fourth grade fifth grade sixth grade - visalia, california grade fifth grade sixth grade language...

Fourth Grade Fifth Grade Sixth Grade

Language Arts Standards Grades 4-8 page 2

Notes READING

1.0. WORD ANALYSIS, FLU-ENCY, AND SYSTEMATICVOCABULARY DEVELOPMENT:Students understand the basicfeatures of a reading. Theyselect and know how to trans-late letter patterns into spokenlanguage using phonics,syllabication, and word parts.They apply this knowledge toachieve fluent oral and silentreading.

Word Recognition:

1.1. read narrative and expositorytext aloud with grade-appropriatefluency and accuracy and withappropriate pacing, intonation,and expression.

Vocabulary and ConceptDevelopment:

1.2. apply knowledge of wordorigins, derivations, synonyms,antonyms and idioms to deter-mine the meaning of words andphrases

1.3. use knowledge of root wordsto determine the meaning ofunknown words within a passage

READING

1.0. WORD ANALYSIS, FLU-ENCY, AND SYSTEMATICVOCABULARY DEVELOP-MENT: Students use theirknowledge of word originsand word relationships, aswell as historical and literarycontext clues, both to deter-mine the meaning of special-ized vocabulary and to under-stand the precise meaning ofgrade-level-appropriate words.

Word Recognition:

1.1. read narrative and exposi-tory text aloud with fluency andaccuracy, and with appropriatepacing, intonation, and expres-sion


1.2. use word origins to deter-mine the meaning of unknownwords

1.3. understand and explainfrequently used synonyms,antonyms and homographs

READING

1.0. WORD ANALYSIS, FLU-ENCY, AND SYSTEMATICVOCABULARY DEVELOP-MENT: Students use theirknowledge of word originsand word relationships, aswell as historical and literarycontext clues, both to deter-mine the meaning of special-ized vocabulary and to under-stand the precise meaning ofgrade-level-appropriate words.

Word Recognition:

1.1. read narrative and exposi-tory text aloud with fluency andaccuracy, and with appropriatepacing, intonation, and expres-sion


1.2. distinguish and interpretfigurative language andmultiple-meaning words

1.3. recognize the origins andmeanings of frequently usedforeign words in English and usethese words accurately inspeaking and writing

Seventh Grade Eighth Grade


Notes

READING

1.0. WORD ANALYSIS, FLUENCY, ANDSYSTEMATIC VOCABULARY DEVELOP-MENT: Students use their knowledge ofword origins and word relationships, aswell as historical and literary contextclues, both to determine the meaning ofspecialized vocabulary and to understandthe precise meaning ofgrade-level-appropriate words.

Vocabulary and Concept Development:

1.1. identify idioms, analogies, metaphors,and similes in prose and poetry

1.2. use knowledge of Greek, Latin, andAnglo-Saxon roots and affixes to understandcontent area vocabulary

1.3. clarify word meaning through the use ofdefinition, example, restatement, or contrast

READING

1.0. WORD ANALYSIS, FLUENCY, ANDSYSTEMATIC VOCABULARY DEVELOP-MENT: Students use their knowledge ofword origins and word relationships, aswell as historical and literary contextclues, both to determine the meaning ofspecialized vocabulary and to understandthe precise meaning ofgrade-level-appropriate words.

Vocabulary and Concept Development:

1.1. use idioms, analogies, metaphors, andsimiles to infer the literal and figurativemeanings of phrases

1.2. understand the most important points inthe history of English language and usecommon word origins to determine thehistorical influences on English word mean-ings

1.3. use word meanings within the appropriatecontext and be able to verify those meaningsby definition, restatement, example, compari-son, or contrast



Notes 1.4. know common Greek-andLatin-derived roots and affixesand use this knowledge toanalyze the meaning of complexwords (e.g., international)

1.5. use a thesaurus to determinerelated words and concepts

1.6. distinguish and interpretmultiple meaning words

1.4. know abstract, derived rootsand affixes from Greek and Latin,and use this knowledge to analyzethe meaning of complex words(e.g., controversial)

1.5. understand and explain thefigurative and metaphorical use ofwords in context

1.4. monitor expository text forunknown words or words withnovel meanings, using word,sentence and paragraph cluesto determine meaning

1.5. understand and explain“shades of meaning” for relatedwords (e.g., softly and quietly)



Notes



Notes2.0. READING COMPREHEN-SION: Students read andunderstandgrade-level-appropriatematerial. They draw upon avariety of comprehensionstrategies as needed, includ-ing generating and respond-ing to essential questions,making predictions, andcomparing information fromseveral sources. The qualityand complexity of the materi-als to be read by students areillustrated in the CaliforniaReading List. In addition totheir regular school reading,by grade 4, students readone-half million words annu-ally, including a good repre-sentation of narrative (i.e.,classic and contemporaryliterature) and expository(e.g., magazines, newspapers,on-line information) textappropriate for each grade.

Structural Features of Infor-mational Materials:

2.1. identify structural patternsfound in informational text (e.g.,compare and contrast, causeand effect,sequential-chronological order,proposition and support) tostrengthen comprehension.

2.0. READING COMPREHEN-SION (FOCUS ON INFORMA-TIONAL MATERIALS): Stu-dents read and understandgrade-level-appropriatematerial. They describe andconnect the essential ideas,arguments, and perspectivesof text, and they relate textstructure, organization, andpurpose. The quality andcomplexity of the materials tobe read by students areillustrated in the CaliforniaReading List. In addition, bygrade 8, students read onemillion words annually ontheir own, including a goodrepresentation of narrative(i.e., classic and contempo-rary literature) and expository(e.g., magazines, newspapers,on-line information) textappropriate for each grade.


2.1. understand how text fea-tures (e.g., format, graphics,sequence, diagrams, illustra-tions, charts, maps) makeinformation accessible andusable

2.0. READING COMPREHEN-SION (FOCUS ON INFORMA-TIONAL MATERIALS): Stu-dents read and understandgrade-level-appropriatematerial. They describe andconnect the essential ideas,arguments, and perspectivesof text, and they relate textstructure, organization, andpurpose. The quality andcomplexity of the materials tobe read by students areillustrated in the CaliforniaReading List. In addition, bygrade 8, students read onemillion words annually ontheir own, including a goodrepresentation of narrative(i.e., classic and contempo-rary literature) and expository(e.g., magazines, newspa-pers, on-line information) textappropriate for each grade.


