Topic
C. Fluency

Indicator
1. Read orally at an appropriate rate

Objective

a. Read familiar text at a rate that is conversational and consistent

Indicator
2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression

Objectives

a. Apply knowledge of word structures and patterns to read with automaticity

b. Demonstrate appropriate use of phrasing:

• Attend to sentence patterns and structures that signal meaning in text
• Use punctuation cues to guide meaning and expression
• Use pacing and intonation (emphasis on certain words) to convey meaning and expression
• Adjust intonation and pitch (rise and fall of spoken voice) appropriately

c. Increase sight words read fluently

Topic
D. Vocabulary

Indicator
1. Develop and apply vocabulary through exposure to a variety of texts

Objectives

a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts

b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation

Indicator
2 . Apply a conceptual understanding of new words

Objectives

a. Classify and categorize increasingly complex words into sets and groups

b. Explain relationships between and among words Sample Assessments

• Antonyms and synonyms
• Concept hierarchies
• Multiple meaning words
• Specialized use of vocabulary in specific content areas

Indicator
3. Understand, acquire, and use new vocabulary

Objectives

a. Use context to determine the meanings of words Sample Assessments Assessment limits:

• Above grade-level words used in context
• Words with multiple meanings
• Connotations versus denotations
• Grade-appropriate idioms, colloquialisms, and figurative expressions

b. Use word structure to determine the meaning of words Assessment limits:

• Prefixes and suffixes
• Grade-appropriate roots and base words
• Grade-appropriate compound words
• Grade-appropriate inflectional endings

c. Use resources to confirm definitions and gather further information about words Assessment Limit

• Electronic and/or print dictionaries
• Thesauruses
• Other grade-appropriate resources

d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

Topic
E. General Reading Comprehension

Indicator
1. Develop and apply comprehension skills through exposure to a variety of texts, including traditional print and electronic texts

Objectives

a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background

b. Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres

c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

Indicator
2. Use strategies to prepare for reading (before reading)

Objectives

a. Survey and preview the text

b. Set a purpose for reading the text

c. Make predictions and ask questions about the text

d. Make connections to the text from prior knowledge and experiences

Indicator
3. Use strategies to make meaning from text (during reading)

Objectives

a Reread the difficult parts slowly and carefully

b. Use own words to restate the difficult part

c. Read on and revisit the difficult part

d. Skim the text to search for connections between and among ideas

e. Make, confirm, or adjust predictions

f. Periodically summarize while reading

g. Periodically paraphrase important ideas or information

h. Visualize what was read for deeper understanding

i. Use a graphic organizer or another note-taking technique to record important ideas or information

j. Explain personal connections to the ideas or information in the text

Indicator
4. Use strategies to demonstrate understanding of the text (after reading)

Objectives

a. Identify and explain the main idea Assessment limit: In the text or a portion of the text

b. Identify and explain what is directly stated in the text Assessment limit: Main ideas, supporting details and other information stated in the text or a portion of the text

c. Identify and explain what is not directly stated in the text by drawing inferences Assessment limit: Implied information from the text or a portion of the text

d. Draw conclusions or make generalizations about the text Assessment limit: Stated or implied information from the text

e. Confirm, refute, or make predictions and form new ideas Assessment limit: Stated and/or implied information from the text

f. Paraphrase the main idea Assessment limit: Complete text or a portion of the text

g. Summarize Assessment limit: The text or a portion of the text

h. Connect the text to prior knowledge or personal experience Assessment limit: Prior knowledge or experience that clarifies, extends, or challenges the ideas and/or information in the text

Topic
A. Comprehension of Informational Text

Indicator
1. Develop and apply comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts

Objectives

a. Read, use, and identify the characteristics of nonfiction materials to gain information and content knowledge Assessment limits:

