Kindergarten



|Grade |

|8 |

| Eighth 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 |

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|This standard is a K-3 standard. |Fluency continues to develop past the primary grades. |The ratio of extended reading and writing to skills instruction should be 3:1 |

|Therefore, there are no benchmarks | | |

|beyond third grade. (A) | |Characteristics of Successful Middle School Literacy Programs: |

| | |High proportion of time is spent on actual reading and writing. |

| | |Emphasis is on the integration of reading and writing. |

|Instruction in fluency continues in the |Readers. . . |Emphasis is on teaching strategies for reading comprehension. |

|intermediate grades. (B) |increase rate of oral reading to near conversational pace; (1) |Skills/strategies are taught in the context of actual reading and writing. |

| | |Silent reading is stressed, reserving oral reading for special activities such as dramatic |

| |show appropriate use of pauses, pitch, stress and intonation while |readings or sharing writing. |

| |reading in clauses and sentence units to support comprehension; (2) |Lessons are built on the background information and experience of the students. |

| | |Speaking and listening are integrated with reading and writing activities. |

| |gain control over a wider, complex sight vocabulary and over longer |Teacher models for students how an experienced reader and writer plan and accomplishes goals. |

| |syntactic structures, in order to read progressively more demanding texts|Hands-on experiences are provided for students to help them understand what they read and write.|

| |with greater ease; (3) |Teacher facilitates discussions by asking open-ended questions that require critical thinking. |

| | |A variety of groupings are utilized. |

| |read silently considerably faster than orally; (4) | |

| | |Rx for Round Robin Reading |

| |Silent reading becomes the preferred, more efficient way to process |Read what a certain character said |

| |everyday texts. (5) |Read it the way you think the character said it |

| | |Read the most exciting part |

| | |Read the most beautiful part |

| | |Read the part you liked best |

| | |Read the part that proved _____ |

| | |Read the stanza of the poem you liked best |

| | |Read the part that helped you understand the character best |

| | |(Jerry Johns) |

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| | |Goodbye Round Robin – Opitz & Rasinski |

| Eighth 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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|Use context clues and text structures to|Contextual Understanding |List Group Label |

|determine the meaning of new vocabulary.|Define unknown words through context clues and the author’s use of |Choose a topic (from an upcoming unit, theme, or story to be read). List words related to the |

|(A) |comparison, contrast and cause and effect. (1) |topic. Group words that have something in common. Label each group. |

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| | |Use Sadlier–Oxford vocabulary series, grades 6-12. |

| |Conceptual Understanding | |

| |Apply knowledge of connotation and denotation to determine the meaning of|Word Wall |

| |words. (2) |Post unfamiliar words written on cards with definitions on the back. |

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| | |Vocabulary map |

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| | |Animals |

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| | |nurse young |

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|Examine the relationships of analogical | | |

|statements to infer word meanings. (B) | | |

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| |Identify the relationships of pairs of words in analogical statements |Mammals |

| |(e.g., synonyms and antonyms) and infer word meanings from these | |

| |relationships. (3) |hair or fur |

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|Recognize the importance and function of| | |

|figurative language. (C) | | |

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| |Infer the literal and figurative meaning of words and phrases and discuss| |

| |the function of figurative language, including metaphors, similes and | |

| |idioms. (4) | |

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| | |lungs |

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| | |dog |

| | |whale |

| | |cat |

| | |people |

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| | |warm blood |

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| | |live birth |

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| | |Examples |

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| | |Characteristics |

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|Eighth Grade – II. Acquisition of Vocabulary Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|Explain how different events have |Conceptual Understanding |Pre-vocabulary |

|influenced and changed the English |Examine and discuss the ways that different events (e.g., cultural, |Prior to reading the text, give students about 20 strips of paper with words from the text. Ask |

|language. (D) |political, social, technological, and scientific events) impact and |them to sort into groups. |

| |change the English language. (5) |(Some possibilities) |

| | |words that suggest conflict |

| | |words that suggest overcoming conflict |

| | |words that refer to characters |

| | |words that provide a clue to the setting |

|Apply knowledge of roots and affixes to | |unusual or interesting words |

|determine the meanings of complex words | |Discuss rationale for where words were placed. Write short paragraph predicting what the story |