2.1. identify and use thestructural features of, anddifferences among, newspa-pers, magazines, and editorialsto gain meaning from text

2.2. analyze text which usescompare-and-contrast patterns



Notes

2.0. READING COMPREHENSION (FOCUSON INFORMATIONAL MATERIALS):Students read and understandgrade-level-appropriate material. Theydescribe and connect the essential ideas,arguments, and perspectives of text, andthey relate text structure, organization,and purpose. The quality and complexityof the materials to be read by studentsare illustrated in the California ReadingList. In addition, by grade 8, studentsread one million words annually on theirown, including a good representation ofnarrative (i.e., classic and contemporaryliterature) and expository (e.g., maga-zines, newspapers, on-line information)text appropriate for each grade.

Structural Features of InformationalMaterials:

2.1. understand and analyze the differencesamong various categories of informationalmaterials (e.g., textbooks, newspapers,instructional manuals, signs) in terms of theirstructure and purpose

2.0. READING COMPREHENSION (FOCUSON INFORMATIONAL MATERIALS): Stu-dents read and understandgrade-level-appropriate material. Theydescribe and connect the essential ideas,arguments, and perspectives of text, andthey relate text structure, organization, andpurpose. The quality and complexity of thematerials to be read by students areillustrated in the California Reading List. Inaddition, by grade 8, students read onemillion words annually on their own,including a good representation of narra-tive (i.e., classic and contemporary litera-ture) and expository (e.g., magazines,newspapers, on-line information) textappropriate for each grade.

Structural Features of InformationalMaterials:

2.1. compare and contrast the features andelements of consumer materials to gainmeaning from documents (e.g., warranties,contracts, product information, and instruc-tional manuals)



Notes

Comprehension and Analysisof Grade-Level-AppropriateText:

2.2. use appropriate strategieswhen reading for differentpurposes (e.g., full comprehen-sion, locating information, andpersonal enjoyment )

2.3. make and confirm predic-tions about text by using priorknowledge and ideas presentedin text itself, including illustra-tions, titles, topic sentences, keywords, and foreshadowing clues

2.4. evaluate new informationand hypotheses by testing themagainst known information andideas

2.5. compare and contrastinformation on the same topicafter reading several passagesor articles

2.2. analyze text which isorganized in sequential orchronological order


2.3. discern main ideas andconcepts presented in texts,identifying and assessingevidence that supports thoseideas

2.4. draw inferences, conclu-sions, or generalizations abouttext and support them withtextual evidence and priorknowledge


2.3. connect and clarify mainideas, identifying their relation-ship to other sources andrelated topics

2.4 clarify understanding oftexts by creating outlines,logical notes, summaries, orreports

2.5. follow multiple-step instruc-tions for preparing applications(e.g., public library card, banksavings account, sports club, orleague membership form)



Notes

2.2. locate information using a variety ofconsumer, workplace, and public documents

2.3. analyze text which uses cause andeffect patterns

Comprehension and Analysis ofGrade-Level-Appropriate Text:

2.4. identify and trace the development ofan author’s argument, point of view, orperspective in text2.5. understand and explain the use of asimple mechanical device by followingtechnical directions

2.2. analyze text which usesproposition-and-support patterns

Comprehension and Analysis ofGrade-Level-Appropriate Text:

2.3. find similarities and differences amongtexts in the treatment, scope, or organiza-tion of ideas2.4. compare original text to a summary foraccuracy of the main ideas, inclusion ofcritical details, and the extent to which itconveys the underlying meaning of theoriginal text

2.5. understand and explain the use of acomplex mechanical device by followingtechnical directions

2.6. use information from a variety ofconsumer, workplace, and public docu-ments to explain a situation or decisionand/or to solve a problem



Notes2.6. distinguish between causeand effect and fact and opinionin expository text2.7. followmultiple-step instructions from abasic technical manual (e.g.,how to use computer commandsor video games)

3.0. LITERARY RESPONSEAND ANALYSIS: Studentsread and respond to a widevariety of significant works ofchildren’s literature. Theydistinguish between thestructural features of text andthe literary terms or elements(i.e., theme, plot, setting, andcharacters). The quality andcomplexity of the materials tobe read by students areillustrated in the CaliforniaReading List.

Expository Critique:

2.5. distinguish among facts,supported inferences, andopinions in text

3.0. LITERARY RESPONSEAND ANALYSIS: Studentsread and respond to histori-cally or culturally significantworks of world literature,particularly American andBritish literature. They clarifythe ideas and connect themto other literary works. Thequality and complexity of thematerials to be read bystudents are illustrated in theCalifornia Reading List.


2.6. determine the adequacy andappropriateness of an author’sevidence for his or her conclu-sions

2.7. make reasonable assertionsabout text through accurate,supportive citations

2.8. note instances of unsup-ported inferences, fallaciousreasoning, persuasion, andpropaganda in text

3.0. LITERARY RESPONSEAND ANALYSIS: Students readand respond to historically orculturally significant works ofworld literature, particularlyAmerican and British literature.They clarify the ideas andconnect them to other literaryworks. The quality and com-plexity of the materials to beread by students are illustratedin the California Reading List.



Notes


2.6. assess the adequacy, accuracy, andappropriateness of the author’s evidence tosupport claims and assertions, notinginstances of bias and stereotyping

3.0. LITERARY RESPONSE AND ANALY-SIS: Students read and respond tohistorically or culturally significant worksof world literature, particularly Americanand British literature. They clarify theideas and connect them to other literaryworks. The quality and complexity of thematerials to be read by students areillustrated in the California Reading List.


2.7. evaluate the unity, coherence, logic,internal consistency, and structural patternsof text

3.0. LITERARY RESPONSE AND ANALY-SIS: Students read and respond tohistorically or culturally significantworks of world literature, particularlyAmerican and British literature. Theyclarify the ideas and connect them toother literary works. The quality andcomplexity of the materials to be read bystudents are illustrated in the CaliforniaReading List.



