English Department Standards
1. The student will be
able to use the language arts to comprehend, interpret, and critique
imaginative texts in every medium, drawing on personal experiences and
knowledge to understand the text recognizing the social, historical, and
cultural features of the text.
2. The student will be
able to apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on prior experience, their interactions with
other readers and writers, their knowledge of word meaning of other texts,
their word identification strategies, and their understanding of textual
features (e.g. sound-letter correspondence, sentence structure, context,
graphics).
3. The student will be
able to adjust their use of spoken, written, and visual language (e.g.
conversation, style, vocabulary) to communicate effectively with a variety of
audiences for different purposes.
4. The student will be
able to apply knowledge of language structure, language conventions (e.g.
spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print text.
5. The student will be
able to plan, revise, edit, and publish clear and effective writing.
6. The student will be
able to conduct research and inquiry on self-selected or assigned topics,
issues or problems and use an appropriate form to communicate their findings.
7. The student will be
able to recognize and interpret various uses and adaptations of language in
social, cultural, regional, and professional situations, and learn to be
flexible and responsive in their use of English.
8. The student will be
able to use a variety of technological and informational resources (e.g.
libraries, databases, computer networks, video) to gather and synthesize
information and to create and communicate knowledge.
The
student will be able to use the language arts to comprehend, interpret, and
critique imaginative texts in every medium, drawing on personal experiences and
knowledge to understand the text recognizing the social, historical, and
cultural features of the text.
Level Pre - Kindergarten
1. Begins
to show an interest in reading-related activities, such as looking at books,
talking about books, and recalling details using pictures.
2.
Begins
to retell stories.
3.
Starts
to make predictions using pictures of stories read aloud.
4.
Begins
to ask and answer questions about text read aloud.
Level I Kindergarten
- Second Grade
1.
Demonstrates
an interest and ability to use a variety of strategies to derive meaning from
texts by looking at books and pictures.
2.
Reads
independently for pleasure, to gain information and derive questions and
answers from the text.
3.
Demonstrates
the ability to make connections between texts read aloud or independently,
while applying his or her prior knowledge.
4.
Demonstrates
the ability to identify the title, author, and illustrator of a text.
5.
Demonstrates
the ability to make predictions and conclusions, summarize main ideas, and
determine cause and effect.
Level II Third -
Fifth Grade
1.
Uses
a variety of strategies and word recognition skills, including re-reading,
finding context clues, applying their knowledge of letter-sound relationships,
and analyzing word structures.
2.
Deduces
the meaning of unfamiliar words in the context of a passage by examining known
words, phrases, and structures.
3.
Comprehends
reading by using strategies, such as activating prior knowledge establishing
purposes, self-correcting, self-monitoring, re-reading, making predictions, finding
context clues, developing visual images, applying knowledge of text structures,
and adjusting reading rate according to purpose and difficulty.
4.
Identifies
a purpose for reading, such as gaining information, learning about a viewpoint,
and appreciating literature.
Level III Sixth -
Eighth Grade
1.
Identifies
the defining features and structure of literary texts (e.g. conflict,
representation of character, point of view).
2.
Analyzes
the effect of characters, plot, setting, language, topic, style, purpose, and
point of view on the overall impact of literature.
3.
Draws
on a broad base of knowledge about the genres of literature, such as the
structure and conventions of essays, epics, fables, myths, plays, poems, short stories,
and novels, when interpreting the meaning of a literary work.
4.
Develops
criteria to evaluate literary merit and explains critical opinions about a
text, either informally in conversation or formally in a well-organized speech
or essay.
5.
Provides
interpretive responses, orally and in writing, to literary and non-literary
texts representing the diversity of American cultural heritage and cultures of
the world.
6.
Identifies
common historical, social, and cultural themes and issues in literary works and
selected passages.
7.
Draws
on a broad base of knowledge about the themes, ideas, and insights found in
classical literature while reading, interpreting, and reflecting on
contemporary texts.
8.
Evaluates
the themes and main ideas of a work, considering its audience and purpose.
Level IV Ninth -
Twelfth Grade
1.
