ELA4R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The texts are of the quality and complexity illustrated by the Grade Four reading list. I. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Relates theme in works of fiction and nonfiction to personal experience. b. Identifies and analyzes the elements of plot, character, and setting in the stories they read, write, view, or perform. c. Identifies the speaker of a poem or story. d. Identifies sensory details and figurative language. e. Identifies and shows the relevance of foreshadowing clues. f. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. READING ELA5R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The texts are of the quality and complexity illustrated by the Grade Five reading list. I. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes the elements of setting, characterization, and conflict in plot. b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays they read, view, write, and perform. c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. d. Relates a literary work to information about its setting (historically or culturally). e.. Identifies imagery, figurative language (e.g., personification, ELA6R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The texts are of the quality and complexity illustrated by suggested titles on the Grade Six reading list. I. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes sensory details and figurative language. b. Identifies and analyzes the author s use of dialogue and description. c. Relates a literary work to historical events of the period d. Applies knowledge of the concept that theme refers to the main idea and meaning of a selection, whether it is implied or stated, and analyzes theme as it relates to the selection. e. Identifies and analyzes the elements of setting, characterization, plot and the resolution of the conflict of a story or play:. i. internal/external conflicts ii character conflicts, characters vs. nature, characters vs. society READING AND LITERATURE ELA7R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The texts are of the quality and complexity illustrated by the suggested titles on the Grade Seven reading list. I. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Distinguishes between the concepts of theme in a literary work and the author s purpose in an expository text. b. Interprets a character s traits, emotions, or motivations and gives supporting evidence from a text. c. Relates a literary work to information about its setting or historical moment. d. Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic. e. Identifies events that advance the plot and determines how each event explains past or present action(s) or ELA8R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The texts are of the quality and complexity illustrated by the suggested titles on the Grade Eight reading list. I. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies the difference between the concepts of theme in a literary work and author s purpose in an expository text. b. Compares and contrasts motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts. c. Analyzes a character s traits, emotions, or motivations and gives supporting evidence from the text(s). d. Compares and contrasts genre characteristics from two or more selections of literature. e. Evaluates recurring or similar themes across a Page 1 of 22
g. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author s life. h. Identifies themes and lessons in folktales, tall tales, fables. i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems. II. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the reader s questions. b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect). e. Distinguishes cause from effect in context. metaphor, simile, hyperbole), rhythm, or flow when responding to literature. f. Identifies and analyzes the author s use of dialogue and description. g. Applies knowledge of the concept that theme refers to the main idea and meaning of a selection, whether implied or stated. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., personification, metaphor, simile, hyperbole) iii. Graphics (e.g., capital letters, line length). i. Makes judgments and inferences about settings, characters, and events and supports them with elaborating and convincing evidence from the text. j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author s life. iii. antagonist/ protagonist f. Identifies the speaker and recognizes the difference between first- and thirdperson narration. g. Defines and explains how tone is conveyed in literature through word choice, sentence structure, punctuation, rhythm, repetition, and rhyme. h. Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., simile, metaphor) iii. Graphics (e.g., capital letters, line length). i. Compares traditional literature and mythology from different cultures. j. Identifies and analyzes similarities and differences in mythologies from different cultures. II. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces foreshadows future action(s). f. Analyzes characterization (dynamic and static) in prose and plays as delineated through a character s thoughts, words, speech patterns, and actions; the narrator s description; and the thoughts, words, and actions of other characters. g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme) ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole) iii. Graphics (e.g., capital letters, line length, word position) h. Identifies and analyzes how an author s use of words creates tone and mood giving supporting evidence from text i. Identifies and analyzes similarities and differences in traditional literature from different cultures. variety of selections, distinguishing theme from topic. f. Evaluates the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot s development, and the way in which conflicts are (or are not) addressed and resolved. g. Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme, meter) ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery). h. Analyzes and evaluates how an author s use of words creates tone and mood and provides supporting details from text. II. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: Page 2 of 22
