We believe that the development and integration of reading, writing,
thinking, speaking, and listening skills are critical for a student’s
success in all areas of the curriculum. Mindful of individual needs and
learning styles, the Reading/Language Arts program should provide
opportunities for students to utilize their communication skills in a
functional, meaningful manner.We believe that the development and integration of reading, writing,
thinking, speaking, and listening skills are critical for a student's
success in all areas of the curriculum. Differentiated instruction is
used to address individual needs and learning styles. The
Reading/Language Arts program provides opportunities for students to
utilize and sharpen their communication skills as they prepare for
success in an ever-changing global community. WRITING Standard 1. Uses the general skills and strategies of the writing process Benchmark 1. Prewriting: Uses a variety of prewriting strategies (e.g., makes outlines, uses published pieces as writing models, constructs critical standards, brainstorms, builds background knowledge) Knowledge/skill statements 1. Builds background knowledge as a prewriting strategy 2. Makes outlines as a prewriting strategy 3. Uses published pieces as writing models as a prewriting strategy 4. Constructs critical standards as a prewriting strategy 5. Brainstorms ideas appropriate to grades 6-8 as a prewriting strategy Benchmark 2. Drafting and Revising: Uses a variety of strategies to draft and revise written work (e.g., analyzes and clarifies meaning, makes structural and syntactical changes, uses an organizational scheme, uses sensory words and figurative language, rethinks and rewrites for different audiences and purposes, checks for a consistent point of view and for transitions between paragraphs, uses direct feedback to revise compositions) Knowledge/skill statements 1. Uses strategies to draft written work appropriate to grades 6-8 2. Uses strategies to revise written work appropriate to grades 6-8 3. Analyzes meaning of own writing during drafting and revision 4. Clarifies meaning of own writing during drafting and revision 5. Makes structural changes to own writing during drafting and revision 6. Makes syntactical changes to own writing during drafting and revision 7. Uses organizational scheme in own writing during drafting and revision 8. Uses sensory words 9. Uses figurative language 10. Rethinks writing for different audiences during drafting and revision 11. Rethinks writing for different purposes during drafting and revision 12. Rewrites writing for different audiences during drafting and revision 13. Rewrites for different purposes 14. Checks for consistent point of view during drafting and revision 15. Checks for transitions between paragraphs during drafting and revision 16. Uses direct feedback to revise compositions Benchmark 3. Editing and Publishing: Uses a variety of strategies to edit and publish written work (e.g., eliminates slang; edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; proofreads using reference materials, word processor, and other resources; edits for clarity, word choice, and language usage; uses a word processor or other technology to publish written work) Knowledge/skill statements 1. Uses strategies to edit written work 2. Uses strategies to publish written work 3. Eliminates slang in writing 4. Edits for grammar appropriate to grades 6-8 5. Edits for punctuation appropriate to grades 6-8 6. Edits for capitalization appropriate to grades 6-8 7. Edits for spelling at developmentally appropriate level appropriate to grades 6-8. Proofreads written work using reference materials 9. Proofreads written work using word processor 10. Proofreads written work using other resources 11. Edits writing for clarity 12. Edits writing for word choice 13. Edits writing for language usage 14. Uses word processor to publish written work 15. Uses technology to publish work appropriate to grades 6-8 Benchmark 4. Evaluates own and others' writing (e.g.' applies criteria generated by self and others, uses self-assessment to set and achieve goals as a writer, participates in peer response groups) Knowledge/skill statements 1. Evaluates own writing appropriate to grades 6-8 2. Evaluates others' writing appropriate to grades 6-8 3. Applies writing criteria generated by self Benchmark 5. Uses emergent writing skills to write for a variety of purposes (e.g., to make lists, to send messages, to write stories) and to write in a variety of forms (e.g., journals, sign-in sheets, name cards, cards with words and pictures) Knowledge/skill statements 1. Knows that writing can be used for different purposes 2. Knows that there are different forms of writing Benchmark 6. Writes expository compositions (e.g., states a thesis or purpose; presents information that reflects knowledge about the topic of the report; organizes and presents information in a logical manner, including an introduction and conclusion; uses own words to develop ideas; uses common expository structures and features, such as compare-contrast or problem-solution) Knowledge/skill statements 1. States a thesis in expository writing 2. States a purpose for expository writing 3. Presents information that reflects knowledge about the topic of the report 4. Organizes information in a logical manner in expository writing 5. Presents information in a logical manner in expository writing 6. Includes an introduction in expository writing 7. Includes a conclusion in expository writing 8. Uses own words to develop ideas in expository writing 9. Uses common expository structures 10. Uses common expository features 11. Uses a compare-contrast structure in expository writing 12. Uses a problem-solution structure in expository writing Benchmark 7. Write narrative accounts, such as short stories ( e.g., engages the reader by establishing a context and otherwise developing reader interest; establishes a situation, plot, persona, point of view, setting, conflict and resolution; develops complex characters; creates an organizational structure that balances and unifies all narrative aspects of the story; uses a range of strategies and literary devices such as dialogue, tension, suspense, figurative language, and specific narrative action, such as movement, gestures, and expressions; reveals a specific theme) Knowledge/skill statements 1. Engages the reader by establishing a context 2. Develops a reader's interest 3. Establishes a situation in narrative writing 4. Establishes a plot in narrative writing 5. Establishes a persona in narrative writing 6. Establishes a point of view in narrative writing 7. Establishes a setting in narrative writing 8. Establishes a conflict in narrative