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K-12 English Language Arts Curriculum Framework

Revised 2003

English Language Arts Curriculum Frameworks Standards Oral and Visual Communications

1. Speaking Students shall demonstrate effective oral communication skills to express ideas and to present information. 2. Listening Students shall demonstrate effective listening skills in formal and informal settings to facilitate communication. 3. Media Literacy Students shall demonstrate knowledge and understanding of media as a mode of communication.

Writing 4. Process Students shall employ a wide range of strategies as they write, using the writing process appropriately. 5. Purpose, Topics,

Forms and Audiences

Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a wide range of forms.

6. Conventions Students shall apply knowledge of Standard English conventions in written work. 7. Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of writing.

Reading 8. Foundations of Reading

Students shall apply concepts of print, acquire knowledge of spoken words and understand the relationship of speech to print as they develop a foundation for literacy.

9. Comprehension Students shall apply a variety of strategies to read and comprehend printed material. 10. Variety of text Students shall read, examine, and respond to a wide range of texts for a variety of purposes. 11. Vocabulary,

Word Study and Fluency

Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently.

Inquiring/Researching 12. Research/Inquiry

Process Students shall engage in inquiry and research to address questions, to make judgments about credibility, and to communicate ideas in ways that suit the purpose and audience.

*Each grade level continues to address earlier Student Learner Expectations as needed and as they apply to more difficult text.

Strand: Oral and Visual Communication Standard 1: Speaking

Students shall demonstrate effective oral communication skills to express ideas and to present information.

Oral and Visual Communication: Speaking 5-8

English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education

Key: OV.1.5.2=Oral and Visual Communication. Standard 1. Fifth Grade. 2nd Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Speaking Vocabulary

OV.1.5.1 Develop vocabulary from content area texts OV.1.5.2 Use standard English in classroom discussion

OV.1.6.1 Develop vocabulary from content area texts and personal reading OV.1.6.2 Use standard English in classroom discussion

OV.1.7.1 Use vocabulary from content area texts and personal reading OV.1.7.2 Use standard English in classroom discussion and presentations

OV.1.8.1 Use vocabulary from content area texts and reading/literature OV.1.8.2 Use standard English in classroom discussion and presentations

Speaking behaviors

OV.1.5.3 Use appropriate oral communication for various purposes and audiences OV.1.5.4 Demonstrate appropriate eye contact OV.1.5.5 Use correct pronunciation to communicate ideas and information

OV.1.6.3 Use appropriate oral communication for various purposes and audiences OV.1.6.4 Demonstrate appropriate eye contact and posture OV.1.6.5 Use correct pronunciation and inflection to communicate ideas and information

OV.1.7.3 Speak for and to various purposes and audiences OV.1.7.4 Demonstrate appropriate eye contact, posture, and volume OV.1.7.5 Use correct pronunciation and inflection/modulation to communicate ideas and information

OV.1.8.3 Speak for and to various purposes and audiences OV.1.8.4 Demonstrate appropriate eye contact, posture, volume, and physical gestures OV.1.8.5 Use correct pronunciation and inflection/modulation to communicate ideas and information

Speaking to share understanding and information

OV.1.5.6 Contribute appropriately to class discussion OV.1.5.7 Deliver oral presentations using standard English and appropriate vocabulary

OV.1.6.6 Contribute appropriately to class discussion OV.1.6.7 Deliver oral presentations using standard English, appropriate vocabulary, and organization

OV.1.7.6 Contribute appropriately to class discussion OV.1.7.7 Deliver oral presentations using standard English, appropriate vocabulary, examples and/or analogies

OV.1.8.6 Contribute appropriately to class discussion OV.1.8.7 Deliver oral presentations using available technology

Inspiration Software, Inc.

OV.1.6.1


OV.1.7.1


OV.1.8.1


INSPIRATION Templates: "Definition" "Vocabulary Word" "Presentation Plan"


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INSPIRATION Use diagrams as supporting graphics (charts, illustrations, and images) and visual representations.Use the Inspiration Presentation Manager to create multimedia rich presentations. Template:"Presentation Plan"


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Strand: Oral and Visual Communication Standard 1: Speaking

Students shall demonstrate effective oral communication skills to express ideas and to present information.



Key: OV.1.5.2=Oral and Visual Communication. Standard 1. Fifth Grade. 2nd Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8

OV.1.5.8 Use illustrations, pictures, and/or charts in oral presentations across the curriculum

OV.1.6.8 Use a variety of visual aids in oral presentations across the curriculum

OV.1.7.8 Use a variety of visual aids in oral presentations across the curriculum

OV.1.8.8 Report results of interviews, research, etc.

Speaking for literary response and expression

OV.1.5.9 Participate in a variety of speaking activities, including dramatic readings of poetry or prose

OV.1.6.9 Participate in a variety of speaking activities, including reading poems, skits, and plays

OV.1.7.9 Participate in a variety of speaking activities, including oral interpretations of poems, stories and monologues

OV.1.8.9 Participate in a variety of speaking activities taken from literature or research

Speaking for critical analysis and evaluation

OV.1.5.10 Evaluate self and peers’ speaking performance based on preset criteria

OV.1.6.10 Evaluate self and peers’ contributions to discussions based on preset criteria

OV.1.7.10 Evaluate self and peers’ performance as an interviewer based on preset criteria

OV.1.8.10 Critique oral presentations of self and peers based on preset criteria


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INSPIRATION Use diagrams as supporting graphics (charts, illustrations, and images) and visual representations. Use the Inspiration Presentation Manager to create multimedia rich presentations. Template: "Presentation Plan"

Strand: Oral and Visual Communication Standard 2: Listening Students shall demonstrate effective listening skills in formal and informal settings to facilitate communication.

Oral and Visual Communication: Listening 5-8


Key: OV.2.6.3= Oral and Visual Communication. Standard 2. Sixth Grade. 3rd Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Listening for information and understanding

OV.2.5.1 Demonstrate effective listening skills by exhibiting appropriate body language OV.2.5.2 Establish purpose for listening OV.2.5.3 Listen attentively for main ideas OV.2.5.4 Demonstrate attentive listening skills to respond to speaker’s message

OV.2.6.1 Demonstrate effective listening skills by exhibiting appropriate body language OV.2.6.2 Establish purpose for listening OV.2.6.3 Listen attentively for main ideas and detail OV.2.6.4 Demonstrate attentive listening skills to respond to speaker’s message

OV.2.7.1 Demonstrate effective listening skills by exhibiting appropriate body language OV.2.7.2 Establish purpose for listening OV.2.7.3 Listen attentively for mail ideas, details, and organization OV.2.7.4 Demonstrate attentive listening skills to respond to and interpret speaker’s message

OV.2.8.1 Demonstrate effective listening skills by exhibiting appropriate body language OV.2.8.2 Establish purpose for listening OV.2.8.3 Listen attentively to summarize OV.2.8.4 Demonstrate attentive and reflective listening skills to respond to and interpret speaker’s message

Listening for critical analysis and evaluation

OV.2.5.5 Evaluate presentations using established criteria/rubrics

OV.2.6.5 Evaluate presentations using established criteria/rubrics

OV.2.7.5 Evaluate presentations using established criteria/rubrics (e.g., purpose, content, organization, and delivery)

OV.2.8.5 Evaluate presentations using established criteria/rubrics (e.g., purpose, content, organization, and delivery)

Strand: Oral and Visual Communication Standard 3: Media Literacy Students shall demonstrate knowledge and understanding of media as a mode of communication.

Oral and Visual Communication: Media Literacy 5-8


Key: OV.3.7.1=Oral and Visual Communication. Standard 3. Seventh Grade. 1st Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Utilizing media for information and understanding

OV.3.5.1 View a variety of media (e.g., posters, film clips, periodicals, charts, cartoons, etc.) to enhance and show understanding of a specific topic

OV.3.6.1 View a variety of media (e.g., posters, film clips, periodicals, charts, cartoons, graphs, statistics, etc.) to enhance and show understanding of a specific topic

OV.3.7.1 View a variety of visually presented materials for understanding of a specific topic

OV.3.8.1 View a variety of visually presented materials for understanding of a specific topic

Utilizing media for critical analysis and evaluation

OV.3.5.2 Differentiate between fact and opinion in media

OV.3.6.2 Use appropriate criteria to evaluate media for bias

OV.3.7.2 Use appropriate criteria to evaluate media for bias and propaganda

OV.3.8.2 Evaluate a media source for bias, propaganda, and censorship

Utilizing a variety of resources to produce visuals that communicate through print and non-print media

OV.3.5.3 Use visual aids to convey information

OV.3.6.3 Create visual aids that convey information

OV.3.7.3 Design presentations that incorporate media visuals

OV.3.8.3 Design presentations that incorporate media visuals


OV.3.6.2


OV.3.7.2


OV.3.8.2


OV.3.8.3


OV.3.7.3


OV.3.6.3


INSPIRATION Templates: “Comparative Analysis” “Web Site Plan” “Opinion Proof”


INSPIRATION Use diagrams as illustrations for presentations. Use symbols and links to plan sequence of presentation. Use diagrams as supporting graphics (charts, illustrations, and images) and visual representations. Use the Inspiration Presentation Manager to create multimedia rich presentations. Template: "Presentation Plan"


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Marked set by Inspiration Software, Inc.

Strand: Writing Standard 4: Process Students shall employ a wide range of strategies as they write and use different writing process elements appropriately.

Writing: Process 5-8


Key: W.4.7.1=Writing. Standard 4. Seventh Grade. 1st Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Prewriting W.4.5.1

Generate ideas using such strategies as reading, discussing, focused free-writing, observing, and brainstorming W.4.5.2 Organize ideas by using such graphic organizers as webbing, mapping, and formal outlining with main topics W.4.5.3 Demonstrate an awareness of purpose and audience with emphasis on expository and letter writing W.4.5.4 Use available technology to access information by using a card catalog

W.4.6.1 Generate ideas using such strategies as reading, discussing, focused free-writing, observing, brainstorming, and reading logs W.4.6.2 Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, and formal outlining with main topics and sub-topics W.4.6.3 Demonstrate an awareness of purpose and audience for all modes of written discourse W.4.6.4 Use available technology to access information by using a card catalog and the Internet

W.4.7.1 Generate ideas by selecting and applying appropriate prewriting strategies which shall include reading, discussing, observing, brainstorming, focused and unfocused free-writing, and reading/learning logs W.4.7.2 Organize ideas by using such graphic organizers as webbing, mapping charts/graphs, Venn diagrams, and formal outlining with main topics and sub-topics W.4.7.3 Determine a focus and an organizational structure based on purpose, audience, length, and required format for expository, narrative, and descriptive writing W.4.7.4 Use available technology to access information by using a card catalog and multiple Internet sources

W.4.8.1 Self select and apply an appropriate prewriting strategy for a variety of writing purposes across the curriculum, with emphasis on interviewing, note-taking, and gathering data W.4.8.2 Organize ideas by using such graphic organizers as charts/graphs, and formal outlining with main topics, sub-topics, and details W.4.8.3 Select a focus and an organizational structure based on purpose, audience, length, and required format for expository, narrative, descriptive, and persuasive writing W.4.8.4 Use available technology to access information and to document interviews

Drafting W.4.5.5 Use prewriting to draft

W.4.6.5 Use prewriting to draft

W.4.7.5 Create a draft for expository

W.4.8.5 Create a draft with emphasis


W.4.6.1


W.4.7.1


W.4.8.1


W.4.6.2


W.4.7.2


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W.4.7.3


W.4.8.3


W.4.6.5


W.4.7.5


W.4.8.5


INSPIRATION Templates: “Autobiographical Event” “Literary Web” “Supporting Idea” “Venn Diagram” “Areas of Influence” “Idea Map” "Persuasive Essay" "Presentation Plan"


INSPIRATION Templates: “Literary Conflict” “Biographical Essay” “Book Comparison” “Comparative Analysis” “Literary Conflict” “Literary Comparison”


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expository paragraphs within an essay with emphasis on the following:

• Central idea • Explanation • Elaboration • Unity • Purpose and

audience

W.4.5.6 Organize expository paragraphs that include a topic sentence, supporting details, and a concluding sentence W.4.5.7 Create an effective lead sentence for each paragraph by using such features as questions or exclamations

expository paragraphs with emphasis on the following:

• Central idea • Explanation • Elaboration • Unity • Purpose and

audience

W.4.6.6 Organize expository paragraphs that include a topic sentence, supporting details, and a concluding sentence W.4.6.7 Create an effective lead sentence for each paragraph by using such features as a factual statement or an unusual statement about the topic

writing with emphasis on organization by paragraphs -- introduction, main points with elaboration, and conclusion— W.4.7.6 Create a draft for narrative writing that includes dialogue W.4.7.7 Create an effective lead paragraph by using dialogue or a description of a character or setting

on persuasive and expository organization W.4.8.6 Create an effective lead paragraph by using quotes, description, or questions with the last sentence as a thesis statement

Revising

W.4.5.8 Revise content for

• Central Idea • Organization (e.g.,

beginning, middle, and end; sequencing ideas; major points of information, etc.)

