|
Recurring Standards
| |||||||||||||
|
Reception
| |||||||||||||
|
R1. Read a variety of print and nonprint documents to acquire new information and respond to the needs and demands of society and the workplace. Examples: emails, directions, diagrams, charts, other common workplace documents
|
||||||||||||
|
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation. Examples: short and long prose texts, poetry, dramas
|
||||||||||||
|
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
|
||||||||||||
|
Expression
| |||||||||||||
|
R4. Use digital and electronic tools appropriately, safely, and ethically.
|
||||||||||||
|
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
|
||||||||||||
|
R6. Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience. Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
|
||||||||||||
|
R7. Use context clues to determine meanings of unfamiliar spoken or written words.
|
||||||||||||
|
Critical Literacy
| |||||||||||||
|
Process and employ information for a variety of academic, occupational, and personal purposes.
| |||||||||||||
|
Reception
| |||||||||||||
|
Reading | |||||||||||||
|
1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.
|
||||||||||||
|
2. Synthesize information from two or more graphic texts to draw conclusions, defend claims, and make decisions. Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
|
||||||||||||
|
3. Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
|
||||||||||||
|
4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
|
||||||||||||
|
5. Evaluate structural and organizational details in literary, nonfiction/informational, digital, and multimodal texts to determine how genre supports the author's purpose.
|
||||||||||||
|
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
|
||||||||||||
|
7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
|
||||||||||||
|
8. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines and explain how those disciplines treat domain-specific vocabulary and content and organize information.
|
||||||||||||
|
9. Follow instructions in technical materials to complete a specific task. Example: Read and follow instructions for formatting a document.
|
||||||||||||
|
Listening | |||||||||||||
|
10. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
|
||||||||||||
|
Expression
| |||||||||||||
|
Writing | |||||||||||||
|
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language. Examples: paragraphs, constructed responses, essays a. Incorporate narrative techniques in other modes of writing as appropriate. Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure. c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
|
||||||||||||
|
12. Collaborate on writing tasks in diverse groups, making necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and showing respect for the individual contributions of each group member.
|
||||||||||||
|
Speaking | |||||||||||||
|
13. Synthesize multiple sources of information (including diverse media), evaluate the credibility and accuracy of each source, and share information orally.
|
||||||||||||
|
14. Participate in collaborative discussions involving multiple cultural and literary perspectives, responding to, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary.
|
||||||||||||
|
Digital Literacy
| |||||||||||||
|
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information, people, and resources and to display information flexibly and dynamically.
| |||||||||||||
|
Reception
| |||||||||||||
|
Reading | |||||||||||||
|
15. Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility.
|
||||||||||||
|
Listening | |||||||||||||
|
16. Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources. Examples: words, music, sound effects
|
||||||||||||
|
Expression
| |||||||||||||
|
Writing | |||||||||||||
|
17. Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.
|
||||||||||||
|
Speaking | |||||||||||||
|
18. Create and deliver an oral presentation, created collaboratively from individual contributions, that is suitable in purpose and tone for its intended audience and occasion. Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices.
|
||||||||||||
|
Language Literacy
| |||||||||||||
|
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
| |||||||||||||
|
Reception
| |||||||||||||
|
Reading | |||||||||||||
|
19. Interpret how an author's grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.
|
||||||||||||
|
Listening | |||||||||||||
|
20. Analyze the formality of language in a variety of audible sources in order to comprehend, interpret, and respond appropriately.
|
||||||||||||
|
21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.
|
||||||||||||
|
Expression
| |||||||||||||
|
Writing | |||||||||||||
|
22. Apply conventions of standard English grammar, mechanics, and usage, including appropriate formality of language, to communicate effectively with a target audience. a. Exhibit stylistic complexity and sophistication in writing.
|
||||||||||||
|
Speaking | |||||||||||||
|
23. Deliver a speech suitable for an authentic audience for a specific purpose, demonstrating command of formal English when indicated or appropriate. Examples: student-led conference, public meeting, community-based group
|
||||||||||||
|
Research Literacy
| |||||||||||||
|
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
| |||||||||||||
|
Reception
| |||||||||||||
|
Reading | |||||||||||||
|
24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose. a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
|
||||||||||||
|
25. Use a variety of search tools and research strategies to locate credible sources. Examples: library databases, search engines; keyword search, boolean search
|
||||||||||||
|
Listening | |||||||||||||
|
26. Locate and acquire audible information to answer a question, solve a problem, or defend a position, utilizing active listening to assess its usefulness, relevance, and credibility.
|
||||||||||||
|
Expression
| |||||||||||||
|
Writing | |||||||||||||
|
27. Synthesize research results, using responsible, ethical practices to gather information, and write clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.
|
||||||||||||
|
28. Integrate ethically-acquired information from at least three sources of varying types, including at least one visual or statistical source, into a research product, using proper quoting, paraphrasing, summarizing, and citation practices that consistently follow rules of a particular style guide. Examples: MLA, APA
|
||||||||||||
|
29. Compose clear, coherent writing that incorporates information from a variety of scholarly and non-scholarly sources and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.
|
||||||||||||
|
Speaking | |||||||||||||
|
30. Synthesize research using responsible and ethical practices to create and orally present clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.
|
||||||||||||