writing 9. Establishes a resolution in narrative writing 10. Develops complex characters in narrative writing 11. Creates an organizational structure that balances the narrative aspects of the story 12. Creates an organizational structure that unifies the narrative aspects of the story 13. Uses dialogue in narrative writing 14. Uses tension in narrative writing appropriate to grades 6-8 15. Uses suspense in narrative writing appropriate to grades 6-8 16. Uses figurative language 17. Uses specific narrative action in narrative writing 18. Uses movement in narrative writing 19. Uses gesture in narrative writing 20. Uses expression in narrative writing 21. Reveals a specific theme in narrative writing Benchmark 8. Writes compositions about autobiographical incidents (e.g., explores the significance and personal importance of the incident; uses details to provide a context for the incident; reveals personal attitude towards the incident; presents details in a logical manner) Knowledge/skill statements 1. Presents details in a logical manner when writing about autobiographical incidents 2. Explores the significance of the incident when writing about autobiographical incidents 3. Explores the personal importance of the incident in autobiographical writing 4. Uses details to provide context for the incident in autobiographical writing 5. Reveals personal attitude towards the incident Benchmark 9. Writes biographical sketches (e.g., illustrates the subjects character using narrative and descriptive strategies such as relevant dialogue, specific action, physical description, background description, and comparison or contrast to other people; reveals the significance of the subject to the writer; presents details in a logical manner) Knowledge/skill statements 1. Presents details in a logical manner when writing about autobiographical incidents 2. Illustrates subject’s character using narrative strategies 3. Illustrates subject’s character using descriptive strategies 4. Illustrates subject’s character using relevant dialogue 5. Illustrates subject’s character using specific action 6. Illustrates subject’s character using physical description 7. Illustrates subject’s character using background description 8. Illustrates subject’s character using comparison to other people 9. Illustrates subject’s character using contrast to other people 10. Reveals the significance of the subject to the writer Benchmark 10. Writes persuasive compositions (e.g., engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; develops a controlling idea that conveys a judgment; creates and organizes a structure appropriate to the needs and interests of a specific audience; arranges details, reasons, examples, and/or anecdotes persuasively; excludes information and arguments that are irrelevant; anticipates and addresses reader concerns and counter arguments; supports arguments with detailed evidence, citing sources of information as appropriate) Knowledge/skill statements 1. Cites sources of information as appropriate 2. Engages the reader by establishing a context 3. Engages the reader by creating a persona 4. Develops the reader’s interest 5. Develops a controlling idea that conveys judgment 6. Organizes a structure appropriate to the needs of the audience 7. Organizes a structure appropriate to the interests of the audience 8. Arranges details persuasively 9. Arranges reasons persuasively 10. Arranges examples persuasively 11. Arranges anecdotes persuasively 12. Excludes irrelevant information 13 Excludes irrelevant arguments 14. Anticipates reader concerns 15. Anticipates reader counterarguments appropriate to grades 6-8 16. Addresses reader concerns 17. Addresses reader counterarguments 18. Supports arguments with detailed evidence Benchmark 11. Writes compositions that address problems/solutions (e.g., identifies and defines a problem in a way appropriate to the intended audience, describes at least one solution, presents logical and well-supported reasons) Knowledge skills/statements 1. Presents well-supported reasons 2. Identifies a problem appropriate to the intended audience 3. Defines a problem in a way appropriate to the intended audience 4. Describes solutions to the problem 5. Presents logical reasons Benchmark 12. Write in response to literature (e.g., responds to significant issues in a log or journal, answers discussion questions, anticipates and answers a reader's questions, writes a summary of a book, describes an initial impression of a text, connects knowledge from a text with personal knowledge. states an interpretive, evaluative, or reflective position; draws inferences about the effects of a work on an audience) Knowledge/skill statements 1. Draws inferences about the effects of the work on an audience 2. Responds to inferences in a log or journal 3. Answers discussion questions 4. Anticipates reader's questions 5. Answers reader's questions 6. Writes a summary of a book 7. Describes initial impression of text 8. Connects knowledge from text with personal knowledge 9. States an interpretive position 10. States an evaluative position 11. States a reflective position Benchmark 13. Writes business letters and letters of request and response (e.g., uses business letter format; states purpose of the letter; relates opinions, problems, requests, or compliments; uses precise vocabulary) Knowledge/skill statements 1. Writes business letters 2. Writes letters of request 3. Writes letters of response 4. Uses a business letter format 5. States purpose of letter 6. Relates opinions in letter 7. Relates problems in letter 8. Relates requests in letter 9. Relates compliments in letter 10. Uses precise vocabulary in letter Benchmark 14. Writes technical text, such as bylaws for an organization (e.g., identifies essential steps in a logical sequence; lists materials or equipment needed; describes all factors and variables that need to be considered; uses appropriate formatting) Knowledge/skill statements 1. Uses appropriate formatting 2. Can write bylaws for an organization 3. Identifies essential steps in logical sequence 4. Lists materials needed 5. Lists equipment needed 6. Describes all factors that need to be considered 7. Describes all variables that need to be considered Standard 2. Uses the stylistic and rhetorical aspects of writing Benchmark 1. Uses descriptive language that clarifies and enhances ideas (e.g., establishes tone and mood, uses figurative language, uses sensory images and comparisons, uses a thesaurus to choose effective wording) Knowledge/skill statements 1. Uses descriptive language to clarify ideas appropriate to grades 6-8 2. Uses descriptive language to enhance ideas appropriate to grades 6-8 3. Establishes tone 4. Establishes mood 5. Uses