NotesStructural Features of Litera-ture:

3.1. describe the structuraldifferences of various imagina-tive forms of literature, includingfantasies, fables, myths, leg-ends, and fairy tales.

Narrative Analysis ofGrade-Level-Appropriate Text:

3.2. identify the main events ofthe plot, their causes, and howeach influences future action(s)

3.3. use knowledge of thesituation and setting and of acharacter’s traits and motiva-tions to determine the causesfor that character’s actions

3.4. compare and contrast talesfrom different cultures by tracingthe exploits of one charactertype and develop theories toaccount for similar tales indiverse cultures (e.g., trickstertales)

3.5. identify and define thepresence of figurative languagein literary works, includingsimile, metaphor, hyperbole,and personification

Structural Features of Litera-ture:

3.1. identify and analyze thecharacteristics of poetry, drama,fiction, and non-fiction asliterary forms chosen by anauthor for a specific purpose

Narrative Analysis ofGrade-Level-AppropriateText:

3.2. identify the main problemor conflict of the plot and how itis resolved

3.3. contrast the actions,motives, and appearances ofcharacters in a work of fictionand discuss the importance ofthe contrasts to the plot ortheme (e.g., loyalty, selfishness,conscientiousness)

3.4. understand that themerefers to the meaning or moralof a selection, and recognizethemes whether implied orstated directly in sample works

3.5. describe the function andeffect of key literary devices(e.g., imagery, metaphor,symbolism)

Structural Features of Litera-ture:

3.1. distinguish among forms offiction and describe the majorcharacteristics of each form

Narrative Analysis ofGrade-Level-AppropriateText:

3.2. analyze how the qualitiesof the character (e.g., courageor cowardice, ambition orlaziness) affect the plot andresolution of the conflict

3.3. analyze the influence ofsetting on the problem and itsresolution

3.4. define how tone or mean-ing is conveyed in poetrythrough word choice, figurativelanguage, sentence structure,line length, punctuation,rhythm, repetition, and rhyme

3.5. identify the speaker andrecognize the differencebetween first and third personnarration (e.g., autobiographyversus biography)



Notes

Structural Features of Literature:

3.1. articulate the expressed purposes andcharacteristics of different forms of prose(short story, novel, novella, essay)


3.2. identify events that advance the plot,and determine how each event explains pastor present action(s) or foreshadows futureaction(s)

3.3. analyze characterization as delineatedthrough a character’s thoughts, words,speech patterns, and actions; the narrator’sdescription; and what other characters think,say, and do

3.4. identify and analyze recurring themesacross works, (e.g., bravery, loneliness,loyalty, friendship)

3.5. contrast points of view in narrative textand how they affect the overall theme of thework (e.g., first versus third person, limitedversus omniscient, subjective versus objec-tive)

Structural Features of Literature:

3.1. determine and articulate the relationshipamong the purposes and characteristics ofdifferent forms of poetry (e.g., ballad, lyric,couplet, epic, elegy, ode, and sonnet)


3.2. evaluate the structural elements of theplot (e.g., subplots, parallel episodes,climax), the plot’s development, and how(and whether) conflicts are (or are not)addressed and resolved

3.3. compare and contrast motivations andreactions of literary characters from differenthistorical eras confronting similar situationsor conflicts

3.4. analyze relevance of setting (place,time, and customs) to the mood, tone, andmeaning of text

3.5. identify and analyze recurring compara-tive themes across works, (e.g., good andevil, traditional and contemporary)

3.6. identify significant literary devices thatdefine a writer’s style (e.g., metaphor,symbolism, dialect, and irony), and usethose elements to interpret the work



Notes

Literary Criticism:

3.6. evaluate the meaning ofarchetypal patterns and sym-bols that are found in myth andtradition by using literature fromdifferent eras and cultures(Reader Response)

3.7. evaluate the author’s useof various techniques to influ-ence readers’ perspectives(e.g., appeal of characters in apicture book, logic and credibil-ity of plots and settings, use offigurative language) (ReaderResponse)

3.6. identify and analyzefeatures of themes conveyedthrough characters, actions,and images

3.7. explain the effects of keyliterary devices in a variety offictional and non-fictional texts(e.g., symbolism, imagery,metaphor)

Literary Criticism:3.8. critique the credibility ofcharacterization and the degreeto which a plot is contrived orrealistic (e.g., compare use offact and fantasy in historicalfiction) (Reader Response )



Notes

Literary Criticism:

3.6. analyze a range of responses to aliterary work and determine the extent towhich the literary elements in the workshaped those responses (Reader Response)

Literary Criticism:

3.7. analyze how a work of literature reflectsthe heritage, traditions, attitudes, andbeliefs of its author (Biographical Approach)



NotesWRITING

1.0. WRITING STRATEGIES:Students write clear and coher-ent sentences and paragraphsthat develop a central idea.Their writing considers audi-ence and purpose. They suc-cessfully use the stages of thewriting process (i.e.,pre-writing, drafting, revising,and editing successive ver-sions).

Organization and Focus:

1.1. select focus, organization,and point of view based uponpurpose, audience, length, andformat requirements

1.2. create a multiple paragraphcomposition that (1) provides anintroductory paragraph(2) estab-lishes and supports a central ideawith a topic sentence at or nearthe beginning of the first para-graph (3) includes supportingparagraphs with simple facts,details, and explanations(4)concludes with a paragraph thatsummarizes the points(5) isindented properly

WRITING

1.0. WRITING STRATEGIES:Students write clear, coher-ent, and focused essays.Writing exhibits awareness ofaudience and purpose.Essays contain formal intro-ductions, bodies of support-ing evidence, and conclu-sions. Students successfullyuse the stages of the writingprocess, as needed.


