Kindergarten
|Grade |
|11 |
|Eleventh Grade –I. Phonemic Awareness, Word Recognition and Fluency Standard |
|Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) |
|and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of third grade, they demonstrate fluent oral |
|reading, varying their intonation and timing as appropriate for the text. |
|Benchmarks |Grade level Indicators |Strategies/Resources |
| |Fluency continues to develop past the primary grades. | |
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| |Readers… |Plays-divide roles and read aloud |
| | |Compositions-share by reading aloud |
|This standard is a K-3 standard. | |Read literary works aloud |
|Therefore, there are no benchmarks | |“The Wife of Bath’s Prologue” – Geoffrey Chaucer |
|beyond third grade. | |“Blue Winds Dancing”- Thomas S.Whitecloud |
| |increase rate of oral reading to near conversational pace; | |
| | |Beowulf |
|Instruction in fluency continues in the |show appropriate use of pauses, pitch, stress and intonation while |Selections from the book of Psalms |
|intermediate grades. |reading in clauses and sentence units to support comprehension; | |
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| |gain control over a wider, complex sight vocabulary and over longer | |
| |syntactic structures, in order to read progressively more demanding texts| |
| |with greater ease; and | |
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| |read silently considerably faster than orally. | |
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| |silent reading becomes the preferred, more efficient way to process | |
| |everyday texts. | |
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|Eleventh Grade –II. Acquisition of Vocabulary Standard |
|Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations |
|provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their|
|knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension. |
|Verify meanings of words by the author’s|Contextual Understanding | |
|use of definition, restatement, example,|Recognize and identify how authors clarify meanings of words through |Examine contextual meanings of words prior to looking up the definitions |
|comparison, contrast and cause and |context and use definition, restatement, example, comparison, contrast | |
|effect. (A) |and cause and effect to advance word study. (1) | |
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|Distinguish the relationship of word | | |
|meanings between pairs of words | | |
|encountered in analogical statements. | | |
|(B) | |Use reading texts to identify examples |
| | |Beowulf |
| | |Lord of the Flies – William Golding |
| | |Allusions to other works |
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|Explain the influence of the English | | |
|language on world literature, | | |
|communications and popular culture. (C) |Conceptual Understanding | |
| |Analyze the relationships of pairs of words in analogical statements | |
| |(e.g., synonyms and antonyms, connotation and denotation) and evaluate |Translation comparisons |
| |the effectiveness of analogous relationships. (2) |Beowulf |
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| | |Use ads from foreign magazines and world magazines |
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| |Conceptual Understanding | |
| |Examine and explain the influence of the English language on world | |
| |literature, communications and popular culture. (3) | |
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|Apply knowledge of roots, affixes and |Structural Understanding | |
|phrases to aid understanding of content |Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and |AMSCO’s Vocabulary for College Bound Students |
|area vocabulary. (D) |suffixes to understand complex words and new subject-area vocabulary | |
| |(e.g., unknown words in science, mathematics and social studies). (4) | |
| | |Examine the use of foreign terms and words commonly used primarily by English speaking people |
| | |i.e. habeas corpus |
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| | |Include affixes as part of the regular vocabulary building activities |
|Use multiple resources to enhance | | |
|comprehension of vocabulary. (E) | | |
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| | |Use a Shakespearean dictionary when reading his plays |
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| | |Show comprehension through use in original compositions |
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| |Tools and Resources | |
| |Determine the meanings and pronunciations of unknown | |
| |words by using dictionaries, thesauruses, glossaries, | |
| |technology and textual features, such as definitional | |
| |footnotes or sidebars. (5) | |
|Eleventh Grade –III. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |
|Students develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem-solving |
|processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books |
|work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own |
|comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in|
|and out of the classroom. |
|Apply reading comprehension strategies |Comprehension Strategies | |
|to understand grade-appropriate texts. |Apply reading comprehension strategies, including making predictions, |Agatha Christie novels (mysteries) |