figurative language 6. Uses sensory images 7. Uses comparisons 8. Uses a thesaurus to choose effective wording Benchmark 2. Uses paragraph form in writing (e.g., arranges sentences in sequential order, uses supporting and follow-up sentences, establishes coherence within and among paragraphs) Knowledge/skill statements 1. Establishes coherence among paragraphs 2. Arranges sentences in sequential order in a paragraph 3. Uses supporting sentences in paragraph 4. Uses follow-up sentences in paragraph 5. Establishes coherence within paragraph Benchmark 3. Uses a variety of sentence structures to expand and embed ideas (e.g., simple, compound, and complex sentences; parallel structure, such as similar grammatical forms or juxtaposed items) Knowledge/skill statements 1. Uses a variety of sentence structures to expand ideas 2. Uses a variety of sentence structures to embed ideas 3. Uses simple sentences 4. Uses compound sentences to expand and embed ideas 5. Uses complex sentences to expand and embed ideas 6. Uses parallel structure to expand and embed ideas 7. Uses juxtaposed items to expand and embed ideas Benchmark 4. Uses explicit transitional devices Knowledge/skill statements 1. Knows the purpose of transitional devices 2. Writes with transitional devices Standard 3. Uses grammatical and mechanical conventions in written compositions Benchmark 1. Uses pronouns in written compositions (e.g., uses relative, demonstrative, personal [i.e., possessive, subject, object] pronouns; uses pronouns that agree with their antecedent) Knowledge/skill statements 1. Uses object pronouns in written compositions 2. Understands the concept of a relative pronoun 3. Uses relative pronouns in written compositions 4. Understands the concept of a demonstrative pronoun 5. Uses demonstrative pronouns in written compositions 6. Understands the concept of a personal pronoun 7. Uses personal pronouns in written compositions 8. Understands the concept of a possessive pronoun 9. Uses possessive pronouns in written compositions 10. Understands the concept of a subject pronoun 11. Uses subject pronouns in written compositions 12. Understands the concept of an object pronoun 13. Uses pronouns that agree with their antecedents Benchmark 2. Uses nouns in written compositions (e.g., forms possessives of nouns; forms irregular plural nouns) Knowledge/skill statements 1. Forms irregular plural nouns 2. Forms possessives of nouns Benchmark 3. Uses verbs in written compositions (e.g., uses linking and auxiliary verbs, verb phrases, and correct forms of regular and irregular verbs) Knowledge/skill statements 1. Uses correct forms of irregular verbs 2. Understands the concept of a linking verb 3. Uses linking verbs 4. Understands the concept of an auxiliary verb 5. Uses auxiliary verbs 6. Understands the concept of a verb phrase 7. Uses verb phrases 8. Uses correct forms of regular verbs Benchmark 4. Uses adjectives in written compositions (e.g.,pronominal, positive, comparative, superlative) Knowledge/skill statements 1. Uses superlative adjectives in written compositions 2. Understands the concept of a pronominal adjective 3. Uses pronominal adjectives in written compositions 4. Understands the concept of a positive adjective 5. Uses positive adjectives in written compositions 6. Understands the concept of a comparative adjective 7. Uses comparative adjectives in written compositions 8. Understands the concept of an superlative adjective Benchmark 5. Uses adverbs in written compositions (e.g., chooses between forms of adverbs such as positive, comparative, superlative degrees) Knowledge/skill statements 1. Chooses between forms of adverbs 2. Use positive adverbs in written compositions 3. Use comparative adverbs in written compositions 4. Use superlative adverbs in written compositions Benchmark 6. Uses prepositions and coordinating conjunctions in written compositions (e.g., uses prepositional phrases, combines and embeds ideas using conjunctions) Knowledge/skill statements 1. Understands the concept of a preposition 2. Uses prepositions in written compositions 3. Uses coordinating conjunctions in written compositions 4. Understands the concept of a prepositional phrase 5. Uses prepositional phrases 6. Combines ideas using conjunctions 7. Embeds ideas using conjunctions Standard 4. Gathers and uses information for research purposes Benchmark 1. Gathers data for research topics from interviews (e.g., prepares and asks relevant questions, makes notes of responses, compiles responses) Knowledge/skill statements 1. Compiles responses from interviews 2. Prepares relevant questions for interviews 3. Asks relevant questions for interviews 4. Makes notes of responses from interviews Benchmark 2. Uses library catalogs and periodical indexes to locate sources for research topics Knowledge/skill statements 1. Uses library catalogs to locate sources for research topics 2. Uses databases to locate sources for research topics 3. Knows what information is found in periodical indexes Benchmark 3. Uses a variety of resource materials to gather information for research topics (e.g., magazines, newspapers, dictionaries, schedules, journals, phone directories, globes, atlases, almanacs, technological sources) Knowledge/skill statements 1. Uses almanacs to gather information for research topics 2. Uses magazines to gather information for research topics appropriate to grades 6-8 3. Uses newspapers to gather information for research topics appropriate to 6-8 4. Uses dictionaries to gather information for research topics 5. Uses schedules to gather information for research topics 6. Uses journals to gather information for research topics 7. Uses phone directories to gather information for research topics 8. Uses globes to gather information for research topics 9. Uses atlases to gather information for research topics 10. Uses technological sources to gather information for research topics Benchmark 4. Determines the appropriateness of an information source for a research topic Knowledge/skill statements 1. Knows sources appropriate for research Benchmark 5. Organizes information and ideas from multiple sources in systematic ways (e.g., time lines, outlines, notes, graphic representations) Knowledge/skill statements 1. Uses graphic representations to organize information and ideas 2. Uses time lines to organize information and ideas from multiple sources 3. Uses outlines to organize information and ideas from multiple sources 4. Organizes notes from multiple sources in systematic ways Benchmark 6. Writes research papers (e.g., asks research questions, defines a topic, organizes information into major components and examines relationships among these components, addresses different perspectives on a