|and subject area vocabulary. (E) | |could be . |

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| | |Word sets: |

| | |Prepare sets of about 20 words. |

|Use multiple resources to enhance | |Students are instructed to “Put these into groups that make sense to you. Be ready to give your |

|comprehension of vocabulary. (F) | |reason.” |

| | |Greek roots |

| |Structural Understanding |by topics |

| |Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and |synonyms |

| |suffixes to understand complex words and new subject-area vocabulary |homonyms |

| |(e.g., unknown words in science, mathematics and social studies). (6) |prefixes |

| | |etc. |

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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. (7) | |

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| Eighth 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. (In grades 8-12, students should read purposefully and automatically, using the comprehension and self-monitoring strategies outlined in previous grades. As they encounter |

|increasingly challenging content area and literary texts, students may more consciously employ these strategies and benefit from teacher modeling of the reading process.) |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | |Scott Foresman Literature & Integrated Studies Assessment Handbook ISBN 0-673-32471-0 |

|Apply reading comprehension strategies |Comprehension Strategies | |

|to understand grade-appropriate texts. |Apply reading comprehension strategies, including making predictions, |Heath Middle Level Literature Assessment Resources Gold Level ISBN 0-669-42952-1 |

|(A) |comparing and contrasting, recalling and summarizing and making | |

| |inferences and drawing conclusions. (1) |The NAEP Reading Report Card for the Nation found that “at every age level, reading more pages |

| | |in school and for homework each day was associated with higher reading scores.” |

| | |Frustration-level reading (accuracy below 90%, word by word reading, and comprehension below |

|Demonstrate comprehension of print and |Comprehension Strategies |75%) is to be avoided because of the negative impact on learning and attitude. |

|electronic text by responding to |Answer literal, inferential, evaluative and synthesizing questions to |Teach students to make literacy connections |

|questions such as, literal, inferential,|demonstrate comprehension of grade-appropriate print texts and electronic|Text-to-self: Make connections between personal experiences and the text |

|evaluative and synthesizing. (B) |and visual media. (2) |Text-to text: Discuss other texts in relation to the text just read |

| | |Text-to-world: Link what is read to what is already known about the world |

| | |Place sticky note on page where connection is made with TS, TT, TW indicated. |

| | |(Strategies That Work by Harvey & Goudvis) |

|Use appropriate self-monitoring | |Use content textbooks as resources to show language connection across the curriculum. |

|strategies for comprehension. (C) | | |

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| |Self-Monitoring Strategies | |

| |Monitor own comprehension by adjusting speed to fit the purpose, or by | |

| |skimming, scanning, reading on, looking back, note taking or summarizing | |

| |what has been read so for in text. (3) | |

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|Eighth Grade – III. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|No Benchmark |Independent Reading |Divide a sheet in half and mark one column “Summary” and the next column “Response” to generate |

| |Use criteria to choose independent reading materials (e.g., personal |deeper thinking |

| |interest, knowledge of authors and genres or recommendations from | |

| |others). (4) | |

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| |Independently read books for various purposes (e.g., for enjoyment, for | |

| |literary experience, to gain information or to perform a task). (5) |High-interest, easy reading: A booklist for middle school and high school is on . |

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| Eighth 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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|Evaluate how features and |Compare and contrast text features, including format and headers of |Anticipation Guide |

|characteristics make information |various informational texts in terms of their structure and purpose. (1) |Give students a list of statements prior to reading a selection. They indicate whether they |

|accessible and usable and how structures| |agree or disagree. Read to find out. |

|help authors achieve their purposes. (A)|Identify and use the organizational structure of a text, such as | |

| |chronological, compare-contrast, cause-effect, problem-solution, and |Before After Page |

| |evaluate its effectiveness. (2) | |

| | |Yes 1. Spiders are insects. ___ ___ |

| |Distinguish the characteristics of consumer materials (e.g., warranties, | |

| |product information, instructional materials), functional or workplace |___ 2. Spiders can move in any |

