Strand: Receptive Language: Listening and Viewing



APS DISTRICT HIGH SCHOOL CURRICULar FRAMEWORK

Course Title: Teacher Cadet District Course Number:

Department: Career & Technical Education / General Elective STARS Number:

Prerequisites: none

Length of Course: One Year Credit/PRI Area: .5 per semester Grade Level(s): 11 - 12

Important Notes: Teacher must attend a required training prior to teaching the course to become a certified Teacher Cadet instructor. The materials for the Teacher Cadet program are registered to South Carolina’s Center for Educator Recruitment, Retention and Advancement (CERRA) for use in the Teacher Cadet program. Teachers who have completed the training conducted by CERRA certified trainers have permission to use and make copies of materials in the curriculum guide for use in their Teacher Cadet classrooms. Program and teacher training can be funded through Carl Perkin’s if taught by a Career and Technical Education instructor.

COURSE DESCRIPTION:

The Teacher Cadet Program is an introduction or orientation to the teaching profession that is designed to provide students with an in-depth look at the profession of teaching. Students study the growth and development of the learner, as well as the social, political, philosophical cultural, legal and economic forces that shape the United States public educational system. In addition, students participate in classroom observations and an extended field experience assisting a classroom teacher with individual tutoring, group monitoring, and whole class instruction. Students study child development principles and principles of effective teaching practices.

References in parentheses following each performance standard are aligned with the South Carolina Center for Educator Recruitment, Retention and Advancement (CERRA) Teacher Cadet Curriculum (TC), National Educational Technology Standards for Students (NETS), the State of New Mexico Career Readiness Standards (CR), the State of New Mexico Mathematics Standards (MA), Albuquerque Public Schools Mathematics Standards (APS-MA), and the Albuquerque Public Schools Language Arts Standards (APS – LA).

STRATEGIES:

The “Illustrations” column provides exemplars of the performance standards, strategies, and the best practices provided by the South Carolina Center for Educator Recruitment, Retention and Advancement (CERRA)Teacher Cadet Curriculum Guide licensed curriculum. Additional illustrations are provided in the curriculum guide.

ASSESSMENTS:

• Demonstration

• Modeling

• Teamwork in pairs & small groups

• Hands on activities & projects (computer, camcorder, etc)

• Presentations

• Written & oral tests

• Essays

• Class participation

• Self Evaluations & daily journal writing

• Teaching portfolio

• Research using various technology

The “Illustrations” column also incorporates a variety of suggested assessments and “check for” items.

SUGGESTED INSTRUCTIONAL MATERIALS:

• Experiencing Education, 9th Edition and Instructor's Manual (written and revised by South Carolina's Teacher Cadet instructors) & three supplemental curriculum for science, math and foreign language (SAY, MAY, FLAY)

• The Hurried Child, David Elkind, Da Capo Press; 25 Anv edition (December 25, 2006), ISBN-10: 073821082X, 288 pgs.

• All Grown Up and No Place to Go: Teenagers in Crisis, Revised Edition (paperback), Da Capo Press; Revised edition (December 1, 1998), ISBN-10: 0201483858, 304 pages.

• The Acorn People, Ron Jones, Laurel Leaf (June 11, 1996), ISBN-10: 044022702X, 94 pages.

SUGGESTED VIDEOS:

• Adolescent: Cognitive/Moral Development Magna Systems, 95 West County Line Road, Barrington, IL 60010 © 1995 / 25 minutes

• Adolescent Development from Psychology: The Study of Behavior Series. Coast Telecourses, 11460 Warner Ave., Fountain Valley, CA 92708 714 241-6109 35 minutes

• Anything You Can Do I Can Do Better: Why Sexes Excel Differently, Films for the Humanities and Sciences, Box 2053, Princeton, NJ 08543-2053, 1-800-257-5126

• © 1999 / 51 minutes

• Challenge to America Hedrick Smith Productions and WETA, Washington, DC (PBS) ©1994 / 4 @ 60 mins.