Explains
the structure of selected classical and contemporary works of literature, in
whole and in part, from various cultures and historical periods, and illustrates
ways in which authors use syntax, imagery, figures of speech, allusions,
symbols, irony, and other devices in the context of history, culture, and
style.
2.
Draws on a broad base of knowledge about the
universal themes of literature such as initiation, love and duty, heroism,
illusion and reality, salvation, death and rebirth, and explains how these
themes are developed in a particular work of literature.
3.
Investigates
and reports methods in which a writer has influenced or been influenced by
historical, social, and cultural issues or events.
4.
Develops,
explains, and defends interpretations of complex literary works.
5.
Explains
how details of language, setting, plot, character, conflict, point of view and
voice in a work of literature combine to produce a dominant tone, effect, or
theme.
6.
Develops
and applies criteria to evaluate the literary merit of unfamiliar works.
7.
Examines,
explains, and evaluates, orally and in writing, various perspectives concerning
individual, community, national, and world issues reflected in literary and
nonliterary texts.
8.
Develops
and articulates, orally and in writing, defensible points of view on
individual, community, national, and world issues reflected in literary and
nonliterary texts.
9.
Identifies
the devices an author uses to influence readers and critique the effectiveness
of their use.
10.
Identifies
philosophical assumptions and basic beliefs underlying selected texts.
The student will be able to apply a
wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on prior experience, their interactions with other readers and
writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g.
sound-letter correspondence, sentence structure, context, graphics).
Level Pre - Kindergarten
1.
Identifies
characters in stories read aloud.
2.
Recognizes
that words are made up of letters and letters make sounds.
Level
I Kindergarten- Second Grade
1.
Demonstrates
the ability to identify and describe characters, setting, and plot in a
literary work.
2.
Demonstrates
the ability to differentiate between fiction and non-fiction.
3.
Identifies
the narrator’s point of view in a story.
4.
Identifies
problems and solutions in a work of fiction ornon-fiction.
5.
Summarizes
the theme of a particular text.
6.
Identifies
common prefixes such as un-, re-, bi-, mis-, dis-, and suffixes such as –er, -est, -ful to determine the
meaning of words.
7.
Identifies
elements of style such as word choice and sentence structure (syntax).
8.
Demonstrates
the ability to read and recognize compound words, contractions, synonyms,
antonyms, and homonyms.
9.
Demonstrates
the ability to identify letter/sounds in words.
10.
Demonstrates
the ability to understand how print is organized and read, using concepts about
print.
11.
Demonstrates
the ability to recognize and name all upper and lower case letters of the
alphabet.
12.
Demonstrates
the ability to alphabetize words by the first and second letter.
Level II Third -
Fifth Grades
1.
Summarizes
ideas drawn from stories, identifying cause and effect relationships,
interpreting events and ideas, and connecting different works to each other and
to real-life experiences.
2.
Uses
a variety of reading texts including fairy tales, fables, and narratives from world
cultures to understand plots, make predictions, and relate to prior knowledge
and experiences.
3.
Recognizes
and recalls elements and details of story structure such as sequence of events,
characters, plot and setting, in order to reflect on meaning.
4.
Extends
the literal meaning of a text by making inferences and evaluates the
significance and validity of texts in light of prior knowledge and experience.
Level III Sixth -
Eighth Grade
1.
Uses
knowledge of sentence and word structure, word origins, visual images, and
context clues to understand unfamiliar words and clarify passages of text.
2.
Uses
knowledge of visual features of texts (e.g. headings, bold face print), and
structures of texts (e.g. chronology, cause-and-effect) as aids to comprehension.
3.
Establishes
purposeful reading and writing habits by using texts to find information, gain
understanding of diverse viewpoints, make decisions, and enjoy the experience
of reading.
4.
Selects,
summarizes, paraphrases, analyzes, and evaluates,
orally and in writing, passages of texts chosen for specific purposes.
5.
Interprets
and uses technical resources (e.g. charts, tables, travel schedules, timelines,
manuals).
6.
Compares,
contrasts, and evaluates the relative accuracy and usefulness of information
from different sources.
7.
Identifies
and explains information, main ideas, and organization found in a variety of
information passages.
8.
Distinguishes
between the facts found in documents, narratives, charts, maps, tables and
other sources and the generalizations and interpretations that are drawn from
them.