topic, achieves balance between research information and original ideas, integrates a variety of information into a whole, draws conclusions) Knowledge/skill statements 1. Asks research questions to write research papers 2. Defines a topic for research 3. Organizes information into major components when writing research papers 4. Examines critical relationships between and among elements of the research topic 5. Addresses different perspectives on a research topic 6. Achieves balance between research information and original ideas 7. Integrates a variety of research information into a whole 8. Draws conclusions about research topic Benchmark 7. Uses appropriate methods to cite and document reference sources (e.g., footnotes, bibliography) Knowledge/skill statements 1. Uses bibliography to document reference sources 2. Uses footnotes to document reference sources Standard 5. Uses the general skills and strategies of the reading process. Benchmark 1. Establishes and adjusts purposes for reading (e.g., to understand, interpret, enjoy, solve problems, predict outcomes, answer a specific question, form an opinion, skim for facts; to discover models for own writing) Knowledge/skill statements 1. Establishes a purpose for reading 2. Adjusts purposes for reading 3. Reads for understanding 4. Reads to interpret 5. Reads for pleasure appropriate to grades 6-8 6. Reads to solve problems 7. Reads to predict outcomes 8. Reads to answer specific questions 9. Reads to form an opinion 10. Reads to skim for facts 11. Reads to discover models for own writing Benchmark 2. Uses word origins and derivations to understand word meaning (e.g., Latin and Greek roots and affixes, meanings of foreign words frequently used in the English language, historical influences on English word meanings) Knowledge/skill statements 1. Uses word origins to understand word meaning 2. Uses word derivations to understand word meaning 3. Uses Latin roots to understand word meaning 4. Uses Latin affixes to understand word meaning 5. Uses Greek roots to understand word meaning 6. Uses Greek affixes to understand word meaning 7. Understands the meaning of foreign words used in the English language 8. Understands historical influences on English word meanings 9. Knows the meaning of a variety of Latin roots and affixes 10. Knows the meaning of a variety of Greek roots and affixes Benchmark 3. Uses a variety of strategies to extend reading vocabulary (e.g., uses analogies, idioms, similes, metaphors to infer the meaning of literal and figurative phrases; uses definition, restatement, example, comparison and contrast to verify word meanings; identifies shades of meaning; knows denotative and connotative meanings; knows vocabulary related to different content areas and current events; uses rhyming dictionaries, classification books, etymological dictionaries) Knowledge/skill statements 1. Uses etymological dictionaries 2. Uses knowledge of analogies to infer the meaning of figurative phrases 3. Uses knowledge of idioms to infer the meaning of figurative phrases 4. Uses knowledge of similes to infer the meaning of figurative phrases 5. Uses knowledge of metaphors to infer the meaning of figurative phrases 6. Uses context clues to verify word meanings 7. Uses definition to verify word meanings 8. Uses restatement to verify word meanings 9. Uses examples to verify word meanings 10. Uses comparison to verify word meanings 11. Uses contrast to verify word meanings 12. Knows denotative meanings of words 13. Knows connotative meanings of words 14. Knows vocabulary related to different content areas 15. Knows vocabulary related to different current events 16. Uses rhyming dictionaries to extend reading vocabulary 17. Uses classification books to extend reading vocabulary Benchmark 4. Uses specific strategies to clear up confusing parts of a text (e.g., pauses, rereads the text, consults another source, represents abstract information as mental pictures, draws upon background knowledge, asks for help) Knowledge/skill statements 1. Asks for help to clear up confusing parts of a text 2. Pauses to clear up confusing parts of text 3. Rereads text to clear up confusing parts of the text 4. Consults other sources to clear up confusing parts of text appropriate to 6-8 5. Represents abstract information as mental pictures to clear up confusing parts of text 6. Draws from background knowledge to clear up confusing parts of text Benchmark 5. Understands specific devices an author uses to accomplish his or her purpose (e.g., persuasive techniques, style, word choice, language structure) Knowledge/skill statements 1. Understands an author uses persuasive techniques to accomplish his or her purpose 2. Understands an author uses a certain style to accomplish his or her purpose 3. Understands an author uses word choice to accomplish his or her purpose 4. Understands an author uses language structure to accomplish his or her purpose Benchmark 6. Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts Knowledge/skill statements 1. Reflects on what has been learned after reading 2. Formulates ideas in response to text 3. Formulates opinions in response to text 4. Formulates personal responses to text Standard 6. Uses reading skills and strategies to understand and interpret a variety of literary texts Benchmark 1. Uses reading skills and strategies to understand a variety of literary passages and texts (e.g., fiction, nonfiction, myths, poems, fantasies, biographies, autobiographies, science fiction, drama) Knowledge/skill statements 1. Reads drama 2. Reads science fiction 3. Reads autobiographies 4. Reads fiction appropriate to 6-8 5. Reads nonfiction appropriate to 6-8 6. Reads mythology appropriate to 6-8 7. Reads poetry appropriate to 6-8 8. Reads fantasies 9. Reads biographies Benchmark 2. Knows the defining characteristics of a variety of literary forms and genres (e.g., fiction, nonfiction, myths, poems, fantasies, biographies, autobiographies, science fiction, drama) Knowledge/skill statements 1. Knows the defining characteristics of fiction appropriate to 6-8 2. Knows the defining characteristics of nonfiction appropriate to 6-8 3. Knows the defining characteristics of myths appropriate to 6-8 4. Knows the defining characteristics of poems appropriate to 6-8 5. Knows the defining characteristics of fantasies appropriate to 6-8 6. Knows the defining characteristics of biographies appropriate to 6-8 7. Knows the defining characteristics of autobiographies appropriate to 6-8 8. Knows the defining characteristics of science fiction appropriate to 6-8 9. Knows the defining characteristics of drama Benchmark 3. Understands complex elements of plot development (e.g., cause-and-effect relationships; use of