, 270, 274, 278, 282, 286, 290, 294, 298, 302, 306, 310, 314, 318, 332, 326 SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177, 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 17
16. Apply tools (e.g. rubric, checklist and feedback) to judge the quality of writing. 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. SE/TE: Writing Workshop: 121, 223, 457, 699, 953, 1347 SE/TE: Using Technology In Writing: 120, 222, 456, 698, 952, 1346 F. WRITING APPLICATIONS Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the many purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some te4xt forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure in their writing according to audience and purpose. 1. Produce informal writings (e.g., journals, notes, poems) for various purposes. SE/TE: Writing Lesson: 663, 933, 1159 TR: Writing and Grammar: 129, 309, Writing Models and Graphic Organizers on Transparencies: 37, 41, 67-69 F.1 WRITE REFLECTIVE COMPOSITIONS THAT: 18
1. Use personal experiences as a basis for reflection on some aspect of life. SE/TE: Writing Lesson: 105, 213, 493, 551, 641, 1053, Writing Workshop: 454 TR: Writing and Grammar: 48-71, 100, 153, Writing Models and Graphic Organizers on Transparencies: 5, 9, 33, Performance Assessment and Portfolio Management: 11 2. Draw abstract comparisons between specific incidents and abstract concepts. 3. Maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs. SE/TE: Writing Lesson: 213, Writing Workshop: 454 TR: Writing and Grammar: 48-71, 153, SE/TE: Writing Lesson: 105, 493, 551, 641, 1053, Writing Workshop: 454 TR: Writing and Grammar: 52, 56, 58, 100, Writing Models and Graphic Organizers on Transparencies: 5-9, 33 4. Move from specific examples to generalizations about life. SE/TE: Writing Lesson: 105, 213, 493, 551, 641, 1053, Writing Workshop: 454 TR: Writing and Grammar: 48-71, 100, 153, Writing Models and Graphic Organizers on Transparencies: 5, 9, 33, Performance Assessment and Portfolio Management: 11 F.2 WRITE RESPONSES TO LITERATURE THAT: 1. Advance a judgment that it is interpretative, analytical, evaluative or reflective. SE/TE: Writing About Literature: 218, Writing Lesson: 263, 351, 1125, Writing Workshop: 454, Writing Handbook: R20 TR: Writing and Grammar: 14, 37, 48-71, 177, 304 19
1. Advance a judgment that it is interpretative, analytical, evaluative or reflective. 2. Support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors. 3. Analyze the authors use of stylistic devices and express an appreciation of the effects the devices create. TR: Performance Assessment and Portfolio Management: 17, 23, 26, Writing Models and Graphic Organizers on Transparencies: 37-40, 75 SE/TE: Writing Handbook: R20, Writing Lesson: 625, 783, Writing Workshop: 698-699 TR: Writing and Grammar: 266-288, 304, 311, Writing Models and Graphic Organizers on Transparencies: 87, 91-93, 95, Performance Assessment and Portfolio Management: 22 SE/TE: Writing About Literature: 218, Writing Lesson: 263, 351, 1125, Writing Workshop: 454, Writing Handbook: R20 TR: Writing and Grammar: 14, 37, 48-71, 177, 304, Performance Assessment and Portfolio Management: 17, 23, 26, Writing Models and Graphic Organizers on Transparencies: 37-40, 75 4. Identify and assess the impact of possible ambiguities, nuances and complexities within text. 5. Anticipate and answer a reader s questions, counterclaims or divergent interpretations. SE/TE: Writing About Literature: 218, Writing Lesson: 263, 333, 351, 416, 1125, Writing Workshop: 454, Writing Handbook: R20 TR: Writing and Grammar: 14, 16, 37, 48-71, 177, 304, Performance Assessment and Portfolio Management: 17, 23, 26, Writing Models and Graphic Organizers on Transparencies: 37-40, 75 SE/TE: Writing About Literature: 218, Writing Lesson: 263, 351, 416, 1125, Writing Workshop: 454, Writing Handbook: R20 TR: Writing and Grammar: 14, 37, 48-71, 177, 304 20