|(A) |comparing and contrasting, recalling and summarizing and making | |
| |inferences and drawing conclusions. (1) |Lord of the Flies- Prior to reading the novel, present students with a scenario that is similar |
| | |to the one in which the characters in the story find themselves and encourage students to role |
| | |play the establishment of order and organization on their imaginary island |
| | |At the conclusion of the novel compare the students’ actions to those of the characters |
|Demonstrate comprehension of print and |Comprehension Strategies | |
|electronic text by responding to |Answer literal, inferential, evaluative and synthesizing questions to |Respond to questions on varying levels which compare film and written versions of the same story|
|questions such as, literal, inferential,|demonstrate comprehension of grade-appropriate print texts and electronic|Lord of the Flies |
|evaluative and synthesizing. (B) |and visual media. (2) |Pygmalion/My Fair Lady |
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|Use appropriate self-monitoring | | |
|strategies for comprehension. (C) | |Write a sentence to summarize a paragraph or a paragraph to summarize a short reading |
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| |Self-Monitoring Strategies |Respond in writing to the meaning of a poem |
| |Monitor own comprehension by adjusting speed to fit the purpose, or by | |
| |skimming, scanning, reading on, looking back, note taking or summarizing |Issue a questions/ideas sheet on which students can write comments while reading |
| |what has been read so far in text. (3) | |
|No Benchmark |Independent Reading |Demonstrated by students on a daily basis as they select reading materials for varied purposes. |
| |Use criteria to choose independent reading materials (e.g., personal |Classroom teachers have many opportunities to observe students engaged in activities related to |
| |interest, knowledge of authors and genres or recommendations from |these skills. |
| |others). (4) | |
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| |Independently read books for various purposes (e.g., for enjoyment, for |Supply information from which students might choose books to read |
| |literary experience, to gain information or to perform a task). (5) |New York Times book reviews |
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| | |Choose an independent novel and identify 4 or 5 symbols in the story then explain to the class |
| | |the significance of those symbols to the story |
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| | |Students might include some kind of display |
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| | |Choose an article from a periodical to summarize and share with the class |
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| | |Discuss purposes and audiences of different genres or different types of the same genre |
| |In Grades 8 through 12, students should read purposefully and |Discuss a variety of magazines |
| |automatically, using the comprehension and self-monitoring strategies |Discuss formal and informal essays |
| |outlined in previous grades. As they encounter increasingly challenging |Discuss different types of poetry |
| |content-area and literary texts, students may more consciously employ | |
| |these strategies and benefit from teacher modeling of the reading | |
| |process. | |
|Eleventh Grade –IV. Reading Applications: Informational, Technical and Persuasive Text Standard |
|Students gain information from reading for the purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of |
|informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to|
|text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional |
|information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and |
|propaganda in informational text sources. |
|Analyze the features and structures of |Analyze the structure and features of functional and workplace documents,|Read headings of articles in order to make inferences |
|documents and critique them for their |including format, sequence and headers, and how authors use these | |
|effectiveness (A) |features to achieve their purposes and to make information accessible and|Examine various types of periodicals and discuss the techniques used to appeal to different |
| |usable. (7) |audiences |
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| |Critique functional and workplace documents (e.g., instructions, | |
| |technical manuals, travel schedules, business memoranda) for sequencing |Discuss reading and writing beyond the classroom |
| |of information and procedures, anticipation of possible reader |Have students bring in examples of functional and workplace documents to critique |
| |misunderstandings and visual appeal. (8) | |
| | |Invite community members representing different careers into the classroom to discuss |
| | |communications in the workplace |
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|Identify and analyze examples of | | |
|rhetorical devices and valid and invalid|Analyze the rhetorical devices used in public documents, including | |
|inferences. (B) |newspaper editorials and speeches. (1) | |
| | |Examine The Declaration of Independence as a work containing a variety of rhetorical devices |