• Unity • Elaboration • Clarity


• Central Idea • Organization (e.g.,

beginning, middle, and end; sequencing ideas; major points of information, etc.)

• Unity • Elaboration


• Central Idea • Organization • Unity • Elaboration (e.g.,

explanation, examples, description, etc.)

• Clarity


• Central Idea • Organization • Unity • Elaboration • Clarity


W.4.6.6


Organization


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Organization


INSPIRATION Drag and drop topics to organize ideas in Outline view.


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W.4.5.9 Revise style for

• Sentence variety • Tone • Voice • Selected vocabulary • Selected information

W.4.5.10 Revise writing using various tools/methods, such as peer and/or teacher collaboration, a revision checklist, rubric, and/or reference materials (e.g., dictionary, thesaurus, etc.)

• Clarity W.4.6.9 Revise style for

• Sentence variety • Tone • Voice • Selected

vocabulary • Selected

information W.4.6.10 Revise writing using various tools/methods, such as peer and/or teacher collaboration, a revision checklist, rubric, and/or reference materials (e.g., dictionary, thesaurus, etc.)


• Sentence variety • Tone • Voice • Selected vocabulary • Selected information

W.4.7.10 Revise writing using various tools/methods, such as peer and/or teacher collaboration, a revision checklist rubric, and/or reference materials (e.g., dictionary, thesaurus, etc.)


• Sentence variety • Tone (e.g., sense of

audience, etc.) • Voice (e.g.,

specificity, vividness, rhythm of piece, writer’s attitude and presence, etc.)

• Selected vocabulary • Selected information

W.4.8.9 Revise writing using various tools/methods, such as peer and/or teacher collaboration, a revision checklist rubric, and/or reference materials (e.g., dictionary, thesaurus, etc.)

Editing Note to teacher: Align with Conventions Standard.

W.4.5.11 Edit individually or in groups for appropriate grade-level conventions, within the following features:

• Sentence formation • Completeness • Absence of fused sentences • Expansion through standard coordination and modifiers


• Sentence formation • Completeness • Absence of fused sentences • Expansion






W.4.6.10


W.4.7.10


W.4.8.9


INSPIRATION Use topic appropriate templates (for example, "Persuasive Essay") as checklists for writing.





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• Embedding through standard subordination and modifiers • Standard word order

• Usage • Standard inflections • Agreement • Word meaning • Conventions

• Mechanics • Capitalization • Punctuation • Formatting • Spelling

through standard coordination and modifiers • Embedding through standard subordination and modifiers • Standard word order









Publishing W.4.5.12 Use available technology for sharing and/or publication W.4.5.13 Maintain a writing portfolio that exhibits growth in meeting goals and expectations W.4.5.14 Publish/share according to purpose and audience

W.4.6.12 Use available technology for sharing and/or publication W.4.6.13 Maintain a writing portfolio that exhibits growth in meeting goals and expectations W.4.6.14 Publish/share according to purpose and audience

W.4.7.12 Use available technology to experiment with various formats for a final written product W.4.7.13 Maintain a writing portfolio that exhibits growth in meeting goals and expectations W.4.7.14 Publish/share according to purpose and audience

W.4.8.11 Use available technology to create a product and communicate knowledge W.4.8.12 Maintain a writing portfolio that exhibits growth in meeting goals and expectations W.4.8.13 Publish/share according to purpose and audience


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4.6.12


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4.7.12


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4.8.11


INSPIRATION Use the transfer tool to export projects to a word processor. Export Outline as basis for PowerPoint presentations. Use the Site Skeleton export to create the basis of a web site.


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Strand: Writing Standard 5: Purpose, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety of purposes, topics, and audiences employing a wide range of forms.

Writing: Purpose, Topics, Forms, and Audiences 5-8



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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Purposes and Audiences

W.5.5.1 Write to describe, to inform, to entertain, to explain, and to persuade W.5.5.2 Select the form of writing that addresses the intended audience

W.5.6.1 Write to describe, to inform, to entertain, to explain, and to persuade W.5.6.2 Select the form of writing that addresses the intended audience

W.5.7.1 Write to develop narrative, expository, descriptive, and persuasive pieces W.5.7.2 Select the form of writing that addresses the intended audience

W.5.8.1 Develop multiple works in a variety of modes of discourse W.5.8.2 Select the form of writing that addresses the intended audience

Topics and Forms W.5.5.3 Create expository, narrative, descriptive, and persuasive writings W.5.5.4 Write poems using a variety of techniques/devices, with emphasis on writing patterned and rhymed poetry W.5.5.5 Write research reports using summarizing and paraphrasing W.5.5.6 Write to reflect ideas/ interpretations of multicultural and universal themes and concepts

W.5.6.3 Create expository, narrative, descriptive, and persuasive writings W.5.6.4 Write poems using a variety of techniques/devices, with emphasis on narrative, including ballads W.5.6.5 Write research reports using a variety of sources, summarizing, and paraphrasing W.5.6.6 Write to reflect ideas/ interpretations of multicultural and universal themes and concepts

W.5.7.3 Create expository, narrative, descriptive, and persuasive writings W.5.7.4 Write poems using a variety of techniques/devices, with emphasis on lyric poetry W.5.7.5 Write research reports and document sources, summarizing, and paraphrasing W.5.7.6 Write to reflect ideas/ interpretations of multicultural and universal themes and concepts

W.5.8.3 Create expository, narrative, descriptive, and persuasive writings W.5.8.4 Write poems using a variety of techniques/devices, with emphasis on free verse W.5.8.5 Write research reports that include a thesis and use a variety of sources W.5.8.6 Write to reflect ideas/ interpretations of multicultural and universal themes and concepts


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5.6.5


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5.7.3


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5.7.5


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INSPIRATION Templates: “Persuasive Essay” “Autobiographical Event” “Biographical Essay” “Mythic Journey” “Textual Analysis” “Opinion Proof”


INSPIRATION Templates: “Persuasive Essay” “Literary Conflict” “Autobiographical Event” “Biographical Essay” “Book Comparison” “Comparative Analysis” “Literary Conflict” “Character Web” “Literary Comparison” “Literary Web” “Poetic Analysis” “Story Triangle” “Mythic Journey” “Textual Analysis” “Writing Directions” “Research Strategy” “Opinion Proof” "Problem Solution” "Presentation Plan"


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Strand: Writing Standard 5: Purpose, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety of purposes, topics, and audiences employing a wide range of forms.

Writing: Purpose, Topics, Forms, and Audiences 5-8



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W.5.5.7 Write with and without prompts for a sustained period of time W.5.5.8 Write in response to literature W.5.5.9 Write on demand with or without prompt within a given time frame W.5.5.10 Write across the curriculum

W.5.6.7 Write with and without prompts for a sustained period of time W.5.6.8 Write responses to literature that demonstrate understanding or interpretation W.5.6.9 Write on demand with or without prompt within a given time frame W.5.6.10 Write across the curriculum




W.5.6.8


W.5.7.8


W.5.8.8


W.5.8.10


W.5.7.10


W.5.6.10


INSPIRATION Templates: “Literary Conflict” “Literary Conflict” “Character Web” “Literary Comparison” “Literary Web” “Poetic Analysis” “Story Triangle” “Mythic Journey”

Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work.

Writing: Conventions 5-8


Key: W.6.8.1=Writing. Standard 6. Eighth Grade. 1st Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Sentence Formation

W.6.5.1 Use a variety of simple and compound sentences of varied lengths W.6.5.2 Use different kinds of sentences

• Declarative • Interrogative • Imperative • Exclamatory

W.6.5.3 Use compound subjects and predicates to combine simple sentences for more effective writing style W.6.5.4 Define, identify, and use natural and inverted sentence order for emphasis and variety W.6.5.5 Identify and correct fragments and run-ons W.6.5.6

W.6.6.1 Use a variety of simple and compound sentences of varied lengths W.6.6.2 Use different kinds of sentences


W.6.6.3 Use compound sentence elements (e.g., subjects, predicates, complements, and complete sentences, etc.) to combine sentences for more effective writing style W.6.6.4 Define, identify, and use natural and inverted sentence order for emphasis and variety W.6.6.5 Identify and correct fragments and run-ons W.6.6.6

W.6.7.1 Vary sentence structure by using simple, compound, and complex sentences and different kinds of sentences


W.6.7.2 Write effective sentences by embedding clauses, prepositional and appositive phrases, and all compound elements W.6.7.3 Use phrases and clauses to invert sentence order for emphasis and variety W.6.7.4 Correct fragments, run-ons, comma splices, and fused sentences W.6.7.5

W.6.8.1 Vary sentence structure by using simple, compound, complex, and compound-complex sentences and different kinds of sentences


W.6.8.2 Write more effective sentences by using all compound elements and by embedding clauses and prepositional, appositive, and verbal phrases W.6.8.3 Use clauses and phrases, including verbal, to invert sentence order for emphasis and variety W.6.8.4 Correct fragments, run-ons, comma splices, and fused sentences W.6.8.5





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Define and identify the parts of speech to construct effective sentences

• Common and proper nouns

• Pronouns to avoid repetition

• Active and linking verbs

• Adjectives to modify nouns and pronouns

• Adverbs to modify verbs, adjectives, and other adverbs

• Conjunctions to join • Interjections for

excitement • Prepositions to

indicate relationships

Use knowledge of the parts of speech to construct effective sentences

• Common and proper nouns

• Pronouns to avoid repetition

• Active and linking verbs

• Adjectives to modify nouns and pronouns

• Adverbs to modify verbs, adjectives, and other adverbs

• Coordinate conjunctions to join

• Interjections for excitement

• Prepositions to indicate relationships

Analyze personal and peer sentence formation for effective use of the parts of speech

• Precise nouns • Pronouns

• Demonstrative • Compound personal

• Reflexive • Intensive

• Personal • Interrogative • Relative • Indefinite

• Active and linking verbs • Adjectives

• Possessive • Article • Interrogative • Numeral • Demonstrative • Indefinite • Descriptive

• Adverbs • Manner • Time • Place • Degree • Negative • Interrogative

• Conjunctions • Coordinate • Correlative • Subordinate

Evaluate personal, peer, or literature-based sentence formation for effective use of the parts of speech

• Precise nouns • Pronouns to avoid

repetition • Verbs

• Transitive active • Transitive passive • Intransitive linking • Intransitive

complete • Adjectives to modify

nouns and pronouns • Adverbs to modify

verbs, adjectives, and other adverbs

• Conjunctions • Coordinate • Correlative • Subordinate







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Usage W.6.5.7

Apply conventions of grammar with emphasis on the following:

• Subject-verb agreement

• Parts of speech • Parts of a sentence • Conjugation in

simple verb tenses • Possessive

pronouns

W.6.6.7 Apply conventions of grammar with emphasis on the following:


• Parts of speech • Parts of a sentence • Conjugation in

perfect verb tenses • Possessive,

nominative, and objective pronouns


• Agreement • Subject-verb • Pronoun and

antecedent • Parts of speech • Parts of a sentence and

sentence patterns • S-V • S-V-DO • S-V-IO-DO • S-LV-PN • S-LV-PA

• Conjugation in progressive verb forms

• Prepositional phrases as modifiers

• Dependent clauses



• Parts of speech • Pronoun and

antecedent agreement

• Parts of a sentence and sentence patterns • S-V • S-V-DO • S-V-IO-DO • S-LV-PN • S-LV-PA

• Conjugation in regular, progressive, and emphatic verb forms

• Verbals Spelling W.6.5.8

Spell words by applying the correct spelling of roots, bases, and affixes

W.6.6.8 Apply correct spelling to commonly misspelled words

W.6.7.7 Spell words correctly in all writing

W.6.8.7 Spell words correctly in all writing





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W.6.5.9 Spell homonyms correctly according to usage

W.6.6.9 Spell homonyms correctly according to usage

Capitalization W.6.5.10 Apply conventional rules of capitalization in writing

W.6.6.10 Apply conventional rules of capitalization in writing



Punctuation W.6.5.11 Apply conventional rules of punctuation in writing with emphasis on

• End marks • Quotation marks • Comma in a series • Comma in

compound sentences

• Comma in complex sentence

• Comma in direct address

W.6.6.11 Apply conventional rules of punctuation in writing with emphasis on

• End marks • Quotation marks • Comma in a series • Comma in compound

sentences • Comma in complex

sentence • Comma in direct

address

W.6.7.9 Apply conventional rules for all end marks and commas in writing W.6.7.10 Use semi-colons and colons in compound and compound-complex sentences W.6.7.11 Use colons in compound and compound-complex sentences and to introduce lists W.6.7.12 Use double and single quotation marks in dialogue

W.6.8.9 Apply conventional rules of punctuation in writing W.6.8.10 Edit own and peer papers with emphasis on

• All end marks • Commas • Dash • Hyphen • Quotation marks

• Double • Single

• Parentheses • Semicolons • Colons

Strand: Writing Standard 7: Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of writing.