5. Anticipate and answer a reader s questions, counterclaims or divergent interpretations. TR: Performance Assessment and Portfolio Management: 17, 23, 26, Writing Models and Graphic Organizers on Transparencies: 37-40, 75 6. Provide a sense of closure to the writing. SE/TE: Writing About Literature: 116, 692-693, Assessment Workshop: 123, Writing Handbook: R17 TR: Writing and Grammar: 166-186, 242-260, Performance Assessment and Portfolio Management: 21, Writing Models and Graphic Organizers on Transparencies: 37-40, 75 F.3 WRITE FUNCTIONAL DOCUMENTS (E.G., REQUESTS FOR INFORMATION, RESUMES, LETTERS OF COMPLAINT, MEMOS, PROPOSALS) THAT: 1. Report, organize and convey information accurately. SE/TE: Writing Workshop: 120, 456, 698, 1344-1347, Writing Lesson: 165, 431, 505, 577, Writing About Literature: 452-453, 1342-1343, Writing Handbook: R16 TR: Writing and Grammar: 48-71, 118, 166-193, 266-288, 309, 344-354, Performance Assessment and Portfolio Management: 5, 9, 19, 21, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 57, 75, 88, 95 2. Use formatting techniques that make a document user-friendly. TE: Using Technology in Writing: 120, 222, 456, 698, 952, 1346 3. Anticipate readers problems, mistakes and misunderstandings. SE/TE: Writing Criticism and Citing Sources: R30, Writing Handbook: R19, Writing Workshop: 220, Writing Lesson: 399, 519, 1025, Reading Informational Materials: 1338, 1341 21
3. Anticipate readers problems, mistakes and misunderstandings. TR: Writing and Grammar: 218-241, 298-325, Performance Assessment and Portfolio Management: 10, 23, Writing Models and Graphic Organizers on Transparencies: 37, 75, 79 F.4 WRITE INFORMATIONAL ESSAYS OR REPORTS, INCLUDING RESEARCH, THAT: 1. Develop a controlling idea that conveys a perspective on the subject. SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177, 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 2. Create an organizing structure appropriate to purpose, audience and context. SE/TE: Writing Workshop: 118-121, 220-223, 454-457, 694-699, 950-953, 1344-1347, Writing About Literature: 116-117, 218-219, 452-453, 692-693, 948-949, 1342-1343, Writing Lesson: 29, 41, 51, 67, 87, 105, 115, 151, 165, 178, 195, 213, 255, 263, 283, 295, 333, 351, 373, 399, 416, 431, 447, 485, 493, 505, 519, 529, 551, 577, 593, 605, 625, 641, 655, 663, 673, 687, 725, 741, 765, 773, 783, 793, 804, 831, 843, 857, 879, 895, 909, 923, 933, 941, 985, 999, 1011, 1025, 1039, 1053, 1067, 1079, 1095, 1108, 1125, 1144, 1159, 1177 22
2. Create an organizing structure appropriate to purpose, audience and context. 3. Include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources. 4. Make distinctions about the relative value and significance of specific data, facts and ideas. 5. Anticipate and address a reader s potential biases, misunderstandings and expectations. SE/TE: Writing Lesson: 1189, 1199, 1217, 1227, 1265, 1289, 1317, 1337 TR: Writing and Grammar Booklet, Performance Assessment and Portfolio Management: 9, 10, 13, 19, 21, 22, 23, Writing Models and Graphic Organizers on Transparencies: 13, 37-40, 53-56, 75, 79, 88, 95, 96 SE/TE: Reading Informational Sources: 166-169, Research and Technology: 783, 793, 831, 941, 1039, 1144, 1177, Writing Workshop: 694-699 TR: Writing and Grammar: 166, 204, 266-288, Writing Models and Graphic Organizers on Transparencies: 41, 87, 91-93, 95, Performance Assessment and Portfolio Management: 19, 22, 31, 55 SE/TE: Reading Informational Sources: 166-169, Research and Technology: 783, 793, 831, 941, 1039, 1144, 1177, Writing Workshop: 694-699 TR: Writing and Grammar: 166, 204, 266-288, Writing Models and Graphic Organizers on Transparencies: 41, 87, 91-93, 95, Performance Assessment and Portfolio Management: 19, 22, 31, 55 SE/TE: Writing Lesson: 333, 416, 625, 804, Writing About Literature: 1342-1343 TR: Writing and Grammar: 124, 304, 311, Writing Models and Graphic Organizers on Transparencies: 33-36, 37-40, 87, 91-93 6. Provide a sense of closure to the writing. SE/TE: Writing About Literature: 116, 692-693, Assessment Workshop: 123, Writing Handbook: R17 TR: Writing and Grammar: 166-186, 242-260 23