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| | |Examine different aspects of the media to distinguish between appeals to emotions and logic |
| | |Examine ads |
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| | |Distinguish between appeals to emotions and logic by identifying different types of rhetorical |
| | |devices in persuasive writings: speeches containing rhetorical devices, presidential rhetoric, |
| | |Martin Luther King Jr.’s speeches, Tony Blair’s support of the US speech after 9-11, etc. |
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| | |Do a close read of a biography |
| | |The Life of Samuel Johnson LL.D - James Boswell |
| |Distinguish between valid and invalid inferences and provide evidence to | |
| |support the findings, noting instances of unsupported inferences, |“A Modest Proposal” - Jonathan Swift |
| |fallacious reasoning, propaganda techniques, bias and stereotyping. (4) |An editorial |
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| | |Critique clips of satire in films or television shows |
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| | |Animal Farm- George Orwell |
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|Critique the effectiveness and validity |Analyze and critique organizational patterns and techniques including |Reiterate the difference between fiction and non-fiction and the techniques used to develop each|
|of arguments in text and whether they |repetition of ideas, appeals to authority, reason and emotion, syntax and| |
|achieve the author’s purpose. (C) |word choice that authors use to accomplish their purpose and reach their | |
| |intended audience. (2) | |
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| |Evaluate the effectiveness and validity of arguments in public documents |Compare students’ reactions to the author’s tone and theme in a selected piece |
| |and their appeal to various audiences. (6) |The Declaration of Independence |
| | |“Letter From Birmingham City Jail”- Martin Luther King Jr. |
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|Synthesize the content from several | |Examine an inaugural or other political address |
|sources on a single issue or written by | |Recent convention speech |
|a single author, clarifying ideas and | | |
|connecting them to other sources and | | |
|related topic. (D) |Analyze the content from several sources on a single issue, clarifying |Compare speeches made by Dr. MLK Jr. |
| |ideas and connecting them to other sources and related topics. (3) |Compare one of King’s works to one of Ghandi’s |
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|Analyze an author’s implicit and | | |
|explicit philosophical assumptions and | | |
|beliefs about a subject. (E) | | |
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| |Examine an author’s implicit and explicit philosophical assumptions and | |
| |beliefs about a subject. (5) |Discuss issues set forth in a speech, editorial, or other literary work |
| | |Selections from Plato’s Apology |
| | |“A Modest Proposal” Jonathan Swift |
|Eleventh Grade –V. Reading Applications: Literary Text Standard |
|Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of |
|literature, including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), |
|analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic |
|readers learn to explain, analyze and critique literary text to achieve deep understanding. |
|Analyze and evaluate the five elements |Analyze the historical, social, and cultural context of setting. (2) |Hamlet |
|such as, plot, character, setting, point| |Othello |
|of view and theme in literary text. (A) |Explain how voice and narrator affect the characterization, plot and | |
| |credibility. (3) |Compare the setting of the piece to the time in which it was written |
| | |Beowulf |
| |Evaluate the author’s use of point of view in a literary text. (4) |Le Morte Darthur- Sir Thomas Malory |
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| | |Examine the differences between the pilgrims’ voices and that of the narrator in The Canterbury |
| | |Tales- Geoffrey Chaucer |
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| | |“A Modest Proposal”- Jonathan Swift |
| |Analyze variations of universal themes in literary texts. (5) |The works of Edgar Allan Poe |
|Explain ways characters confront similar| |The Yellow Wallpaper- Charlotte Perkins Gilman |
|situations and conflict. (B) | | |
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| | |Examine archetypes i.e., the quest theme in several different works |
| | |Beowulf/ the Arthurian legend |
| | |George Orwell’s 1984/A. Huxley’s Brave New World |
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| | |Madame Bovary-Gustave Flaubert |
| |Compare and contrast motivations and reactions of literary characters |The Awakening- Kate Chopin |
| |confronting similar conflicts (e.g., individual vs. nature, freedom vs. |“To Build A Fire” – Jack London |
| |responsibility, individual vs. society), using specific examples of |“The Most Dangerous Game”- Richard Connell |
| |characters’ thoughts, words and actions. (1) |“The Interlopers” -Saki |
| | |Animal Farm- George Orwell |
| | |Selections from Utopia- Thomas More |
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|Recognize and analyze characteristics of|Recognize characteristics of subgenres, including satire, parody and |Examine multiple levels of interpretation |
