CCG: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

The EMC Masterpiece Series, Literature and the Language Arts Understanding Literature Correlated to Oregon English/Language Arts Grade-level Standards CIM/CAM Grade 10 READING CCG: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas. Decoding and Word Recognition Read at an independent and instructional reading level appropriate to grade level. PE/TE: 199-205, 246-338, 387-393, 670-690, 1008-1017 WIR: 1-15, 16 CCG: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own,* applying comprehension strategies as needed. Listen to and Read Informational and Narrative Text Skills to Support Standards: Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. PE/TE: 79-80, 172-180, 366-381, 670-690, 825-830 LE: 478-483, 488-490 WIR: 68-78, 109-113, 168-169, 350-356, 415-425 Make connections to text, within text, and among texts across the subject areas. PE/TE: 95, 217, 357-358, 458-459, 516-517 WIR: 6, 39, 132, 184, 257 Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas. PE/TE: 119, 145, 308, 562, 794 WIR: 65, 171, 198, 248, 288 1

Match reading to purpose location of information, full comprehension, and personal enjoyment. PE/TE: 6, 23, 32, 45, 96 WIR: 39, 132, 184, 257, 314 Understand and draw upon a variety of comprehension strategies as needed re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. PE/TE: 218, 268, 403, 415, 423 WIR: 14-15, 40, 134, 186, 259 Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct. PE/TE: 153-155, 182, 562, 794, 1015 WIR: 13-14, 40, 134, 186, 258 WSR: 4-7, 59-62, 65-68, 69-71, 94-96 CCG: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas. Vocabulary Skills to Support Standards: Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas. PE/TE: 115, 182, 207, 550, 562 WIR: 42, 43, 134, 186, 258 WSR: 1-3, 17-21, 22-25, 65-68, 132-134 Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas. PE/TE: 527, 614, 719, 728, 842 WIR: 56-57 WSR: 72-75 Determine meanings of words using contextual and structural clues. PE/TE: 153-155, 182, 562, 794, 1015 WIR: 56-57, 209, 221, 444, 450-458 WSR: 4-7, 59-62, 69-71, 72-75, 76-77 2

Identify and use the literal and figurative meanings of words and phrases. PE/TE: 78, 81, 440, 444, 611 WIR: 130, 178, 276 WSR: 116-121, 122-123, 124-127 Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words. PE/TE: 1017, 1124-1125 WIR: 139, 461 WSR: 111-113 Use general dictionaries, specialized dictionaries, glossaries, thesauruses, or related references to increase vocabulary. PE/TE: 1015, 1097, 1098, 1141-1151 WIR: 449, 460 WSR: 99-106 Understand technical vocabulary in subject area reading. PE/TE: 462-464, 641, 1017 WIR: 458 WSR: 17-21 CCG: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task. Read to Perform a Task Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents. PE/TE: 396-402, 427-430, 476-479, 504-505, 658 WIR: 318-328, 332-346, 350-356, 360-365, 369-373 Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions. PE/TE: 1014-1015, 1092 WIR: 395-396, 403, 405, 441, 445 Analyze the structure and format of job and consumer-related materials, including the graphics and headers, and explain how the features support the intended purposes. PE/TE: 462-464, 476-479, 481, 504-505, 1011-1015 WIR: 393-396, 400-404, 408-412, 439-441, 445 3

Demonstrate sophisticated use of technology by following directions in technical manuals (e.g., those found with graphing calculators and specialized software programs and in access guides to World Wide Websites on the Internet). PE/TE: 22, 61, 87, 100, 223, 1110 WIR: 400-404, 445 CCG: Demonstrate general understanding of grade-level informational text across the subject areas. Informational Text: Demonstrate General Understanding Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections. PE/TE: 385, 527, 597, 1012, 1094 WIR: 350, 357, 359, 374, 429 Clarify understanding of informational texts by creating sophisticated outlines, graphic organizers, diagrams, logical notes, or summaries. PE/TE: 364, 386, 395, 405, 417 WIR: 318, 329, 332, 348, 350 CCG: Develop an interpretation of grade-level informational text across the subject areas. Informational Text: Develop an Interpretation Predict probable future outcomes supported by the text, including foreshadowing clues. PE/TE: 364, 382, 386, 1089, 1092 WIR: 369, 432 Infer an author s unstated meaning and draw conclusions about an author s stated meaning based on facts, events, images, patterns or symbols found in text. PE/TE: 362, 395, 403, 425, 431 WIR: 312, 319, 329, 366, 442 Make reasoned assertions about an author s arguments by using elements of the text to defend and clarify interpretations. PE/TE: 363, 475, 480, 482, 486 WIR: 359 Analyze implicit relationships, such as cause-and-effect, sequence-time relationships, comparisons, classifications, and generalizations. 4