subplots, parallel episodes, and climax; development of conflict and resolution) Knowledge/skill statements 1. Understands resolution in the development of plot 2. Understands cause-and-effect relationships in the development of a plot 3. Understands the use of subplots 4. Understands the use of parallel episodes in the development of a plot 5. Understands climax in the development of a plot 6. Understands conflict in the development of a plot Benchmark 3. Understands complex elements of plot development (e.g., cause-and-effect relationships; use of subplots, parallel episodes, and climax; development of conflict and resolution Knowledge/skill statements 1. Understands resolution in the development of plot 2. Understands cause-and-effect relationships in the development of a plot 3. Understands the use of subplots 4. Understands the use of parallel episodes in the development of a plot 5. Understands climax in the development of a plot 6. Understands conflict in the development of a plot Benchmark 4. Understands elements of character development (e.g., character traits and motivations; stereotypes; relationships between character and plot development; development of characters through their words, speech patterns, thoughts, actions, narrator’s description, and interaction with other characters; how motivations are revealed) Knowledge/skill statements 1. Understands how characters’ motivations are revealed 2. Understands characters’ traits 3. Understands characters’ motivations 4. Understands stereotypes of characters 5. Understands relationships between character and plot development 6. Understands how characters are developed through thoughts 7. Understands how characters are developed through speech patterns 8. Understands how characters are developed through actions 9. Understands how characters are developed through narrator’s description 10. Understands how characters are developed through interactions with other characters Benchmark 5. Understands the use of specific literary devices (e.g., foreshadowing, flashback, progressive and digressive time, suspense) Knowledge/skill statements 1. Understands the use of suspense in literature 2. Understands the use of foreshadowing in literature 3. Understands the use of flashback in literature 4. Understands the use of progressive time in literature 5. Understands the use of digressive time in literature Benchmark 6. Understands the use of language in literary works to convey mood, images, and meaning (e.g., dialect; dialogue; symbolism; irony; rhyme; voice; tone; sound; alliteration; assonance; consonance; onomatopoeia; figurative language such as similes, metaphors, personification, hyperbole, allusion; sentence structure; punctuation) Knowledge/skill statements 1. Understands the use of language in literary works to convey mood 2. Understands the use of language in literary works to convey images 3. Understands the use of language in literary works to convey meaning 4. Understands the use of dialect in literature 5. Understands the use of dialogue in literature 6. Understands the use of symbolism in literature 7. Understands the use of irony in literature 8. Understands the use of rhyme in literature 9. Understands the use of voice in literature 10. Understands the use of tone in literature 11. Understands the use of sound P 12. Understands the use of alliteration in literature 13. Understands the use of assonance in literature 14. Understands the use of consonance in literature 15. Understands the use of onomatopoeia in literature 16. Understands the use of figurative language in literature 17. Understands the use of similes in literature 18. Understands the use of metaphors in literature 19. Understands the use of personification in literature 20. Understands the use of hyperbole in literature 21. Understands the use of allusion in literature 22. Understands the use of sentence structure in literature 23. Understands the use of punctuation in literature Benchmark 7. Understands the effects of an author’s style (e.g., word choice, speaker, imagery, genre, perspective) on the reader Knowledge/skill statements 1. Understands the effects of perspective on the reader 2. Understands the effects of word choice on the reader 3. Understands the effects of the speaker on the reader 4. Understands the effects of imagery on the reader 5. Understands the effects of the genre on the reader Benchmark 8. Understands point of view in a literary text (e.g., first and third person, limited and omniscient, subjective and objective) Knowledge/skill statements 1. Understands objective point of view in a literary text 2. Understands first person point of view in a literary text 3. Understands third person point of view in a literary text 4. Understands limited point of view in a literary text 5. Understands omniscient point of view in a literary text 6. Understands subjective point of view in a literary text Benchmark 9. Understands inferred and recurring themes in literary works (e.g., bravery, loyalty, friendship, good v. evil; historical, cultural, and social themes Knowledge/skill statements 1. Understands inferred themes in literature 2. Understands recurring themes in literature 3. Understands bravery themes in literature 4. Understands loyalty themes in literature 5. Understands friendship themes in literature 6. Understands good vs. evil themes in literature 7. Understands historical themes in literature 8. Understands cultural themes in literature 9. Understands social themes in literature Benchmark 10. Makes connections between the motives of characters or the causes for complex events in texts and those in his or her own life Knowledge/skill statements 1. Makes connections between motives of characters in the text and those in his/her own life 2. Makes connections between causes for complex events in the text and those in his/her own life Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts Benchmark 1. Uses reading skills and strategies to understand a variety of informational texts (e.g., electronic texts; textbooks; biographical sketches; directions; essays; primary source historical documents, including letters and diaries; print media, including editorials, news stories, periodicals, and magazines; consumer, workplace, and public documents, including catalogs,technical directions, procedures, and bus routes) Knowledge/skill statements 1. Reads electronic texts appropriate to grades 6-8 2. Reads essays appropriate to grades 6-8 3. Reads public documents appropriate to grades 6-8 4. Reads workplace documents 5. Reads biographical sketches appropriate to grades 6-8 6. Reads letters appropriate to grades 6-8 7. Reads diaries appropriate to grades 6-8 8. leads directions appropriate to grades 6-8 9. Reads