f. Summarizes main ideas and supporting details. g. Makes perceptive and welldeveloped connections. h. Distinguishes fact from opinion or fiction. k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature. II. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the reader s questions. b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, captions, and illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes). e. Distinguishes cause from effect in context. f. Identifies and analyzes main ideas, supporting ideas, and supporting details. evidence of reading that: a. Applies knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary, index). b. Applies knowledge of common graphic features (e.g., graphic organizers, diagrams, captions, illustrations). c. Applies knowledge of common organizational structures and patterns (e.g., transitions, logical order, cause and effect, classification schemes). d. Identifies and analyzes main ideas, supporting ideas, and supporting details. e. Follows multi-step instructions to complete or create a simple product. II. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography). b. Identifies and uses knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations). c. Applies knowledge of common organizational structures and patterns (e.g., logical order, cause and effect relationships, comparison and contrast, transitions, overlays). d. Recognizes and traces the development of the author s argument for and against an issue. e. Identifies evidence used to support an argument. f. Understands and explains the use of a simple device by following technical a. Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography). b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast). c. Recognizes and traces the development of an author s argument, point of view, or perspective in text. d. Understands and explains the use of a complex mechanical device by following technical directions. e. Uses information from a variety of consumer, workplace, and public documents (e.g., job applications) to explain a situation or decision and to solve a problem. Page 3 of 22
g. Makes perceptive and welldeveloped connections. directions. h. elates new information to prior knowledge and experience and makes connections to related topics or information. Page 4 of 22
ELA4R3. The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student a. Reads a variety of texts and incorporates new words into oral and written language. b. Determines the meaning of unknown words using their context. c. Identifies the meaning of common root words to determine the meaning of unfamiliar words. d. Determines meanings of words and alternate word choices using a dictionary or thesaurus. e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-). f. Identifies the meaning of common idioms and figurative phrases. g. Identifies playful uses of language (e.g., puns, jokes, palindromes). h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. ELA5R3. The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student a. Reads a variety of texts and incorporates new words into oral and written language. b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example). c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes. d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses. e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-) f. Identifies the meaning of common idioms and figurative phrases. g. Identifies playful uses of language (e.g., puns, jokes, palindromes). ELA6R2. The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student a. Determines the meaning of unfamiliar words by using word, sentence, and paragraph clues. b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary. c. Identifies and interprets words with multiple meanings. d. Uses reference skills to determine pronunciations, meanings, alternate word choices, and parts of speech of words. ELA7R2. The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student a. Determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.). b. Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words. c. Identifies and explains idioms and analogies in prose and poetry. d. Determines word meanings through the use of definition, example, restatement, or contrast. ELA8R2. The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student a. Determines pronunciations, meanings, alternate word choices, parts of speech, or etymologies of words. b. Determines the meaning of unfamiliar words in content and context specific reading and writing. c. Demonstrates an initial understanding of the history of the English Language. Page 5 of 22
i. Identifies and applies the meaning of the terms antonym, synonym, and homophone h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. i. Identifies and applies the meaning of the terms antonym, synonym, and homophone. Page 6 of 22