|subgenres and literary periods. (C) |allegory, and explain how choice of genre affects the expression of a |Dante’s Inferno |
| |theme or topic. (6) |Animal Farm- George Orwell |
| | |The Faerie Queene –Edmund Spenser |
| | |The Canterbury Tales- Geoffrey Chaucer |
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| |Analyze the characteristics of various literary periods and how the | |
| |issues influenced the writers of those periods. (7) | |
|Analyze how an author uses figurative | |Research correlations between a historical and a literary period |
|language and literary techniques to | |Romanticism, Transcendentalism, Classicism, Existentialism |
|shape plot and set meaning. (D) | | |
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| |Evaluate ways authors develop point of view and style to achieve specific| |
| |rhetorical and aesthetic purposes (e.g., through use of figurative | |
| |language, irony, tone, diction, imagery, symbolism and sounds of | |
| |language), citing specific examples from text to support analysis. (8) | |
|Critique an author’s style. (E) | | |
| | |Rime of Ancient Mariner- Samuel Coleridge |
| | |“My Last Duchess”- Robert Browning |
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| | |Study the sonnet form and compare the two types of sonnets |
| |Evaluate ways authors develop point of view and style to achieve specific| |
| |rhetorical and aesthetic purposes (e.g., through use of figurative |“A Rose for Emily”- William Faulkner |
| |language, irony, tone, diction, imagery, symbolism and sounds of |“My Last Duchess” –Robert Browning |
| |language), citing specific examples from text to support analysis. (8) |“Porphyria’s Lover” –Robert Browning |
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| | |Examine the audience of a literary work and the ways in which it affects the author’s style and |
| | |point of view |
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| | |Shakespeare’s sonnets |
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| | |Study diction |
| | |Remove certain words from a selected literary work and have student fill in the blanks before |
| | |revealing and discussing the author’s choices |
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| | |Their Eyes Were Watching God – Zora Neale Hurston |
| | |As I Lay Dying – William Faulkner |
| | |The Sound and The Fury –William Faulkner |
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| | |Examine the use of time as an element in poetry and prose |
| | |Shakespeare’s sonnets |
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| | |To The Lighthouse – Virginia Woolf |
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| | |Examine the affect of gender on point of view |
| | |“Shakespeare’s Sister” from A Room of One’s Own –Virginia Woolf |
|Eleventh Grade –VI. Writing Process Standard |
|Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They |
|learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and |
|grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions. |
|Formulate writing ideas, and identify a |Prewriting | |
|topic appropriate to the purpose and |Generate writing ideas through discussions with others and from printed |Create and maintain a writer’s notebook, sketchbook, journal, etc. |
|audience. (A) |material, and keep a list of writing ideas. (1) |Assessment: “Sketchbook Journal” by Janie Reinart in Standards-Based Activities With Scoring |
| | |Rubrics Vol. 1 –Jacqueline Glasgow, editor |
| |Establish and develop a clear thesis statement for informational writing | |
| |or a clear plan or outline for narrative writing. (3) | |
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| |Determine a purpose and audience and plan strategies (e.g., adapting | |
| |formality of style, including explanations or definitions as appropriate | |
| |to audience needs) to address purpose and audience. (4) | |
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| | |Select different audiences for a given topic and discuss the impact |
|Select and use an appropriate | | |
|organizational structure to refine and | |Assume a role of someone from a particular time and “speak” from that perspective then select a |
|develop ideas for writing. (B) | |different role and “speak” on the same topic |
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| | |Slavery |
| | |Women’s rights |
| | |The war in Iraq |
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| | |Compare two or three articles written on the same topic but from different political viewpoints |
| |Prewriting | |
| |Determine the usefulness of and apply appropriate pre-writing tasks | |
| |(e.g., background reading, interviews or surveys). (2) | |
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| |Use organizational strategies (e.g., notes and outlines) to plan writing.| |
| |(5) | |
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| | |Mapping, Venn diagrams, outlines (in enough detail to satisfy the length requirement) |
|Use a variety of strategies to revise |Drafting, Revising and Editing | |
|content, organization and style, and to |Organize writing to create a coherent whole with an effective and |Assign writings emphasizing the use of transitions |
|improve word choice, sentence variety, |engaging introduction, body and conclusion, and a closing sentence that | |