PE/TE: 405, 415, 465, 473, 1123 WIR: 366, 430, 436, 439, 442 Infer the main idea when it is not explicitly stated, and support with evidence from the text. PE/TE: 385, 458, 487, 517, 597, 1009 WIR: 350, 357, 359, 374 CCG: Examine content and structure of grade-level informational text across the subject areas. Informational Text: Examine Content and Structure Draw conclusions about the author s purpose based on evidence in the text. PE/TE: 362, 395, 403, 425, 431 WIR: 329, 366 Differentiate among reasoning based on fact versus reasoning based on opinions, emotional appeals, or other persuasive techniques. PE/TE: 363, 1075, 1089-1090 WIR: 410 Evaluate if and how the author uses authoritative sources to establish credibility for arguments, proposed actions, or policies. PE/TE: 388, 389, 390, 391, 399 WIR: 401-404, 422 Compare and contrast information on the same topic after reading several passages or articles. PE/TE: 364-383, 458-459, 466-471, 516-517, 700-703 LE: 616-618 Evaluate the logic, unity, and consistency of text. PE/TE: 362, 395, 403, 425, 431 Evaluate an author s argument or defense of a claim by evaluating the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author s intent or bias affects the structure and tone of the text (e.g., in professional journals, sports journals, editorials, political speeches, primary source materials). PE/TE: 475, 480, 482, 486, 488 5

Evaluate the logic of documents (e.g., directions for assembly of an item, applications), examining the sequence of information and procedures in anticipation of possible reader misunderstandings. PE/TE: 1012-1013, 1017 Generate relevant questions about readings on issues that can be researched. PE/TE: 82, 105, 145, 170, 424 LE: 615 WIR: 331, 349, 359, 376, 388 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. PE/TE: 105, 133, 223, 481, 498 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. PE/TE: 22, 61, 95, 100, 133 LE: 614-623 LITERATURE CCG: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. Listen to and Read Literary Text Skills to Support Standards: Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects. PE/TE: 33-42, 89, 246-264, 366-381, 796-806 WIR: 82-96, 109-113, 188-189, 201-206, 241-247 Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions. PE/TE: 119, 308, 562, 719, 794 WIR: 56, 65, 158, 238, 248 CCG: Demonstrate general understanding of grade-level literary text. Literary Text: Demonstrate General Understanding 6

Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. PE/TE: 385, 487, 527, 597, 1012 WIR: 43, 57, 158, 204, 208 CCG: Develop an interpretation of grade-level literary text. Literary Text: Develop an Interpretation Predict probable future outcomes supported by the text. PE/TE: 10, 23, 45, 78, 96 WIR: 51, 59, 62, 74, 82 Analyze interactions between characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and how these interactions affect the plot. PE/TE: 162, 183, 206, 208, 242 WIR: 37, 305 Identify themes in literary works, and provide support for interpretations from the text. PE/TE: 71, 157, 163, 208, 216 WIR: 109, 148, 165, 176, 177 Infer the main idea when it is not explicitly stated, and support with evidence from the text. PE/TE: 218, 222, 224, 237, 358 WIR: 106, 109, 158 Identify and analyze unstated reasons for actions or beliefs based on explicitly stated information. PE/TE: 183, 198, 206, 216, 242 WIR: 238, 270, 289 CCG: Examine content and structure of grade-level literary text. Literary Text: Examine Content and Structure Identify various literary devices, including figurative language, imagery, allegory, and symbolism; evaluate the significance of the devices; and explain their appeal. PE/TE: 78, 433, 440, 611, 1119-1120 WIR: 61, 66, 91, 97, 98 WSR: 116-121, 124-127 Interpret and evaluate the impact of subtleties, contradictions, and ironies in a text. 7