ELA4R4. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners. The student: a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Uses self-correction when subsequent reading indicates an earlier miscue (selfmonitoring and selfcorrecting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (fluency). ELA5R4. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners. The student: a. Uses letter-sound knowledge to decode written English and using a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and selfcorrecting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (fluency). ELA6R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners, by a. Using letter-sound knowledge to decode written English and using a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Using self-correction when subsequent reading indicates an earlier miscue (self monitoring and selfcorrecting strategies). c. Reading with a rhythm, flow, and meter that sounds like everyday speech (fluency). ELA7R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners, by a. Using letter-sound knowledge to decode written English and using a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Using self-correction when subsequent reading indicates an earlier miscue (self monitoring and selfcorrecting strategies). c. Reading with a rhythm, flow, and meter that sounds like everyday speech (fluency). ELA8R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners, by a. Using letter-sound knowledge to decode written English and using a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Using self-correction when subsequent reading indicates an earlier miscue (self monitoring and selfcorrecting strategies). c. Reading with a rhythm, flow, and meter that sounds like everyday speech (fluency). ELA6RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. READING ACROSS THE CURRICULUM ELA7RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA8RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. Page 7 of 22
ELA6RC2. The student participates in discussions related to curricular learning in all subject areas. The student a. Identifies messages and themes from books in all subject areas. b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author s purpose in writing. f. Recognizes and uses the features of disciplinary texts. (e.g., charts, graphs, photos, maps, highlighted vocabulary) ELA6RC3. The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. ELA7RC2. The student participates in discussions related to curricular learning in all subject areas. The student a. Identifies messages and themes from books in all subject areas. b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author s purpose in writing. f. Recognizes and uses the features of disciplinary texts. (e.g., charts, graphs, photos, maps, highlighted vocabulary) ELA7RC3. The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. ELA8RC2. The student participates in discussions related to curricular learning in all subject areas. The student a. Identifies messages and themes from books in all subject areas. b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area. d. Evaluates the merits of texts in every subject discipline. e. Examines the author s purpose in writing. f. Recognizes and uses the features of disciplinary texts. (e.g., charts, graphs, photos, maps, highlighted vocabulary) ELA8RC3. The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. Page 8 of 22
c. Explores understanding of new words found in subject area texts. c. Explores understanding of new words found in subject area texts. c. Explores understanding of new words found in subject area texts. ELA6RC4. The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. ELA7RC4. The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. ELA8RC4. The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. ELA4W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student employs the following strategies: a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length ELA5W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length WRITING ELA6W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the ELA7W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the ELA8W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the Page 9 of 22
appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA4W2. The student demonstrates competence in a variety of genres: I. The student produces a narrative that: creating a point of view, and otherwise developing reader interest. b. Establishes a plot, setting, and conflict, and/or the significance of events. c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character. e. Excludes extraneous details appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2. The student demonstrates competence in a variety of genres: I. The student produces a narrative that: creating a point of view, b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events. c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character. topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA6W2. The student demonstrates competence in a variety of genres: I. The student produces a narrative (fictional, personal) that: a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices). b. Creates an organizing structure appropriate to purpose, audience, and context. c. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. ELA7W2. The student demonstrates competence in a variety of genres: The student produces a narrative (fictional, personal, experimental) that: a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices, and a sharpened focus). b. Creates an organizing structure appropriate to purpose, audience, and context. c. Develops characters using standard methods of characterization. topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements, parallel structure). e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. ELA8W2. The student demonstrates competence in a variety of genres: I. The student produces a narrative (fictional, personal, experimental) that: a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices, and a sharpened focus). b. Creates an organizing structure appropriate to purpose, audience, and context. c. Relates a clear, coherent incident, event, or situation by using well-chosen details. Page 10 of 22