|clarity and consistency of writing. (C) |summarizes, extends or elaborates on points or ideas in the writing. (6) | |
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| |Use a variety of sentence structures and lengths (e.g., simple, compound | |
| |and complex sentences; parallel or repetitive sentence structure). (7) | |
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| |Use paragraph form in writing, including topic sentences that arrange |Review the use of logical conjunctions/coordination vs. subordination |
| |paragraphs in a logical sequence, using effective transitions and closing|Find examples in professional writings |
| |sentences and maintaining coherence across the whole through the use of | |
| |parallel structures. (8) | |
| | |Review organizational options |
| |Use precise language, action verbs, sensory details, colorful modifiers | |
| |and style as appropriate to audience and purpose, and use techniques to | |
| |convey a personal style and voice.. (9) | |
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| |Use available technology to compose text. (10) | |
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| |Reread and analyze clarity of writing, consistency of point of view and |Write a paragraph using as few forms of “to be” as possible |
| |effectiveness of organizational structure. (11) |Image Grammar- Harry Noden |
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| | |Provide examples |
| | |“Blue Winds Dancing” – Thomas S. Whitecloud |
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| | |Develop a group composition |
| | |Using writing circles peer evaluate by reading aloud and critiquing each others’ compositions |
|Use a variety of strategies to revise |Drafting, Revising and Editing | |
|content, organization and style, and to | | |
|improve word choice, sentence variety, |Add and delete examples and details to better elaborate on a stated |Use student examples to teach and encourage revision |
|clarity and consistency of writing. (C) |central idea, to develop more precise analysis or persuasive argument or |Write a paragraph avoiding the use of there and it to begin sentences |
| |to enhance plot, setting and character in narrative texts. (12) | |
| | |Share examples of “writing bloopers” to emphasize the importance of clarity |
| |Rearrange words, sentences and paragraphs, and add transitional words and| |
| |phrases to clarify meaning and achieve specific aesthetic and rhetorical | |
| |purposes. (13) | |
| | |Cut a paragraph into parts and have students determine and explain the most effective order for |
| |Use resources and reference materials (e.g., dictionaries and |the sentences |
| |thesauruses) to select effective and precise vocabulary that | |
| |maintains consistent style, tone and voice. (14) |Give the beginning and end of a paragraph then have students create appropriate supporting |
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|Apply editing strategies to eliminate | | |
|slang and improve conventions. (D) | | |
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| |Drafting, Revising and Editing | |
| |Proofread writing, edit to improve conventions (e.g., grammar, spelling, | |
| |punctuation and capitalization), identify and correct fragments and | |
| |run-ons and eliminate inappropriate slang or informal language. (15) | |
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| | |Read aloud to peer edit |
| | |Read into a tape recorder and listen to the composition |
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|Apply tools to judge |Drafting, Revising and Editing | |
|the quality of writing. (E) |Apply tools (e.g., rubric, checklist and feedback) to judge the quality |Have student authors write comments to the reader(s) on their strengths and weaknesses in a |
| |of writing. (16) |given composition |
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| | |Build rubrics as a class-based on student input |
| | |The Student-Centered Classroom –Richard J. Stiggins—3rd ed. ISBN:0-13-022537-1 |
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|Prepare writing for | |Research paper |
|publication that follows an appropriate | | |
|format and uses a variety of techniques | |MLA |
|to enhance the final product. (F) | |APA |
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| | |Create cover pages for projects, pamphlets, playbills, etc. |
| |Publishing | |
| |Prepare for publication (e.g., for display or for sharing with others) | |
| |writing that follows a manuscript form appropriate for the purpose, which| |
| |could include such techniques as electronic resources, principles of | |
| |design (e.g., margins, tabs, spacing and columns) and graphics (e.g., | |
| |drawings, charts and graphs) to enhance the final product. (17) | |
|Eleventh Grade –VII. Writing Applications Standard |
|Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning |
|writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They |
|can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language |
|and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose. |
|Compose reflective writings that balance|Write reflective compositions that: |Discuss universal themes from literature and write a personal narrative |