magazines appropriate to grades 6-8 10. Reads procedures appropriate to grades 6-8 11. Reads primary source historical documents appropriate to grades 6-8 12. Reads editorials appropriate to grades 6-8 13. Reads news stories appropriate to grades 6-8 14. Reads periodicals appropriate to grades 6-8 15. Reads bus routes 16. Reads catalogs appropriate to grades 6-8 17. Reads technical directions 18. Reads consumer documents 19. Reads textbooks appropriate to grades 6-8 Standard 8. Uses listening and speaking strategies for different purposes Benchmark 1. Plays a variety of roles in group discussions (e.g., active listener, discussion leader, facilitator) Knowledge/skill statements 1. Plays the role of active listener in group discussions 2. Plays the role of discussion leader or facilitator Benchmark 2. Asks questions to seek elaboration and clarification of ideas Knowledge/skill statements 1. Asks questions to seek elaboration of ideas 2. Asks questions to seek clarification of ideas Benchmark 3. Uses strategies to enhance listening comprehension (e.g., takes notes; organizes, summarizes, and paraphrases spoken ideas and details Knowledge/skill statements 1. Takes notes to enhance listening comprehension 2. Organizes spoken ideas to enhance listening comprehension 3. Summarizes spoken ideas to enhance listening comprehension 4. Paraphrases spoken ideas to enhance listening comprehension 5. Organizes spoken details to enhance listening comprehension 6. Summarizes spoken details to enhance listening comprehension 7. Paraphrases spoken details to enhance listening comprehension Benchmark 4. Listens in order to understand topic, purpose, and perspective in spoken texts (e.g., of a guest speaker, of an informational video, of a televised interview, of radio news programs) Knowledge/skill statements 1. Listens to guest speaker 2. Listens to informational video 3. Listens to televised interview 4. Listens to radio news programs 5. Understands the topic of a spoken text 6. Understands the purpose of a spoken text 7. Understands the perspectives in a spoken text Benchmark 5. Uses level-appropriate vocabulary in speech (e.g., metaphorical language, specialized language, sensory details) Knowledge/skill statements 1. Uses metaphorical language in speech 2. Uses specialized language in speech 3. Uses sensory details in speech Benchmark 6. Makes oral presentations to the class (e.g., uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; uses a clear point of view; uses evidence and arguments to support opinions; uses visual media) Knowledge/skill statements 1. Uses notes for oral presentations appropriate to grades 6-8 2. Uses outlines for oral presentations 3. Uses organizational pattern that includes a preview in oral presentations 4. Uses organizational pattern that includes an introduction in oral presentations 5. Uses organizational pattern that includes a body in oral presentations 6. Uses organizational pattern that includes transitions in oral presentations 7. Uses organizational pattern that includes a conclusion in oral presentations 8. Uses a clear point of view in oral presentations 9. Uses evidence to support opinions in oral presentations 10. Uses arguments to support opinions in oral presentations 11. Uses visual media in oral presentations appropriate to grades 6-8 Benchmark 7. Uses appropriate verbal and nonverbal techniques for oral presentations (e.g., inflection/modulation of voice, tempo, word choice, grammar, feeling, expression, tone, volume, enunciation, physical gestures, body movement, eye contact, posture) Knowledge/skill statements 1. Uses inflection/modulation of voice appropriate to grades 6-8 in oral presentations 2. Uses tempo appropriate to grades 6-8 in oral presentations 3. Uses word choice appropriate to grades 6-8 in oral presentations 4. Uses appropriate grammar in oral presentations 5. Uses feeling in oral presentations 6. Uses expression in oral presentations 7. Uses tone appropriate to grades 6-8 in oral presentations 8. Uses volume appropriate to grades 6-8 in oral presentations 9. Uses enunciation appropriate to grades 6-8 in oral presentations 10. Uses physical gestures appropriate to grades 6-8 in oral presentations 11. Uses body movement in oral presentations 12. Uses eye contact appropriate to grades 6-8 in oral presentations 13. Uses posture in oral presentations appropriate to grades 6-8 Benchmark 7. Uses appropriate verbal and nonverbal techniques for oral presentations (e.g., inflection/modulation of voice, tempo, word choice, grammar, feeling, expression, tone, volume, enunciation, physical gestures, body movement, eye contact, posture) Knowledge/skill statements 1. Uses inflection/modulation of voice appropriate to grades 6-8 in oral presentations 2. Uses tempo appropriate to grades 6-8 in oral presentations 3. Uses word choice appropriate to grades 6-8 in oral presentations 4. Uses appropriate grammar in oral presentations 5. Uses feeling in oral presentations 6. Uses expression in oral presentations 7. Uses tone appropriate to grades 6-8 in oral presentations 8. Uses volume appropriate to grades 6-8 in oral presentations 9. Uses enunciation appropriate to grades 6-8 in oral presentations 10. Uses physical gestures appropriate to grades 6-8 in oral presentations 11. Uses body movement in oral presentations 12. Uses eye contact appropriate to grades 6-8 in oral presentations 13. Uses posture in oral presentations appropriate to grades 6-8 Benchmark 8. Evaluates strategies used by speakers in oral presentations (e.g., persuasive techniques, verbal messages supported by nonverbal techniques, effect of word choice, use of slanted or biased material) Knowledge/skill statements 1. Evaluates persuasive techniques used in oral presentations 2. Evaluates verbal messages supported by nonverbal techniques 3. Evaluates effect of word choice used in oral presentations 4. Evaluates uses of slanted or biased material in oral presentations Benchmark 9. Understands the ways in which language differs across a variety of social situations (e.g., formal and informal speech in different social situations, use of jargon by sports commentators to make listeners feel like insiders) Knowledge/skill statements 1. Understands the use of formal speech in different social situations 2. Understands the use of informal speech in different social situations 3. Understands the use of jargon by sport commentators to make listeners feel like insiders Benchmark 9. Understands the ways in which language differs across a variety of social situations (e.g., formal and informal speech in different social situations, use of jargon by sports commentators to make listeners feel like insiders) Knowledge/skill statements 1. Understands