and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. g. Uses a range of appropriate narrative strategies such as dialogue, tension or suspense. h. Provides a sense of closure to e. Excludes extraneous details and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension or suspense. h. Provides a sense of closure to adjectives, and varied sentence structures). d. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, movement, gestures, expressions). e. Excludes extraneous details and inconsistencies. f. Provides a sense of closure appropriate to d. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures). e. Excludes extraneous details and inconsistencies. f. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, and expressions, tone, and mood). d. Reveals the significance of the writer s attitude about the subject. e. Develops complex major and minor characters using standard methods of characterization. f. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, varied sentence structures, and specific narratives action). II. The student produces informational writing (e.g., report, procedures, correspondence) that: b. Frames a central question about an issue or situation. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. i. Lifts the level of language using appropriate strategies including word choice. II. The student produces informational writing (e.g., report, procedures, correspondence) that: b. Develops a controlling idea that conveys a perspective on a subject. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. II. The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that: b. Establishes a statement as the main idea or topic sentence. c. Develops a controlling idea that conveys a perspective on the subject. g. Provides a sense of closure to II. The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that: b. Develops a controlling idea that conveys a perspective on the subject. c. Creates an organizing structure appropriate to purpose, audience, and context. g. Excludes extraneous and inappropriate information. h. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, and expressions, foreshadowing, tone, and mood). i. Provides a sense of closure appropriate to II. The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that: Page 11 of 22
e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers and online materials. h. Provides a sense of closure to d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers and online materials. h. Provides a sense of closure to i. Lifts the level of language using appropriate strategies including word choice. d. Creates an organizing structure appropriate to purpose, audience, and context. e. Develops the topic with supporting details. f. Excludes extraneous and inappropriate information. g. Follows an organizational pattern appropriate to the type of composition. h. Concludes with a detailed summary linked to the purpose of the composition. d. Develops the topic with supporting details. e. Excludes extraneous and inappropriate information. f. Follows an organizational pattern appropriate to the type of composition. g. Concludes with a detailed summary linked to the purpose of the composition. b. Develops a controlling idea that conveys a perspective on the subject. c. Creates an organizing structure appropriate to purpose, audience, and context. d. Develops the topic with supporting details. e. Excludes extraneous and inappropriate information. f. Follows an organizational pattern appropriate to the type of composition. g. Concludes with a detailed summary linked to the purpose of the composition. III. The student produces a response to literature that: III. The student produces a response to literature that: III. The student produces a response to literature that: reader interest III. The student produces a response to literature that: or otherwise developing reader interest. III. The student produces a response to literature that: or otherwise developing reader interest. b. Advances a judgment that is interpretive, evaluative, or reflective. b. Advances a judgment that is interpretive, evaluative, or reflective. b. Demonstrates an understanding of the literary work. b. Demonstrates an understanding of the literary work. b. Demonstrates an understanding of the literary work. c. Supports judgments through references to the text, other works, authors or non-print c. Supports judgments through references to the text, other works, authors or non-print c. Advances a judgment that is interpretive, analytic, evaluative, or reflective. c. Organizes an interpretation around several clear ideas, premises, or images from the c. Supports a judgment through references to the text and personal knowledge. Page 12 of 22
media, or references to personal knowledge. d. Demonstrates an understanding of the literary work (e.g., a summary that contains the main idea and most significant details of the reading selection). e. Excludes extraneous details and inappropriate information. f. Provides a sense of closure to media, or references to personal knowledge. d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work. e. Excludes extraneous details and inappropriate information. f. Provides a sense of closure to g. Lifts the level of language using appropriate strategies including word choice. d. Organizes an interpretation around several clear ideas, premises, or images. e. Supports a judgment through references to the text. f. Provides a sense of closure to original work. d. Supports a judgment through references to the text and personal knowledge. e. Justifies interpretations through sustained use of examples