1.1. create a multiple-paragraphnarrative composition that (1)establishes and develops asituation or plot(2) describes thesetting(3) presents an ending

1.2. create a multiple-paragraphexpository composition that (1)establishes a topic, key ideas orevents in sequence and/orchronological order(2) providesdetails and transitional expres-sions which link paragraph toparagraph in a clear line ofthought(3) offers a concludingparagraph that summarizes thekey ideas and details

WRITING

1.0. WRITING STRATEGIES:Students write clear, coher-ent, and focused essays.Writing exhibits awareness ofaudience and purpose.Essays contain formal intro-ductions, bodies of support-ing evidence, and conclu-sions. Students successfullyuse the stages of the writingprocess, as needed.


1.1. choose the form of writingthat best suits the intendedpurpose (e.g., personal letter,letter to the editor, review,poem, report, narrative)

1.2. create a multiple-paragraphexpository composition that (1)engages the interest of thereader and states a clearpurpose(2) develops the topicwith supportive details, preciseverbs, nouns, and adjectives topaint a visual image in the mindof the reader(3) concludes witha detailed summary linked tothe purpose of composition



Notes

WRITING

1.0. WRITING STRATEGIES: Studentswrite clear, coherent, and focused essays.Writing exhibits awareness of audienceand purpose. Essays contain formalintroductions, bodies of supportingevidence, and conclusions. Studentssuccessfully use the stages of the writingprocess, as needed.


1.1. create an organizational structure thatbalances all aspects of the composition anduses effective transitions between sentencesand ideas to unify key ideas

1.2. support all statements and claims withanecdotes, descriptions, facts and statistics,and/or specific examples

1.3. use strategies of note-taking, outlining,and summarizing to structure compositiondrafts

WRITING

1.0. WRITING STRATEGIES: Studentswrite clear, coherent, and focused essays.Writing exhibits awareness of audienceand purpose. Essays contain formalintroductions, bodies of supportingevidence, and conclusions. Studentssuccessfully use the stages of the writingprocess, as needed.


1.1. create compositions that establish acontrolling impression, have a coherentthesis, and/or make a clear andwell-supported conclusion

1.2. establish coherence within and amongparagraphs through effective transitions,parallel structures, and similar writing tech-niques

1.3. support thesis or conclusions withanalogies, paraphrases, quotations andopinions from authorities, comparisons, andsimilar devices



Notes1.3. use traditional structures forconveying information, (e.g.,chronological order, cause andeffect, similarity and difference,and posing and answering aquestion)

Penmanship:

1.4. write fluidly and legibly incursive or joined italic, easilytranscribing manuscript intocursive and vice-versa.

Research and Technology:

1.5. quote or paraphrase infor-mation sources, citing themappropriately

1.6. locate information inreference texts by using organi-zational features (e.g., prefaces,appendices)

1.7. use various referencematerials as an aid to writing(e.g., dictionary, thesaurus, cardcatalog, encyclopedia, on-lineinformation)


1.3. use organizational featuresof printed text (e.g., citations,end notes, bibliographic refer-ences) to locate relevantinformation

1.4. create simple documentsusing electronic media, employ-ing organizational features(e.g., passwords, entry andpull-down menus, wordsearches, thesaurus, spellchecks)

1.3. use a variety of effectiveand coherent organizationalpatterns, including comparisonand contrast; organization bycategories; and arrangement ofspatial order, order of impor-tance, or climatic order


1.4. use organizational featuresof electronic text (e.g., bulletinboards, databases, keywordsearches, e-mail addresses) tolocate information

1.5. compose documents withappropriate formatting by usingword-processing skills andprinciples of design (e.g.,margins, tabs, spacing, col-umns, page orientation)



Notes


1.4. plan and conduct multiple-step informa-tion searches using computer networks andmodem-delivered services

1.5. achieve effective balance betweenresearched information and original ideas


1.4. identify topics; ask and evaluate ques-tions; and develop ideas leading to inquiry,investigation, and research

1.5. give credit for both quoted and para-phrased information in a bibliography usinga consistent and sanctioned format andmethodology for citations

1.6. create documents usingword-processing skills and publishingprograms, and develop simple databasesand spreadsheets to manage informationand prepare reports



Notes 1.8. understand the structure andorganization of (and use) alma-nacs, newspapers, and periodi-cals

1.9. demonstrate basic key-boarding skills and familiaritywith the vocabulary of technol-ogy (e.g., cursor, software,memory, disk drive, hard drive)

Revising and EvaluatingStrategies:

1.10. edit and revise selecteddrafts to improve coherence andprogression by adding, deleting,consolidating, and rearrangingtext

1.5. use a thesaurus to identifyalternative word choices andmeanings

Revising and EvaluatingWriting:

1.6. edit and revise manuscriptsto improve the meaning andfocus of writing by adding,deleting, consolidating, clarify-ing, and rearranging words andsentences

Revising and EvaluatingWriting:

1.6. revise writing to improveorganization and consistency ofideas within and betweenparagraphs



Notes

Revising and Evaluating Writing:

1.7. revise writing to improve organizationand word choice after checking the logic ofthe ideas and the precision of the vocabulary

Revising and Evaluating Writing:

1.6. revise writing for word choice, appropri-ate organization, consistent point of view,and transitions among paragraphs, passages,and ideas



Notes2.0. WRITING APPLICATIONS(GENRES AND THEIR CHAR-ACTERISTICS): Students writecompositions that describeand explain familiar objects,events, and experiences.Student writing demonstratesa command of standardEnglish and the drafting,research, and organizationalstrategies outlined in WritingStandard 1.0.Using the Grade 4 writingstrategies outlined in WritingStandard 1.0, students:

2.1. write narratives on incidentsthat (1) relate ideas, observa-tions, and/or memories(2)provide a context to enable thereader to imagine the world ofthe event or experience(3) useconcrete sensory details(4)provide insight into why thisincident is memorable

2.2. write responses to literaturethat (1) demonstrate an under-standing of the literary work(2)support judgments throughreferences both to the text andto prior knowledge

2.0. WRITING APPLICATIONS(GENRES AND THEIR CHAR-ACTERISTICS): Studentswrite narrative, expository,persuasive, and descriptivetext of at least 500 to 700words. Student writingdemonstrates a command ofstandard English and theresearch, organizational, anddrafting strategies outlined inWriting Standard 1.0.