6. Provide a sense of closure to the writing. F.5 WRITE PERSUASIVE COMPOSITIONS THAT: TR: Performance Assessment and Portfolio Management: 21, Writing Models and Graphic Organizers on Transparencies: 37-40, 75 1. Articulate a clear position. SE/TE: Writing Handbook: R18-R19, Writing Lesson: 115, 179, 529 TR: Writing and Grammar: 129, 131, 309, Writing Models and Graphic Organizers on Transparencies: 25, 37, 67 2. Support assertions using rhetorical devices including appeals to emotion or logic, personal anecdotes. 3. Develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning). SE/TE: Writing Lesson: 625, 655, 831, 1053 TR: Writing and Grammar: 56, 311, Writing Models and Graphic Organizers on Transparencies: 5-8, 13-16, 91-93, 95 SE/TE: Writing Lesson: 151, 923, 1039, Assessment Workshop: 225, Writing Handbook: R19 TR: Writing and Grammar: 52, 58, 204, Writing Models and Graphic Organizers on Transparencies: 91-93 24
G. WRITING CONVENTIONS Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purposes of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves. l.. Use correct spelling conventions. SE/TE: Integrate Language Skills: 28, 40, 50, 66, 86, 104, 114, 150, 164, 178, 194, 212, 254, 267, 282, 294, 332, 350, 372, 398, 415, 430, 446, 484, 492, 504, 518, 528, 550, 576, 592, 604, 624, 640, 654, 662, 672, 686, 724, 740, 764, 772, 782, 792, 803, 830, 842, 856, 878, 894, 908, 922, 932, 940, 984, 998, 1010, 1024, 1038, 1052, 1066, 1078, 1094, 1107, 1124, 1143, 1158, 1176, 1188, 1198, 1216, 1226, 1265, 1289, 1317, 1336 TR: Vocabulary and Spelling Practice Book 2. Use correct punctuation and capitalization. SE/TE: Grammar and Style Lesson: 212, 518, 830, 908, 1289, Grammar and Mechanics Handbook: ; R23, R24 TR: Selection Support: 54, 121, 129, 161, 203, 225, 319, Writing and Grammar: 364, 394, 696, 712, 724, Daily Language Practice Transparencies 3. Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns). SE/TE: Grammar and Mechanics Handbook: R21, Grammar and Style Lesson: 40, 164, 528, 772, 932, 1188, 1198 TR: Selection Support: 6, 38, 125, 187, 233, 299, 303, Writing and Grammar: 154, 504, 532-545, Daily Language Practice Transparencies 25
H. RESEARCH Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings. 1. Compose open-ended questions for research (assigned or personal interest) and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation. 2. Identify appropriate sources, and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). 4. Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes. 5. Integrate quotations and citations into written text, maintaining a flow of ideas. SE/TE: Writing Handbook: R19-R20, Writing Workshop: 694-699, Research and Technology: 831, 843, 1039 TR: Writing and Grammar: 266-288, Writing Models and Graphic Organizers on Transparencies: 95, Performance Assessment and Portfolio Management: 20, 22 SE/TE: Internet Research Handbook: R28-R29, Reading Informational Materials: 88-91, Research and Technology: 831, 843, 1039 SE/TE: Internet Research Handbook: R28-R29, Writing Handbook: R19- R20, Reading Informational Materials: 88-91 SE/TE: Writing Workshop: 694-699, Writing Handbook: R19-R20, Internet Research Handbook: R28-R29, Research and Technology: 831, 843, 1039 TR: Writing and Grammar: 266-288, Writing Models and Graphic Organizers on Transparencies: 95, Performance Assessment and Portfolio Management: 22 SE/TE: Writing Handbook: R19-R20, Writing Workshop: 694-699 TR: Writing and Grammar: 266-288, Writing Models and Graphic Organizers on Transparencies: 95 26
5. Integrate quotations and citations into written text, maintaining a flow of ideas. 6. Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement. 7. Use a variety of communication techniques including oral, visual, written, or multimedia reports to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas. TR: Performance Assessment and Portfolio Management: 22 SE/TE: Writing Handbook: R19-R20, Writing Workshop: 694-699, Writing Criticism and Citing Sources: R30-R31, MLA Style for Listing Sources: R32 TR: Writing and Grammar: 266-288, Writing Models and Graphic Organizers on Transparencies: 95, Performance Assessment and Portfolio Management: 22 SE/TE: Writing Workshop: 694-699, Research and Technology: 51, 577, 783, 793, 831, 857, 943, 1039, 1095, 1177 TR: Writing and Grammar: 266-288, Writing Models and Graphic Organizers on Transparencies: 95, Performance Assessment and Portfolio Management: 12, 15, 20, 22, 23 I. COMMUNICATION: ORAL AND VISUAL Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose. 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings. SE/TE: Listening and Speaking: 51, 105, 195, 416, 687, 741, 857, 1011, 1189, Listening and Speaking Workshop: 954, 1348 TR: Listening and Speaking Rubric: 26, 30 27