the use of formal speech in different social situations 2. Understands the use of informal speech in different social situations 3. Understands the use of jargon by sport commentators to make listeners feel like insiders Benchmark 10. Understands elements of persuasion and appeal in spoken texts (e.g., purpose and impact of pace, volume, tone, stress, music; images and ideas conveyed by vocabulary) Knowledge/skill statements 1. Understands the purpose of pace in spoken texts 2. Understands the purpose of tone in spoken texts 3. Understands the purpose of stress in spoken texts 4. Understands the purpose of music in spoken texts 5. Understands the impact of pace in spoken texts 6. Understands the impact of tone in spoken texts 7. Understands the impact of stress in spoken texts 8. Understands the impact of music in spoken texts 9. Understands images conveyed by vocabulary Standard 9. Uses viewing skills and strategies to understand and interpret visual media Benchmark 1. Understands a variety of messages conveyed by visual media (e.g., main concept, details, themes or lessons, viewpoints) Knowledge/skill statements 1. Understands main concept in visual media 2. Understands details in visual media 3. Understands themes in visual media 4. Understands lessons in visual media 5. Understands viewpoints in visual media Benchmark 2. Uses a variety of criteria to evaluate and form viewpoints of visual media (e.g., evaluates the effectiveness of informational media, such as web sites, documentaries, news programs; recognizes a range of viewpoints and arguments; establishes criteria for selecting or avoiding specific programs) Knowledge/skill statements 1. Uses criteria to evaluate and form viewpoints of visual media 2. Evaluates effectiveness of informational media 3. Evaluates web sites 4. Evaluates documentaries 5. Evaluates news programs 6. Recognizes viewpoints in visual media 7. Recognizes arguments in visual media 8. Establishes criteria for selecting programs 9. Establishes criteria for avoiding programs Benchmark 3. Knows typical genre of different visual media (e.g., in television: sitcoms, talk shows, news broadcasts, interviews, children’s programs; in film: westerns, musicals, horror, gangster) Knowledge/skill statements 1. Knows the gangster genre in films 2. Knows television genres 3. Knows the television sitcom genre 4. Knows the television talk show genre 5. Knows the television new broadcast genre 6. Knows the television interview genre 7. Knows genre in children’s programs television 8. Knows the western genre in films 9. Knows the horror genre in films 10. Knows the musical genre in films Benchmark 4. Understands the use of stereotypes and biases in visual media (e.g., distorted representations of society; imagery and stereotyping in advertising; elements of stereotypes such as physical characteristics, manner of speech, beliefs and attitudes. Knowledge/skill statements 1. Understands stereotypes in visual media 2. Understands biases in visual media 3. Understands distorted representations of society in visual media 4. Understands imagery in advertising 5. Understands stereotyping in advertising 6. Understands elements of stereotypes 7. Understands physical characteristics as a stereotype 8. Understands manner of speech as a stereotype 9. Understands beliefs as a stereotype 10. Understands attitudes as a stereotype Benchmark 5. Understands how language choice is used to enhance visual media (e.g., language of particular television or film genres, the use of emotional or logical arguements in commercials Knowledge/skill statements 1. Understands language choices in television 2. Understands language choices in film genres 3. Understands use of emotional arguments in commercials 4. Understands use of logical arguments in commercials Benchmark 6. Understands how symbols, images, sound, and other conventions are used in visual media (e.g., time lapse in films; set elements that identify a particular time period or culture; short cuts used to construct meaning, such as the scream of brakes and a thud to imply a car crash; sound and image used together; the use of close-ups to convey drama or intimacy; the use of long camera shots to establish setting; sequences or groups of images that emphasize specific meaning) Knowledge/skill statements 1. Understands how symbols are used in visual media 2. Understands how images used in visual media 3. Understands how sound is used in visual media 4. Understands how a variety of conventions are used in visual media 5. Understands the use of time lapse in films 6. Understands set elements identify a time period 7. Understands set elements identify a culture 8. Understands how short cuts are used to construct meaning 9. Understands how sound and image are used together 10. Understands the use of close-ups to convey drama in visual media 11. Understands the use of close-ups to convey intimacy in visual media 12. Understands the use of long camera shots to establish setting in visual media 13. Understands sequences of images emphasize specific meaning in visual media 14. Understands groups of images emphasize specific meaning in visual media Benchmark 7. Understands reasons for varied interpretations of visual media (e.g., different purposes or circumstances while viewing, influence of personal knowledge and experiences, focusing on different stylistic features) Knowledge/skill statements 1. Understands that different people may interpret media differently 2. Understands that the purpose for viewing may affect the interpretation of media 3. Understands that circumstances while viewing may affect the interpretation of media 4. Understands the influence of personal knowledge on the interpretation of media 5. Understands the influence of personal experiences on the interpretation of media 6. Understands that focusing on different stylistic features may affect the interpretation of media Benchmark 8. Knows that people with special interests and expectations are the target audience for particular messages or products in visual media; and knows that design, language, and content reflect this (e.g., in advertising and sales techniques aimed specifically towards teenagers; in products aimed towards different classes, races, ages, genders; in the appeal of popular television shows and films for particular audiences) Knowledge/skill statements 1. Knows people with special expectations are target audience for particular messages in visual media 2. Knows people with special interests are target audience for particular products in visual media 3. Knows design of visual media reflects the intended audience 4. Knows language of visual media reflects the intended audience 5. Knows content of visual media reflects the