• Cipher in the Snow Brigham Young University Series ©1973 / 25 minutes

• Cognitive Development Insight Media, 121 West 85th St., NY, NY 10024 1-212-721-6316 ©1998 / 30 minutes

• Conrack Playhouse Video, Industrial Park Dr., Farmington Hills, MI 48024 ©1974 / 2 hours

SUGGESTED WEB SITES:

South Carolina Center for Educator Recruitment,

Retention and Advancement (CERRA)

New Mexico

New Mexico Public Education Department

TEACH New Mexico

Government

(No Child Left Behind)

(SC Education Accountability Act)

(Council of the Great City Schools)

(Task Force Report on the Achievement Gap)

(U.S. Department of Education)

(Education Commission of the States)

History of Education

(prints and photos)

Learning

(brain)

(what kind of learner)

(know what you are really thinking)

(Gardner’s Multiple Intelligences)

(Digital Edge Learning Interchange)

Lesson Plans









Approved by HSCA:

|STRAND I: Experiencing AND EVALUATING Learning |

|CONTENT STANDARD: The student analyzes, evaluates, and experiences practices that are involved in gaining knowledge. |

|BENCHMARK: A: The student identifies and analyzes the factors that contribute to their own learning. |

|B: The student identifies various learning styles, special needs & exceptionalities that affect the learning process. |

|C: The student recognizes the developmental stages of learners. |

|GRADE |PERFORMANCE STANDARDS |ILLUSTRATIONS |

|11 - 12 | | |

| | | NOTE: Illustrations include suggested activities for attaining each performance standard.|

| | |A check for (() refers to a key feature to look for while assessing student performance. |

| | | |

| |Identifies own strengths and areas for improvement as learners (TCI.1.1) | |

| | |1, 2. Student explores and examines his/her personal characteristics and values by creating a |

| | |coat of arms OR quilt square to highlight his/her personal strengths and personality. The |

| | |student shares 1-2 insights revealed through this activity and posts the coat of arms/quilt |

| | |squares in the classroom. |

| | |As a culminating activity the student records self-reflections in an autobiographical essay |

| | |examining himself/herself as an individual, a learner, and a community member. He/She includes|

| | |a minimum of five experiences (accomplishments, successes, and challenges) making sure that |

| | |the essay includes one success as a learner, one as an individual, one as a community member, |

| | |and two other experiences that have been meaningful to the student. The student presents one |

| | |entry to the class. |

| | |participation |

| |Evaluates attributes as individuals, learners, and community members (TC I.1.2) |writing conventions |

| | |all required components |

| | |communication skills |

| | | |

| | |2, 6. The student eamines and interprets pictures from magazines that identify or represent |

| | |his/her “real”, “secret”, and “never” selves and put together a poster entitled “Me From All |

| | |Angles” as a representation tool. The student explains his/her choices in a written reflection|

| | |that is entered into his/her portfolio. |

| | |thoughtful reflection and assessment |

| | |writing conventions |

| | |all required components |

| | |communication skills |

| | | |

| | |3, 6. The student explores the question “Who Are We as a classroom community, as individuals, |

| | |and as group members?” The student interviews a friend and determines how best to describe the|

| |Works cooperatively with others (TC I.1.3) |friend. He/She then writes a 1-2 page paper answering the question, “How would my friend |

| | |describe me?” and shares his/her paper with the class. The student participates in a class |

| | |discussion about what things he/she learned from the activity and how this knowledge aff\ |

| | |ects his/her work as an individual, group member, or classroom community. |

| |Understands the factors contributing to self-esteem (TC I.1.4) |participation |

| | |writing conventions |

| | |thoughtful assessment |

| | |communication skills |

| |Understands the role of self-esteem in learning (TC I.1.5) | |

| | |3, 5. The student examines a children’s story (i.e. Where The Wild Things Are) and identifies|