Level IV Ninth - Twelfth
Grade
1.
Applies
sophisticated word meaning and word analysis strategies (e.g. knowledge of
roots, cognates, suffixes, and prefixes) to understand unfamiliar words.
2.
Gathers
information to help achieve understanding when the meaning of a text is
unclear.
3.
Applies
knowledge of expository structures, such as the deductive or inductive
development of an argument, to the comprehension and evaluation of texts.
4.
Identifies
propaganda techniques and faulty reasoning in texts.
5.
Explains
and evaluates the influence of format on the readability and meaning of a text.
6.
Distinguishes
between fact and opinion in non-fiction texts.
7.
Considers
the context of a work when determining the meaning of abbreviations and
acronyms as well as the technical, idiomatic, and figurative meanings of terms.
8.
Applies
tests of logic and reasoning to informational and persuasive texts.
9.
Analyzes
and synthesizes the concepts and details encountered in informational texts
(e.g. reports, technical manuals, historical papers, government documents).
10.
Draws
on and integrates information from multiple sources when acquiring knowledge
and developing a position on a topic of interest.
11.
Evaluates
the reliability and authenticity of information conveyed in a text, using
criteria, based on knowledge of the author, topic, and context and analysis of
logic, evidence, propaganda, and language.
The student will be able to adjust
their use of spoken, written and visual language (e.g. conversation, style,
vocabulary) to communicate effectively with a variety of audiences for
different purposes.
Level Pre
- Kindergarten
1.
Recognizes
environmental print (e.g. street signs).
2.
Understands
how print is organized and read, using concepts about print.
3.
Recognizes
rhyming words.
4.
Participates
in the oral speaking of short poems, rhymes, songs, and stories with repeated
patterns.
5.
Uses
oral language for a variety of purposes.
Level I Kindergarten
- Second Grade
1.
Demonstrates
the ability to identify base words and their inflectional endings.
2.
Recognizes
and uses common idioms.
3.
Recognizes
simple analogies.
4.
Demonstrates
the ability to use sentence structure (syntax) and context to determine the
meaning of unfamiliar words.
Level II Third -
Fifth Grade
1.
Writes
in a variety of situations (e.g. timed and un-timed, at school, at home) and
adopts strategies, such as revision and the use of reference materials, to the
situation.
2.
Writes
for a variety of readers (e.g. peers, teachers, other
adults), adapting content, style, and structure to audience and situation.
3.
Employs
principles of agreement related to number, gender, and case.
Level III Sixth -
Eighth Grade
1.
Analyzes
idioms, analogies, metaphors, and similes to infer the literal and figurative
meanings of phrases.
2.
Understands
important points in the history of English language and uses common word
origins to determine the historical influences on English word meaning.
3.
Uses
word meanings within the appropriate context and is able to verify those
meanings by definition, restatement, example, comparison, or contrast.
Level IV Ninth -
Twelfth Grade
1.
Develops
and delivers a speech that conveys information and ideas in a logical fashion
for a selected audience, using language that clarifies and reinforces meaning.
2.
Constructs
and presents a coherent argument, summarizing then refuting opposing positions;
citing persuasive evidence.
3.
Participates
effectively in question-and-answer sessions following presentations.
4.
Summarizes
narrative and numerical information accurately and logically in presentations.
5.
Demonstrates
confidence and poise during presentations, interacting effectively with the
audience; selecting language and gestures mindful of their effect.
6.
Demonstrates
the ability to debate an issue from either side.
7.
Interprets
literary works orally, citing textual data in support of assertions.
8.
Synthesizes
and presents results of research projects, accurately summarizing and
illustrating the main ideas, using appropriate technological aids, and offering
support for the findings.
9.
Speaks
fluently with varied inflection, effective eye contact, and enunciating clearly
at an appropriate rate and volume.
10.
Observes
the appropriate etiquette when expressing thanks and receiving praise.
The student will be able to apply
knowledge of language structure, language conventions (e.g. spelling,
punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print text.
Level
Pre - Kindergarten
1.
Participates
in creative dramatics.
Level I Kindergarten
- Second Grade
1.
Demonstrates
the ability to participate in the oral speaking of short poems, rhymes, songs,
and stories with repeated patterns.