Using the Grade 6 writingstrategies outlined in WritingStandard 1.0, students:

2.1. write narratives, that (1)establish and develop plot andsetting, and choose a point ofview that is appropriate tostories(2) include sensorydetails and concrete language todevelop plot and character(3)use a range of narrative strate-gies (e.g., dialogue, suspense)

2.2. write expository composi-tions (e.g., description, explana-tion, comparison and contrast,and/or problem/solution) that (1)state the thesis or purpose(2)explain the situation(3) follow anorganizational pattern appropri-ate to the type of composition(e.g., if problem/solution, thenpaired)(4) offer persuasiveevidence for the validity of thedescription, proposed solutions,etc.

2.0. WRITING APPLICATIONS(GENRES AND THEIR CHAR-ACTERISTICS): Studentswrite narrative, expository,persuasive, and descriptivetext of at least 500 to 700words. Student writingdemonstrates a command ofstandard English and theresearch, organizational, anddrafting strategies outlined inWriting Standard 1.0.

Using the Grade 5 writingstrategies outlined in WritingStandard 1.0, students:

2.1. write narratives that (1)establish plot, point of view,setting, and/or conflict(2) showrather than tell the events of thestory

2.2. write responses to literaturethat (1) demonstrate an under-standing of a literary work(2)support judgments throughreferences both to the text andto prior knowledge(3) developinterpretations that exhibitcareful reading and understand-ing



Notes

2.0. WRITING APPLICATIONS (GENRESAND THEIR CHARACTERISTICS): Stu-dents write narrative, expository, persua-sive, and descriptive text of at least 500to 700 words. Student writing demon-strates a command of standard Englishand the research, organizational, anddrafting strategies outlined in WritingStandard 1.0.

Using the Grade 7 writing strategies outlinedin Writing Standard 1.0, students:

2.1. write fictional or autobiographicalnarratives that (1) develop a standard plotline (beginning, conflict, rising action,climax, denouement) and point of view(2)develop complex major and minor charac-ters and a definite setting(3) use a range ofappropriate strategies (e.g., dialogue,suspense, naming of specific narrativeaction, including movement, gestures, andexpressions)

2.2. write responses to literature that (1)develop interpretations which exhibit carefulreading, understanding, and insight(2)organize interpretations around several clearideas, premises, or images(3) justify inter-pretations through sustained use of ex-amples and textual evidence

2.0. WRITING APPLICATIONS (GENRESAND THEIR CHARACTERISTICS): Stu-dents write narrative, expository, persua-sive, and descriptive text of at least 500to 700 words. Student writing demon-strates a command of standard Englishand the research, organizational, anddrafting strategies outlined in WritingStandard 1.0.

Using the Grade 8 writing strategies outlinedin Writing Standard 1.0, students:

2.1. write biographies, autobiographies, shortstories, and/or narratives that (1) relate aclear, coherent incident, event, or situationby using well-chosen details(2) reveal thesignificance of, or the writer’s attitude about,the subject(3) employ narrative and descrip-tive strategies (e.g., relevant dialogue,specific action, physical description, back-ground description, comparison or contrast ofcharacters)

2.2. write responses to literature that (1)develop interpretations which exhibit carefulreading and insight(2) connect the student’sown responses to the writer’s techniques andto specific textual references(3) draw sup-ported inferences about the effects of aliterary work on its audience(4) supportjudgments through references to the text,other works, other authors, or to personalknowledge



Notes

2.3. write research reports that(1) pose relevant questionsnarrow enough to be thoroughlycovered(2) support the mainidea(s) with facts, details,examples, and explanationsfrom multiple authoritativesources (e.g., speakers, periodi-cals, on-line informationsearches)(3) use a bibliography

2.4. write responses to literaturethat (1) develop an interpretationwhich exhibits careful reading,understanding and insight(2)organize the interpretationaround several clear ideas,premises, or images(3) developand justify the interpretationthrough sustained use of ex-amples and textual evidence

2.5. write persuasive composi-tions that (1) state a clearposition in support of a proposi-tion or proposal(2) support theposition with organized andrelevant evidence; and (3)anticipate and address readerconcerns andcounter-arguments

2.3. write research reports aboutkey ideas, issues, or events that(1) frame questions that directthe investigation(2) establish acontrolling idea/topic(3) developthe topic with simple facts,details, examples and explana-tions

2.4. write persuasive letters orcompositions that (1) state clearposition in support of proposal(2)support position with relevantevidence(3) follow simpleorganization pattern(4) addressreader concerns

2.3. write information reportsthat (1) frame a key questionabout an issue or situation(2)include facts and details forfocus(3) draw from more thanone source of information (e.g.,speakers, books, newspapers,media sources)

2.4. write summaries thatcontain the main ideas of thereading selection and the mostsignificant details



Notes

2.3. write research reports that (1) poserelevant and tightly drawn questions aboutthe topic(2) convey clear and accurateperspectives on the subject (3) includeevidence generated through the formalresearch process (e.g., card catalog,Reader’s Guide to Periodical Literature,computer catalog, magazines, newspapers,dictionaries)(4) document reference sourceswith footnotes and a bibliography

2.4. write persuasive compositions that (1)state a clear position or perspective insupport of a proposition or proposal(2)describe the points in support of the proposi-tion, employing well-articulated evidence(3)anticipate and address reader concerns andcounter-arguments

2.5. write summaries of reading materialsthat (1) contain the materials’ main ideasand most significant details(2) are written inthe student’s own words, except for materialquoted from the source(3) reflect the under-lying meaning of the source, not just thesuperficial details

2.3. write research reports that (1) define athesis(2) record important ideas, concepts,and direct quotations from significant infor-mation sources, paraphrasing and summariz-ing all perspectives on the topic, as appropri-ate(3) use a variety of primary and second-ary sources, distinguishing the nature andvalue of each(4) organize and record infor-mation on charts, maps, and graphs

2.4. write persuasive compositions that (1)include a well-defined thesis that makes aclear and knowledgeable judgment(2)support arguments with detailed evidence,examples, and reasoning, differentiatingbetween evidence and opinion(3) arrangedetails, reasons, and examples, effectivelyanticipating and answering reader concernsand counter-arguments

2.5. write documents related to careerdevelopment, including simple businessletters and job applications, that (1) arepurposeful and reflect the intended audi-ence(2) meet the needs of the audienceefficiently(3) follow the conventional style forthe type of document (e.g., letter of inquiry,memorandum)

2.6. write technical documents that explain acomplex operation or situation (e.g., design asystem, operate a tool, or bylaws of anorganization) that (1) identify the sequenceof activities needed to create the product,service, or system(2) include all the factorsand variables that need to be considered(3)use formatting techniques (e.g., headings,differing fonts) to aid comprehension



Notes1.0. WRITTEN AND ORALENGLISH LANGUAGE CON-VENTIONS: Students writeand speak with a commandof standard English conven-tions that are appropriate toeach grade level.