Writing: Craftsmanship 5-8


Key: W.7.6.1=Writing. Standard 7. Sixth Grade. 1st Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Purposefully shaping and controlling language

W.7.5.1 Use figurative language purposefully, such as simile and metaphor, to shape and control language W.7.5.2 Use a variety of sentence types and lengths (see Conventions Standard 6) W.7.5.3 Use transition words W.7.5.4 Use purposeful vocabulary for emphasis or elaboration W.7.5.5 Create a strong lead and conclusion W.7.5.6 Use logical sequence

W.7.6.1 Use figurative language purposefully, such as onomatopoeia, to shape and control language to affect readers W.7.6.2 Use a variety of sentence types and lengths (see Conventions Standard 6) W.7.6.3 Use word or sentence repetition for effect W.7.6.4 Use transition words/ phrases W.7.6.5 Use purposeful vocabulary with emphasis on developing style W.7.6.6 Create a strong lead and conclusion W.7.6.7 Narrow the time focus of a piece of writing

W.7.7.1 Use figurative language purposefully, such as personification and hyperbole, to shape and control language to affect readers W.7.7.2 Use a variety of sentence types and lengths (see Conventions Standard 6) W.7.7.3 Use word or sentence repetition for effect W.7.7.4 Use transition words/ phrases W.7.7.5 Use purposeful vocabulary with emphasis on developing voice W.7.7.6 Create an effective lead and conclusion W.7.7.7 Narrow the time focus of a piece of writing W.7.7.8 Vary the placement of topic

W.7.8.1 Use figurative language purposefully, such as alliteration and assonance, to shape and control language to affect readers W.7.8.2 Use a variety of sentence types and lengths (see Conventions Standard 6) W.7.8.3 Use repetition for effect W.7.8.4 Use transition words/ phrases W.7.8.5 Use purposeful vocabulary with emphasis on developing tone W.7.8.6 Create an effective lead and conclusion W.7.8.7 Use flashback/time transitions


INSPIRATION Use symbols and links to show sequence.


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Writing: Craftsmanship 5-8


Key: W.7.6.1=Writing. Standard 7. Sixth Grade. 1st Student Learning Expectation

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W.7.5.7 Use writer’s checklist or scoring guides/rubrics to improve written work W.7.5.8 Self-evaluate writing using checklists or scoring guides/rubrics

W.7.6.8 Use writer’s checklist or scoring guides/rubrics to improve written work W.7.6.9 Self-evaluate writing using checklists or scoring guides/rubrics

sentences W.7.7.9 Use dialogue effectively W.7.7.10 Use humor appropriately W.7.7.11 Use writer’s checklist or scoring guides/rubrics to improve written work W.7.7.12 Self-evaluate writing

W.7.8.8 Use dialogue effectively W.7.8.9 Use anecdotes and quotes W.7.8.10 Use scoring guides or rubrics to improve all aspects of written projects W.7.8.11 Self-evaluate writing


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INSPIRATION Use topic appropriate templates (for example, "Persuasive Essay") as checklists for writing.

Strand: Reading Standard 9: Comprehension Students shall apply a variety of strategies to read and comprehend printed material.

Reading Comprehension 5-8


Key: R.9.7.1=Reading. Standard 9. Seventh Grade. 1st Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Application of the

following Student Learning Expectations is based on grade-level texts that vary in length and complexity.

Application of the following Student Learning Expectations is based on grade-level texts that vary in length and complexity.



Prior Knowledge R.9.5.1 Use previewing, activating prior knowledge, predicting content of text, formulating questions, and establishing purposes for reading

R.9.6.1 Use previewing, activating prior knowledge, predicting content of text, formulating questions, and establishing purposes for reading



Making Connections

R.9.5.2 Describe the interrelationships between text and other content areas

R.9.6.2 Analyze the interrelationships of text and world issues/events by applying connection strategies

R.9.7.2 Infer the interrelations of text and world issues/events by applying connection strategies

R.9.8.2 Evaluate the interrelations of text and world issues/events by applying connection strategies R.9.8.3 Connect, compare, and contrast ideas, themes, and issues across texts

Using questioning and monitoring

R.9.5.3 Generate questions to establish purposes for reading R.9.5.4 Generate questions relevant to text and topics

R.9.6.3 Generate and revise questions to establish purposes for reading R.9.6.4 Generate and revise questions relevant to text and topics

R.9.7.3 Prioritize questions formulated and purposes established for reading R.9.7.4 Generate and prioritize questions related to universal themes to interpret meaning

R.9.8.4 Defend questions formulated and purposes established for reading R.9.8.5 Generate and define questions related to universal themes to interpret meaning


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INSPIRATION Templates: "Concept Map" “Idea Map” “Question Formation”


INSPIRATION Templates: "Concept Map" “Book Comparison” “Comparative Analysis” “Textual Analysis”


INSPIRATION Template: “Question Formation”


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R.9.5.5 Monitor comprehension in relation to questions generated

R.9.6.5 Monitor comprehension in relation to questions generated

R.9.7.5 Monitor reading strategies, including rereading, using resources and questions, and modify them when understanding breakdowns

R.9.8.6 Monitor reading strategies, including rereading, using resources, and questions, and modify them when understanding breakdowns

Using inferences and interpretations

R.9.5.6 Connect own background knowledge and personal experience to make inferences and to respond to new information presented in text R.9.5.7 Make inferences supported by a character’s thoughts, words and actions, or the narrator’s description R.9.5.8 Analyze literary elements of character, plot, and setting

R.9.6.6 Connect own background knowledge and personal experience to make inferences and to respond to new information presented in text R.9.6.7 Make inferences and draw conclusions about characters’ traits and actions based on plot, setting, motives, and responses to other characters R.9.6.8 Analyze literary elements of character, plot, and setting

R.9.7.6 Connect own background knowledge and personal experience to make inferences and to respond to new information presented in text R.9.7.7 Infer a character’s impact on plot development R.9.7.8 Infer mood of text R.9.7.9 Analyze literary elements of fiction with emphasis on plot development, including conflict, rising action, climax, falling action, and resolution

R.9.8.7 Connect own background knowledge and personal experience to make inferences and to respond to new information presented in text R.9.8.8 Infer a character’s role in development of plot and theme R.9.8.9 Infer mood and theme of text R.9.8.10 Use literary elements and historical context to infer author’s intent R.9.8.11 Analyze the literary elements of plot, subplot, and climax, and explain the way in which conflicts are resolved or unresolved


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INSPIRATION Templates: “Literary Web” “Poetic Analysis” “Story Triangle” “Mythic Journey” “Textual Analysis” “Comparison” “Supporting Idea” “Idea Map”


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R.9.5.9 Compare/contrast the actions, motives and appearance of characters in a work of fiction and discuss the importance of the contrasts to the plot R.9.5.10 Distinguish among facts and inferences supported by evidence and opinions in text

R.9.6.9 Compare the actions, motives and appearance of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme R.9.6.10 Distinguish among facts and inferences supported by evidence and opinions in text

R.9.7.10 Compare and contrast points of view, such as first person, limited, and omniscient third person, and explain the effect on the overall theme of a literary work R.9.7.11 Distinguish among stated fact, reasoned judgment, and opinion in text

R.9.8.12 Compare and contrast points of view, such as first person, limited, and omniscient third person, and explain the effect on the overall theme of a literary work R.9.8.13 Distinguish among stated fact, reasoned judgment, and opinion in text

Determining Importance

R.9.5.11 Use such comprehension strategies as establishing purpose, inferring, and summarizing, to determine essential information R.9.5.12 Identify main ideas and supporting evidence in short reading passages R.9.5.13 Use the text features to locate and recall information, with emphasis on fonts/effects and illustrations/photographs R.9.5.14 Use knowledge of text

R.9.6.11 Use text information and background knowledge to draw conclusions and to make inferences (e.g., theme, etc.) R.9.6.12 Identify main ideas and supporting evidence in short reading passages R.9.6.13 Use the text features to locate and recall information, with emphasis on cue words and phrases R.9.6.14 Use knowledge of text

R.9.7.12 Identify main ideas and supporting evidence in short stories and novels R.9.7.13 Use the text features to locate and recall information, with emphasis on graphics R.9.7.14 Use knowledge of text

R.9.8.14 Classify and organize information from more than one text, based on purpose and/or level of importance R.9.8.15 Identify main ideas and supporting evidence in short stories and novels R.9.8.16 Use the text features to locate and recall information, with emphasis on text organizers R.9.8.17 Determine text structure(s) to


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INSPIRATION Templates: “Book Comparison” “Comparative Analysis” “Literary Comparison” “Comparison”


INSPIRATION Templates: "Cause and Effect" “Textual Analysis” “Comparison” "Presentation Plan"


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structure(s) to enhance understanding with emphasis on sequence and description R.9.5.15 Classify and organize text information by level of importance in a variety of ways, including timelines and graphic organizers, to support and explain ideas R.9.5.16 Scan materials to locate specific information R.9.5.17 Skim materials to develop a general overview

structure(s) to enhance understanding with emphasis on cause/effect and compare/contrast R.9.6.15 Classify and organize text information by determining subtopics of information R.9.6.16 Use skimming and scanning to locate specific information to develop a general overview R.9.6.17 Analyze information from the text, based on purpose and/or level of importance

structure(s) to enhance understanding with emphasis on problem/solution R.9.7.15 Organize information, including simple outlining R.9.7.16 Use skimming, scanning, note-taking, outlining, and questioning as study strategies

enhance understanding R.9.8.18 Organize information, including simple outlining R.9.8.19 Use skimming, scanning, note-taking, outlining, and questioning as study strategies

Summarizing and Synthesizing

R.9.5.18 Retell stories with detail R.9.5.19 Summarize information including main idea and significant supporting details

R.9.6.18 Summarize the content of a text

R.9.7.17 Summarize the content of multiple chapters of a text

R.9.8.20 Synthesize information from multiple texts and provide evidence to support

Evaluating

R.9.5.20 Evaluate a character’s decision/action

R.9.6.19 Identify events that advance the plot of a literary work and evaluate how those events relate to past, present, or

R.9.7.18 Evaluate the accuracy and appropriateness of the evidence used by the author to support claims and assertions

R.9.8.21 Evaluate conflicts, motivations, points of view, and changes that affect the plot or theme


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INSPIRATION Templates: “Literary Web” “Story Triangle” “Comparison” “Supporting Idea” “Idea Map” "Presentation Plan"


INSPIRATION Templates: “Textual Analysis” “Supporting Idea” “Idea Map”


INSPIRATION Templates: “Literary Conflict” “Comparison” “Opinion Proof” "Pro and Con"


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R.9.5.21 Evaluate personal, social, and political issues as presented in text

future actions R.9.6.20 Evaluate personal, social, and political issues as presented in text




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INSPIRATION Templates: “Opinion Proof” "Pro and Con"

Strand: Reading Standard 10: Variety of text Students shall read, examine, and respond to a wide range of texts for a variety of purposes.