| | |the elements of effective script development (unifying idea, episodes, conflict, characters, |

| | |action, narration, and conclusion). Working with a small group of classmates the student |

| |Recognizes the values and contributions of diverse populations (TC I.1.6) |develops a script for a children’s puppet show or short skit that illustrates the importance |

| | |of self-esteem. The student performs the production for classmates to gain constructive |

| | |feedback before performing for an audience of young children (visiting from a nearby |

| | |elementary school, or from an on-site preschool). The student could create a big book in place|

| | |of the skit or puppet show. |

| | |writing conventions |

| | |accurate script elements |

| | |creativity |

| | |communication skills |

| | | |

| | | |

| | |4, 5. The student reads “Self Worth: The Pot Nobody Watches” and participates in a class |

| | |discussion about the importance of self-esteem and the factors that contribute to a positive |

| | |or negative self-esteem, and how a child’s self-esteem affects learning. The student then |

| | |writes a positive comment about each student in class on a small strip of paper, creates |

| | |his/her own personalized “pot”, and fills his/her pot with the comments from other students in|

| | |the class. |

| | |literacy skills |

| | |thoughtful participation in discussion |

| | |writing conventions |

| | |all required components |

| | |communication skills |

| | |7. The student investigates his/her personal learning style by completing learning styles |

| | |questionnaire, Multiple Intelligences survey, and Analytical and Global Learning Preferences |

| | |survey, and evaluates the results of each assessment. He/She then writes a reflective |

| | |paper/journal entry identifying his/her personal learning style. The student participates in a|

| | |teacher led discussion about how different processing styles (auditory, visual, |

| |Identifies and evaluates different learning styles (TC I.2.1) |kinesthetic/tactile) can be incorporated into lesson design. |

| | |participation |

| | |accurate and thoughtful responses to questionnaires |

| | |writing conventions |

| | | |

| | |8. Given the handout “Understanding Maslow’s Hierarchy of Needs”, the student participates in |

| | |a classroom discussion about the role of classroom environment in student success. The student|

| | |completes a journal entry that discusses a practical way in which teachers can create |

| | |classrooms to meet their student’s needs as described in Maslow’s Hierarchy of Needs. |

| | |describe levels of Maslow’s Hierarchy |

| | |participation in discussion |

| |Identifies the special needs and exceptionalities of learners and describes how these needs affect |useful suggestions |

| |the learning process (TC I.2.2) |writing conventions |

| | | |

| | |8, 9, 10. The student reads “The Acorn People” by Ron Jones and participates in a class |

| | |discussion as it relates to the needs of special needs populations and the role of the |

| | |classroom teacher in facilitating learning of students with special needs. As a culminating |

| | |activity the student works with a partner to research personal and special education barriers |

| | |to learning. The team uses the information to create a big book for an elementary audience. |

| | |The teacher may make arrangements to have the team read the completed book to a local |

| | |elementary classroom. |

| |Identifies major physical, social, and personal challenges that can impede successful learning (TC | |

| |I.2.3) |reading skills |

| | |participation in discussion |

| | |appropriate topic |

| |Encourages acceptance of diverse cultures, values, backgrounds and exceptionalities (TC I.2.4) |appropriate level for intended audience |

| | |all required components |

| | |writing conventions |

| | | |

| | | |

| | | |

| | | |

| | | |

| | |11-15. After listening to a teacher led presentation about the stages of cognitive |

| | |development, the student works as part of a group to create a presentation/role-play/skit to |

| | |illustrate one level of cognitive development. The group presents the information to the |

| | |class. After viewing all presentations the student views video clips of young children and |

| | |applies what he/she has learned to identify what stage(s) are represented in the videos. As a |

| | |culminating activity, the student creates a “Lifelines” booklet or display representing how |

| | |he/she has developed physically, cognitively, morally and socially using a motif to unify the |