| |documents (e.g., job-related materials, memoranda, instructions) and |direction. ___ ___ |

| |public documents (e.g., speeches or newspaper editorials). (9) | |

| | |KWL Chart |

| | |What do you know? |

| | |What do you want to know? |

| |Assess the adequacy, accuracy and appropriateness of an author’s |What did you learn? |

| |details, identifying persuasive techniques (e.g., bandwagon, testimonial | |

|Identify examples of rhetorical devices |and emotional word repetition) and examples of bias and stereotyping. (5)| (activities) Language Arts 6-8 “Voices of Tragedy & Horror: Remembering the |

|and valid and invalid inferences, and | |Holocaust” |

|explain how authors use these devices to|Recognize how writers cite facts; draw inferences and present opinions in| (activities) Language Arts 6-8 “Is It Fact or Opinion?” |

|achieve their purposes and reach their |informational text. (8) | |

|intended audiences. (B) | | |

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|Eighth Grade – IV. Reading Applications: Informational, Technical and Persuasive Text Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|Analyze whether graphics supplement |Analyze information found in maps, charts, tables, graphs, diagrams, |Possible resources are science and social studies textbooks and also Internet mapping sources. |

|textual information and promote the |cutaways and overlays. (4) | |

|author’s purpose. (C) | |Questions about authors purpose: |

| | |What do you think was the author’s purpose in writing this selection (to entertain, persuade, |

| | |inform etc?) |

| | |Was this the best genre to use in achieving this purpose? |

| | |Do you think the author presented the purpose clearly? |

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| | |Questions about author’s viewpoint: |

|Explain and analyze how an author |Identify the author’s purpose and intended audience for the text. (6) |What was the point of view the author chose for this story? |

|appeals to an audience and develops an | |How could you tell this point of view? |

|argument or viewpoint in text. (D) |Analyze an author’s argument, perspective or viewpoint and explain the |Did you feel that this was the best choice for this story? |

| |development of key points. (7) |What are the advantages of choosing this point of view? |

| | |Do you think there are disadvantages in presenting the story from this point of view? |

| | |Have you used this point of view in your own writings? |

| | |(Modifying The Four Blocks for Upper Grades by Sigmon) |

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|Utilize multiple sources pertaining to a|Compare and contrast the treatment, scope and organization of ideas from | |

|singular topic to critique the various |different sources on the same topic. (3) | (activities) Language Arts 6-8 “Style and Voice” |

|ways authors develop their ideas such | | |

|as, treatment, scope and organization. | | |

|(E) | | |

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| Eighth 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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|Analyze interactions between characters |Identify and explain various types of characters (e.g., flat, round, | (activities) Language Arts 6-8 “Nibble, Nibble Little Mouse” |

|in literary text and how the |dynamic, static) and how their interactions and conflicts affect the | |

|interactions affect the plot. (A) |plot. (1) | |

| | | (activities) Language Arts 6-8 “First Impressions” |

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|Explain and analyze how the context of | | |

|setting and the author’s choice of point| | |

|of view impact a literary text. (B) |Analyze the influence of setting in relation to other literary elements. | |

| |(2) | |

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| |Compare and contrast different points of view (e.g., first person and | |

| |third person limited, omniscient, objective and subjective), and explain | |

| |how voice affects literary text. (4) | |

|Identify the structural elements of the | | |

|plot and explain how an author develops | | |

|conflicts and plot to pace the events in|Explain how authors pace action and use subplots, parallel episodes and | |

|literary text. (C) |climax. (3) | |

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|Eighth Grade – V. Reading Applications: Literary Text Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|Identify similar recurring themes across|Identify and explain universal themes across different works by the same |Some suggested authors: Avi, Gary Paulsen, Will Hobbs, Lois Lowry, and Lois Duncan |

|different works. (D) |author and by different authors. (5) | |

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|Analyze the use of a genre to express a |Explain how an author’s choice of genre affects the expression of a theme| |