• Textbooks
• Appropriate reference materials
• Research and historical documents
• Personal narratives
• Diaries and journals
• Biographies
• Newspapers
• Letters
• Articles
• Web sites other online materials
• Other appropriate content-specific texts

b. Read, use, and identify the characteristics of functional documents Assessment Limits:

• Sets of directions
• Science investigations
• Atlases
• Posters
• Flyers
• Forms
• Instructional manuals
• Menus
• Pamphlets
• Rules
• Invitations
• Recipes
• Advertisements
• Other functional documents

c. Select and read to gain information from personal interest materials, such as brochures, books, magazines, cookbooks, catalogs, and web sites

Indicator
2. Identify and use text features to facilitate understanding of informational texts Clarification

Objectives

a. Use print features Seeds |Assessment Limits:

• Large bold print
• Font size/type
• Italics
• Colored print
• Quotation marks
• Underlining
• Other print features encountered in informational texts

b .Use graphic aids Seeds Assessment Limits:

• Illustrations
• Photographs
• Drawings
• Sketches
• Cartoons
• Maps (key, scale, legend)
• Graphs
• Charts/tables
• Diagrams
• Other graphic aids encountered in informational texts

c. Use informational aids Seeds Assessment Limits:

• Introductions and overviews
• Materials lists
• Timelines
• Captions
• Glossed words
• Labels
• Numbered steps
• Bulleted lists
• Footnoted words
• Pronunciation key
• Transition words
• End notes
• Works cited
• Other informational aids encountered in informational texts

d. Use organizational aids Seeds Assessment Limits:

• Titles, chapter titles, and subtitles
• Headings, subheadings
• Tables of content
• Numbered steps
• Glossaries
• Indices
• Transition words
• Other organizational aids encountered in informational texts

e. Use online features Seeds Assessment Limits:

• URLs
• Hypertext links
• Sidebars
• Drop down menus
• Home pages
• Site maps
• Other features characteristic of online text

f. Identify and explain the contributions of text features to supporting the main idea of the text Seeds Assessment limit: Connections between text features and meaning

Indicator
3. Develop and apply knowledge of organizational structure of informational text to facilitate understanding Clarification

Objectives

a. Identify and analyze the organizational patterns of texts Seeds Assessment Limits:

• Sequential and chronological order
• Cause/effect
• Problem/solution
• Similarities/differences
• Description
• Main idea and supporting details
• Transition or signal words and phrases that suggest a specific organizational pattern

b. Explain the contribution of the organizational pattern Seeds Assessment Limits:

• Connections between the organizational pattern and meaning
• Connections between the organizational pattern and the author's/text's purpose

Indicator
4. Determine and analyze important ideas and messages in informational texts Clarification

Objectives

a. Identify and explain the author's/text's purpose and intended audience Seeds | Public Release Assessment Limits:

• Purpose of the author or the text or a portion of the text
• Connections between the text and the intended audience

b. Identify and explain the author's opinion Seeds Assessment limit: Texts or portions of texts in which the author's opinion is evident

c. State and support main ideas and messages Seeds | Sample Assessments | Public Release Assessment limit: The whole text or a portion of the text

d. Summarize or paraphrase Seeds Assessment limit: The text or a portion of the text

e. Identify and explain information not related to the main idea Seeds | Public Release Assessment limit: Information in the text that is peripheral to the main idea

f. Explain relationships between and among ideas Seeds | Public Release Assessment Limits:

• Comparison/contrast
• Cause/effect
• Sequence/chronology
• Relationships between and among ideas in one or more texts
• Relationships between and among ideas and prior knowledge in one or more texts

g. Synthesize ideas from text Seeds Assessment Limits: From one text or across multiple texts

h. Distinguish between a fact and an opinion Seeds Assessment limit: In one or more texts

i. Explain how someone might use the text Seeds Assessment limit: Application of the text for personal use or content-specific use

j. Connect the text to prior knowledge or experience Seeds | Public Release Assessment limit: Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text