Reading: Variety of Text 5-8


Key: R.10.5.31=Reading. Standard 10. Fifth Grade. 3rd Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Exhibits behaviors and habits of an active reader

R.10.5.1 Read for a substantial amount of time daily, including assigned and self-selected materials at independent and instructional levels R.10.5.2 Read texts that reflect contributions of different cultural groups R.10.5.3 Vary reading strategies according to text and purpose




Reading a variety of informational materials for enjoyment, critical analysis, and evaluation

R.10.5.4 Read a variety of informational text, including textbooks, newspapers, magazines, and other instructional materials R.10.5.5 Identify cause/effect and problem/solution relationships R.10.5.6 Skim materials to locate specific information R.10.5.7

R.10.6.4 Read a variety of informational text, including textbooks, newspapers, magazines, and other instructional materials R.10.6.5 Compare /contrast information from multiple sources R.10.6.6 Use skimming and scanning to locate specific information or to develop a general overview

R.10.7.4 Understand how word choice and language structure convey an author’s viewpoint R.10.7.5 Use skimming, scanning, note taking, outlining, and questioning as study strategies

R.10.8.4 Examine the author’s credibility, use of text structure, word choice, and viewpoint to evaluate message R.10.8.5 Use skimming, scanning, note taking, outlining, and questioning as study strategies


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INSPIRATION Templates: “Textual Analysis” “Comparison” "Cause and Effect"


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Scan materials to develop a general overview R.10.5.8 Locate information to support opinions, predictions, and conclusions R.10.5.9 Use knowledge of text structure to locate information and aid comprehension

R.10.6.7 Select informational sources appropriate for a given purpose R.10.6.8 Organize and synthesize information for use in written and oral presentation R.10.6.9 Understand and analyze the differences in structure of various informational text

R.10.7.6 Organize and synthesize information for use in written and oral presentation

Reading a variety of literature for enjoyment, critical analysis and evaluation

R.10.5.10 Read a variety of literature, including historical fiction, biography, and realistic fiction

R.10.6.10 Read a variety of literature, including historical fiction, autobiography, and realistic fiction

R.10.7.7 Read a variety of literature, including short stories, science fiction, legends, and myths

R.10.8.6 Read a variety of literature, including essays and plays R.10.8.7 Evaluate the credibility of the narrator R.10.8.8 Identify the basic parts of drama R.10.8.9 Describe how stage directions help the reader understand a play


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INSPIRATION Templates: “Comparison” “Opinion Proof” “Supporting Idea” “Idea Map” “Right Tree”"Presentation Plan" Use diagrams as supporting graphics (charts, illustrations, and images) and visual representations.Use the Inspiration Presentation Manager to create multimedia rich presentations.


INSPIRATION Templates: “Definition” “Literary Web”





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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Reading a variety of poetry for enjoyment, critical analysis and evaluation

R.10.5.11 Read a variety of poetry, with emphasis on rhymed and patterned R.10.5.12 Describe the characteristics of rhymed and patterned poetry

R.10.6.11 Read a variety of poetry, with emphasis on narrative, including ballads R.10.6.12 Explain how form, including rhyme, rhythm, repetitions, line structure and punctuation, conveys the mood and meaning of a poem

R.10.7.8 Read a variety of poetry, with emphasis on lyric poetry R.10.7.9 Identify the use of poetic devices, including comparison, alliteration, repetition, onomatopoeia, and rhyme R.10.7.10 Examine the effect of imagery on the mood or meaning of the poem

R.10.8.10 Read a variety of poetry, with emphasis on free verse R.10.8.11 Interpret poetry, noting distinctive poetic devices

Reading a variety of practical materials for enjoyment, critical analysis and evaluation

R.10.5.13 Read and utilize functional/practical texts, including catalogs, schedules, and diagrams R.10.5.14 Use graphic organizers to analyze information

R.10.6.13 Read and utilize functional/practical texts, including advertisements, slogans, brochures, and timelines R.10.6.14 Analyze message through pictures, images, and photographs R.10.6.15 Analyze selections through text, images, and photographs for a given purpose

R.10.7.11 Read and utilize functional/practical texts, including forms, reports, cover letters, letterheads, and business letters R.10.7.12 Analyze advertisements for bias and propaganda

R.10.8.12 Read and utilize functional/practical texts, including manuals, memos, job applications, and career guides R.10.8.13 Analyze newspaper articles and editorials for bias and propaganda


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INSPIRATION Template: “Poetic Analysis”


INSPIRATION Templates: “Comparative Analysis” “Textual Analysis” “Comparison” “Opinion Proof” “Supporting Idea” “Idea Map” “Right Tree” “Analogy” "Presentation Plan"


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Strand: Reading Standard 11: Vocabulary, Word Study, and Fluency Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently.

Vocabulary, Word Study, and Fluency 5-8


Key: R.11.6.1=Reading. Standard 11. Sixth Grade. 1st Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Word recognition R.11.5.1

Automatically decode words to ensure focus on comprehension R.11.5.2 Continue to develop and maintain an adequate body of sight words R.11.5.3 Add content words to sight vocabulary

R.11.6.1 Automatically decode words to ensure focus on comprehension R.11.6.2 Continue to develop and maintain an adequate body of sight words R.11.6.3 Add content words to sight vocabulary



Word Study and Vocabulary

R.11.5.4 Use knowledge of root words and affixes and word relationships to determine meaning R.11.5.5 Use context to determine meaning of multiple meaning words R.11.5.6 Use resources to determine meaning of technical and specialized vocabulary R.11.5.7 Determine useful and relevant words





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R.11.5.8 Identify figurative language such as idioms, similes and metaphors R.11.5.9 Use word origins including common roots and word parts from Greek and Latin to analyze the meaning and determine pronunciation and derivations of complex words R.11.5.10 Use context clues to select appropriate dictionary definition R.11.5.11 Anticipate noun following noun markers including a, an, and the

R.11.6.8 Explain the meaning of figurative language such as idioms, similes and metaphors R.11.6.9 Identify word origins, derivations and inflections and foreign words R.11.6.10 Use context clues to select appropriate dictionary definition

R.11.7.8 Identify and explain idioms and comparisons such as analogies, metaphors and similes to infer the literal and figurative meanings or phrases R.11.7.9 Use knowledge of Greek and Latin word parts and roots to determine the meaning of subject related vocabulary R.11.7.10 Use context to determine meaning of multiple meaning words.

R.11.8.8 Identify and explains similes, metaphors, personification, hyperboles and analogies to infer the literal and figurative meanings of phrases R.11.8.9 Identify how words from other cultures have been incorporated into English vocabulary usage. R.11.8.10 Use context, structure, denotations and connotations to determine meaning of words and phrases

Reading with fluency

R.11.5.12 Read grade level text orally with an approximate rate of 128 words per minute R.11.5.13 Read grade level text orally

R.11.6.11 Read grade level text orally with an approximate rate of 145 words per minute R.11.6.12 Read grade level text orally

R.11.7.11 Read grade level text with an approximate rate of 167 words per minute R.11.7.12 Read grade level text orally with

R.11.8.11 Read grade level text with an approximate rate of 171 words per minute R.11.8.12 Read grade level text orally


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INSPIRATION Templates: “Definition” “Poetic Analysis” “Analogy”





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with accuracy and expression

with accuracy and expression accuracy and expression with accuracy and expression

Strand: Inquiring/Researching Standard 12: Research/Inquiry Process Students shall engage in inquiry and research to address questions, to make judgments about credibility, and to communicate findings in ways that suit the purpose and audience.

Inquiring/Researching: Information Literacy 5-8



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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Accessing information

IR.12.5.1 Generate questions to select a specific topic for research IR.12.5.2 Use reference features (e.g., table of contents, indices, and glossaries, etc.) and text features (e.g., format, graphics, sequence, diagrams, table of contents, etc.) to access information IR.12.5.3 Use print and electronic sources, including the card catalog, to locate information IR.12.5.4 Gather information from a source appropriate to purpose and topic

IR.12.6.1 Generate questions to explore and select a specific topic for research IR.12.6.2 Use reference features (e.g., bibliographies, etc.) and text features (e.g., appendix, preface, index, glossary, etc.) to access information IR.12.6.3 Use print and electronic sources, including computer databases, to locate information IR.12.6.4 Gather information from more than one source appropriate to purpose and topic

IR.12.7.1 Formulate original questions to select a topic for research IR.12.7.2 Use reference features (e.g., endnotes, etc.) and text features (e.g., endnotes, footnotes, bibliography, etc.) to access information IR.12.7.3 Use print and electronic sources, such as card catalogs and computer databases, to locate information IR.12.7.4 Gather information from more than one type of source (e.g., periodicals, books, learning logs, etc.) IR.12.7.5 Evaluate sources to select those most reliable and appropriate to purpose and topic

IR.12.8.1 Formulate original questions to explain and select a topic for research IR.12.8.2 Use appropriate reference features and text features to access information effectively IR.12.8.3 Use print and electronic sources independently to locate information IR.12.8.4 Gather information from more than one type of source (e.g., interviews, Internet, lab notes, etc.) IR.12.8.5 Self-select credible sources appropriate to purpose and topic


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INSPIRATION Templates: “Comparative Analysis” “Research Strategy”


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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 5 Grade 6 Grade 7 Grade 8 Interpreting Information

IR.12.5.5 Explain information presented in graphic sources IR.12.5.6 Develop notes to identify support, and paraphrase main ideas from text IR.12.5.7 Create a formal topic outline of main topics IR.12.5.8 Use research to create an oral, written, or visual presentation /product

IR.12.6.5 Interpret information from graphic sources

IR.12.6.6 Develop notes that include main ideas, summaries, and paraphrasing from one or more sources IR.12.6.7 Create a formal topic outline of main and sub-topics IR.12.6.8 Use research to create one or more oral, written, or visual presentations /products

IR.12.7.6 Use information presented in graphic sources to draw conclusions IR.12.7.7 Develop notes that include main topics, details, summaries, and paraphrasing from multiple types of sources IR.12.7.8 Create a formal topic outline of main topic, sub-topics, and details IR.12.7.9 Use research to create one or more oral, written, or visual presentations /products

IR.12.8.6 Create visual graphics to interpret information IR.12.8.7 Use notes to narrow a topic to develop a thesis statement IR.12.8.8 Create a formal topic outline of thesis, main topics, sub-topics, and details IR.12.8.9 Use research to create one or more oral, written, or visual presentations /products


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INSPIRATION Templates: "Concept Map" “Research Strategy” “Supporting Idea” “Idea Map” “Question Formation” “Right Tree” "Presentation Plan"


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Strand: Oral and Visual Communication Standard 1: Speaking Students shall demonstrate effective oral communication skills to express ideas and to present information.



Key: OV.1.9.1=Oral and Visual Communication. Standard 1. Ninth Grade. 1st Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Speaking to share understanding and information

OV.1.9.1 Adjust oral language to audience and appropriately apply the rules of standard English OV.1.9.2 Prepare and participate in structured discussions, such as panel discussions OV.1.9.3 Use appropriate visual aids in presentations

OV.1.10.1 Adjust oral language to audience and appropriately apply the rules of standard English OV.1.10.2 Prepare and participate in structured discussions, such as panel discussions OV.1.10.3 Use appropriate visual aids in presentations

OV.1.11.1 Prepare and participate in structured discussions, such as Socratic discussions OV.1.11.2 Present a formal multi-media presentation

OV.1.12.1 Prepare and participate in such structured discussions as mock trials and other discussions or presentations outside the classroom OV.1.12.2 Present a formal multi-media presentation

Speaking for literary response, expression and analysis

OV.1.9.4 Participate in a variety of such speaking activities as scenes from a play, oral book reports, monologues, memorization of lines, character analysis, and literary reviews

OV.1.10.4 Participate in a variety of such speaking activities as scenes from a play, oral book reports, monologues, memorization of lines, character analysis, literary reviews, and excerpts from famous speeches

OV.1.11.3 Participate in a variety of such speaking activities as scenes from a play, monologues, memorization of lines, character analysis, literary reviews, excerpts from famous speeches, and comparison of genre across eras

OV.1.12.3 Participate in a variety of such speaking activities as scenes from a play, monologues, memorization of lines, character analysis, literary reviews, excerpts from famous speeches, and comparison of genre across eras


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INSPIRATION Use Inspiration diagrams to illustrate concepts during presentations. Use diagrams as supporting graphics (charts, illustrations, and images) and visual representations. Use the Inspiration Presentation Manager to create multimedia rich presentations. Template: "Presentation Plan"


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INSPIRATION Use diagrams as supporting graphics (charts, illustrations, and images) and visual representations. Use the Inspiration Presentation Manager to create multimedia rich presentations. Template: "Presentation Plan"


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Strand: Oral and Visual Communication Standard 2: Listening Students shall demonstrate effective listening skills in formal and informal settings.