2.
Identifies
and uses devices of figurative language (e.g. similes, metaphors).
3.
Demonstrates
the ability to participate in creative dramatics.
4.
Demonstrates
the ability to use oral language for a variety of purposes.
5.
Demonstrates
the ability to take one and two step oral directions.
6.
Demonstrates
the ability to re-tell stories and events in logical order.
7.
Identifies
the characteristics of genres (e.g. fiction, poetry, drama, informational texts).
Level II Third -
Fifth Grade
1.
Understands
and uses parts of speech effectively (e.g. nouns, pronouns, adjectives).
2.
Uses
adverbials effectively, including words and phrases.
3.
Uses
their knowledge of roots, prefixes, and suffixes to interpret and covey the
meaning of words.
4.
Identifies
common figures of speech and uses them appropriately.
Level III Sixth -
Eighth Grade
1.
Understands
the function of words, phrases, and clauses in a sentence and uses them
effectively (e.g. coordinate and subordinate conjunctions, relative pronouns,
comparative adjectives).
2.
Uses
correct tenses to indicate the relative order of events.
3.
Understands
and employs principles of agreement (e.g. subject-verb, pronoun-noun, preposition-pronoun).
4.
Punctuates
compound, complex, and compound-complex sentences correctly.
5.
Employs
the conventions of capitalization.
6.
Spells
frequently used words correctly and uses effective strategies for spelling
unfamiliar words.
Level IV Ninth -
Twelfth Grade
1.
Examines
the origin, history, denotation, connotation, and usage of English words and
phrases by consulting dictionaries, thesauruses, handbooks, and other sources
of information about the language.
2.
Evaluates
the effects of different types of language (e.g. literary and technical, formal
and informal) in communications designed to narrate, inform, explain, persuade,
and entertain.
3.
Compares
form, meaning, and value of different symbol systems (e.g. alphabets, signs,
symbols) and of expressions commonly used in another language.
4.
Understands
the form and function of words, phrases, and clauses, (e.g. inter-related clauses)
in complex sentences, and uses them effectively.
5.
Uses
correct tenses, including conditionals, to indicate the relative order and
relationship of events.
6.
Employs
principles of agreement (e.g. subject-verb, pronoun-noun, preposition pronoun).
7.
Punctuates
compound, complex, and compound-complex sentences correctly, including
appropriate use of dialogue, citations, colons, hyphens, dashes, ellipses, and
italics.
8.
Employs
the conventions of capitalization.
9.
Spells
frequently used words correctly and uses effective strategies for spelling
unfamiliar words.
10.
Recognizes
common errors in the use of language and knows how, and when, to correct them.
The student will be able to plan,
revise, edit and publish clear, and effective writing.
Level Pre - Kindergarten
1.
Begins
choosing topics and generating ideas about which to write.
2.
Begins
writing using a variety of format.
3.
Begins
responding to texts read aloud by conversing with others and by using pictures.
4.
Uses
oral language, pictures, and letters to explain.
Level I Kindergarten
- Second Grade
1.
Continues
generating ideas about what to write and demonstrates the ability to choose a
topic or generate ideas, using oral/written pre-writing strategies.
2.
Demonstrates
the ability to generate drafts that focus on a topic; having a beginning,
middle, and end; including relevant and supportive details.
3.
Demonstrates
the ability to revise writing for details with peer or teacher support.
4.
Demonstrates
the ability to edit for language conventions (e.g. spelling, capitalization,
punctuation, and word usage).
5.
Demonstrates
the ability to use writing to explain and inform as well as to learn, entertain,
and describe.
Level II Third -
Fifth Grade
1.
Produces
multiple drafts, including finished pieces, which demonstrate the capacity to
generate focus, organize ideas, and to revise the language organization and
content of successive drafts in order to fulfill a specific purpose for
communication with a specific audience.
2.
Explains
the extent and reasons for revision in conference with a teacher.
3.
Completes
writing assignments given in a limited amount of time, and produces a well
developed, well organized, effective response in correct English, and an appropriate
voice.
Level III Sixth -
Eighth Grade
1.
Writes
biographies, autobiographies, short stories, or narratives:
a.