Indicator
5. Analyze purposeful use of language Clarification

Objectives

a. Analyze specific words or phrases that contribute to the meaning of a text Assessment Limits:

• Significant words and phrases with a specific effect on meaning
• Figurative language
• Idioms
• Connotations of grade-appropriate words
• Technical or content vocabulary
• Denotations of above-grade-level words in context

b. Analyze specific language choices that create tone Assessment Limits:

• Specific words or phrases that create tone
• Tone in the text or a portion of the text

c. Analyze the effect of repetition of words and phrases on meaning Assessment limit:

• Repetition used to emphasize important ideas or information in the text
• Connections between repetition and meaning

Indicator
6. Read critically to evaluate informational text

Objectives

a. Explain whether the text fulfills the reading purpose Assessment limit: Connections between the content of the text and the purpose for reading

b. Analyze changes or additions to the structure and features of the text that would make the text easier to understand Public Release Assessment limit:

• Connections between effectiveness of format and text features in clarifying the main idea of the text
• Connections between effectiveness of organizational pattern and clarity of the main idea

c. Analyze the text and its information for reliability Assessment limit:

• Connections between the credentials of the author and the information in the text
• Factual basis of the information in the text
• Currency of the information in the text

d. Determine and explain whether or not the author's argument or position is presented fairly Assessment limit:

• Connections between the main idea and the reader's understanding
• Evidence of equal treatment of opposing points of view

e. Identify and explain information not included in the text | Public Release Assessment Limits:

• Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
• Connections between the main idea and information not included in the text

f. Identify and explain language and other techniques intended to persuade the reader Assessment limit:

• Significant words and phrases that have an emotional appeal
• Effectiveness of words and phrases used to persuade the reader

Topic
A. Comprehension of Literary Text

Indicator
1. Develop and apply comprehension skills by reading and analyzing a variety of self-selected and assigned literary texts

Objectives

a. Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods

b. Listen to critically, read, and discuss a variety of literary forms and genres

Indicator
2. Analyze text features to facilitate understanding of literary texts Clarification

Objectives

a. Identify and explain how organizational aids contribute to meaning Assessment limit:

• Title of the book, story, poem, or play
• Titles of chapters
• Subtitles, subheadings

b. Identify and explain how graphic aids contribute to meaning Public Release Assessment Linits:

• Illustrations
• Punctuation
• Print features

c. Identify and explain how informational aids contribute to meaning Assessment Limits:

• Footnoted words and phrases
• Biographical information about the author
• Introductions, photographs, etc.

Indicator
3. Analyze elements of narrative texts to facilitate understanding and interpretation Clarification

Objectives

a. Identify and distinguish among types of narrative texts Assessment Limits:

• Short stories, folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies, autobiographies, personal narratives
• Plays
• Poetry

b. Analyze the conflict and the events of the plot Assessment limit:

• Narrative text with exposition, rising action, climax, and resolution
• Internal and/or external conflicts or conflicts between characters and external forces

c. Analyze details that provide information about the setting, the mood created by the setting, and ways in which the setting affects characters Public Release Assessment limit:

• Immediate time and place of the action as well as its larger context
• Connections among the characters, the setting, and the mood

d. Analyze characterization Public Release Assessment Limits:

• What characters say, do, and think
• Characters' motivations
• What other characters say about them
• How other characters react to them

e. Analyze relationships between and among characters, setting, and events Assessment Limits:

• Connections between and among characters
• Connections between and among situations
• Cause/effect relationships between characters' actions and the results of those actions
• Cause/effect relationships between and among situations and events

f. Identify and explain how the actions of the character(s) affect the plot Assessment limit: Connections between the actions of the characters and the outcome of the plot

g. Analyze conflicts that motivate characters and those that advance the plot Public Release Assessment Limits:

• Conflicts that affect characters' actions
• Conflicts that advance the action of the plot

h. Identify and explain the author's approach to issues of time in a narrative Assessment limit: Flashback

i. Identify and explain the point of view Assessment Limit:

• Narrator of the story; speaker of the poem
• Connections between point of view and meaning

Indicator
4. Analyze elements of poetry to facilitate understanding and interpretation

Objectives

a. Use structural features to distinguish among types of poems Assessment limit: Types of poems, such as haiku, form/shape poetry, cinquain, etc.

b. Identify and explain the meaning of words, lines, and stanzas Assessment limit:

• Specific meaning of words, lines and/or stanzas
• Speaker versus the poet

c. Identify and explain how sound elements of poetry contribute to meaning Assessment Limits:

• Rhyme, rhyme scheme
• Rhythm
• Alliteration, assonance, consonance
• Onomatopoeia
• Connections between sound elements and meaning

d. Identify and explain other poetic elements, such as setting, mood, tone, etc. that contribute to meaning

Indicator
5. Analyze elements of drama to facilitate understanding

Objectives

a. Use structural features to distinguish among types of plays Assessment Limits:

• Cast, stage directions
• Acts, scenes, prologues
• Production notes

b. Identify and explain the action of scenes and acts Assessment limit:

• Specific actions and events that occur in one or more scenes
• Interrelationships of scenes and acts to advance the action

c. Identify and explain how stage directions create character and movement Assessment limit: Connections between the stage directions and the physical movement of the characters

d. Identify and explain stage directions and dialogue that help to create character Assessment limit: Connections among the stage directions, the character's lines, and how the character delivers those lines

Indicator
6. Determine important ideas and messages in literary texts Clarification

Objectives

a. Analyze main ideas and universal themes Assessment Limits:

• In the text or a portion of the text
• Literal versus interpretive meanings of a text or a portion of text
• Experiences, emotions, issues, and ideas in a text that give rise to universal themes
• Message, moral, or lesson learned from the text

b. Analyze similar themes across multiple texts Assessment limit: Messages, morals, or lessons learned across texts

c. Paraphrase the text Assessment limit: Restatement of the text or a portion of the text in student's own words

d. Summarize Assessment limit: The text or a portion of the text

e. Identify and explain personal connections to the text Assessment limit: Connections between personal experiences and the theme or main ideas

f. Explain the implications of the text for the reader and/or society Assessment limit: Ideas and issues of a text that may have implications for the reader

Indicator
7. Analyze the author's purposeful use of language Clarification

Objectives

a. Analyze specific words and phrases that contribute to meaning Assessment limit:

• Significant words and phrases with a specific effect on meaning
• Denotations of above grade-level words used in context
• Connotations of grade-appropriate words and phrases in context
• Multiple meaning words
• Idioms and colloquialisms

b. Analyze words and phrases that create tone Assessment Limits:

• Specific words and phrases that create tone
• Tone in the text or a portion of the text

c. Identify and explain figurative language that contributes to meaning Assessment Limits:

• Figurative language in increasingly complex text
• Connections between figurative language and meaning

d. Analyze how sensory language contributes to meaning Assessment Limits:

• Specific words and phrases that create sensory images
• Connections among sensory language, images, and meaning

e. Analyze how repetition and exaggeration contribute to meaning Assessment limit: Connections between repetition and/or exaggeration and meaning

Indicator
8. Read critically to evaluate literary texts

Objectives

a. Determine and explain the plausibility of the characters' actions and the plot Public Release Assessment Limits:

• Connections between how characters are portrayed and the plausibility of their actions
• Connections among the plot, the characters, and the plausibility of the outcome

b. Identify and explain questions left unanswered by the text Assessment limit: Questions and predictions about events, situations, and conflicts that might occur if the text were continued

c. Identify and explain the relationship between a literary text and its historical and/or social context Assessment limit:

• Connections between the text and its historical setting
• Connections between the text and its social context

d. Identify and explain the relationship between the structure and the purpose of the text Assessment limit: In the text or a portion of the text