Key: OV.1.10.1=Oral and Visual Communication. Standard 1. Tenth Grade. 1st Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Listening for information, interpretation, critical analysis, and evaluation

OV.2.9.1 Analyze how the conventions of English affect oral expressions OV.2.9.2 Establish a purpose for listening and identify relevant information OV.2.9.3 Identify barriers to listening and generate methods to overcome them

OV.2.10.1 Interpret oral readings from literary and informational texts OV.2.10.2 Identify barriers to listening and generate methods to overcome them OV.2.10.3 Critique presentations

OV.2.11.1 Demonstrate critical, empathetic, and reflective listening to interpret, respond to, and evaluate speakers’ messages OV.2.11.2 Identify organizational patterns appropriate to diverse situations, such as interviews, debates, and conversations OV.2.11.3 Identify barriers to listening and generate methods to overcome them OV.2.11.4 Critique the clarity, accuracy, relevance, organization of evidence, and effectiveness of delivery of a presentation OV.2.11.5 Demonstrate attentive, reflective, and critical listening skills to respond to, interpret,

OV.2.12.1 Demonstrate critical, empathetic, and reflective listening to interpret, respond to, and evaluate speakers’ messages OV.2.11.2 Identify organizational patterns appropriate to diverse situations, such as interviews, debates, and conversations OV.2.11.3 Identify barriers to listening and generate methods to overcome them OV.2.11.4 Critique the clarity, accuracy, relevance, organization of evidence, and effectiveness of delivery of a presentation OV.2.11.5 Critique relationships among purpose, audience, and content of presentations OV.2.11.6 Demonstrate attentive, reflective, critical, and empathetic listening skills to


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INSPIRATION Templates: “Comparative Analysis” “Story Triangle” “Mythic Journey” “Textual Analysis” “Comparison” "Cause and Effect" “Analogy” 'Presentation Plan"


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Strand: Oral and Visual Communication Standard 2: Listening Students shall demonstrate effective listening skills in formal and informal settings.



Key: OV.1.10.1=Oral and Visual Communication. Standard 1. Tenth Grade. 1st Student Learning Expectation

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OV.2.9.4 Demonstrate attentive, reflective, and critical listening skills to respond to and interpret speaker’s message

OV.2.10.4 Demonstrate attentive, reflective, and critical listening skills to respond to and interpret speaker’s message

and evaluate speaker’s message

respond to and interpret speaker’s message

Strand: Oral and Visual Communication Standard 3: Media Literacy Students shall demonstrate knowledge and understanding of media as a mode of communication.

Oral and Visual Communication: Media Literacy 9-12


Key: OV.3.11.1=Oral and Visual Communication. Standard 3. Eleventh Grade. 1st Student Learning Expectation

71

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Analyzing media OV.3.9.1

Compare the advantages and disadvantages of various types of media OV.3.9.2 Articulate personal response to such media as editorials, news stories, and advertisements

OV.3.10.1 Identify features and techniques used by specific media (print and electronic) to inform, such as infographics, sequencing, headlining, and placement OV.3.10.2 Demonstrate an understanding of features and techniques used by media for specific effect

OV.3.11.1 Describe the possible cause-effect relationships between mass media coverage and public opinion trends

OV.3.12.1 Analyze techniques used in political and product ads

Evaluating media credibility

OV.3.9.3 Identify and evaluate a media source for bias and point of view

OV.3.10.3 Identify and evaluate propaganda, disinformation, and censorship within a given medium

OV.3.11.2 Use appropriate criteria to evaluate media with emphasis on prejudice, censorship, and disinformation

OV.3.12.2 Use appropriate criteria to evaluate the impact of media on public opinion, trends, and beliefs


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3.11.1


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3.12.1


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INSPIRATION Templates: “Comparison” "Cause and Effect" "Presentation Plan"


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Strand: Writing Standard 4: Process Students shall employ a wide range of strategies as they write, using the writing process appropriately.



Key: W.4.12.2=Writing. Standard 4.Twelfth Grade. 2nd Student Learning Expectation

72

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Prewriting W.4.9.1

Generate, gather, and organize ideas for writing W.4.9.2 Plan and organize writing to address a specific audience and purpose with emphasis on narration

W.4.10.1 Apply appropriate prewriting strategies to address purpose and audience with emphasis on description

W.4.11.1 Apply appropriate prewriting strategies to address purpose and audience with emphasis on exposition

W.4.12.1 Apply appropriate prewriting strategies to address purpose and audience with emphasis on persuasion

Drafting W.4.9.3 Communicate clearly the purpose of the writing W.4.9.4 Write clear and varied sentences W.4.9.5 Elaborate ideas clearly and accurately through word choice, vivid description, and selected information W.4.9.6 Adapt content vocabulary, voice, and tone to audience, purpose, and situation W.4.9.7 Arrange paragraphs into a logical progression with appropriate transition

W.4.10.2 Communicate clearly the purpose of the writing W.4.10.3 Write clear and varied sentences W.4.10.4 Elaborate ideas clearly and accurately through word choice, vivid description, and selected information W.4.10.5 Adapt content vocabulary, voice and tone to audience, purpose, and situation W.4.10.6 Arrange paragraphs into a logical progression with appropriate transition

W.4.11.2 Communicate clearly the purpose of the writing W.4.11.3 Write clear and varied sentences W.4.11.4 Elaborate ideas clearly and accurately through word choice, vivid description, and selected information W.4.11.5 Adapt content vocabulary, voice, and tone to audience, purpose, and situation W.4.11.6 Arrange paragraphs into a logical progression with appropriate transition

W.4.12.2 Communicate clearly the purpose of the writing W.4.12.3 Write clear and varied sentences W.4.12.4 Elaborate ideas clearly and accurately through word choice, vivid description, and selected information W.4.12.5 Adapt content vocabulary, voice, and tone to audience, purpose, and situation W.4.12.6 Arrange paragraphs into a logical progression with appropriate transition


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INSPIRATION Templates: “Persuasive Essay” “Autobiographical Event” “Comparison” “Supporting Idea” “Idea Map” “Question Formation”


INSPIRATION Organize ideas in Outline view.


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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Revising W.4.9.8

Revise content of writing for central idea, elaboration, unity, and organization W.4.9.9 Revise style of writing for selected vocabulary, selected information, sentence variety, tone and voice W.4.9.10 Revise sentence formation in writing for completeness, coordination, subordination, standard word order, and absence of fused sentences

W.4.10.7 Revise content of writing for central idea, elaboration, unity, and organization W.4.10.8 Revise style of writing for selected vocabulary, selected information, sentence variety, tone, and voice W.4.10.9 Revise sentence formation in writing for completeness, coordination, subordination, standard word order and absence of fused sentences

W.4.11.7 Revise content of writing for central idea, elaboration, unity, and organization W.4.11.8 Revise style of writing for selected vocabulary, selected information, sentence variety, tone, and voice W.4.11.9 Revise sentence formation in writing for completeness, coordination, subordination, standard word order, and absence of fused sentences W.4.11.10 Evaluate how well questions of purpose, audience, and genre have been addressed

W.4.12.7 Revise content of writing for central idea, elaboration, unity, and organization W.4.12.8 Revise style of writing for selected vocabulary, selected information, sentence variety, tone, and voice W.4.12.9 Revise sentence formation in writing for completeness, coordination, subordination, standard word order, and absence of fused sentences W.4.12.10 Evaluate how well questions of purpose, audience, and genre have been addressed

Editing Note to teacher: Align with Conventions Standard.

W.4.9.11 Apply grammatical conventions to edit for standard inflections, agreement, word meaning, and conventions W.4.9.12 Apply grammatical conventions for capitalization, punctuation, formatting, and spelling





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W.4.11.7


W.4.12.7


INSPIRATION Organize ideas in Outline view.


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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Publishing W.4.9.13

Refine selected pieces frequently to publish for intended audiences and purposes W.4.9.14 Maintain a writing portfolio that exhibits growth and reflection in the progress of meeting goals and expectations W.4.9.15 Use available technology for all aspects of the writing process

W.4.10.12 Refine selected pieces frequently to publish for intended audiences and purposes W.4.10.13 Maintain a writing portfolio that exhibits growth and reflection in the progress of meeting goals and expectations W.4.10.14 Use available technology for all aspects of the writing process




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INSPIRATIONUse Inspiration to brainstorm, draft, organize and revise writing, then use the Transfer tool to export it to a word processor.


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Strand: Writing Standard 5: Purposes, Topics, Forms, and Audiences Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a wide range of forms.

Writing: Purposes, Topics, Forms and Audiences 9-12


Key: W.5.9.3=Writing. Standard 5. Ninth Grade. 3rd Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Purposes and Audiences

W.5.9.1 Adjust levels of formality, style, and tone when composing for different audiences

W.5.10.1 Adjust levels of formality, style, and tone when composing for different audiences

W.5.11.1 Use effective rhetorical techniques and demonstrate understanding of purpose, speaker, audience, and form when completing expressive, persuasive, or literary writing assignments

W.5.12.1 Use elements of discourse effectively when completing narrative, expository, persuasive, or descriptive writing assignments

Topics and Forms

W.5.9.2 Write biographies or autobiographies that

• communicate the significance of the events and characters

• specify scenes and incidents in specific places

• describe using sensory details

• pace time and mood • maintain consistency in

point of view W.5.9.3 Write expository compositions, including analytical essays and research reports that

• assemble and convey evidence in support of the thesis

W.5.10.2 Write short stories that

• communicate the significance of the events and characters

• specify scenes and incidents in specific places

• describe using sensory details

• pace time and mood • maintain consistency in

point of view

W.5.10.3 Write expository compositions, including analytical essays, and research reports that


• make distinctions between the relative value and significance of data, facts, and ideas

W.5.11.2 Write expository compositions, including analytical essays and research reports, that


• make distinctions between the relative value and significance of data, facts, and ideas

• employ visual aids when appropriate

W.5.12.2 Write expository compositions, including analytical essays and research reports, that


• make distinctions between the relative value and significance of data, facts and ideas

• employ visual aids when appropriate


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INSPIRATION Templates: “Persuasive Essay” “Literary Conflict” “Autobiographical Event” “Biographical Essay” “Book Comparison” “Comparative Analysis” “Literary Conflict” “Character Web” “Literary Comparison” “Literary Web” “Poetic Analysis” “Story Triangle” “Mythic Journey” “Textual Analysis” “Writing Directions” “Research Strategy” “Comparison” “Opinion Proof” “Supporting Idea” "Presentation Plan"


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W.5.9.4 Write using rhetorical strategies with special emphasis on definition, narration, description, exemplification, and compare/contrast W.5.9.5 Write a variety of letters including letter of apology that

• follow a conventional format

• address the intended audience

• provide clear, purposeful information

W.5.10.4 Write using rhetorical strategies with special emphasis on exemplification, process/analysis, compare/contrast, and argumentation/persuasion W.5.10.5 Write a variety of letters, including letters of complaint, that




• use appropriate vocabulary, tone, and style

W.5.11.3 Write using rhetorical strategies with special emphasis on compare/contrast, argumentation/persuasion, cause/effect, and classification W.5.11.4 Write persuasive compositions that

• structure ideas and arguments

• clarify and defend positions with precise and relevant evidence

• use specific rhetorical devices to support assertions

• address readers’ concerns, counterclaims, biases, and expectations

W.5.11.5 Write a variety of letters, including letters for employment and letters of request, that



W.5.12.3 Write using rhetorical strategies with special emphasis on compare/contrast, argumentation/persuasion, cause/effect, and classification W.5.12.4 Write persuasive compositions that

• structure ideas and arguments

• clarify and defend positions with precise and relevant evidence

• use specific rhetorical devices to support assertions

• address readers’ concerns, counterclaims, biases, and expectations

W.5.12.5 Write a variety of letters, including cover letters and letters of recommendation, that




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INSPIRATION Templates: “Persuasive Essay” “Definition” “Textual Analysis” “Comparison”





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W.5.9.6 Write poems using a range of poetic techniques, forms, and figurative language, emphasizing narrative poetry W.5.9.7 Write responses to literature that

• articulate the significant ideas of literary works

• support important ideas with evidence from text

W.5.10.6 Write poems using a range of poetic techniques, forms and figurative language, emphasizing lyric poetry W.5.10.7 Write responses to literature that


• support important ideas and viewpoints with evidence from the text

• demonstrate awareness of the author’s use of stylistic devices



W.5.11.6 Write poems using a range of poetic techniques, forms and figurative language, emphasizing free verse poetry W.5.11.7 Write responses to literature that


• support important ideas and viewpoints

• analyze the author’s use of stylistic devices

• determine the impact of ambiguities, nuances, and complexities using evidence from the text

intended audience • provide clear,

purposeful information


W.5.12.6 Write poems using a range of poetic techniques, forms and figurative language, emphasizing sonnets W.5.12.7 Write responses to literature that


• support important ideas and viewpoints

• analyze and evaluate the author’s use of stylistic devices

• evaluate the impact of ambiguities, nuances, and complexities using evidence from the

text


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W.5.10.7


W.5.9.7


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INSPIRATION Templates: “Literary Conflict” “Biographical Essay” “Book Comparison” “Comparative Analysis” “Literary Conflict” “Character Web” “Literary Comparison” “Literary Web” “Poetic Analysis” “Story Triangle” “Mythic Journey” “Textual Analysis”





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W.5.9.8 Write on demand to a specified prompt within a given time frame W.5.9.9 Write across the curriculum

W.5.10.8 Write on demand to a specified prompt within a given time frame

W.5.10.9 Write across the curriculum




W.5.9.9


W.5.10.9


W.5.11.9


W.5.12.9


Use Inspiration's templates in Social Studies, Science, planning and Thinking Skills.