|reflections by using specific personal |use personal experiences as a basis for reflection on some aspect of |“The Fan Club” –Rona Maynard |
|experiences to draw conclusions about |life; |The Outsiders-S.E. Hinton |
|life. (A) | | |
| |draw abstract comparisons between specific incidents and abstract | |
| |concepts; |Relate a specific event and explain what was learned from the experience |
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| |maintain a balance between describing incidents and relating them to more|Give students examples of general and specific statements and have them identify the differences|
| |general, abstract ideas that illustrate personal beliefs; and | |
| | |Identify and discuss where this occurs in their personal narratives |
|Write responses to literature that |move from specific examples to generalizations about life. (1) | |
|provide an interpretation, recognize | | |
|ambiguities, nuances and complexities | | |
|and understands the author’s use of |Write responses to literature that: |Have students select literary works that convey such techniques on a topic of their interest |
|stylistic devices and effects created. |advance a judgment that is interpretative, analytical, evaluative or | |
|(B) |reflective; |Develop writings that incorporate direct quotes |
| | |Emphasize the various ways in which this can be done |
| |support key ideas and viewpoints with accurate and detailed references to| |
| |the text or to other works and authors; |Closely examine the styles of a variety of authors |
| | |Issue excerpts from several works of each author and have students match the excerpts to the |
| |analyze the author’s use of stylistic devices and express an appreciation|authors based on what students have learned about their writing styles |
| |of the effects the devices create; | |
| | |Discuss open-ended stories and poems |
| |identify and assess the impact of possible ambiguities, nuances and |Assess the character of the Duke in “My Last Duchess”- Robert Browning |
| |complexities within text; |In Memoriam –Alfred Lord Tennyson |
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| | |In writing groups share works and respond to group members’ comments and suggestions |
| |anticipate and answer a reader’s questions, counterclaims or divergent |Have writing group members respond by writing a letter to the author of the composition |
| |interpretations; and | |
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| |provide a sense of closure to the writing. (2) | |
|Produce functional documents that |Write functional documents (e.g., requests for information, resumes, | |
|report, organize and convey information |letters of complaint, memos, proposals) that: |College resumes and application letters |
|and ideas accurately, foresee readers’ | |Career Passport Portfolio resumes, SCANS and Career narratives |
|problems of misunderstandings and |report, organize and convey information accurately; | |
|include formatting techniques that are | | |
|user friendly. (C) |use formatting techniques that make a document user-friendly; | |
| | |Use software for making resumes |
| |anticipate readers’ problems, mistakes and misunderstandings. (3) |Work in collaboration with the business education dept. |
|Produce informational essays or reports | |Use Citation Machine |
|that establish a clear and distinctive | |Provide examples |
|perspective on the subject, include |Write informational essays or reports, including research, that: | |
|relevant perspectives, take into account|develop a controlling idea that conveys a perspective on the subject; | |
|the validity and reliability of sources | | |
|and provide a clear sense of closure. |create an organizing structure appropriate to purpose, audience and | |
|(D) |context; | |
| | |Develop and support a thesis |
| |include information on all relevant perspectives, considering the |Discuss possible placements |
| |validity and reliability of primary and secondary sources; | |
| | | |
| |make distinctions about the relative value and significance of specific | |
| |data, facts and ideas; | |
| | |MLA |
| |anticipate and address a reader’s potential biases, misunderstandings and|APA |
| |expectations; and provide a sense of closure to the writing. (4) | |
| | | |
| | |Outline the information gathered |
| | | |
| | | |
| | |Discuss and provide examples of the use of concessions |
| | | |
| | | |
| | | |
| | | |
|Use a range of strategies to elaborate |Write persuasive compositions that: | |
|and persuade when appropriate, including| | |
|appeal to logic, use of personal |articulate a clear position; |Brainstorm possible topics |
|anecdotes, examples, beliefs, expert | |Establish a thesis |
|opinions or cause-effect reasoning. (E) |support assertions using rhetorical devices including appeals to emotion | |
| |or logic, personal anecdotes; and | |
| | |Provide models |
| |develop arguments using a variety of methods (e.g., examples, beliefs, | |
| |expert opinions, cause-effect reasoning). (5) | |
| | | |
| | |Provide models |
| | |Respond to literature, current events, reality television shows, etc. |
| | | |
| | | |
| | | |
| | | |
| |Produce informal writings (e.g., journals, notes and poems) for various | |
| |purposes. (6) | |
| | | |
| | |Expectations for producing informal writing for various purposes are delineated at all grades |