PE/TE: 183, 188, 218, 222, 734 WIR: 61, 66, 68, 283, 286 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. PE/TE: 164, 169, 785, 789, 1140 WIR: 30, 110, 116, 159, 293 Analyze an author s development of time and sequence, including the use of complex literary devices, such as foreshadowing or flashbacks. PE/TE: 16, 21, 171, 181, 538, 549 WIR: 43, 57, 81, 204, 208 Evaluate the impact of word choice and figurative language on tone, mood, and theme. PE/TE: 78, 81, 440, 444, 715, 718 WIR: 119, 123, 124, 178, 276 WSR: 116-121, 124-127 Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage directions in dramatic literature. PE/TE: 54, 61, 240, 405, 415 WIR: 255-256 Analyze the impact the choice of literary form has on the author s message or purpose. PE/TE: 362-363, 482, 824, 850 WIR: 35, 129, 183-184, 255 Analyze the way in which a work of literature is related to the themes and issues of its historical period. PE/TE: 243, 244, 250, 330, 335 WIR: 82, 100, 109, 136, 168 Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work. PE/TE: 71, 157, 237, 358, 516 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. PE/TE: 458, 606, 706, 780, 858 8

Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. PE/TE: 785, 791, 809, 824, 833 WIR: 82, 109 WRITING CCG: Pre-write, draft, revise, edit, and publish across the subject areas. Planning, Evaluation, and Revision Skills to Support Standards: Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. PE/TE: 63-65, 150-152, 232-233, 349-351, 449-450 LE: 547-561, 579-580, 586, 593-595, 602-603 Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively. PE/TE: 66, 153, 451, 514, 602 LE: 562-567, 581, 587, 596, 604 Identify audience and purpose. PE/TE: 512, 599, 700, 775, 853-854 LE: 550-551, 578, 585, 601, 608 Choose the form of writing that best suits the intended purpose personal letter, letter to the editor, review, poem, report, or narrative. PE/TE: 62, 149, 231, 348, 448 LE: 552-553, 578, 585, 592, 601 Use the writing process prewriting, drafting, revising, editing, and publishing successive versions. PE/TE: 510-515, 598-604, 699-705, 774-779, 852-856 LE: 546-574, 579-584, 586-591, 593-600, 602-607 Focus on a central idea, excluding loosely related, extraneous, and repetitious information. PE/TE: 66-69, 153-154, 234-235, 353-355, 453-455 LE: 568, 583, 602-604, 619, 622 Use a scoring guide to review, evaluate, and revise writing for meaning and clarity. 9

PE/TE: 152-153, 233, 351-352, 451, 514 LE: 569 Revise drafts to improve the logic and coherence of the organization and controlling idea, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. PE/TE: 66-69, 515, 603-604, 702-705, 778-779 LE: 567-569, 583, 589, 599, 606 Edit and proofread one s own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors. PE/TE: 778, 856, 910, 998, 1034-1036 LE: 569-571, 590, 599, 606, 612 CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning. Writing These standards are assessed using Oregon s Official Writing Scoring Guide in grades 3 - CIM. Establish a coherent and clearly supported thesis that engages the reader, conveys a clear and distinctive perspective on the subject, maintains a consistent tone and focus throughout the piece of writing, and ends with a well supported conclusion. PE/TE: 66-67, 152, 527, 699, 701 LE: 614, 619, 622 Create an organizational structure that logically and effectively presents information using transitional elements that unify paragraphs and the work as a whole. PE/TE: 451, 453, 776-777, 907, 1031 LE: 560-561, 567, 583, 604, 610 Use precise language, action verbs, sensory details, and appropriate modifiers. PE/TE: 63-64, 349-350, 449, 512, 700 LE: 508-510, 567-568, 587, 588-589, 604-605 Demonstrate an understanding of sentence construction including parallel structure and subordination to achieve clarity of meaning, vary sentence types, and enhance flow and rhythm. 10

PE/TE: 170, 217, 353-356, 911-912, 1049-1052 LE: 300-302, 307-308, 506-507, 510-512, 515-516 CCG: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. Spelling Produce writing that shows accurate spelling. PE/TE: 234, 1035, 1071-1072 LE: 71-72, 446-472 WSR: 8-11, 12-13, 78-81 Grammar Conventions Show control of clauses, including main and subordinate, and phrases, including gerund, infinitive, and participial. PE/TE: 692, 763, 1064, 1065, 1066 LE: 283-286, 290-299, 300-308 Understand and use proper placement of modifiers. PE/TE: 119, 182, 739, 1041, 1055 LE: 194-232 Demonstrate an understanding of proper English usage, including the consistent use of verb tenses and forms. PE/TE: 754, 832, 925, 1041, 1059-1061 LE: 134-139, 168-192, 217-220 Punctuation Use conventions of punctuation correctly, including semicolons, colons, ellipses, hyphens, and dashes. PE/TE: 287, 424, 1000-1001, 1067-1069 LE: 256, 368-416, 457, 496 Capitalization Use correct capitalization. PE/TE: 189, 1069-1071 11