Key: W.6.10.8=Writing. Standard 6. Tenth Grade. 8th Student Learning Expectation

79

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Sentence Formation

W.6.9.1 Use knowledge of types of clauses (main, subordinate) W.6.9.2 Use parallel structures W.6.9.3 Use knowledge of types of verbals (gerunds, infinitives, participles)

W.6.10.1 Use verbals and verbal phrases to achieve sentence conciseness and variety

W.6.11.1 Use a variety of sentence structures, types, and lengths for effect in writing

W.6.12.1 Use a variety of sentence structures, types, and lengths for effect in writing

Usage W.6.9.4 Apply rules for the parts of a sentence, including subject/verb, direct/indirect object, predicate nominative/predicate adjective, objective complement, and pronoun case W.6.9.5 Distinguish between active and passive voice W.6.9.6 Maintain consistent verb tense within a writing product W.6.9.7 Select appropriate pronouns when writing

W.6.10.2 Apply usage rules appropriately in all formal writing

• Subject verb agreement

• Pronoun agreement • Misplaced modifiers • Pronoun case • Objective

complements W.6.10.3 Demonstrate appropriate use of active and passive voice


• Subject verb agreement • Pronoun agreement • Misplaced modifiers • Active and passive voice • Indicative and subjunctive

mood


Spelling W.6.9.8 Apply conventional spelling to all pieces

W.6.10.4 Apply conventional spelling to all pieces






Key: W.6.10.8=Writing. Standard 6. Tenth Grade. 8th Student Learning Expectation

80

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Capitalization W.6.9.9

Apply conventional rules of capitalization in writing




Punctuation W.6.9.10 Use commas and semicolons to distinguish and divide main and subordinate clauses W.6.9.11 Use colons and dashes effectively in writing W.6.9.12 Use punctuation correctly and recognize its effect on sentence structure

W.6.10.6 Apply the punctuation rules appropriately in writing




Writing: Craftsmanship


Key: W.7.12.5=Writing. Standard 7.Twelfth Grade.5th Student Learning Expectation

81

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Purposefully shaping and controlling language

W.7.9.1 Use figurative language effectively with emphasis on simile and personification W.7.9.2 Use a variety of sentence structures, types, and lengths to contribute to fluency and interest W.7.9.3 Consider purpose, speaker, audience, and form when completing assignments emphasizing narration W.7.9.4 Demonstrate organization, unity, and coherence by using direct transitions and sequencing W.7.9.5 Use extension and elaboration to develop an idea emphasizing the use of appositives

W.7.10.1 Use figurative language effectively with emphasis on metaphor and symbolism W.7.10.2 Use a variety of sentence structures, types, and lengths to contribute to fluency and interest W.7.10.3 Use such elements of discourse as purpose, speaker, audience, and form when completing narrative, expository, or descriptive writing assignments W.7.10.4 Demonstrate organization, unity, and coherence by using embedded transitions and sequencing W.7.10.5 Use extension and elaboration to develop an idea emphasizing the use of participial phrases

W.7.11.1 Use figurative language effectively with emphasis on extended metaphor and symbolism W.7.11.2 Use a variety of sentence structures, types, and lengths to contribute to fluency and interest W.7.11.3 Apply such elements of discourse as purpose, speaker, audience, and form when completing narrative, expository, persuasive, or descriptive writing assignments W.7.11.4 Demonstrate organization, unity, and coherence by using implied transitions and sequencing W.7.11.5 Use extension and multi-level elaboration to develop an idea emphasizing dependent clauses W.7.11.6

W.7.12.1 Use figurative language effectively with emphasis on extended metaphor W.7.12.2 Use a variety of sentence structures, types, and lengths to contribute to fluency and interest W.7.12.3 Apply such elements of discourse as purpose, speaker, audience, and form when completing narrative, expository, persuasive, or descriptive writing assignments W.7.12.4 Demonstrate organization, unity, and coherence by using implied transitions and sequencing W.7.12.5 Use extension and multi-level elaboration to develop an idea emphasizing models from professional writing


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INSPIRATION Templates: “Persuasive Essay” “Autobiographical Event” “Biographical Essay” “Book Comparison” “Comparative Analysis” “Literary Conflict” “Character Web” “Literary Comparison” “Literary Web” “Poetic Analysis” “Story Triangle” “Mythic Journey” “Textual Analysis” “Writing Directions” “Research Strategy” “Comparison” “Opinion Proof” “Idea Map”


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W.7.9.6 Use concrete information for elaboration W.7.9.7 Use precise word choices that convey specific meaning W.7.9.8 Personalize writing to convey voice in formal and informal pieces W.7.9.9 Evaluate own writing to determine the best features of a piece of writing

W.7.10.6 Distinguish between and use concrete and commentary information for elaboration W.7.10.7 Use precise word choices that convey specific meaning W.7.10.8 Personalize writing to convey voice in formal and informal pieces W.7.10.9 Evaluate own writing and others’ writing to determine how writing achieves its purpose, ask for feedback,

Combine concrete and commentary information for elaboration W.7.11.7 Use precise word choices that convey specific meaning W.7.11.8 Personalize writing to convey voice in formal and informal pieces W.7.11.9 Use point of view, characterization, style, and related elements for specific rhetorical (communication) and aesthetic (artistic) purposes W.7.11.10 Evaluate own writing and others’ writing to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning of tone in ways that

W.7.12.6 Balance concrete and commentary information within a piece W.7.12.7 Use precise word choices that convey specific meaning W.7.12.8 Personalize writing to convey voice in formal and informal pieces W.7.12.9 Use point of view, characterization, style, and related elements for specific rhetorical (communication) and aesthetic (artistic) purposes W.7.12.10 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples W.7.12.11 Critique professional and peer writing for consistency of style


W.7.12.10


INSPIRATION Template: “Persuasive Essay”





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purpose, ask for feedback, and respond to classmates’ writing

are consistent with the purpose, audience, and form of writing


Reading: Comprehension


Key: R.9.11.3=Reading. Standard 9.Eleventh Grade.3rd Student Learning Expectation

84

THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Literal and inferential understanding

R.9.9.1 Connect own background knowledge, including personal experience and perspectives shaped by age, gender, class, or national origin, to determine author’s purpose R.9.9.2 Identify specific ways an author accomplishes purpose, including organization, narrative and persuasive techniques, style, literary forms or genre, portrayal of themes, tone, and intended audiences R.9.9.3 Differentiate among strategies to aid comprehension, including skimming, scanning, note taking, outlining, questioning, creating graphic organizers, and annotating R.9.9.4 Recognize how works of a given period reflect author’s background, historical events, and cultural influences

R.9.10.1 Connect own background knowledge, including personal experience and perspectives shaped by age, gender, or national origin, to examine author’s purpose R.9.10.2 Interpret specific ways an author accomplishes purpose, including organization, narrative and persuasive techniques, style, literary forms or genre, portrayal of themes, tone, and intended audience R.9.10.3 Apply appropriate strategies to aid comprehension, including skimming, scanning, note taking, outlining, questioning, creating graphic organizers, and annotating R.9.10.4 Research how works of a given period reflect author’s background, historical events, and cultural influences

R.9.11.1 Connect own background knowledge to recognize and analyze personal biases brought to a text R.9.11.2 Analyze style and diction to determine author’s purpose R.9.11.3 Develop and use appropriate strategies to support active reading and engagement R.9.11.4 Analyze how works of a given period reflect author’s background, historical events, and cultural influences

R.9.12.1 Connect own background knowledge to recognize and analyze personal biases brought to a text with an emphasis on gender and national origin R.9.12.2 Challenge or defend use of writer’s diction and style R.9.12.3 Evaluate and select individualized strategies to support active reading and engagement R.9.12.4 Analyze and evaluate how works of a given period reflect author’s background, historical events, and cultural influences


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INSPIRATION Templates: “Story Triangle” “Mythic Journey” “Textual Analysis” “Comparison” “Opinion Proof” “Supporting Idea” “Idea Map” “Question Formation” “Right Tree” “Analogy”


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R.9.9.5 Draw inferences from a sentence or a paragraph (including conclusions, generalizations, and predictions) and support them with text evidence R.9.9.6 Recognize the role of bias for both author and reader in the comprehension of a text R.9.9.7 Recognize how signal/transition words and phrases denote shifts that contribute to the meaning of the text

R.9.10.5 Draw inferences from a passage (including conclusions, generalizations, and predictions) and support them with text evidence R.9.10.6 Identify bias in a variety of texts

R.9.11.5 Draw inferences from a complete selection (including conclusions, generalizations, and predictions) and support them with text evidence

R.9.12.5 Draw inferences from multiple selections and author’s (including conclusions, generalizations, and predictions) and support them with text evidence R.9.12.6 Suspend personal biases in approaching texts

Summary and generalization

R.9.9.8 Summarize and paraphrase structures in informational and literary texts, including relationships among concepts and details

R.9.10.7 Summarize and paraphrase structures in informational and literary texts, including relationships among concepts and details

R.9.11.6 Summarize and paraphrase complex structures in informational and literary texts, including relationships among concepts and details

R.9.12.7 Summarize and paraphrase complex structures in informational and literary texts, including relationships among concepts and details

Analysis and evaluation

R.9.9.9 Discriminate between fact/opinion and fiction/nonfiction R.9.9.10 Analyze the structure and format of informational and

R.9.10.8 Evaluate deceptive and/or faulty arguments in persuasive texts

R.9.11.7 Compare and contrast aspects of texts, including themes, conflicts, and allusions, both within and across texts

R.9.12.8 Investigate both the features and the rhetorical devices of different policy statements,


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INSPIRATION Templates: “Comparative Analysis” “Character Web” “Literary Comparison” “Literary Web” “Textual Analysis” “Supporting Idea”


INSPIRATION Templates: “Comparison” “Opinion Proof”


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literary documents and explain how authors use the features to achieve their purposes R.9.9.11 Recognize and define various points of view (e.g., omniscient narrator, third-person limited) R.9.9.12 Define fallacies and identify fallacies in a text R.9.9.13 Identify and discuss a position using concepts gained from reading. (e.g., debate, discussion, position paper, etc.) R.9.9.14 Identify and categorize figures of speech and sound devices, including simile, metaphor, personification, hyperbole, oxymoron, and pun

R.9.10.9 Analyze techniques used to convey point of view or impressions, including language, organization, tone, and context R.9.10.10 Examine author’s purpose in choosing a point of view (e.g., humor, suspense, satire, etc.) R.9.10.11 Examine fallacies to determine purpose R.9.10.12 Investigate and interpret a position using concepts gained from reading R.9.10.13 Identify and categorize figures of speech and sound devices, including extended metaphor, personification, hyperbole, understatement, oxymoron, paradox, and pun

R.9.11.8 Analyze point of view and its influence on elements of the text (e.g., tone, theme, and purpose) R.9.11.9 Challenge or defend author’s use of fallacies R.9.11.10 Analyze and defend a position using concepts gained from reading R.9.11.11 Analyze and compare the author’s use of figures of speech and sound devices R.9.11.12 Examine the way in which clarity

speeches, debates, or other public documents and the ways in which authors use those features and devices R.9.12.9 Evaluate the effect of point of view on elements of text (e.g., tone, theme, and purpose, etc.) R.9.12.10 Challenge or defend author’s use of fallacies R.9.12.11 Defend and justify a position using concepts gained from reading R.9.12.12 Analyze and evaluate the effects of rhetorical devices R.9.12.13 Analyze and evaluate the author’s use of tone, diction, and


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INSPIRATION Templates: “Book Comparison” “Comparative Analysis” “Literary Comparison” “Poetic Analysis” “Story Triangle” “Mythic Journey” “Textual Analysis” “Opinion Proof” "Pro and Con" “Supporting Idea”





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of meaning is affected by the patterns of organization, repetition of the main ideas, organization of language, and word choice in the text R.9.11.13 Analyze authors’ use archetypes (universal modes or patterns) drawn from myth and tradition in literature, film, political speeches, and religious writings

syntax such as anaphora and inversion R.9.12.14 Evaluate the credibility of information sources, including how the writer’s motivation affects that credibility


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Strand: Reading Standard 10: Variety of Text Students shall read, examine, and respond to a wide range of texts.