|No Benchmark | |K-12 within the grade-level indicators. Teachers have many opportunities to observe students |
| | |engaged in activities related to these skills |
| | | |
| | |Occasional Papers—Give students occasional opportunities to write on topics of their choice and |
| | |interest which are read aloud to the class but not critiqued or assessed |
| | |Writing With Passion- Tom Romano |
|Eleventh Grade – VIII. Writing Conventions Standard |
|Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with |
|forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling |
|system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively |
|communicate ideas in writing and to express themselves. |
|Use correct spelling |Spelling | |
|conventions. (A) |Use correct spelling conventions. (1) |Review common errors where needed |
| | | |
| | |Provide models |
| | | |
| | | |
| | | |
| | | |
|Use correct punctuation and | |Review as needed |
|capitalization. (B) |Punctuation and Capitalization |Peer edit |
| |Use correct capitalization and punctuation. (2) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Demonstrate understanding of the | |Study published writings |
|grammatical conventions of the English | |Provide models |
|language. (C) | |J.F.K. ’s famous “Ask not …” inaugural address |
| | |Create sentences employing certain grammatical structures |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Grammar and Usage | |
| |Use correct grammar (e.g., verb tenses, parallel structure, indefinite | |
| |and relative pronouns). (3) | |
|Eleventh Grade – IX. Research Standard |
|Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. |
|Students use an appropriate form to communicate their findings. |
|Research is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks. |
|Formulate open-ended research questions |Compose open-ended questions for research, assigned or personal interest,|Create a thesis and a working outline |
|suitable for inquiry and |and modify questions as necessary during inquiry and investigation to | |
|investigation and adjust questions as |narrow the focus or extend the investigation. (1) | |
|necessary while research is conducted. | | |
|(A) | | |
| | | |
| | | |
|Compile, organize and evaluate | | |
|information, take notes and summarize | | |
|findings. (B) | | |
| | |For government class students attend school board meetings – these findings and observations |
| | |could be written for English classes |
| | | |
| | |Tap into resources and those with expertise in the community i.e. YSU |
| | |affiliates |
| | |Review interviewing techniques |
| | |Interlibrary sources |
| | |Job shadow for career research |
|Evaluate the usefulness and credibility | | |
|of data and sources, and synthesize | | |
|information from multiple sources. (C) |Identify appropriate sources and gather relevant information from | |
| |multiple sources (e.g., school library catalogs, online databases, | |
| |electronic resources and Internet-based resources). (2) | |
| | | |
| |Determine the accuracy of sources and the credibility of the author by | |
| |analyzing the sources’ validity (e.g., authority, accuracy, objectivity, | |
| |publication date and coverage, etc.). (3) | |
| | |Fine tune the thesis and outline |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Analyze the complexities and discrepancies in information and | |
| |systematically organize relevant information to support central ideas, | |
| |concepts and themes. (4) | |
| | | |
|Use style guides to produce oral and |Integrate quotations and citations into written text to maintain a flow |Provide models |
|written reports that give proper credit |of ideas. (5) |Emphasize the importance of specific support for the thesis |
|for sources such as, words, ideas, | | |
|images, information and include and |Use style guides to produce oral and written reports that give proper |MLA |
|acceptable format for source |credit for sources and include appropriate in-text documentation, notes |APA |
|acknowledgement. (D) |and an acceptable format for source acknowledgement. (6) |Citation Machine website-see attached website page |
| | | |
| | | |
| | | |
| | | |
| | | |
|Communicate findings, reporting on the | | |
|substance and processes orally, visually| | |
|and in |Use a variety of communication techniques (e.g., oral, visual, written or| |
|writing or through |multimedia reports) to present information that supports a clear position| |
|multimedia. (E) |about the topic or research question and to maintain an appropriate | |
| |balance between researched information and original ideas. (7) |Develop a multigenre paper |
| | |Blending Genres, Altering Style- Tom Romano |
| | |-Assessment: Chapter 24 “Evaluating and Grading” |
| | | |
| | |Provide feedback to the presentations of papers |
| | |PowerPoint presentations |
|Eleventh Grade – X. Communication: Oral and Visual Standard |
|Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their |
|communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language |
|and deliberately choose vocabulary to clarify their points and adjust their presentations according to audience and purpose. |
|Communication is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks. |
|Use a variety of strategies to enhance |Listening and Viewing | |
|listening comprehension. (A) |Apply active listening strategies (e.g., monitoring message for clarity, |Read a piece aloud and have students take dictation or summarize |