Relates
a clear, coherent incident, event, or situation by using well - chosen details.
b.
Reveals
the significance of, or the writer’s attitude about, the subject.
c.
Employs
narrative and descriptive strategies (e.g. relevant dialogue, specific action,
physical description, background description, comparison or contrast of
characters).
2.
Writes
responses to literature:
a.
Exhibits
careful reading and insight in their interpretations.
b.
Connects
his/her own responses to the writer’s techniques and to specific textual
references.
c.
Draws
supported inferences about the effects of literary work on its audience.
d.
Supports
judgments through references to the text, other works, other authors, or to
personal knowledge.
3.
Writes
research reports:
a.
Defines
a thesis.
b.
Records
important ideas, concepts, and direct quotations from significant information
sources, paraphrasing and summarizing all perspectives on the topic; as
appropriate.
c.
Uses
a variety of primary and secondary sources and distinguishes the nature and
value of each.
d.
Organizes
and displays information on charts, maps, and graphs.
4.
Writes
persuasive compositions:
a.
Includes
a well-defined thesis (i.e. one that makes a clear and knowledgeable judgment).
b.
Presents
detailed evidence, examples, and reasoning to support arguments,
differentiating between facts and opinion.
c.
Provides
details, reasons, and examples, arranging them effectively by anticipating and
answering reader concerns and counterarguments.
5.
Writes
documents related to career development, including simple business letters and
job applications:
a.
Presents
information purposefully and succinctly and meets the needs of the intended
audience.
b.
Follows
the conventional format for the type of document (e.g. letter of inquiry,
memorandum).
6.
Writes
technical documents:
a.
Identifies
the sequence of activities needed to design a system, operate a tool, or
explain the bylaws of an organization.
b.
Includes
all the factors and variables that need to be considered.
c.
Uses
formatting techniques (e.g. headings, differing fonts) to aid comprehension.
7.
Produces
multiple drafts, including finished pieces, that demonstrate the capacity to
generate, focus, and organize ideas and to revise the language, organization,
content, and tone of successive drafts in order to fulfill a specific purpose
for communicating with a specific audience.
8.
Identifies
questions and strategies for improving drafts in writing conferences with a
teacher.
9.
Completes
writing assignments given in a limited amount of time, and produces a well
developed, well organized, effective response in correct English, and an
appropriate voice.
Level IV Ninth -
Twelfth Grade
1.
Writes
a coherent argument that takes a position, accurately summarizes an opposing
position, refutes that position, and cites persuasive evidence.
2.
Composes
and publishes analytic and reflective writing that conveys knowledge,
experience, insights, and opinions to an intended audience.
3.
Uses
rhetorical structures that divide complex thoughts into simpler ones, logical
transitions from one thought to another, and language appropriate to the
intended audience.
4.
Writes
creative fiction that includes an authentic setting, discernible tone, coherent
plot, distinct characters, effective detail, believable dialogue, and
reasonable resolution of conflict.
5.
Writes
summaries of complex information (e.g. information in a lengthy text, a
sequence of events), expands or reduces the summaries by adding or deleting
details, and integrates appropriately summarized information into reviews,
reports, or essays, with correct citations.
6.
Writes
autobiographical/biographical narratives in a mature style characterized by
suitable vocabulary, descriptive detail, effective syntax, an appropriate
voice, a variety of sentence structures, clear coordination and subordination
of ideas, and rhetorical devices that help establish tone and reinforce
meaning.
7.
Writes
in a variety of situations (e.g. impromptu, overtime, in collaboration or
alone) and adapts strategies, such as revision, technology, and the use of
reference materials, to the situation.
8.
Writes
essays demonstrating the capacity to communicate knowledge, opinions, and
insights to an intended audience through a clear thesis, and effective
organization of supporting ideas.
9.
Develops
a composition through a series of drafts, using a revision strategy based on
purpose and audience, personal style, self-awareness of strengths and weaknesses
as a writer, and feedback from peers and teachers.
10.
Completes
writing assignments given in a limited amount of time, and produces a well
developed, well organized, effective response in correct English, and an
appropriate voice.
The student will be able to conduct
research and inquiry on self-selected or assigned topics, issues or problems
and use an appropriate form to communicate their findings.