intended audience 6. Knows in advertising techniques aimed towards teenagers 7. Knows sales techniques aimed towards teenagers 8. Knows products aimed toward different classes 9. Knows products aimed toward different races 10. Knows products aimed toward different ages 11. Knows products aimed toward different genders 12. Knows appeal of popular television shows for particular audiences 13. Knows appeal of popular films for particular audiences Benchmark 9. Understands techniques used in visual media to influence or appeal to a particular audience (e.g., production techniques, such as designing a news program as entertainment; persuasive techniques, such as exaggerated claims, portrayal of appealing lifestyles, bandwagon, glittering generalities; subliminal messages; narrative style) Knowledge/skill statements 1. Understands techniques used in visual media to influence and appeal to particular audiences 2. Understands production techniques used in visual media 3. Understands why news program may be designed as entertainment 4. Understands persuasive techniques used in visual media 5. Understands the use of exaggerated claims to influence an audience 6. Understands the portrayal of appealing lifestyles to influence an audience 7. Understands the use of bandwagon to influence an audience 8. Understands the use of glittering generalities to influence an audience 9. Understands the use of subliminal messages to influence an audience 10. Understands the use of narrative style to influence an audience Standard 10. Understands the characteristics and components of the media Benchmark 1. Knows characteristics of a wide range of media (e.g., television news favors messages that are immediate and visual, news photographs favor messages with an emotional component) Knowledge/skill statements 1. Knows news photographs favor messages with an emotional component 2. Knows television news favors messages that are immediate 3. Knows television news favors messages that are visual Benchmark 2. Understands the different purposes of various media (e.g., to provide entertainment or information, to persuade, to transmit culture, to focus attention on an issue) Knowledge/skill statements 1. Understands that a purpose of media is to persuade 2. Understands that a purpose of media is to provide entertainment 3. Understands that a purpose of media is to provide information 4. Understands that a purpose of media is to transmit culture 5. Understands that a purpose of media is to focus attention on an issue Benchmark 3. Understands how the type of media affects coverage of events or issues (e.g., how the same event is covered by the radio, television, and newspapers; how each medium shapes facts into a particular point of view; how limitations and advantages of various media affect coverage of events) Knowledge/skill statements 1. Understands media affects coverage of events 2. Understands media affects coverage of issues 3. Understands how same event is covered by radio, television, and newspapers 4. Understands how each medium shapes facts into particular point of view 5. Understands how limitations of media affect coverage of events 6. Understands how advantages of media affect coverage of events Benchmark 4. Understands various elements that recur across media (e.g., common features found in print and broadcast advertising; the layout of magazines and newspapers, including headlines, photographs, regular columns, feature articles, and editorials) Knowledge/skill statements 1. Understands common features found in print advertising 2. Understands common features found in broadcast advertising 3. Understands the layout of magazines 4. Understands the layout of newspapers 5. Understands the layout of headlines in media 6. Understands the layout of photographs in media 7. Understands the layout of regular columns in media 8. Understands the layout of editorials in media 9. Understands the layout of feature columns in media Benchmark 5. Understands aspects of media production and distribution (e.g., different steps and choices involved in planning and producing various media; various professionals who produce media, such as news writers, photographers, camera operators, film directors, graphic artists, political cartoonists) Knowledge/skill statements 1. Understands aspects of media production 2. Understands aspects of media distribution 3. Understands steps involved in planning media 4. Understands choices involved in planning media 5. Understands steps involved in producing media 6. Understands choices involved in producing media 7. Understands the role of various professionals who produce media 8. Understands the role of news writers in producing media 9. Understands the role of photographers in producing media 10. Understands the role of camera operators in producing media 11. Understands the role of film directors in producing media 12. Understands the role of graphic artists in producing media 13. Understands the role of political cartoonists in producing media Benchmark 6. Understands the ways in which image-makers carefully construct meaning (e.g., idea and word choice by authors, images created by photographers, television programs created by groups of people, photos or cutlines chosen in newspapers) Knowledge/skill statements 1. Understands how an author’s idea choices construct meaning 2. Understands how an author’s word choices construct meaning 3. Understands how images created by photographers construct meaning 4. Understands how television programs created by groups of people construct meaning 5. Understands how photos are chosen for newspapers to construct meaning 6. Understands how cut lines are chosen for newspapers to construct meaning Benchmark 7. Understands influences on the construction of media messages and images (e.g., the historical period or place in which they were made; laws that govern mass media, such as truth in advertising; the socio-cultural background of the target audience; financial factors such as sponsorship; cause-and-effect relationships between mass media coverage and public opinion trends) Knowledge/skill statements 1. Understands influences on the construction of media 2. Understands the influence of the historical period in which media was made 3. Understands the influence of the place in which media messages were made 4. Understands laws that govern mass media 5. Understands truth in advertising 6. Understands the influence of the socio-cultural background of target audience 7. Knows a variety of financial factors that may influence media construction 8. Understands sponsorship as a financial factor 9. Understands cause-and-effect relationships between mass media coverage and public opinion trends |
6-8 Language Arts |