| |selecting and organizing essential information, noting cues such as | |
| |changes in pace) in a variety of settings. (1) | |
| | | |
|Evaluate the clarity, quality, | | |
|effectiveness and overall coherence of a| | |
|speaker’s key points, arguments, | | |
|evidence, organization of ideas, | | |
|delivery, diction and syntax. (B) | |Determine terminology and provide written examples |
| | | |
| | | |
| | | |
| |Listening and Viewing |Facilitate students’ input in establishing a rubric |
| |Analyze types of arguments used by the speaker, such as causation, |The Student-Centered Classroom- Richard J. Stiggins |
| |analogy and logic. (2) | |
| | |Listen to and critique professional examples |
| |Critique the clarity, effectiveness and overall coherence of a speaker’s |Use speeches of political candidates or their supporters |
| |key points. (3) | |
| | |Discuss recognizing and filtering prejudice on the part of the speaker |
| |Evaluate how language choice, diction, syntax and delivery style (e.g., | |
| |repetition, appeal to emotion, eye contact) affect the mood and tone and | |
|Select and use effective speaking |impact the audience. (4) | |
|strategies for a variety of audiences, | | |
|situations and purposes. (C) | |Generate and use student examples as tools |
| | | |
| | | |
| |Speaking Skills and Strategies | |
| |Demonstrate an understanding of the rules of the English language and | |
| |select language appropriate to purpose and audience. (5) | |
|Select and use effective speaking |Speaking Skills and Strategies | |
|strategies for a variety of audiences, |Adjust volume, phrasing, enunciation, voice modulation and inflection to |Critique professional examples |
|situations and purposes. (C) |stress important ideas and impact audience response. (6) |Politics of the English Language- George Orwell |
| | | |
| |Vary language choices as appropriate to the context of the speech. (7) | |
| | |Emphasize the difference between formal and informal English use for specific occasions and |
| | |audiences |
|Give persuasive presentations that |Speaking Applications | |
|structure ideas and arguments in a |Deliver persuasive presentations that: | |
|logical fashion, clarify and defend | | |
|positions with relevant evidence and |establish and develop a logical and controlled argument; | |
|anticipate and address the audience’s | | |
|concerns. (D) |include relevant evidence, differentiating between evidence and opinion | |
| |to support position and to address counter-arguments or listener bias; | |
| | | |
| |use persuasive strategies such as rhetorical devices; anecdotes and | |
| |appeals to emotion, authority, reason, pathos and logic; | |
| | | |
| |consistently use common organizational structures as appropriate (e.g., | |
| |cause-effect, compare-contrast, problem-solution); and use speaking | |
| |techniques (e.g., reasoning, emotional appeal, case studies or | |
| |analogies). (10) | |
|Give informational presentations that |Speaking Applications | |
|contain a clear perspective; present |Deliver informational presentations (e.g., expository, research) that: |Read aloud or perform compositions i.e. Readers’ Theater |
|ideas from multiple sources in logical |present a clear and distinctive perspective on the subject; |Assessment: “Readers’ Theater For Deliver Us From Evie” by Jacqueline Glasgow Standards-Based |
|sequence; and include a consistent | |Activities With Scoring Rubrics Vol. 2- Jacqueline Glasgow, editor |
|organizational structure. (E) |present events or ideas in a logical sequence; | |
| | |PowerPoint presentations |
| |support the controlling idea with well-chosen and relevant facts, | |
| |details, examples, quotations, statistics, stories and anecdotes; | |
| | | |
| |include an effective introduction and conclusion and use a consistent |Peer feedback |
| |organizational structure (e.g., cause-effect, compare-contrast, | |
| |problem-solution); | |
| | | |
| |use appropriate visual materials (e.g., diagrams, charts, illustrations) | |
| |and available technology to enhance presentation; and | |
| | | |
| |draw from and cite multiple sources including both primary and secondary | |
| |sources and consider the validity and reliability of sources. (8) | |
| | | |
| | | |
|Give presentations using a variety of | | |
|delivery methods, visual displays and |Speaking Applications | |
|technology. (F) |Deliver formal and informal descriptive presentations that convey | |
| |relevant information and descriptive details. (9) | |
| | |Multigenre presentations |
| | |Assessment: “Family History Multigenre Projects” by Nanci Bush Standards-Based Activities with |
| | |Scoring Rubrics Vol. 2 -Jacqueline Glasgow, editor |
| | | |
Websites:
(Viking Treasure Chest of Technology Resources-interactive standards aligned activities)
(General listing of websites available through the Trumbull County ESC)
(MarcoPolo Internet Content for the Classroom-standards-based lesson plans and internet resources)
(Citation Machine- A very useful online tool for teaching MLA and APA citation techniques)
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adapted from the Ohio Department of Education
Ohio Academic Content Standards
Language Arts Curriculum Guide
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