Level Pre – Kindergarten
1.
Begins
asking how and why questions about a topic of interest.
2.
Begins
identifying pictures as sources of information
3.
Begins
organizing and classifying information by constructing categories.
4.
Begins
organizing information on the basis of observation.
5.
Begins
presenting his/her research findings in a variety of formats.
Level I Kindergarten
- Second Grade
1.
Demonstrates
the ability to ask how and why questions about a topic of interest.
2.
Demonstrates
the ability to identify pictures, charts, tables of contents, and diagrams as
sources of information.
3.
Demonstrates
the ability to gather information using a variety of resources (e.g. technology)
and begins organizing such information.
4.
Demonstrates
the ability to organize information on the basis of observation and to classify
the information by constructing category.
5.
Demonstrates
the ability to present his/her research findings in a variety of formats.
Level II Third -
Fifth Grade
1.
Identifies
a topic of interest then seeks information by investigating available text
resources.
2.
Proposes
research by formulating initial questions narrowing the focus of a topic,
identifying prior knowledge, and developing a basis plan for gathering
information.
3.
Conducts
research by identifying, locating, exploring, and effectively using multiple
sources of information appropriate to the inquiry (e.g. print, non-print,
electronic sources).
4.
Recognizes,
records, organizes, and acknowledges information pertinent to a project;
accurately converting discoveries into answers.
5.
Presents
the results of inquiry, reporting and commenting on the substance and process
of learning, orally and in writing, using appropriate visual aid.
Level III Sixth -
Eighth Grade
1.
Formulates
research questions and directs the investigation toward relevant and accessible
sources of information.
2.
Uses
multiple sources to identify and locate information pertinent to research (e.g.
encyclopedias, almanacs, dictionaries, library catalogs, indexes to
periodicals, various electronic search engines).
3.
Conducts
interviews, field studies, and experiments and uses specialized resources (e.g.
almanacs, fact books, pamphlets, and technical manuals) when appropriate for an
investigation.
4.
Compiles,
organizes, and evaluates information, taking notes that record and summarize
what has been learned; extending the investigation to other sources.
5.
Reviews
and evaluates the usefulness of information gathered in an investigation.
6.
Produces
and organizes written and oral reports that present and reflect on findings,
draw sound conclusions, adhere to the conventions for preparing a manuscript,
and give proper credit to sources.
Level IV Ninth -
Twelfth Grade
1.
Formulates
questions addressing issues or problems that can be answered through a well
defined and focused investigation.
2.
Uses
research tools found in school/college libraries, takes notes, collects and
classifies sources, and develops strategies for finding and recording
information.
3.
Conducts
interviews, taking notes, or recording and transcribing oral information, to then
summarize the results.
4.
Develops
research strategies appropriate to the investigation, considering methods such
as questionnaires, experiments, and field material.
5.
Organizes
research materials and data, maintaining a note-taking system (e.g. summary,
paraphrase, quoted material).
6.
Evaluates
the usefulness and credibility of data and sources by applying tests of
evidence (e.g. bias, position, expertise, adequacy, validity, reliability, data).
7.
Analyzes,
synthesizes, and integrates data, drafting a reasoned report that supports and
appropriately illustrates inferences and conclusions drawn from research.
8.
Presents
findings in oral and written reports; correctly citing sources.
The student will be able to recognize
and interpret various uses and adaptations of language in social, cultural,
regional, and professional situations, and learn to be flexible and responsive
in their use of English.
Level Pre – Kindergarten
1.
Begins
following one and two-step oral directions.
2.
Begins
listening to various types of literature read aloud.
3.
Begins
focusing attention on the person who is speaking and politely listens without
interrupting.
Level I Kindergarten
- Second Grade
1.
Demonstrates
the ability to use American English (SAE) in formal speaking situations and in
the classroom.
2.
Demonstrates
the ability to summarize conversations and discussions.
3.
Demonstrates
the ability to follow multi-step oral directions.
4.
Demonstrates
the ability to listen and respond to various types of literature read aloud.
5.
Demonstrates
the ability to focus attention on the person who is speaking and politely listen
without interrupting.
Level II Third -
Fifth Grade
1.