Reading: Variety of Text


Key: R.10.9.6=Reading. Standard 10.Ninth Grade.6th Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Practical Texts R.10.9.1

Read across the curriculum a variety of such practical texts as advertisements, warranties, manuals, handbooks, agendas, labels, warnings and directions R.10.9.2 Evaluate clarity and accuracy of information in practical texts

R.10.10.1 Read across the curriculum a variety of such practical texts as advertisements, warranties, manuals, job and career descriptions, and applications R.10.10.2 Evaluate clarity and accuracy of information in practical texts

R.10.11.1 Read across the curriculum a variety of such practical texts as advertisements, warranties, manuals, job and career descriptions, applications, college catalogs and financial documents R.10.11.2 Evaluate clarity and accuracy of information in practical texts

R.10.12.1 Read across the curriculum a variety of such practical texts as advertisements, warranties, manuals, job and career descriptions, applications, college catalogs, financial documents, and contracts R.10.12.2 Evaluate clarity and accuracy of information in practical texts

Poetry R.10.9.3 Read a variety of narrative poetry, including ballad and epic R.10.9.4 Define and identify poetic conventions and structures, including line, stanza, imagery, rhythm, rhyme, and sound devices R.10.9.5 Identify the characteristics of narrative poetry

R.10.10.3 Read a variety of lyric poetry, including odes and sonnets R.10.10.4 Recognize and discuss an author’s use of poetic conventions and structures, including line, stanza, imagery, rhythm, rhyme, and sound devices R.10.10.5 Identify the characteristics of lyric poetry

R.10.11.3 Read a variety of poetry, including free verse R.10.11.4 Analyze an author’s use of poetic conventions and structures including line, stanza, imagery, rhythm, rhyme, and sound devices

R.10.11.5 Analyze and compare characteristics of free verse

R.10.12.3 Read a variety of poetry, including free and formal verse and narrative and lyric poetry R.10.12.4 Evaluate the effectiveness of an author’s use of poetic conventions and structures, including line, stanza, imagery, rhythm, rhyme, and sound devices R.10.12.5 Analyze and compare characteristics of formal verse, including sonnets, sestinas, and villanelles


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INSPIRATION Templates: “Textual Analysis” “Opinion Proof”


INSPIRATION Templates: “Literary Comparison” “Poetic Analysis”


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R.10.9.6 Read traditional and contemporary works of poets from many cultures R.10.9.7 Identify the concept of persona R.10.9.8 Identify techniques poets use to evoke emotion in a reader R.10.9.9 Explain how word choice in a poem creates tone and voice

R.10.9.10 Paraphrase and interpret to find the meaning of selected poems, emphasizing the line

R.10.10.6 Compare and contrast traditional and contemporary works of poets from many cultures R.10.10.7 Examine the author’s possible use of persona R.10.10.8 Compare and contrast techniques poets use to evoke emotion in a reader R.10.10.9 Identify examples of words that contribute to tone and voice R.10.10.10 Paraphrase and interpret to find the meaning of selected poems, emphasizing the stanza

R.10.11.6 Analyze traditional and contemporary works of poets from many cultures R.10.11.7 Analyze the author’s possible use of persona R.10.11.8 Analyze techniques poets use to evoke emotion in a reader R.10.11.9 Analyze word choice, tone, and voice R.10.11.10 Paraphrase and interpret to find the meaning of selected poems, emphasizing the complete selection

R.10.12.6 Evaluate traditional and contemporary works of poets from many cultures R.10.12.7 Evaluate the effectiveness of the author’s use of persona R.10.12.8 Evaluate techniques poets use to evoke emotion in a reader R.10.12.9 Evaluate the effectiveness of word choice, tone, and voice R.10.12.10 Paraphrase and interpret to find the meaning of selected poems, emphasizing multiple selections and authors


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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Drama R.10.9.11

Read a variety of dramatic selections, including an Elizabethan tragedy R.10.9.12 Identify the two basic parts of drama: staging and scripting R.10.9.13 Define and identify examples of dramatic conventions, including soliloquy, aside, monologue, dialogue, and character types R.10.9.14 Compare and contrast the elements of character, setting, and plot in drama R.10.9.15 Describe how stage directions help the reader understand the setting, mood, characters, plot, and theme R.10.9.16 Define and identify the

R.10.10.11 Read a variety of dramatic selections, including a classical tragedy R.10.10.12 Compare and contrast character development in a play to characterizations in other literary forms R.10.10.13 Read and discuss an author’s use of dramatic conventions R.10.10.14 Identify the functions of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature R.10.10.15 Explain the use of asides, soliloquies, and monologues in the development of a single character R.10.10.16 Read and examine the elements of classical tragedy R.10.10.17 Define and identify the

R.10.11.11 Read a variety of dramatic selections, including modern drama R.10.11.12 Compare drama to stage, film, or television adaptations R.10.11.13 Describe the dramatic conventions or devices used by playwrights to present ideas R.10.11.14 Analyze an author’s use of dramatic conventions R.10.11.15 Compare and contrast the effects of dramatic elements of plays from various cultures R.10.11.16 Recognize and examine the elements of modern drama R.10.11.17 Compare and contrast the hero of

R.10.12.11 Read and critique dramatic selections from a variety of authors R.10.12.12 Evaluate stage, film, or television adaptations and interpretations of a drama R.10.12.13 Evaluate the effectiveness of an author’s use of dramatic conventions R.10.12.14 Analyze and evaluate the most effective elements of selected plays R.10.12.15 Compare and contrast ways in which character, scene, dialogue, and staging contribute to the theme and the dramatic effect R.10.12.16 Compare and contrast tragic


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INSPIRATION Templates: “Literary Conflict” “Book Comparison” “Comparative Analysis” “Literary Conflict” “Character Web” “Literary Comparison” “Literary Web” “Poetic Analysis” “Story Triangle” “Mythic Journey” “Textual Analysis” “Opinion Proof” “Supporting Idea” “Question Formation” “Right Tree” “Analogy”


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elements of Elizabethan tragedy

characteristics of a tragic hero R.10.10.18 Explain the relationship between the expressed purposes and the characteristics of different forms of dramatic literature

a modern drama to the tragic hero

heroes from various literary eras

Literary and Content Prose

R.10.9.17 Read a variety of literary and content prose R.10.9.18 Recognize the influence of historical context on the form, style, and point of view of a written work R.10.9.19 Identify the characteristics that distinguish literary forms from different cultures R.10.9.20 Identify and define literary terms R.10.9.21 Explain the relationship between the author’s style and literary effect

R.10.10.19 Read a variety of literary and content prose R.10.10.20 Explain the influence of historical context on the form, style, and point of view of a written work R.10.10.21 Explain similarities and differences of techniques and literary forms represented in the literature of different cultures R.10.10.22 Use literary terms to discuss a work R.10.10.23 Recognize the impact of diction, imagery, style, and figurative language on tone, mood, and theme, using literary terminology

R.10.11.18 Reads a variety of literary and content prose R.10.11.19 Analyze the influence of historical context on the form, style, and point of view of a written work R.10.11.20 Describe literary contributions of various cultures R.10.11.21 Use literary terms to critique a work R.10.11.22 Analyze the impact of diction, imagery, style, and figurative language on tone, mood, and theme using literary terminology

R.10.12.17 Read a variety of literary and content prose R.10.12.18 Evaluate the influence of historical context on the form, style, and point of view of a written work R.10.12.19 Compare and contrast the literary contributions of various cultures R.10.12.20 Evaluate an author’s use of literary devices R.10.12.21 Evaluate the impact of diction, imagery, style, and figurative language on tone, mood, and theme using literary terminology.


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R.10.9.22 Identify literary elements in a work R.10.9.23 Explain the use of verbal irony, dramatic irony, and situational irony

R.10.10.24 Identify and explain literary elements in a work R.10.10.25 Analyze the use of irony in a text

R.10.11.23 Analyze the prominence of a literary elements in a work R.10.11.24 Analyze the impact of irony on a text R.10.11.25 Analyze several of an author’s works that deal with a single issue R.10.11.26 Evaluate the credibility of an author’s argument or defense

R.10.12.22 Evaluate the significance of literary elements in a work R.10.12.23 Evaluate the impact of irony on text R.10.12.24 Analyze several of an author’s works that deal with a single issue R.10.12.25 Evaluate the credibility of an author’s argument or defense


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Reading: Vocabulary, Word Study, and Fluency 9-12 English Language Arts Curriculum Framework Revised 2003

Arkansas Department of Education

Key: R.11.9.4=Reading. Standard 11. Ninth Grade. 4th Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE. Grade 9 Grade 10 Grade 11 Grade 12 Word study and vocabulary

R.11.9.1 Expand vocabulary through reading, listening, and discussing R.11.9.2 Use roots, prefixes, and suffixes to define words R.11.9.3 Use reference materials including glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage of words R.11.9.4 Distinguish between connation and denotation

R.11.10.1 Expand vocabulary through reading, listening, and discussing R.11.10.2 Use Greek and Latin roots, prefixes, and suffixes to determine meanings R.11.10.3 Use reference materials including glossary, dictionary, thesaurus, and available technology to apply precise meaning and usage of words R.11.10.4 Recognize the connotative power of words

R.11.11.1 Recognize and apply specialized vocabulary R.11.11.2 Analyze roots and word parts to draw inferences about meaning R.11.11.3 Use reference materials including glossary, dictionary, thesaurus, and available technology to determine precise meaning and uses of words R.11.11.4 Analyze the connotative power of words

R.11.12.1 Recognize and apply specialized vocabulary R.11.12.2 Analyze Greek, Latin, Anglo-Saxon and meaning and draw inferences R.11.12.3 Use reference materials including glossary, dictionary, thesaurus, and available technology to facilitate and extend learning R.11.12.4 Interpret the connotative power of words


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Inquiring/Researching: Research/Inquiry Process 9-12


Key: IR.12.10.2=Inquiring/Researching. Standard 12.Tenth Grade. 2nd Student Learning Expectation

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THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE.

Grade 9 Grade 10 Grade 11 Grade 12 Accessing information

IR.12.9.1 Generate open-ended questions to select a topic IR.12.9.2 Establish a focus for research and design a research plan to answer a specific question IR.12.9.3 Determine the purpose of using different research tools to access multiple sources IR.12.9.4 Use a variety of electronic sources to access information

IR.12.10.1 Generate open-ended questions to explore and select a topic IR.12.10.2 Establish a focus for research and design a research plan to answer a set of questions IR.12.10.3 Utilize a variety of research tools to access multiple sources IR.12.10.4 Use key words to search a database to find specific information

IR.12.11.1 Formulate original, open-ended questions to explore, narrow, and select a topic IR.12.11.2 Establish a focus for research and design a research plan to answer a specific question or defend a position IR.12.11.3 Access multiple sources, using a variety of research tools, with increasing proficiency

IR.12.12.1 Formulate original, open-ended questions to explore, narrow, and select a topic IR.12.12.2 Establish a focus for research and design a research plan to defend a position or prove/disprove a hypothesis IR.12.12.3 Access multiple sources using a variety of research tools with increasing proficiency

Evaluating credibility and identifying relevant information

IR.12.9.5 Recognize ways to assess the credibility of authors and reliability of sources (e.g., author credentials, author biases, copyright dates, etc.) IR.12.9.6 Recognize ways to verify the accuracy and usefulness of information

IR.12.10.5 Determine the credibility of authors and reliability of sources (e.g., author credentials, author biases, copyright dates, etc.) IR.12.10.6 Use criteria to compare ways to verify the accuracy and usefulness of information

IR.12.11.4 Compare the credibility of authors and reliability of sources IR.12.11.5 Analyze ways to verify the accuracy and usefulness of information

IR.12.12.4 Evaluate the credibility of authors and reliability of sources IR.12.12.5 Evaluate ways to verify the accuracy and usefulness of information


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INSPIRATION Templates: “Research Strategy” “Supporting Idea” “Idea Map”


INSPIRATION Templates: “Textual Analysis” “Opinion Proof” “Supporting Idea”


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IR.12.9.7 Distinguish between primary and secondary sources IR.12.9.8 Define plagiarism and cite quoted sources to avoid plagiarism IR.12.9.9 Differentiate among paraphrasing, summarizing and plagiarizing

IR.12.10.7 Skim sources to evaluate their usefulness and accuracy IR.12.10.8 Apply research skills to collect a variety of primary and/or secondary sources IR.12.10.9 Paraphrase and/or summarize information to avoid plagiarism

IR.12.11.6 Skim sources to evaluate their usefulness and accuracy IR.12.11.7 Compile and organize information from a variety of relevant primary and secondary sources IR.12.11.8 Interpret the meaning and consequences of plagiarism

IR.12.12.6 Synthesize information from multiple primary and secondary sources IR.12.12.7 Demonstrate awareness of plagiarism laws while editing written work and avoid plagiarism

Interpreting and presenting information

IR.12.9.10 Organize information and use a style manual such as MLA or APA to create

• Note cards • Formal outline • Works cited page

or resource sheet • Thesis statement


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IR.12.9.11 Summarize, paraphrase, and/or quote relevant information IR.12.9.12 Create research products such as

• Oral presentation • Reports • Essays

IR.12.10.11 Summarize, paraphrase, and/or quote relevant information IR.12.10.12 Create research products such as

• Oral presentation • Reports • Essays

IR.12.11.10 Summarize, paraphrase, and/or quote relevant information IR.12.11.11 Create a formal research paper

IR.12.12.9 Summarize, paraphrase, and/or quote relevant information IR.12.12.10 Create a formal research paper


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INSPIRATION Templates: “Research Strategy”"Presentation Plan" Use diagrams as supporting graphics (charts, illustrations, and images) and visual representations.Use the Inspiration Presentation Manager to create multimedia rich presentations.