| |Sequences the physical stages of learners (TC I.3.1) |booklet or display. |

| | |listening skills |

| | |teamwork |

| |Recognizes and recalls the cognitive stages of learners (TC I.3.2) |correct identification of developmental stages |

| | |presentation skills |

| | |all required components |

| |Recognizes and distinguishes between the moral stages of learners (TC I.3.3) | |

| | | |

| | | |

| |Sequences the steps in the psychosocial stages of learners (TC I.3.4) | |

| | | |

| | | |

| |Understands the developmental changes in learners (TC I.3.5) | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|STRAND II: The Teaching Profession |

|CONTENT STANDARD: The student characterizes the history of education and the governance structure of the current local, state, and national educational systems |

|BENCHMARK: A: The student examines the state and national history and trends of education. |

|B: The student identifies the structure of various educational systems and the governance that influences those systems. |

|C: The student identifies the qualifications and attributes required for the teaching profession |

|GRADE |PERFORMANCE STANDARDS |ILLUSTRATIONS |

|11 - 12 | | |

| | |The student works with a small group to research a specific time period in the history of |

| | |education in the U. S. and New Mexico identifying key events, trends, and the characteristics |

| | |and emphasis of the curriculum taught during that time period. The groups present their |

| | |portion of the timeline to the class. |

| | |research skills |

| | |teamwork |

| | |accurate identification of trends and curriculum |

| | |presentation skills |

| | |listening skills |

| | | |

| | |The student interviews his/her grandparents regarding their education system. The student then|

| | |compares the present system of education with that of his/her grandparents, and records the |

| | |findings in his/her journal. |

| | |participation |

| | |accurate comparison |

| | |writing conventions |

| | | |

| | |The student listens to a panel discussion with community members who represent students from |

| | |different decades in education discuss their experiences as students during that time. The |

| | |panel includes information about differences in social, technological, and instructional |

| | |changes between past educational expectations and current curriculum and instruction. The |

| | |student summarizes the differences in his/her journal. |

| | |listening skills |

| | |accurate comparisons |

| | |writing conventions |

| | | |

| | |Students watch the movie “Separate but Equal” or other video that portrays teachers in the |

| | |classroom. After viewing the movie, the student writes a response paper listing the ways that |

| | |teachers were portrayed in the movie and his/her response to the depictions of teachers. |

| | |listening skills |

| | |accurate and complete list |

| | |writing conventions |

| | | |

| | | |

| | |The student writes a proposal for making 2 changes in his/her school (one major, one minor) |

| | |that will improve the education of the students attending. The proposal includes a rationale |

| | |for why the changes are necessary and an implementation plan. He/She then investigates if the |

| | |community has schools that already incorporate the proposed changes. |

| | | |

| | |thoughtful proposed changes |

| | |rationale |

| | |implementation plan |

| | | |

| | |The student participates in a field trip to the Albuquerque Public Schools (APS) Central |

| | |Office to participate in a scavenger hunt to locate resources. He/She records the roles of |

| | |specific departments and how each department supports, implements, or designs instructional |

| | |policies of the school district. |

| | |participation |

| | |appropriate behavior |

| | |accurate information |

|STRAND III: EXPERIENCING THE CLASSROOM |

|CONTENT STANDARD: The student observes and evaluates successful classroom environments. |

|BENCHMARK: A: The student identifies components of effective classroom management, climate, discipline and teaching strategies during the classroom observation experience. |

|B: The student develops and applies practical teaching strategies during the internship experience. |

|C. The student analyzes and reflects on his/her practical teaching experiences. |

|GRADE |PERFORMANCE STANDARDS |ILLUSTRATIONS |

|11 - 12 | | |

| | | |

| |Identifies own strengths and areas for improvement as a potential teacher (TC III.1.1, CR – 1A) |1, 3-5, 8. The student identifies and lists what characteristics good teachers have that |

| | |enhance the learning of students in a class. Such characteristics should be related to |