|theme or topic. (E) |or topic. (6) |Questions about theme: |

| | |What message do you think the author is telling? |

| | |Is this a theme that can be transferred into everyday life experiences? |

| | |How did the author convey this message? Explain how it was successful. |

|Identify and analyze how an author uses | |Have you read anything with a similar theme? |

|figurative language, sound devices and |Identify examples of foreshadowing and flashback in a literary text. (7) | |

|literary techniques to shape plot, set | | |

|meaning and develop tone. (F) |Explain ways in which the author conveys mood and tone through word | |

| |choice, figurative language, and syntax. (8) |Questions about mood: |

| | |What is the mood that the author has created? |

| | |How did s/he achieve that mood-through narrative description, through dialogue, or in some other|

|Explain techniques used by authors to | |way? |

|develop style. (G) |Examine symbols used in literary texts. (9) |Write a paragraph where you intentionally create a mood for the reader? |

| | |Did the mood of this story remind you of any other story? |

| Eighth 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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|Formulate writing ideas, and identify a |Prewriting |Scott Foresman Literature & Integrated Studies Assessment Handbook ISBN 0-673-32471-0 |

|topic appropriate to the purpose and |Generate writing ideas through discussions with others and from printed | |

|audience. (A) |material, and keep a list of writing ideas. (1) |Heath Middle Level Literature Assessment Resources Gold Level, ISBN 0-669-42952-1 |

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| |Establish a thesis statement for informational writing or a plan for | |

| |narrative writing. (3) | |

| | |Questions for teacher student writing conference: |

| |Determine a purpose and audience and plan strategies (e.g., adapting |How did you choose this topic? |

| |focus, content structure and point of view) to address purpose and |Did you run into any stumbling blocks? |

| |audience. (4) |How is it going? |

| | |Have you spoken with anyone about it? |

| |Conduct background reading, interviews or surveys when appropriate. (2) |What will you write next? |

|Determine the usefulness of organizers | |How do you think it will end? |

|and apply appropriate pre-writing tasks.|Use organizational strategies (e.g., notes and outlines) to plan writing.|What will you do with it when you finish? |

|(B) |(5) |Read the part you like best. |

| | |Does your beginning grab the reader’s attention? |

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| | |Inspiration software allows students to create, update, and work with visual organizers, concept|

| | |maps, idea maps, webs and other visual diagrams. |

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|Eighth Grade –VI. Writing Process Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|Use revision strategies to improve the |Drafting, Revising and Editing |Sentence variety suggestions: |

|style, variety of sentence structure, |Organize writing with an effective and engaging introduction, body and a |Begin with a prepositional phrase “In a forest of mixed growth somewhere on the eastern spurs of|

|clarity of controlling idea, logic, |conclusion that summarizes, extends or elaborates on points or ideas in |the Carpathians…” |

|effectiveness of word choice and |the writing. (6) |Use an -ing participle “Holding the bouquet against his face, he closed his eyes...” |

|transitions between paragraphs, passages| |Use an appositive “About the hall were the mounted heads of many animals – lions, tigers, |

|or ideas. (C) |Vary simple, compound and complex sentence structures. (7) |elephants, moose, bears.” |

| | |Use adjectives shifted out of order “His face was the face of a student, thin and ascetic, but…”|

| |Group related ideas into paragraphs, including topic sentences following |Use an absolute “Crane laughed nervously, his breath gliding into the night… |

| |paragraph form, and maintain a consistent focus reinforced by parallel |Work with the 5 and 10 technique “Rising at him from the darkling blue-slowly, smoothly came the|

| |structures across paragraphs. (8) |shark...” (Image Grammar by I Harry Noden) |

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| |Use precise language, action verbs, sensory details, colorful modifiers | |

| |and style as appropriate to audience and purpose. (9) | |

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| |Use available technology to compose text. (10) | |