Glossary English Language Arts Curriculum Framework Revised 2003


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Glossary Acrostics A kind of word puzzle sometimes used as a teaching tool in vocabulary development in which lines of verse or

prose are arranged so that words, phrases, or sentences are formed when certain letters from each line are used in a certain sequence

Alliteration The repetition of initial consonant sounds in closely positioned words or stressed syllables for aural effect Anaphora The deliberate repetition of a word or phrase usually at the beginning of several successive verses, clauses, or

paragraphs; for example, “We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills” (Winston S. Churchill).

Archetype A symbol, theme, setting, or character-type that recurs in different times and places in literature so frequently or

prominently as to suggest that it embodies some essential element of “universal” human experience, such as Frankenstein, Dracula, and Dr. Jekyll and Mr. Hyde, the archetypes that have influenced horror stories.

Assonance The repetition in words of identical or similar vowel sounds in closely positioned words, as /a/ in the mad hatter, for

aural effect Cinquain A five-line stanza of syllabic verse. The five lines have, respectively, two, four, six, eight, and two syllables. Closed syllable A syllable ending with one or more consonants Commentary information Student writer’s interpretations and inferences supported with concrete information Concrete information Factual material from the text Content prose (text) Prose selections taken from across the curriculum Couplet A pair of rhyming verse lines, especially lines of the same length Descriptive writing Provides details about an object, place, or person purposefully to make the experience depicted come alive for the

reader Diamantes Poetry arranged in a diamond pattern using seven lines in the following manner: line 1, one word subject (noun);

line 2, two adjectives describing line 1 noun; line 3, three participles ending in -ing or -ed to describe line I noun; line 4, four words - two related to the noun in line 1 and two related to the noun in line 7 (they may be arranged concurrently or alternately, as the originator of the poem wishes); line 5, three participles ending in -ing or -ed to describe line 7 noun; line 6, two adjectives describing line 7 noun; line 7, one word growing out of or opposite to line 1 noun (another noun)



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Digraph Two letters that represent one speech sound, such as ch for /ch/ in chin or ea for /e/ in bread Discourse Purposeful communication between people Disinformation Deliberately misleading information announced publicly or leaked by a government or especially by an intelligence

agency for the purpose of influencing public opinion or the government in another nation: “He would be the unconscious channel for a piece of disinformation aimed at another country's intelligence service” (Ken Follett).

Embedding Process of combining sentence in which one clause or phrase is contained inside another Evaluation Judgment of performance as process or product or change Expository text/writing One of the four traditional forms of composition in speech and writing (expository, narrative, descriptive, and

persuasive), intended to set forth or explain Fluency The clear, rapid, and easy expression of ideas in reading, writing, or speaking: movements that flow smoothly,

easily, and readily Focused freewriting Freewriting that is restricted by time or topic Free verse Verse with an irregular metrical pattern and line length Freewriting Writing that is unrestricted in form, style, content and purpose; a technique designed to aid the student-writer in

finding a personal voice through uninhibited expression Genre A form or style of writing, such as narrative (a story), informative (a report), or functional (instructions) Homographs Words that are spelled the same but may sound different and have different meanings, such as minute (a minute

of time) and minute (very small) Homonyms Words that sound the same and have the same spelling but have different meanings, such as table (a piece of

furniture) and table (a list of information) Homophones Words that sound the same but are spelled differently and have different meanings, such as hear and here Infographics Information conveyed by graphic elements, including charts, graphs, etc., often contained in print media Inversion An interchange of position of adjacent objects in a sequence, especially a change in normal word order, such as

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Kinds of sentences Declarative—makes a statement or expresses and opinion and ends with a period; imperative—makes a request or gives a command and ends with either a period or an exclamation point; exclamatory—expresses strong feeling and ends with an exclamation point; interrogative—asks a question and ends with a question mark

Limericks A fixed form of light verse of five lines with a rhyme scheme of aabba and specific meter, used exclusively for

humorous or nonsense verse Literary device An all-purpose term used to describe any literary technique deliberately used to achieve a specific effect Literary prose Prose selections taken from novels, short stories, essays, etc. Mechanics Includes the system of symbols and cuing devices a writer uses to help readers make meaning. Features are

capitalization, punctuation, formatting, and spelling. Mode of writing The major types of written discourse: persuasive, expository, narrative; descriptive Narrative Text in any form (print, oral, or visual) that recounts events or tells a story Nonprint text Any text that creates meaning through sounds or images or both, such as photographs, drawings, collages, films,

videos, computer graphics, speeches, oral poems and tales, and songs Onset The consonants preceding the vowel of a syllable, as /str/ in strip and /c/ in cat Organizational structure Compare/contrast, analyze cause/effect, chronological order, inference, and evaluation Persona An assumed identity or fictional “I” assumed by a writer in a literary work; thus the speaker or narrator Personal voice In writing, the distinctive way in which the writer expresses ideas with respect to style, form, content, purpose, etc;

author’s voice Phoneme The smallest units of sound in a given language (The phonemes in the words are not always the same as the

letters in a word. In the word dog, there are three phonemes [d-o-g] and three letters. In the word snow, there are three phonemes [s-n-o] but four letters.)

Phonics A term generally used to refer to the system of sound-letter relationships used in reading and writing. Phonics

begins with the understanding that each letter (or grapheme) of the English alphabet stands for one or more sounds (or phonemes).

Point of view The angle of vision from which a story is told; the four basic points of view are 1) omniscient –the author tells the

story, using third person, and knows all and is free to tell anything, including what other characters think and feel



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and why they act as they do; 2) limited omniscient—the author tells the story, using third person, but limits himself to a complete knowledge of one character and tells only what that one character thinks, feels, see, or hears; 3) first person—the story is told by one of the characters, using first person; 4) objective (or dramatic)—the author tells the story, using third person, but is limited to reporting what his characters say or do and does not interpret their behavior or tell their thoughts or feelings

Portfolio A systematic and purpose collection of a variety of materials related to student learning. Rather than an archive of

all the student’s work throughout the year, a portfolio can serve as both an instructional and an assessment tool. The essential contents of both instructional and assessment portfolios are samples of student performance in important learning activities, student, teacher, and parent reflections on those samples, and any other relevant information that documents a student’s developmental status and progress over time.

Practical text Functional information useful in everyday applications, including manuals, handbooks, warranties, etc. Presentation May be oral, written, graphic, or musical and include art, music, writing Pre-writing activities List, survey, read, discuss, freewrite (focused/unfocused), learning and reading log, gather data, conduct

experiments, debate, interview, observe, use visual aids including mapping, webbing, and formal outlining to gather and organize material for writing

Primary sources Firsthand information, including memoirs, interviews, letters, and public documents Prose The ordinary language of men in speaking or writing; language not cast in poetical measure or rhythm;

distinguished from verse or metrical composition. I speak in prose, and let him rymes make. --Chaucer. Quatrain A stanza or poem of four lines, rhymed or unrhymed Rhetorical devices Use of language mainly by the arrangement of words to achieve special effects Rhetorical strategies Plans used in arranging writing tasks or compositions, including comparison/contrast, narration, description,

process analysis, etc. Rime A vowel and any following consonants of a syllable, such as /ack/ in black (Not all words or syllables have an

onset, but they all have a rime. Out is a rime without an onset.) Rubric A scoring guide used to evaluate the quality of a student performance; typically, a rubric lists criteria that describe

levels of proficiency on a task Secondary sources Works that have been collected, interpreted, or published by someone other than the original source



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Sentence formation Reflects the writer’s ability to form competent, appropriately mature sentences to express thoughts. Features of this writing domain are completeness, absence of fused sentences, expansion thorough standard coordination and modifiers, embedding through standard subordination and modifiers, and standard word order.

Sentence Patterns S-V= Subject + Verb

S-V-DO= Subject + Verb + Direct Object S-V-IO-DO= Subject + Verb + Indirect Object + Direct Object S-LV-PN = Subject + Linking Verb + Predicate Nominative S-LV-PA = Subject + Linking Verb + Predicate Adjective

Sentence Types see Types of Sentences below

Socratic discourse A technique in which a teacher does not give information directly but instead asks a series of questions, with the result that the student comes either to the desired knowledge by answering the questions or to a deeper awareness of the limits of knowledge

Sound devices Words with meanings or functions that are indicated by their pronunciation, including onomatopoeia, alliteration,

consonance, etc. Style The characteristics of a work that reflect the author’s distinctive way of writing; an author’s use of language, its

effects, and its appropriateness to the author’s intent and theme Syntax The rules by which words are combined to form grammatically correct sentences (i.e., plurals, future tense, etc.);

the study of how sentences are formed and the grammatical rules that govern their formation Text Features Format, italics, headings, sub-headings, graphics, sequence, diagrams, illustrations Tone The implied attitude toward the subject matter or audience of a text that readers may infer from the text’s

language, imagery, and structure Types of sentences Simple—consists of one independent clause; compound—consists of two or more independent clauses;

complex—consists of one independent clause and one or more dependent (subordinate) clauses; compound-complex—consists of tow or more independent clauses and one or more dependent (subordinate) clauses

Usage Comprises the writer’s use of word-level features that cause written language to be acceptable and effective for

standard discourse. Features are standard inflections, agreement, word meaning, and conventions. Visual aids Presentational tools that appeal to the sight and are used for illustration and demonstration Visualization The process or result of mentally picturing objects or events that are normally experienced directly



102

Voice *see Personal voice Writing process The many aspects of the complex act of producing a written communication, specifically, planning, drafting,

revising, editing, and publishing

Language Arts Examples

Book Comparison

These Happy Golden Years

Laura Ingalls Wilder

Other works

Theme

Tone, mood, style

Message to the reader

My Antonia

Willa Cather

Other works

Theme

Tone, mood, style

Message to the reader

Conclusions

What do the author's lives

have in common?

How are the themes similar or different?

How are the tone, mood,

and style alike or different?

How are the books'

messages alike or different?

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How are the t...Cather's book is more issue-oriented (for example, immigrants).

Message...Be thankful for the simple things and appreciate family.

Message...Strength, humor, and goodness help one to overcome trials and misfortunes.

ThemeLife may change, but it just gets better.

Writing a Speech

What's your topic?

Who's your audience?

Design a catchy

opening

Build the body

Ending the speech

What do you want to speak

about?

Research

Purpose

Interests

Why are you speaking to

them?

Needs

Put your audience at

ease

Grab their attention

Introduce topic

Lead smoothly to

body

Keep speech to 3 or 4 main

points

Address main points in logical

sequence

Support main points

Summarize main points

Add some zest

Tie everything together

Educate

Persuade

Motivate

Inspiration Software, Inc.http://www.inspiration.com

Others see her...

Looks like ...

Feels like ...

Jem thinks she's too young to play with him

Calpurnia teaches her to read to keep her

quiet

Boo leaves hidden toys for her and Jem

Only wears jeans

ScragglySkinny little

girl

Admires older brother

Not very brave

Superstitious

Scout To Kill a

Mockingbird

Loving and caring

Acts like ...

Defends Jem to FatherKnows how

to read before going

to schoolRuns from

Boo's house

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k-12 curriculum framework - inspiration · english language arts curriculum framework revised 2003...

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