Sentence Structure:

1.1. identify and correctly useprepositional phrases, apposi-tives, and independent anddependent clauses; use transi-tions and conjunctions toelaborate ideas

Grammar:

1.2. identify and correctly useverbs that are often misused(e.g., lie/lay, sit/set, rise/raise);modifiers; and normative,objective, and possessivepronouns

1.0. WRITTEN AND ORALENGLISH LANGUAGE CON-VENTIONS: Students writeand speak with a command ofstandard English conventionsthat are appropriate to eachgrade level.

Sentence Structure:

1.1. use simple and compoundsentences in writing and speak-ing1.2. combine short, relatedsentences with appositives,participle phrases, adjectives,adverbs, and prepositionalphrases.

Grammar:

1.3. identify and use regular andirregular verbs, adverbs, prepo-sitions and coordinating conjunc-tions in writing and speaking.

1.0. WRITTEN AND ORALENGLISH LANGUAGE CON-VENTIONS: Students writeand speak with a command ofstandard English conventionsthat are appropriate to eachgrade level.

Sentence Structure:

1.1. use simple, compound, andcompound-complex sentences;use effective coordination andsubordination of ideas toexpress complete thoughts

Grammar:

1.2. identify and use presentperfect, past perfect, and futureperfect tenses; subject-verbagreement with compoundsubjects; and indefinite pro-nouns



Notes

1.0. WRITTEN AND ORAL ENGLISHLANGUAGE CONVENTIONS: Studentswrite and speak with a command ofstandard English conventions that areappropriate to each grade level.

Sentence Structure:

1.1. place modifiers properly, and use activevoice

Grammar:

1.2. identify and use infinitives, participles,and clear pronoun/antecedent references

1.3. identify (1) all parts of speech(2) typesand structure of sentences(3) mechanics(e.g., quotations, commas at end of depen-dent clause)(4) appropriate usage (e.g.,pronoun reference)

1.0. WRITTEN AND ORAL ENGLISHLANGUAGE CONVENTIONS: Studentswrite and speak with a command ofstandard English conventions that areappropriate to each grade level.

Sentence Structure:

1.1. use correct and varied sentence typesand sentence openings to reinforce thepresentation of a lively and effective per-sonal style

1.2. identify and use parallel structure in allwritten discourse, including similar gram-matical forms to present items in a series,complements, and items juxtaposed foremphasis

1.3. use subordination, coordination, apposi-tion, and other devices to indicate therelationship between ideas clearly

Grammar:

1.4. edit written manuscripts to reflect propergrammar



NotesPunctuation:

1.3. use colon to separate hoursand minutes and to introduce alist; use quotation marks aroundexact words of speaker andnames of poems, songs, shortstories, etc.

Capitalization:

1.4. use correct capitalization

Spelling:

1.5. spell roots, suffixes pre-fixes, contractions, and syllableconstructions correctly

Punctuation:

1.4. use commas in directquotations, apostrophes inpossessives and contractions,and parentheses

1.5. use underlining, quotations,or italics to identify titles

Capitalization:

1.6. capitalize names of maga-zines, newspapers, works of art,musical compositions, names oforganizations, and the first wordin quotations.

Spelling:

1.7. spell correctly roots, inflec-tions, suffixes and prefixes, andsyllable constructions

Punctuation:

1.3. use colons in businessletters, semi-colons to connectindependent clauses, andcommas when linking twoclauses with a conjunction incompound sentences

Capitalization:


Spelling:

1.5. spell frequently misspelledwords correctly (e.g., their,they’re, there)



Notes

Punctuation and Capitalization:

1.5. use correct punctuation and capitaliza-tion

Spelling:

1.6. use correct spelling conventions

Punctuation:

1.4. identify and use hyphen, dash, brackets,and semi-colon between two clauses of acompound sentence that are not joined by aconjunction

Capitalization:


Spelling:

1.6. spell derivatives correctly by applyingthe spellings of bases and affixes



Notes LISTENING AND SPEAKING

1.0. LISTENING AND SPEAK-ING STRATEGIES: Studentslisten and respond critically tooral communication. Theyspeak in a manner that guidesand informs the listener’sunderstanding of key ideas,using appropriate phrasing,pitch, and modulation.

Comprehension:

1.1. ask thoughtful questions andrespond to relevant questions withappropriate elaboration in oralsettings

1.2. summarize major ideas andsupporting evidence presented inspoken messages and formalpresentations

1.3. identify how language (e.g.,sayings, expressions, usages)reflects regions and cultures

1.4. give precise directions andinstructions

LISTENING AND SPEAKING

1.0. LISTENING AND SPEAK-ING STRATEGIES: Studentsdeliver focused, coherentpresentations that conveyideas clearly and relate tothe background and inter-ests of the audience. Theyevaluate the content of oralcommunication.

Comprehension:

1.1. relate the speaker’s verbalcommunication (e.g., wordchoice, pitch, feeling, tone)and non-verbal messages(e.g., posture, gesture)

1.2. identify the tone, mood,and emotion conveyed in theoral communication

1.3. restate and executemulti-step oral instructions anddirections


1.0. LISTENING AND SPEAK-ING STRATEGIES: Studentsdeliver focused, coherentpresentations that conveyideas clearly and relate to thebackground and interests ofthe audience. They evaluatethe content of oral communi-cation.