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| |Reread and analyze clarity of writing and consistency of point of view. | |

| |(11) | |

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| |Add and delete information and details to better elaborate on a stated | |

| |central idea and to more effectively accomplish purpose. (12) | |

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| |Rearrange words, sentences and paragraphs, and add transitional words and| |

| |phrases to clarify meaning. (13) | |

|Eighth Grade – VI.Writing Process Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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|Use revision strategies to improve the |Drafting, Revising and Editing | |

|style, variety of sentence structure, |Use resources and reference materials (e.g., dictionaries and |northcanton.~techresoures |

|clarity of controlling idea, logic, |thesauruses) to select more effective vocabulary. (14) |These sites provide lesson plans, professional readings, grant sources-all connected to Ohio |

|effectiveness of word choice and | |Academic Content Standards. |

|transitions between paragraphs, passages| | |

|or ideas. (C) | |See Write Source 2000, p. 106, for lists of transitional words or Elements of Writing (Holt |

| | |Rinehart Winston) i.e., p. 245. |

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| | | (activities) Language Arts 6-8 “Every Dog Has Its Day” |

|Edit to improve sentence fluency, | | |

|grammar and usage. (D) | |Give options with respect to length. |

| |Proofread writing, edit to improve conventions (e.g., grammar, spelling, |By giving the entire class a range of, say 5 paragraphs to 5 pages, the exceptional or lower |

| |punctuation and capitalization) and identify and correct fragments and |ability student is not singled out. Surprisingly enough most good writers will choose the |

| |run-ons. (15) |lengthier option, and even struggling writers maybe motivated to write more when not required to|

| | |do so. |

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|Apply tools to judge | |See McDougal Littell series, Guidelines for Writing Assessment and Portfolio Use, p. 13, for an |

|the quality of writing. (E) | |example. |

| |Apply tools (e.g., rubric, checklist and feedback) to judge the quality | |

| |of writing. (16) | |

| | |Use peer revision sheet found in Writer’s Choice supplemental material by Glencoe. |

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|Eighth Grade – VI. Writing Process Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | |

|Prepare writing for |Publishing | |

|publication that is legible, follows an |Prepare for publication (e.g., for display or for sharing with others) |Students may post their writing and receive feedback from other students and teachers around the|

|appropriate format and uses techniques |writing that follows a manuscript form appropriate for the purpose, which|world. |

|such as electronic resources and |could include such techniques as electronic resources, principles of | |

|graphics. (F) |design (e.g., margins, tabs, spacing and columns) and graphics (e.g., |PowerPoint |

| |drawings, charts and graphs) to enhance the final product. (17) | |

| | | |

| Eighth 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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | |

|Compose narratives that establish a |Write narratives that: |Research over nearly 90 years has shown that the teaching of formal grammar rules does not |

|specific setting, plot and a consistent |sustain reader interest by pacing action and developing an engaging plot |improve student writing. Diagramming sentences and citing rules has little transfer to actual |

|point of view, and develop characters by|(e.g., tension and suspense); |writing. Usage, sentence variety, spelling and punctuation should be applied in extended writing|

|using sensory details and concrete | |rather than in isolated sentences. |

|language. (A) |use literary devices to enhance style and tone; and | |

| | | |

| |create complex characters in a definite, believable setting. (1) | |

| | | |

| | | |

| | | |

| |Write responses to literature that organize an insightful interpretation | |

|Write responses to literature that |around several clear ideas, premises or images and support judgments with| |

|extend beyond the summary and support |specific references to the original text, to other texts, authors and to | |

|references to the text, other works, and|prior knowledge. (2) | |

|other authors or to personal knowledge. | | |

|(B) | | |

|Eighth Grade – VII. Writing Applications Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | |

|Produce letters such as, business |Write business letters, letters to the editor and job applications that: | |

|letters to the editor, job applications |address audience needs, stated purpose and context in a | |

|that follow the conventional style |clear and efficient manner; | |

|appropriate to the text and include | | |

|appropriate details and exclude |follow the conventional style appropriate to the text using proper technical | |

|extraneous details and inconsistencies. |terms; |Don’t confuse revision with copy-editing. Teach revision first having students clarify the|

|(C) | |content and substance of their work. Then to copy-editing for spelling, mechanics, usage, |

| |include appropriate facts and details; |etc. Only in the final phase of writing. |

| | | |

| |exclude extraneous details and inconsistencies; and | |

|Use documented textual evidence to | | |

|justify interpretations of literature or|provide a sense of closure to the writing. (3) | |