| | |knowledge of subject, interaction with students, personality, classroom management strategies,|

| | |and expectations. The student compares his/her list with a classmate, and together with the |

| | |class, generates a list of characteristics that identify a high quality teacher. The student |

| | |writes a reflection on his/her own strengths and areas for improvement as a potential teacher.|

| | |The student then helps organize an Outstanding Teacher breakfast where outstanding teachers |

| | |are recognized. |

| | |identification of positive characteristics |

| | |thoughtful reflection |

| | |organizational skills |

| | | |

| | | |

| |Chooses appropriate instructional objectives after analysis of developmental stages of learners (TC |2. The student creates a game that illustrates the use of specific learning styles and has 3-4|

| |III.1.2) |classmates play the game. The players give written PQP (Praise, Question, Polish) feedback to |

| | |the student. |

| | |developmental stages of learners |

| |Describe and analyze characteristics of outstanding teachers (TC III.1.3) |creativity |

| | |educational objectives |

| | | |

| |Analyzes ways in which a teacher’s personality impacts instructional style and interaction (TC | |

| |III.1.4) | |

| | | |

| | | |

| |Recognizes effective teaching strategies (TC III.1.5) | |

| | | |

| | | |

| |Identifies elements of an effective lesson for all learners (TC III.1.6) |6-8, 10,11. After completing classroom observations and a field experience, the student |

| | |completes written reflections on the components of effective classrooms and lessons. (See also|

| | |Strand I Illustrations for 8,9,10). He/She plans a short (15-20 minute) lesson that |

| |Plans and delivers a lesson for all learners (TC III.1.7) |incorporates: defined objective(s), materials list, a hook to engage the learner, and a |

| | |step-by-step process stating what the learner will do to master the objective, and how all |

| | |learners are accommodated. The student delivers the lesson to a small group of classmates and |

| |Identifies components of effective classroom climate, management, and discipline (TC III.1.8) |reviews the “student” feedback (Evaluation of a Peer Lesson”). |

| | |writing conventions |

| | |effective classroom strategies and lessons |

| | |all assigned components |

| | |communication skills |

| | | |

| | | |

| | |7, 14. The student participates in a teacher-led discussion using a fairytale to illustrate |

| | |Bloom’s taxonomy by generating 1-2 questions for each level of the taxonomy. Working with a |

| | |partner, the student composes a question for each level of Bloom’s Taxonomy based on the |

| | |Pledge of Allegiance. |

| | |knowledge of Bloom’s taxonomy |

| | |participation |

| | |appropriate questions |

| | | |

| | | |

| | |9. The student listens to a guest speaker explaining technological applications in the |

| |Describes effective use of technology in the classroom (TC III.1.9) |classroom including benefits and drawbacks of incorporating instructional technology. The |

| | |student reads information about recommended web sites and how to evaluate a web site, then |

| | |chooses one web site to evaluate. |

| |Identifies different assessment techniques (TC III.1.10) |listening skills |

| | |understanding of benefits and drawbacks |

| | |evaluation of web site |

| |Describes and implements meaningful ways to build confidence, knowledge, and skills in all learners | |

| |(TC III.2.1) | |

| | | |

| | | |

| | | |

| | | |

| | | |

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| | | |

| | |12, 14-16, 18, 19. After completing classroom observations and a field experience the student |

| | |plans, implements, and evaluates lesson plans for an assigned age and classroom that includes |

| |Provides developmentally appropriate learning activities for groups and individual learners (TC |both individual and group work, and students with learning challenges. After developing the |

| |III.2.2) |lesson plan the student teaches the lesson to his/her classmates to gain confidence and |

| | |suggestions for modification or improvement. He/She also evaluates peer-developed lessons. |

| |Accommodates major physical, social, and personal challenges that impede successful learning (TC |After editing and modifying the lesson (if necessary), the student teaches the lesson to an |

| |III.2.3) |elementary audience and teacher. The student evaluates the lesson and the experience in a |