Topic
A. Writing

Topic
A. Grammar

Indicator
1. Recognize elements of grammar in personal and academic reading

Indicator
2. Recognize, recall, and use grammar concepts and skills to strengthen control of oral and written language

Objectives

a. Recognize the meaning, position, form, and function of words when identifying grammatical concepts, such as indefinite pronouns, perfect verb tenses, conjunctive adverbs, and correlative conjunctions

b. Combine sentences using knowledge of subjects and predicates, logical placement of modifiers, and logical coordination, subordination, and sequencing of ideas

c. Differentiate grammatically complete sentences from non-sentences, including fused sentences

d. Compose simple, compound, complex, and compound-complex sentences using independent and dependent clauses, transitions, conjunctions, and appropriate punctuation to connect ideas

Topic
B. Usage

Indicator
1.Recognize examples of conventional usage in personal and academic reading

Indicator
2. Comprehend and apply standard English usage in oral and written language

Objectives

a. Apply appropriate subject/verb agreement, such as with collective nouns, indefinite pronouns, and inverted word order

b. Apply consistent and appropriate use of the principal parts of regular and irregular verbs; person, number, and case of pronouns; pronoun/antecedent agreement; and degrees of comparison of modifiers

c. Recognize and correct common usage errors, such as misplaced modifiers; incorrect use of verbs; double negatives; and commonly confused words, such as accept – except

d. Use available resources to correct or confirm editorial choices

e. Explain editorial choices

Topic
C. Mechanics

Indicator
1. Explain and justify the purpose of mechanics to make and clarify meaning in academic and personal reading and writing

Indicator
2. Apply standard English punctuation and capitalization in written language

Objectives

a. Use commas and semicolons correctly, such as in a compound sentence

b. Use parentheses and dashes correctly

c. Use appropriate punctuation for special formats, such as e-mails, bulleted lists, letters, memos, citations, and outlines

d. Use a colon to introduce a list

Indicator
3. Explain editorial choices involving mechanics

Topic
D. Spelling

Indicator
1. Recognize conventional spelling in and through personal and academic reading

Indicator
2. Apply conventional spelling in written language

Objectives

a. Use conventional spelling in personal writing

b. Develop self-monitoring strategies for frequently misspelled words

c. Use suitable traditional and electronic resources as a spelling aid

Indicator
3. Maintain a personal list of words to use in editing original writing

Topic
E. Handwriting

Indicator
1. Produce writing that is legible to the audience

Objectives

a. Write fluidly and legibly in manuscript and cursive

b. Use word processing technology when appropriate

Topic
A. Listening

Indicator
1.Apply and demonstrate listening skills appropriately in a variety of settings and for a variety of purposes

Objectives

a. Attend to the speaker

b. Ask appropriate questions

c. Contribute relevant comments

d. Relate prior knowledge

e. Use note-taking to assist listening when appropriate

f. Maintain visual contact with the speaker

g. Maintain focus by identifying and managing barriers to listening

Indicator
2. Apply comprehension and literary analysis strategies and skills for a variety of listening purposes and settings

Objectives

a. Elaborate on the information and ideas presented

b. Make inferences or draw conclusions based on the presentation

c. Determine a speaker's attitude through verbal and non-verbal cues, such as tone of voice, inflections, body language, facial expressions

d. Explain how the effects of language contribute to meaning

e. Provide constructive feedback to speakers concerning the delivery as well as its overall impact upon the listeners

Topic
A. Speaking

Indicator
1. Demonstrate appropriate organizational strategies and delivery techniques to plan for a variety of oral presentation purposes

Objectives

a. Identify the purpose, audience, and setting for a presentation

b. Identify the needs and perspectives of the audience

c. Select and plan for appropriate use of visual aids

d. Select and plan for appropriate use of visual aids

e. Gather/construct adequate support

f. Identify and use a variety of organization structures, such as narrative, cause and effect, chronological order, description, main idea and detail, problem/solution, question/answer, comparison and contrast