and textual evidence from the literary work. f. Provides a sense of closure to d. Justifies interpretations through sustained use of examples and textual evidence from the literary work. e. Supports a judgment through references to the text, references to other works, authors, or nonprint media, or personal knowledge. f. Produces a judgment that is interpretive, analytic, evaluative, or reflective (orally, graphically, in writing). g. Anticipates and answers a reader s questions. h. Provides a sense of closure to the writing IV. The student produces a persuasive essay that: b. States a clear position. c. Supports a position with relevant evidence. d. Excludes extraneous details and inappropriate information. IV. The student produces a persuasive essay that: b. States a clear position in support of a proposal. c. Supports a position with relevant evidence. d. Creates an organizing structure appropriate to a IV. The student produces a multi-paragraph persuasive essay that: b. States a clear position of a proposition or proposal. c. Supports the position with organized and relevant evidence. IV. The student produces a multi-paragraph persuasive essay that: b. States a clear position or perspective in support of a proposition or proposal. c. Describes the points in support of the proposition, employing well-articulated, IV. The student produces a multi-paragraph persuasive essay that: b. States a clear position or perspective in support of a proposition or proposal. c. Creates an organizing structure that is appropriate to the needs, values, and Page 13 of 22
e. Creates an organizing structure appropriate to a specific purpose, audience, and context. f. Provides a sense of closure to specific purpose, audience, and context. e. Addresses reader concerns. f. Excludes extraneous details and inappropriate information. g. Provides a sense of closure to h. Raises the level of language using appropriate strategies (word choice). d. Excludes information and arguments that are irrelevant. e. Creates an organizing structure appropriate to a specific purpose, audience, and context. f. Anticipates and addresses readers concerns and counter-arguments. g. Provides a sense of closure to relevant evidence. d. Excludes information and arguments that are irrelevant. e. Creates an organizing structure appropriate to a specific purpose, audience, and context. f. Anticipates and addresses readers concerns and counter-arguments. g. Provides a sense of closure to interests of a specified audience, and arranges details, reasons, and examples. d. Includes appropriate relevant information and arguments. e. Excludes information and arguments that are irrelevant. f. Provides details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counter-arguments. g. Supports arguments with detailed evidence, citing sources of information as appropriate. h. Anticipates and addresses reader concerns and counter-arguments. i. Provides a sense of closure to V. The student produces technical writing (friendly letters, thank-you notes, formula poems, instructions, web pages) that: a. Creates or follows an organizing structure appropriate to purpose, audience, and context. V. The student produces technical writing (business correspondence, instructions and procedures, web pages) that: a. Creates or follows an organizing structure appropriate to purpose, audience, and context. V. The student produces technical writing (business correspondence, resumes, job applications, college application essays, web pages) that: a. Creates or follows an organizing structure appropriate to purpose, audience, and context. Page 14 of 22
b. Excludes extraneous and inappropriate information. c. Follows an organizational pattern appropriate to the type of composition. d. Applies rules of standard English. b. Excludes extraneous and inappropriate information. c. Follows an organizational pattern appropriate to the type of composition. d. Applies rules of standard English. b. Excludes extraneous and inappropriate information. c. Follows an organizational pattern appropriate to the type of composition. d. Applies rules of standard English.. VI. The student produces a piece of writing drawn from research that: a. Poses relevant and tightly drawn questions about the topic. b. Engages the reader by establishing a context. c. Conveys clear and accurate perspectives on the subject. d. States a thesis. e. Records important ideas, concepts, and direct quotations from significant information sources and paraphrases and summarizes all perspectives on the topic, as appropriate. f. Uses a variety of primary and secondary sources and distinguishes the nature and value of each. Page 15 of 22
g. Organizes and displays information on charts, maps, and graphs. h. Provides a sense of closure to i. Documents resources (bibliography, footnotes, endnotes, etc.). ELA4W3. The student uses research and technology to support writing; the student a. Acknowledges information from sources. b. Locates information in reference texts by using organizational features (e.g., prefaces, appendices). c. Uses various reference materials (e.g., dictionary, thesaurus, encyclopedia, electronic information) as aids to writing. d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). ELA5W3. The student uses research and technology to support writing; the student a. Acknowledges information from sources. b. Uses organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information. c. Uses various reference materials (e.g., dictionary, thesaurus, encyclopedia, electronic information) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts. e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). ELA6W3. The student uses research and technology to support writing; the student a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information. b. Produces brief research projects (compositions, power points, graphic organizers, projects, etc.) c. Cites references. ELA7W3. The student uses research and technology to support writing; the student a. Identifies topics; asks and evaluates questions; and develops ideas leading to inquiry, investigation, and research. b. Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. c. Includes researched information in different types of products (e.g.,compositions, power point presentations, graphic organizers, projects, etc.) d. Documents sources. ELA8W3. The student uses research and technology to support writing; the student a. Plans and conducts multiplestep information searches by using computer networks and modems. b. Achieves an effective balance between researched information and original ideas. c. Avoids plagiarism. Page 16 of 22
f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check). g. Uses a thesaurus to identify alternative word choices and meanings. ELA4W4. The student consistently uses a writing process to develop, revise, and evaluate writing; the student a. Plans and drafts independently and resourcefully. ELA5W4. The student consistently uses a writing process to develop, revise, and evaluate writing; the student a. Plans and drafts independently and resourcefully. ELA6W4. The student consistently uses the writing process to develop, revise, and evaluate writing; the student a. Plans and drafts independently and resourcefully. ELA7W4. The student consistently uses the writing process to develop, revise, and evaluate writing; the student a. Plans and drafts independently and resourcefully. ELA8W4. The student consistently uses the writing process to develop, revise, and evaluate writing; the student a. Plans and drafts independently and resourcefully. b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. c. Edits to correct errors in spelling, punctuation, etc. b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. c. Edits to correct errors in spelling, punctuation, etc. b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs. c. Edits to correct errors in spelling, punctuation, etc. b. Uses strategies of note taking, outlining, and summarizing to impose structure on composition drafts. c. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs. d. Edits writing to improve word choice after checking the precision of the vocabulary. b. Revises writing for appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas. c. Edits writing to improve word choice, grammar, punctuation, etc. Page 17 of 22
ELA4C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Recognizes the subjectpredicate relationship in sentences. b. Identifies and uses the four basic parts of speech (adjective, noun, verb, adverb). c. Identifies and uses correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments). d. Identifies and uses words or word parts from other languages that have been adopted into the English language. e. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence. f. Uses knowledge of letter sounds, word parts, word segmentation, and ELA5C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences). c. Identifies and uses verb phrases and verb tenses. d. Recognizes that a word performs different functions according to its position in the sentence. e. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory, and functional f fragments), order, and complexity (simple, compound, complex, and compound complex). f. Identifies and uses correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and CONVENTIONS ELA6C1. Building upon skills mastered in 5 th grade, the student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. Identifies and uses nouns abstract, common, collective, plural, and possessive. Identifies and uses pronouns personal, possessive, interrogative, demonstrative, reflexive, and indefinite. Identifies and uses adjectives common, proper, and demonstrative. Identifies and uses verbs action (transitive/intransitive), linking, and state-of-being. Identifies and uses verb phrases main verbs and helping verbs. Identifies and uses adverbs. Identifies and uses prepositional phrases (preposition, object of the preposition and any of its modifiers) Identifies and uses conjunctions coordinating, correlative, and common subordinating. Identifies and uses interjections. ELA7C1. Building upon skills mastered in 6 th grade, the student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and writes simple, compound, complex, and compound-complex sentences correctly, punctuating properly, avoiding fragments and run-ons (adding or deleting modifiers, combining or revising sentences). b. Identifies and writes (correctly punctuated) adjective and adverb clauses. c. Uses standard subject-verb and pronoun-antecedent agreement. d. Identifies and uses verb tenses consistently (simple and perfect). e. Demonstrates correct usage of comparative and superlative forms of adjectives and adverbs. f. Demonstrates appropriate comma and semi-colon usage (compound, complex, and compound-complex ELA8C1. Building upon skills mastered in 7 th grade, the student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Declines pronouns by gender and case, and demonstrates correct usage in sentences. b. Analyzes and uses simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and avoids fragments and runons. c. Revises sentences by correcting misplaced and dangling modifiers. d. Revises sentences by correcting errors in usage. e. Demonstrates appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, split dialogue, and for clarity.) f. Analyzes the structure of a sentence (basic sentence parts, noun-adjectiveadverb clauses and phrases). Page 18 of 22