| | |written journal entry. |

| |Applies knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction |writing conventions |

| |and assessment (TC III.2.4) |effective classroom strategies and lessons |

| | |all assigned components |

| |Plans and delivers a lesson for all learners (TC III.2.5) |communication skills |

| | | |

| |Participates in teaching in a real classroom TC III.2.6) | |

| | |17. The student produces a portfolio containing field experience evidence, sample lessons, and|

| | |reflections of work completed. |

| | |organizational skills |

| |Documents field experience activities with a collection of artifacts and written narratives (TC |effective classroom strategies and lessons |

| |III.2.7) |all assigned components |

| | |communication skills |

| |Critiques his/her own teaching of at least one lesson from FLAY (Foreign Language and Youth), MAY |evidence of improvement |

| |(Math and Youth), SAY (Science and Youth) (TC III.3.1) | |

| | | |

| | | |

| |Describes, analyzes, and reflects on his/her field experiences (TC III.3.2) | |

|STRAND IV: CAREER READINESS |

|CONTENT STANDARD: The student investigates and prepares for careers in the teaching professions and related fields. |

|BENCHMARK: The student demonstrates appropriate workplace behavior, knowledge, and skills appropriate for careers in the educational field. |

|GRADE |PERFORMANCE STANDARDS |ILLUSTRATIONS |

|11 - 12 | | |

| |Identifies and describes careers in special education (TC II.2.1) |1. Students researches and writes a position paper on special education issues and presents it |

| | |to the class (i.e. benefits and drawbacks of full inclusion, providing specific needs to all |

| | |students, current laws, dealing with prejudice, etc.). |

| | |writing conventions |

| | |all assigned components |

| | |communication skills |

| | |research skills |

| | | |

| | | |

| | |1,2,3. The student listens to a guest speaker from University of New Mexico (UNM) College of |

| |Describes the steps required for teacher certification (TC II.3.1) |Education and/or New Mexico Public Education Department (PED) and/or Albuquerque Public Schools|

| | |(APS) Human Resources to discuss teacher certification in New Mexico and teacher shortage |

| |Identifies areas of teacher shortages (TC II.3.2) |areas. He/She then lists the steps necessary for him/her to become a certified teacher in NM, |

| | |and describes one area that he/she is interested in teaching (i.e. Special Education, Rural |

| | |areas, elementary, specific content areas). |

| | |listening skills |

| | |complete list |

| | |communication skills |

| | | |

| | | |

| | |4, 5, 7. Students apply online for Educational Assistant position and develops a set of |

| | |potential questions that employers might ask an applicant in an interview. Working with a |

| | |partner, the student role-plays the applicant, and the employer and gives feedback to his/her |

| |Demonstrates effective job application and interview skills (TC II.3.3) |partner. The student keeps a record of the application and questions in his/her portfolio. |

| | |communication skills |

| |Demonstrates applicable skills for entry into post secondary education, a training program, and/or |organizational skills |

| |a chosen career field (CR – 1E). |interview behavior |

| | | |

| | |6. Throughout the year the student participates in the development of rubrics and performs PQP |

| | |(Praise, Question, Polish) evaluations and feedback with classmates. The student also |

| | |participates in group activities. |

| | |listening skills |

| |Assesses knowledge and skills within a group, delegates responsibilities, and evaluates team |organizational skills |

| |performance as a member of a working team (CR – 2B). |communication skills |

| | |teamwork |

| | | |

| | | |

| | |7. The student completes an online college application and keeps the completed application and |

| | |all supporting material in his/her portfolio. |

| | |organizational skills |

| |Demonstrates knowledge of computer operations used to design, develop, and maintain products and |communication skills |

| |services (CR – 3B). | |

| | | |

| | |8-12. The student listens to teacher led discussions throughout the year about appropriate |

| | |dress, behavior, and conduct for different environments and roles (i.e. leading a class vs. |