Identifies
various styles and purposes of oral and written language and learns to
communicate effectively in commonly accruing situations.
2.
Describes
and gives examples of variations in American English that appear in different
social, cultural, regional, and professional environments.
3.
Demonstrates
the ability to integrate general knowledge about the world and familiarity with
literary/non-literary texts when reflecting upon life experiences.
Level III Sixth -
Eighth Grade
1.
Summarizes
and explains the information conveyed in an oral communication, accounting for
the key ideas, structure, and relationship of parts to the whole.
2.
Distinguishes
among purposes for listening (e.g. gaining information, being entertained) and
takes notes as appropriate.
3.
Recalls
significant details and sequence accurately.
4.
Follows
a speaker’s argument and represents it in notes.
5.
Evaluates
the reliability of data in a communication, using criteria based on prior
knowledge of the speaker, topic, context, and on analysis of logic, evidence,
propaganda devices, and language.
6.
Participates
in discussion by listening attentively, demonstrating respect for the opinions
of others, and responding sensibly and courteously to the remarks of others.
7.
Explains
and advances opinions by citing evidence and referring to sources.
8.
Evaluates
the stated ideas and opinions of others, seeking clarification through
questions.
9.
Invites
ideas and opinions of others into the discussion, responding clearly and
tactfully to questions and comments.
10.
Accepts
and uses helpful criticism.
11.
Establishes
and maintains an open mind when listening to others’ ideas and opinions.
12.
Summarizes
the main points of a discussion, orally and in writing, specifying areas of
agreement/disagreement and paraphrasing contributions.
13.
Displays
and maintains facial expressions, body language, and other response cues that
indicate respect for the speaker and attention to the discussion.
14.
Focuses
on the content of the discussion rather than on the speaker.
15.
Participates
in discussion without dominating.
16.
Distinguishes
between supported and unsupported statements.
Level IV Ninth -
Twelfth Grade
1.
Analyzes
and explains how immediate context and broader social, cultural, regional, and
professional variables influence the use of language, citing characteristics
such as level of formality, slang, jargon, and emotional impact.
2.
Draws
inferences about values, attitudes, and points of view by analyzing a writer’s
or speaker’s use of English.
3.
Uses
language appropriate to the background, knowledge, and age of an audience.
4.
Recognizes
and exercises options in modes of expression and choice of words when speaking/writing,
especially when revising written work.
5.
Evaluates
the use of standard American English in public contexts (e.g. school, work).
6.
Evaluates
the choice of words, expressions, and style considering the purpose and context
of a communication.
The student will be able to use a
variety of technological and informational resources (e.g. libraries, databases,
computer networks, video) to gather and synthesize information and to create
and communicate knowledge.
Level
Pre - Kindergarten
1.
Identifies
the library as a “
2.
Uses
the computer as an additional resource.
Level I Kindergarten
- Second Grade
1.
Demonstrates
the ability to use visual aids, props, and technology to support and extend his/her
meaning and enhance oral presentation.
2.
Demonstrates
the ability to gather information using a variety of resources (e.g. technology)
and begins organizing such information.
3.
Identifies
the library as a resource.
Level II Third -
Fifth Grade
1.
Operates
common computer hardware and software.
2.
Creates,
stores, and retrieves electronic files.
3.
Uses
basic word-processing, graphics, and drawing programs.
4.
Accesses
information using electronic references resources (e.g. library catalog).
5.
Generates,
sends, and retrieves electronic messages.
Level III Sixth -
Eighth Grade
1.
Designs,
formats, and produces attractive word-processed documents for various purposes.
2.
Incorporates
information from databases and spreadsheets into reports.
3.
Integrates
graphics appropriately into reports, newsletters, and other documents.
4.
Retrieves
and reproduces documents across various platforms.
5.
Uses
on-line sources to exchange information.
6.
Recognizes
and explains the impact of various media on daily life.
7.
Analyzes
the content and effect of subtle persuasive techniques used on-line and in
broadcast and print media.
8.
Develops
various media products to inform or entertain others in school or the community
(e.g. slide shows, videos, newspapers, sound recordings, literary publications,
brochures).
9.
Analyzes
and edits media work as appropriate to audience and purpose.