|to support a research topic. (D) | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| |Write informational essays or reports, including research, that: | |

| |pose relevant and tightly drawn questions that engage the reader, | |

| | | |

| |provide a clear and accurate perspective on the subject; | |

| | | |

| |create an organizing structure appropriate to the purpose, audience and | |

| |context; | |

| | | |

| |support the main ideas with facts, details, examples and explanations from | |

| |sources; and document sources and include bibliographies. (4) | |

|Eighth Grade – VII. Writing Applications Standard (continued) |

|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. Expectations for producing |

|informal writing for various purposes are delineated at all grades K-12 within the grade-level indicators. Teachers have many opportunities to observe students engaged in activities related to these skills. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | |

|Write a persuasive piece that states a |Write persuasive compositions that: |For each source used, add information in a different colored ink or pencil to aid in seeing what|

|clear position, includes relevant |establish and develop a controlling idea; |different texts have to offer. |

|information and offers compelling | | |

|evidence in the form of facts and |support arguments with detailed evidence; | |

|details. (E) | | |

| |exclude irrelevant information; and | |

| | | |

| |cite sources of information (5) | |

| | | |

| | | |

|No Benchmark | | |

| | | |

| |Produce informal writings (e.g., journals, notes and poems) for various | |

| |purposes. (6) | |

| | | |

| | | |

| | | |

| | | |

| Eighth 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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | |Editing Symbols: |

|Use correct spelling |Spelling |s/v correct agreement of subject and verb. |

|conventions. (A) |Use correct spelling conventions. (1) |t correct verb tense. |

| | |frag correct sentence fragment |

| | |ro correct run-on sentence |

| | |// use parallel structure |

|Use correct punctuation and |Punctuation and Capitalization |nc clarify idea/not clear |

|capitalization. (B) |Use correct punctuation and capitalization. (2) |agr correct agreement of pronoun and antecedent. |

| | |ref clarify reference of pronoun to antecedent |

| | |p correct error in punctuation |

| |Grammar and Usage |sp correct error in spelling |

| |Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, |ww use the correct word |

|Demonstrate understanding of the |adjective, conjunction, preposition, interjection). (3) |^ insert/include what has been omitted. |

|grammatical conventions of the English | |¶ start new paragraph here. |

|language. (C) |Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, |awk correct awkward sentence or construction. |

| |infinitive, participial). (4) |cap use correct capitalization. |

| | |apos use apostrophe correctly. |

| |Use parallel structure to present items in a series and items juxtaposed |tr include transition. |

| |for emphasis. (5) |rep avoid repetition, redundancy. |

| | |O take out letter, word, phase, sentence. |

| |Use proper placement of modifiers. (6) |є change lower case to capital, or capital to lower case. |

| | | |

| |Maintain the use of appropriate verb tenses. (7) |Avoiding Pitfalls checklist |

| | |-Does every sentence express a complete thought, with an identifiable subject and verb? |

| |Conjugate regular and irregular verbs in all tenses correctly. (8) |-Are there any run-on sentences that should be split into two separate sentences? |

| | |-Do all subjects and verbs agree in number and person? |

| | |-Are all pronoun antecedents clear? |

| | |-Are there inconsistencies of verb tense that should be corrected? |

| | |-Are there any dangling, misplaced or squinting modifiers? |

| | |-Have I observed the need for parallel construction within each sentence? |

| | |(World Book Learning Library, Book 5, p. 63.) |

| | | |

| Eighth 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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | Glencoe Language Arts Guide to Using the Internet and Other Electronic Resources ISBN |

|Formulate open-ended research questions |Compose open-ended questions for research, assigned or personal interest,|0-02-817285-X |

|suitable for investigation and adjust |and modify questions as necessary during inquiry and investigation. (1) | |

|questions as necessary while research is| | |

|conducted. (A) | |Demonstrate behavior consistent with the signed Acceptable Use Policy |

| | |Recognize the importance of respecting another’s work and/or computer files |