| | |being a student in a class). Prior to observation and field experiences, the student practices |

| |Exhibits positive behavior, conduct, and social manners within the school, workplace, and community|appropriate behavior for classroom visitations. The student completes Teacher Cadet Observation|

| |(CR – 4A; NFS - Ethics). |and Field Experiences exhibiting appropriate conduct. |

| | |Appropriate dress |

| |Demonstrates ability to work collaboratively with others from diverse backgrounds to accomplish |Knowledge of appropriate behavior |

| |objectives (CR – 4B, 5C). |Demonstration of appropriate behavior |

| | | |

| |Identifies and utilizes individual interests, aptitudes, and skills within the group to accomplish | |

| |goals (CR – 5A). | |

| | | |

| |Develops leadership skills within a group through effective communication, ability to motivate team| |

| |members, and effective delegation of responsibility (NFS –Employability; CR – 5D). | |

| | | |

| |12. Applies critical thinking and problem-solving skills (NFS – Problem | |

| |Solving CR – 5E). | |

|STRAND V: Literacy |

|CONTENT STANDARD: The student employs appropriate reading strategies to read and interpret increasingly complex texts for a variety of purposes. |

|BENCHMARK: A. The student demonstrates proficiency in reading comprehension, specialized vocabulary, writing techniques, and research strategies while acquiring computer science knowledge. |

|B. The student develops and demonstrates fluency and style in speaking and a command of speaking conventions to describe, narrate, express, explain, persuade, and analyze for a variety of purposes and audiences. |

|C. The student critically evaluates the effectiveness of a variety of auditory and visual works, including multimedia presentations. |

|GRADE |PERFORMANCE STANDARDS |ILLUSTRATIONS |

|11 - 12 | | |

| |The student meets 10th grade language arts standards. | |

| | |NOTE: Throughout the Teacher Cadet course the student develops proficiency in reading, writing,|

| | |listening, and comprehension using a variety of literature, materials, online sources and |

| | |writing assignments. Below are a few examples. |

| | | |

| | | |

| | |1-3. See Strand I, Illustrations 8, 9, 10; and Strand III, Illustrations 12, 14-16, 18, 19 |

| |1. Asks critical questions prompted by texts and researches answers for a | |

| |broader understanding (APS – LA I.1). | |

| | | |

| |2. Makes generalizations about text that are supported by specific references in | |

| |the text (APS – LA II.2). | |

| | | |

| |3. Reads critically and independently to draw conclusions from research | |

| |(APS – LA I.3). | |

| | |4-7, 9. See Strand I, Illustrations 8, 9, 10, and Illustrations 1-2, 3-5, and 6; Strand II, |

| |4. Develops increased competence in using the writing process to create a final |Illustrations1 and 5. |

| |product (APS – LA III.1). | |

| | | |

| |5. Develops increased competence and fluency in using elements of effective | |

| |writing (APS – LA III.1). | |

| | | |

| |6. Develops increased competence in using a variety of technology to present | |

| |information appropriate for the intended purpose and audience | |

| |(APS – LA III.3). | |

| | | |

| |7. Develops increased competence in using writing conventions | |

| |(APS – LA III.4). |8, 12. See Strand II, Illustration 5. |

| | | |

| |8. Clearly articulates a position and develops arguments using a variety of | |

| |methods (APS – LA IV.4). | |

| | | |

| |9. Analyzes an instance of public speaking or media presentation | |

| |(APS – LA V.1). | |

| | | |

| |10. Responds reflectively through dialogue and discussion to written and visual | |

| |texts (APS – LA V.2). |11, 12. Student portfolios: See Strand III, Illustrations 1-17 |

| | | |

| |11. Uses systematic strategies to organize and record information | |

| |(APS – LA VI.1). | |

| | | |

| |12. Uses a variety of information resources to critically interpret and evaluate | |

| |experiences and ideas (APS – LA VI.2). | |

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