Comprehension:

1.1. ask questions that seekinformation not already dis-cussed

1.2. interpret speaker’s verbaland non-verbal messages,purposes, and perspectives

1.3. make inferences or drawconclusions based on an oralreport

Organization and Delivery ofOral Communication:

1.4. select a focus, organiza-tional structure, and point ofview for oral presentation

1.5. clarify and support spokenideas with evidence and ex-amples



Notes


1.0. LISTENING AND SPEAKING STRATE-GIES: Students deliver focused, coherentpresentations that convey ideas clearlyand relate to the background and inter-ests of the audience. They evaluate thecontent of oral communication.

Comprehension:

1.1. ask probing questions designed to elicitinformation, including evidence to supportthe listener’s claims and conclusions

1.2. determine the speaker’s attitude towardthe subject

1.3. respond to persuasive messages withquestions, challenges, or affirmations


1.0. LISTENING AND SPEAKING STRAT-EGIES: Students deliver focused, coher-ent presentations that convey ideasclearly and relate to the background andinterests of the audience. They evaluatethe content of oral communication.

Comprehension:

1.1. analyze oral interpretations of literature,including language choice and delivery, andhow they affect the listener(s)

1.2. paraphrase a speaker’s purpose andpoint of view, and ask relevant questionsconcerning the speaker’s content, delivery,and purpose



Notes


1.4. select a focus, organiza-tional structure, and point ofview, matching purpose,message, occasion, and vocalmodulation to the audience

1.5. emphasize salient points toassist the listener in followingmain ideas and concepts

1.6. support opinions expressedwith detailed evidence and withvisual or media displays thatuse appropriate technology

1.7. use effective rate, volume,pitch, and tone, and alignnon-verbal elements to sustainaudience interest and attention


1.5. present effective introduc-tions and conclusions that guideand inform the listener’s under-standing of key ideas and evi-dence

1.6. use traditional structures forconveying information (e.g.,cause and effect, similarity anddifference, and posing andanswering a question)

1.7. emphasize points in waysthat assist the listener/viewer infollowing key ideas and concepts

1.8. use details, examples,anecdotes, or experiences toexplain or clarify information

1.9. use volume, pitch, phrasing,pace, modulation, and gesturesappropriately to enhance mean-ing

1.6. engage audience withappropriate verbal cues, facialexpressions, and gestures



Notes

Organization and Delivery of Oral Com-munication:

1.3. organize information to achieve particu-lar purposes, matching message, vocabu-lary, voice modulation, expression, and toneto audience and purpose

1.4. prepare a speech outline based upon achosen pattern of organization, generallyincluding an introduction, transitions, pre-views, and summaries, a logically developedbody; and an effective conclusion

1.5. use precise language, action verbs,sensory details, appropriate and colorfulmodifiers, and active rather than passivevoice in ways that enliven oral presentations

1.6. use appropriate grammar, word choice,enunciation, and pace during formal presen-tations

1.7. use audience feedback (i.e., verbal andnon-verbal cues) to (1) reconsider andmodify organizational structure/plan(2)rearrange words and sentences to clarifymeaning

Organization and Delivery of Oral Com-munication:

1.4. organize information to achieve particu-lar purposes and to appeal to the back-ground and interests of the audience

1.5. arrange details, reasons, descriptions,and examples effectively and persuasivelyin relation to the audience

1.6. use explicit techniques for effectivepresentations, including voice modulation,inflection, tempo, enunciation, and eyecontact



Notes

Analysis and Evaluation ofOral and Media Communica-tions:

1.8. analyze the use of rhetoricaldevices for their intent andeffects (e.g., cadence, repetitivepatterns, use of onomatopoeia)

1.9. identify persuasive andpropaganda techniques used intelevision, and identify false andmisleading information

Analysis and Evaluation ofOral Media Communication:

1.10. evaluate the role of themedia in focusing attention onevents and in forming opinionson issues

Analysis and Evaluation of Oraland Media Communications:

1.7. identify, analyze, and critiquethe persuasive techniques (e.g.,promises, dares and flattery,glittering generalities), andidentify any logical fallacies usedin oral presentations and mediamessages1.8. analyze media as sources forinformation, entertainment,persuasion, interpretation ofevents, and transmission ofculture



Notes

Analysis and Evaluation of Oral andMedia Communications:

1.8. evaluate the credibility of a speaker(e.g., hidden agendas, slanted or biasedmaterial)

1.9. interpret and evaluate various ways thatvisual image-makers (e.g., graphic artists,illustrators, news photographers) communi-cate information and affect impressions andopinions

Analysis and Evaluation of Oral andMedia Communications:

1.7. provide constructive feedback to speak-ers concerning the coherence and logic of aspeech’s content and delivery, as well as itsoverall impact upon the listener(s)

1.8. analyze the effect of images, text, andsound in electronic journalism on the viewer,distinguishing the techniques used to achievethe effects in each instance studied



Notes 2.0. SPEAKING APPLICA-TIONS (GENRES AND THEIRCHARACTERISTICS): Stu-dents deliver well-organizedformal presentations employ-ing traditional rhetoricalstrategies (i.e., narration,exposition, persuasion, anddescription). Student speak-ing demonstrates a commandof standard English and theorganization and deliverystrategies outlined in Listen-ing and Speaking Standard1.0.

Using the Grade 6 speakingstrategies outlined in Listeningand Speaking Standard 1.0,students:

2.1. deliver narrative presenta-tions that(1) establish a context,plot, and/or point of view(2)include sensory details andconcrete language to developplot and character (3) use arange of narrative strategies(e.g., dialogue, tension orsuspense)

2.0. SPEAKING APPLICA-TIONS (GENRES AND THEIRCHARACTERISTICS): Stu-dents deliver well-organizedformal presentations employ-ing traditional rhetoricalstrategies (i.e., narration,exposition, persuasion, anddescription). Student speak-ing demonstrates a com-mand of standard Englishand the organization anddelivery strategies outlinedin Listening and SpeakingStandard 1.0.