| | |Demonstrate the ability to electronically save as instructed |

| | |Distinguish between appropriate and inappropriate actions on the Internet and/or computer |

|Evaluate the usefulness and credibility | |Appropriately cite all text sources used for research |

|of data and sources. (B) | |Appropriately credit all photographs, artwork, etc. taken from the Internet, scanned, etc. |

| | |Understand fair use copyright policy as it applies to students |

| | |Identify and use electronic databases to locate pertinent information: e.g., SIRS Discoverer, |

| | |EBSCO, Netwellness, Infotrac, Infohio, etc. |

| | |Demonstrate awareness of different syntax for simple and advanced levels of searching |

| | |appropriate for electronic magazine indexes and Internet search engines |

| | |Understand and utilize AND, OR, and NOT Boolean operators in keyword searching in various search|

| | |engines |

| | |Understand bias and how it affects presentation of information |

| | |Identify fact-based information sources and opinion-based information sources |

| | | |

| | | (activities) Language Arts 6-8 “Interview Magazine” |

| |Identify appropriate sources and gather relevant information from | |

| |multiple sources (e.g., school library catalogs, online databases, | (activities) Language Arts 6-8 “I Always Wanted to Know” |

| |electronic resources and Internet-based resources). (2) | |

| | | |

| |Explain the usefulness and accuracy of sources by determining their | |

| |validity (e.g., authority, accuracy, objectivity, publication date and | |

| |coverage) and define primary and secondary sources. (3) | |

| | | |

| | | |

| | | |

| |Select an appropriate structure for organizing information in a | |

| |systematic way (e.g., notes, outlines, charts, tables and graphic | |

| |organizers). (4) | |

|Eighth Grade – IX. Research Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | |

|Organize information from various |Compile and organize the important information and select appropriate |Locate information by subject heading searching in a magazine index database |

|resources and select appropriate sources|sources to support central ideas, concepts and themes. (5) |Locate information by keyword searching Internet search engines |

|to support central ideas, concepts and | |Use AND, OR, and NOT operators to refine results list in Internet search engine strategy |

|themes. (C) | |Use quotation marks for phrase searching to improve results in Internet search engines |

| | |Print/save selected pieces of web page, picture, sound, video, etc. |

| | |Mark and print selected electronic text |

|Use style guides to produce oral and |Integrate quotations and citations into written text to maintain a flow |Evaluate web pages for currency, accuracy, authority, and consistency with other sources |

|written reports that give proper credit |of ideas. (6) |Differentiate between primary and secondary sources |

|for sources such as, words, ideas, | |Use note-taking strategies including summarizing and paraphrasing from print and/or electronic |

|images, information and include an |Use style guides to produce oral and written reports that give proper |resources |

|acceptable format for source |credit for sources and include an acceptable format for source |Credit sources for all quotations, major ideas, and specific facts or data using correct |

|acknowledgement. (D) |acknowledgement. (7) |bibliographic citations |

| | |Proofread and edit a document using spell check, thesaurus, grammar check, and other electronic |

| | |tools |

| | |Manipulate graphic and text using Page Set Up and various tool bar options |

| | |Describe the effectiveness of the media and technology used in a production or presentation |

|Communicate findings, reporting on the | | |

|substance and processes orally, visually|Use a variety of communication techniques, including oral, visual, | (activities) Language Arts 6-8 “Updating Your Historical Resume” |

|and in |written or multimedia reports, to present information that supports a | (activities) Language Arts 6-8 “Research Sleuths” |

|writing or through |clear position about the topic or research question and to maintain an | (activities) Language Arts 6-8 “Computer Fraud” |

|multimedia. (E) |appropriate balance between researched information and original ideas. | |

| |(8) | |

| Eighth 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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | |

|Use a variety of strategies to enhance | |See Ohio Standards book glossary for definitions of each persuasive technique. |

|listening comprehension. (A) |Listening and Viewing | |

| |Apply active listening strategies (e.g., monitoring message for clarity, | |

| |selecting and organizing essential information, noting cues such as |Locate commercials and advertisements and classify which technique is used and why it works. |