LE: 397, 418-444, 476-477 Handwriting Write legibly. PE/TE: 1036 LE: 571, 623 CCG: Write narrative, expository, and persuasive texts, using a variety of written forms including journals, essays, short stories, poems, research reports, research papers, business and technical writing to express ideas appropriate to audience and purpose across the subject areas.* Writing Modes Work Samples can be selected from any of the listed modes. Personal Narrative PE/TE: 182, 487, 598-604, 661, 698 LE: 578-584 Fictional Narrative (Imaginative) PE/TE: 31, 44, 86, 145, 197 LE: 585-591 Expository PE/TE: 62-69, 95, 105, 127, 149-155 LE: 601-607 Persuasive PE/TE: 15, 127, 348-356, 404, 448-456 LE: 608-613 *Suggested word length: CIM, 500-1,500 words. Narrative Writing Writing Applications Write biographical or autobiographical narratives or short stories: Relate a sequence of events, and communicate the significance of the events to the audience. 12

PE/TE: 182, 487, 598-604, 661, 698 LE: 581, 583, 592, 596, 598 Locate scenes and incidents in specific places. PE/TE: 182, 487, 598-604, 661, 851 LE: 578-581, 583, 596, 598 Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters feelings. PE/TE: 182, 487, 598-604, 698, 851 LE: 581, 583, 596, 598-599 Pace the presentation of actions to accommodate changes in time and mood. PE/TE: 182, 598-604, 661, 698, 851 LE: 581, 583, 599 Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details. PE/TE: 487, 598-604, 661, 698, 851 LE: 581, 583, 598-599 Expository Writing: Response to Literary Text Write responses to literature: Demonstrate an understanding of the significant ideas of literary works. PE/TE: 15, 149-155, 189, 197, 231-235 LE: 601-607 Support important ideas and viewpoints through accurate and detailed references to the text or to other works. PE/TE: 44, 61, 149-155, 207, 231-235 LE: 602-604, 606 Demonstrate an awareness of the author s use of stylistic devices and an appreciation of the effects created. PE/TE: 31, 105, 114, 149-155, 231-235 LE: 602 Identify and analyze the impact of perceived ambiguities, nuances, and complexities within the text. 13

PE/TE: 31, 53, 95, 149-155, 231-235 LE: 602 Expository Writing: Research Reports/Multimedia Presentations Write analytical essays and research reports: Gather evidence in support of a thesis, including information on all relevant perspectives. PE/TE: 61, 110, 189, 223, 699-705 LE: 602-603, 609-610, 616-618 Convey information and ideas from primary and secondary sources accurately and coherently. PE/TE: 61, 91, 110, 325, 699-705 LE: 616-618 Make distinctions between the relative value and significance of specific data, facts, and ideas. PE/TE: 61, 91, 110, 325, 699-705 LE: 604, 610, 619 Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs. PE/TE: 91, 404, 507, 661, 699-705 LE: 613, 623 Anticipate and address readers potential misunderstandings, biases, and expectations. PE/TE: 394, 432, 763, 794 Use technical terms and notations accurately. PE/TE: 230, 416, 641, 1017 Document sources. PE/TE: 87, 514, 700, 703-705, 739 LE: 483-486, 490, 616-617, 620-621 Persuasive Writing Write persuasive compositions: Writing Applications 14

Structure ideas and arguments in a sustained and logical fashion. PE/TE: 217, 349-350, 404, 449-450, 512-513 LE: 610 Use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating a personal anecdote, case study, or analogy. PE/TE: 127, 351-352, 432, 451, 514-515 LE: 608, 609, 610, 611, 612 Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning. PE/TE: 351-352, 451, 514-515, 550, 640 LE: 608-609, 612 Address readers concerns, counter-claims, biases, and expectations. PE/TE: 498, 763, 832, 925, 1086-1087 LE: 608, 613 Summaries, Business Letters, Job Applications and Resumes, Technical Writing Write business letters: Provide clear and purposeful information and address the intended audience appropriately. PE/TE: 217, 424, 728, 935, 1111-1112 Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the intended audience. PE/TE: 217, 424, 728, 935, 1111-1112 Emphasize central ideas or images. PE/TE: 217, 424, 728, 935, 1111-1112 Follow a conventional style with page formats, fonts, and spacing that contributes to the document s readability and impact. PE/TE: 217, 424, 728, 935, 1111-1112 LE: 384, 426 15

Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting: Report information and convey ideas logically and correctly. PE/TE: 31, 424, 432, 474, 614 Offer detailed and accurate specifications. PE/TE: 22, 424, 432, 527, 614 Include scenarios, definitions, and examples to aid comprehension. PE/TE: 110, 614, 641, 698 Anticipate readers problems, mistakes, and misunderstandings. PE/TE: 698 CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. (See Writing Applications-Expository Writing: Research Reports) Research Report Writing Use clear research questions and suitable research sources, including the library, electronic media, and personal interviews, to gather and present evidence from primary and secondary print or Internet sources. PE/TE: 61, 394, 1094, 1102, 1105 LE: 614-623 Use effective note-taking techniques to ensure appropriate documentation of quoted as well as paraphrased material. PE/TE: 507, 700, 739, 1094, 1102 LE: 616-618 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions. PE/TE: 91, 189, 404, 481, 699-705 LE: 619, 622 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents. 16

PE/TE: 91, 105, 110, 223, 325 LE: 616-618 Integrate quotations and citations into a written text while maintaining the flow of ideas. PE/TE: 105, 661, 703, 733, 1104-1105 LE: 618-619 Use appropriate conventions for documentation in text, notes, and works cited, following the formats in specific style manuals (e.g., Works Cited Entries-MLA, Reference Entries APA). PE/TE: 87, 450, 514, 700, 703-705 LE: 620-621, 622 Design and publish documents by using publishing software and graphics programs. PE/TE: 705, 763, 773, 794 LE: 623 Reflect manuscript requirements, including title page presentation, pagination, spacing and margins, and integration of source and support material, such as citing sources within the text, using direct quotations, and paraphrasing. PE/TE: 450, 514, 700, 703-705, 1101-1106 LE: 619, 623 SPEAKING AND LISTENING CCG: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.* Speaking These standards are assessed using Oregon s Official Speaking Scoring Guide for the purpose of classroom work sample assessment. Present and support a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance. PE/TE: 82, 95, 416, 424, 481 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources). 17

PE/TE: 91, 230, 451, 587, 719 Choose logical patterns of organization (e.g., chronological, topical, cause-and-effect) to inform and to persuade, by seeking agreement or action, or uniting audiences behind a common belief or cause. PE/TE: 91, 230, 267, 587, 714 Recognize and use elements of speech forms (e.g., introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate. PE/TE: 182, 344, 498, 763, 832 Analyze the occasion and the interests of the audience, and choose effective verbal techniques and language. PE/TE: 61, 507, 641, 1073-1074, 1079-1087 Use appropriate grammar. PE/TE: 235, 456, 779, 911, 1002 Use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of rehearsed presentations (not part of scoring guide criteria). PE/TE: 22, 82, 223, 416, 432 Produce concise notes for extemporaneous speaking (not part of scoring guide criteria). PE/TE: 170, 267, 439, 763, 794 Analyze the occasion and the interests of the audience, and choose effective verbal and nonverbal techniques, such as volume, expression, rate, gestures, eye contact for presentations. PE/TE: 82, 87, 325, 507, 641 *Suggested speech length: CIM, 3-7 minutes. CCG: Listen critically and respond appropriately across the subject areas Listening Formulate judgments about ideas under discussion, and support those judgments with convincing evidence. PE/TE: 344, 498, 763, 832, 925 18

Follow complex verbal instructions that include technical vocabulary and processes. PE/TE: 1094, 1110 CCG: Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multimedia communications across the subject areas. Analysis Evaluate the clarity, quality, and effectiveness of a speaker s important points, arguments, evidence, organization of ideas, delivery, diction, and syntax. PE/TE: 344, 498, 763, 832, 1086-1087 Identify and analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic. PE/TE: 182, 349, 498, 763, 832 Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them. PE/TE: 15, 31, 44, 207, 537 Compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, online information) cover the same event. PE/TE: 170, 404, 498, 579, 964 Analyze historically significant speeches (e.g., Abraham Lincoln s Gettysburg Address, Martin Luther King, Jr. s I Have a Dream ) to find the rhetorical devices and features that make them memorable. PE/TE: 433, 434-437 Analyze how language and delivery affect the mood and tone of the oral communication and make an impact on the audience. PE/TE: 44, 487, 733, 842, 1100 19