2.1. deliver narrative presenta-tions that(1) establish a situa-tion, plot, point of view, andsetting with descriptive wordsand phrases(2) show ratherthan tell the listener whathappens

2.0. SPEAKING APPLICATIONS(GENRES AND THEIR CHARAC-TERISTICS): Students deliverbrief recitations and oralpresentations about familiarexperiences or interests thatare organized around a coher-ent thesis statement. Studentspeaking demonstrates acommand of standard Englishand the organization anddelivery strategies outlined inListening and Speaking Stan-dard 1.


2.1. make narrative presentationson an incident that(1) relate ideas,observations, and/or memories(2) provide context that enablesthe listener to imagine the circum-stances in which the event orexperience occurred (3) provideinsight into why the selectedincident is memorable



Notes

2.0. SPEAKING APPLICATIONS (GENRESAND THEIR CHARACTERISTICS): Stu-dents deliver well-organized formalpresentations employing traditionalrhetorical strategies (i.e., narration,exposition, persuasion, and description).Student speaking demonstrates a com-mand of standard English and the orga-nization and delivery strategies outlinedin Listening and Speaking Standard 1.0.

Using the Grade 8 speaking strategiesoutlined in Listening and Speaking Standard1.0, students:

2.1. deliver narrative presentations (e.g.,biographical, autobiographical) that(1) relatea clear, coherent incident, event, or situationby using well-chosen details(2) reveal thesignificance of or the subject’s attitude aboutthe incident, event, or situation (3) employnarrative and descriptive strategies e.g.,relevant dialogue, specific action, physicaldescription, background description, com-parison or contrast of characters)

2.0. SPEAKING APPLICATIONS(GENRES AND THEIR CHARACTERIS-TICS): Students deliver well-organizedformal presentations employing tradi-tional rhetorical strategies (i.e., narra-tion, exposition, persuasion, and de-scription). Student speaking demon-strates a command of standard Englishand the organization and delivery strate-gies outlined in Listening and SpeakingStandard 1.0.

Using the Grade 7 speaking strategiesoutlined in Listening and Speaking Standard1.0, students:

2.1. deliver narrative presentations that(1)develop a context, standard plot line (i.e.,beginning, conflict, rising action, climax,denouement), and/or point of view(2)describe complex major and minor charac-ters and a definite setting(3) use a range ofappropriate strategies, including dialogue,suspense, and naming of specific narrativeaction (e.g., movement, gestures, expres-sions)



Notes 2.2. deliver informative presen-tations that (1) pose relevantquestions that are sufficientlylimited to be completely andthoroughly answered(2) developthe topic with facts, details,examples, and explanationsfrom multiple authoritativesources (e.g., speakers, periodi-cals, on-line information)

2.3. deliver oral responses toliterature that(1) develop aninterpretation which exhibitscareful reading, understanding,and insight(2) organize theselected interpretation aroundseveral clear ideas, premises,or images(3) develop and justifythe selected interpretationthrough sustained use ofexamples and textual evidence

2.4. deliver persuasive presen-tations that (1) provide a clearstatement of the position(2)include relevant evidence(3)offer logical sequence ofinformation(4) engage thelistener and foster acceptanceof the proposition or proposal

2.2. make informational presen-tations that(1) frame a keyquestion (2) contain facts anddetails that help listeners fo-cus(3) incorporate more thanone source of information (e.g.,speakers, books, newspapers,television or radio reports)

2.3. deliver oral summaries ofarticles and books that containthe main ideas of the event/article and the most significantdetails

2.4. recite brief poems (i.e., twoor three stanzas), brief solilo-quies, or dramatic dialogues,using clear diction, tempo,volume, and phrasing

2.2. deliver informative presenta-tions about a key idea, issue, orevent that(1) frame questions todirect the investigation(2) estab-lish a controlling idea/topic(3)develop the topic with simplefacts, details, examples andexplanations

2.3. deliver oral responses toliterature that(1) summarizesignificant events and details(2)provide several clear ideas orimages(3) use examples and/ortextual evidence



Notes

2.2. deliver oral responses to literaturethat(1) interpret reading and provide in-sight(2) connect own responses to thewriter’s techniques and to specific textualreferences(3) draw supported inferencesabout the effects of a literary work on itsaudience(4) support judgments throughreferences to the text, other works, otherauthors, or personal knowledge

2.3. deliver research presentations that(1)define a thesis(2) record important ideas,concepts, direct quotations from significantinformation sources, paraphrasing andsummarizing all relevant perspectives onthe topic, as appropriate(3) use a variety ofprimary and secondary sources, distinguish-ing the nature and value of each(4) orga-nize and record information on charts, mapsand graphs

2.4. deliver persuasive presentations that(1)include a well-defined thesis that makes aclear and knowledgeable judgment(2)support arguments with detailed evidence,examples and reasoning, differentiatingevidence from opinion(3) effectively antici-pate and answer listener concerns andcounter-arguments through the inclusionand arrangement of details, reasons,examples, and other elements(4) maintain areasonable tone

2.5. recite poems (i.e., four to six stanzas),sections of speeches, or dramatic solilo-quies, using voice modulation, tone, andgestures expressively to enhance meaning

2.2. deliver oral summaries of articles andbooks that(1) contain the main ideas of theevent/article and the most significantdetails(2) use the student’s own words,except for material quoted from thesource(3) convey a comprehensive under-standing of the source, not just the superfi-cial details

2.3. deliver research presentations that(1)pose relevant and concise questions aboutthe topic(2) convey clear and accurateperspectives on the subject(3) includeevidence generated through the formalresearch process (e.g., card catalog,Reader’s Guide to Periodical Literature,computer catalog, magazines, newspapers,dictionaries)(4) cite reference sourcesappropriately

2.4. deliver persuasive presentations that(1)state a clear position or perspective insupport of a proposition or proposal(2)describe the points in support of the proposi-tion, employing well-articulated evidence



Notes 2.5. deliver presentationstheorizing on problems andsolutions that(1) establishconnections among the situa-tion, the postulated causes andeffects, definition of the prob-lem, and at least one solu-tion(2) offer persuasive evi-dence to validate the definitionof the problem and the pro-posed solution(s)



Notes

fourth grade fifth grade sixth grade - visalia, california grade fifth grade sixth grade language...

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