| |changes in pace). (1) | |

| | |Check textbooks for persuasive techniques, i.e., Elements of Writing (Holt Rinehart Winston), p.|

| | |267. |

|Analyze the techniques used by speakers | | |

|and media to influence an audience, and | | (activities) Language Arts 6-8 “Persuade Me” |

|evaluate the effect this has on the | | |

|credibility of a speaker or media | | (activities) Language Arts 6-8 “Rosie the Riveter and the Fly Girls” |

|message. (B) | | |

| | | (activities) Language Arts 6-8 “Taxed Tempers Toss Tea to Tides” |

| | | (activities) Language Arts 6-8 “We Need Cash” |

| |Identify and analyze the persuasive techniques (e.g., bandwagon, | |

| |testimonial, glittering generalities, emotional word repetition and bait | (activities) Language Arts 6-8 “Historical Obituary” |

| |and switch) used in presentations and media messages. (2) | |

| | | (activities) Language Arts 6-8 “The Great Explorers” |

| |Determine the credibility of the speaker (e.g., hidden agendas, slanted | |

|Evaluate the content and purpose of a |or biased material) and recognize fallacies of reasoning used in | |

|presentation by analyzing the language |presentations and media messages. (3) | |

|and delivery choices made by a speaker. | | |

|(C) | | |

| |Identify the speaker’s choice of language and delivery styles (e.g., | |

| |repetition, appeal to emotion, eye contact) and how they contribute to | |

| |meaning. (4) | |

|Eighth Grade – X. Communication: Oral and Visual Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | |

|Demonstrate an understanding of |Speaking Skills and Strategies | |

|effective speaking strategies by |Demonstrate an understanding of the rules of the English language and |Peer reaction sheet: |

|selecting appropriate language and |select language appropriate to purpose and audience. (5) | |

|adjusting presentation techniques. (D) | |The most effective idea… |

| |Adjust volume, phrasing, enunciation, voice modulation and inflection to |The four most effective words or phrases… |

| |stress important ideas and impact audience response. (6) |The most interesting idea… |

| | | |

| |Vary language choices as appropriate to the context of the speech. (7) | |

|Eighth Grade – X. Communication: Oral and Visual Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | |

|Give informational presentations that |Speaking Applications |Provide ample presentation opportunities throughout the year. |

|present ideas in a logical sequence, |Deliver informational presentations (e.g., expository, research) that: | |

|include relevant facts and details from |demonstrate an understanding of the topic and present events or ideas in | |

|multiple sources and use a consistent |a logical sequence; | |

|organizational structure. (E) |support the controlling idea or thesis with | |

| |well-chosen and relevant facts, details, examples, quotations, | |

| |statistics, stories and anecdotes; | |

| |include an effective introduction and conclusion and use a consistent | |

| |organizational structure (e.g., cause-effect, compare-contrast, | |

| |problem-solution); | |

| |use appropriate visual materials (e.g., diagrams, charts, illustrations) | |

| |and available technology; and | |

| |draw from multiple sources, including both primary and secondary sources,| |

| |and identify sources used. (8) | |

|Eighth Grade – X. Communication: Oral and Visual Standard (continued) |

|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. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

| | | |

|Provide persuasive presentations using | |See addendums A5, C-E, and Glossary for additional information useful for this grade level. |

|varied speaking techniques and |Speaking Applications | |

|strategies and include a clear |Deliver persuasive presentations that: | |

|controlling idea or thesis. (F) |establish and develop a logical and controlled argument; | |

| | | |

| |include relevant evidence, differentiating between evidence and opinion | |

| |to support a position and to address counter-arguments or listener bias; | |

| |and | |

| | | |

| |consistently use common organizational structures as appropriate (e.g., | |

| |cause-effect, compare-contrast, problem-solution). (10) | |

| | | |

| | | |

|Give presentations using a variety of |Deliver formal and informal descriptive presentations that convey | |

|delivery methods, visual displays and |relevant information and descriptive details. (9) | |

|technology. (G) | | |

-----------------------

adapted from the Ohio Department of Education

Ohio Academic Content Standards

Language Arts Curriculum Guide

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