2. Analyze types of arguments used by the speaker, such as causation, analogy and logic. 3. Critique the clarity, effectiveness and overall coherence of a speaker s key points. 4. Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) effect the mood and tone and impact the audience. 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. SE/TE: Listening and Speaking: 51, 87, 105, 195, 416, 741, 1189, Listening and Speaking Workshop: 224, 700, 1348 TR: Listening and Speaking Rubric: 26, 30, SE/TE: Listening and Speaking: 51, 87, 105, 195, 416, 741, 1189, Listening and Speaking Workshop: 224, 700, 1348 TR: Listening and Speaking Rubric: 26, 30 SE/TE: Listening and Speaking: 29, 179, 255, 283, 333, 551, 625, 941, 1177 TR: Listening and Speaking Rubric: 30, 31 SE/TE: Listening and Speaking: 165, 529, 593, 895, 923, 999, 1039, Listening and Speaking Workshop: 954, 1348 TR: Listening and Speaking Rubric: 17, 30 SE/TE: Listening and Speaking: 29, 179, 255, 283, 333, 551, 625, 941, 1177 TR: Listening and Speaking Rubric: 30, 31 7. Vary language choices as appropriate to the context of the speech. SE/TE: Listening and Speaking: 41, 655, 923, 1144, Listening and Speaking Workshop: 122, 954 TR: Listening and Speaking Rubric: 17, 30, 55 8. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. SE/TE: Listening and Speaking: 67, 295, 505, 765, 923, 1199, Listening and Speaking Workshop: 700, 954 TR: Listening and Speaking Rubric: 30 28
I.1 DELIVER INFORMATIONAL PRESENTATIONS (E.G., EXPOSITORY, RESEARCH) THAT: 1. Present a clear and distinctive perspective on the subject. SE/TE: Listening and Speaking: 105, 741, 923, 1039, 1079, Listening and Speaking Workshop: 954 2. Present events or ideas in a logical sequence. SE/TE: Listening and Speaking: 1079,Listening and Speaking Workshop: 224, 954 3. Support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes. 4. Include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problemsolution). 5. Use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation. 6. Draw from multiple sources including both primary and secondary sources and consider the validity and reliability of sources. SE/TE: Listening and Speaking: 51, 87, 105, 195, 416, 741, 1039, 1189, Listening and Speaking Workshop: 224, 700, 1348 TR: Listening and Speaking Rubric: 26 SE/TE: Listening and Speaking: 687, 1095 TR: Listening and Speaking Rubric: 30 SE/TE: Listening and Speaking: 67, 295, 447, 505, 765, 933, 999, 1095, Listening and Speaking Workshop: 700 TR: Listening and Speaking Rubric: 30 SE/TE: Listening and Speaking Workshop: 224 29
I. 2 DELIVER PERSUASIVE PRESENTATIONS THAT: 1. Establish and develop a logical and controlled argument. SE/TE: Listening and Speaking: 87., Listening and Speaking Workshop: 224, 70 TR: Listening and Speaking Rubric: 26 2. Include relevant evidence, differentiating between evidence and opinion to a support position and to address counter-arguments or listener bias. 3. Use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic. 4. Consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution). 5. Use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies). SE/TE: Listening and Speaking: 51, 87, 105, 195, 416, 741, 1039, 1189, Listening and Speaking Workshop: 224, 700, 1348 TR: Listening and Speaking Rubric: 26 SE/TE: Listening and Speaking: 87, Listening and Speaking Workshop: 224, 70 TR: Listening and Speaking Rubric: 26 SE/TE: Listening and Speaking: 687, 1095 TR: Listening and Speaking Rubric: 30 SE/TE: Listening and Speaking: 87, Listening and Speaking Workshop: 224, 70 TR: Listening and Speaking Rubric: 26 30