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 Assessment Limits:

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

Indicator
3. Understand, acquire, and use new vocabulary

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
• Word origins
• Mythology

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

• 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. 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. Select and apply appropriate strategies to prepare for reading the text

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

Objectives

a Select and apply appropriate strategies to make meaning from text during reading

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 information 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. Draw inferences and/or conclusions and make generalizations Assessment limit: Implied or stated information from the text or a portion of the text

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

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

f. 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.Apply comprehension skills by selecting, reading, and interpreting a variety of print and electronic informational texts

Objectives

a. Read, use, and identify the characteristics of primary and secondary sources of academic information Assessment limits:

• Textbooks
• Trade books
• Reference and research materials
• Periodicals
• Editorials
• Speeches
• Interviews
• Articles
• Non-print materials
• Online materials
• Other content-specific texts

b. Read, use, and identify the characteristics of workplace and other real-world documents Assessment Limits:

• Sets of directions
• Science investigations
• Advertisements
• Applications
• Forms
• Announcements
• Questionnaires
• Surveys
• Schedules
• Other workplace and real-world documents

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

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

Objectives

a. Analyze print features that contribute to meaning Seeds |Assessment Limits: All features of text formatting that contribute to meaning

b . Analyze graphic aids that contribute to meaning Seeds Assessment Limits:All features of graphic aids that contribute to meaning

c. Analyze informational aids that contribute to meaning Seeds Assessment Limits: All text features that enhance, elaborate, refine, or extend the information in the text

d. Analyze organizational aids that contribute to meaning Seeds Assessment Limits: All organizational aids

e. Analyze online features that contribute to meaning Seeds Assessment Limits: All features characteristic of online text

f. Analyze the relationship between the text features and the content of the text as a whole Seeds | Public Release Assessment limit: Connections between text features and meaning

Indicator
3. Apply knowledge of organizational patterns of informational text to facilitate understanding Clarification

Objectives

a. Analyze the organizational patterns of texts Seeds | Public Release Assessment Limits:

• Sequential and chronological order
• Cause/effect
• Problem/solution
• Comparison/contrast
• Spatial order/description
• Main idea/argument and supporting details
• Classification
• Order of importance
• Transition or signal words and phrases that suggest a specific organizational pattern

b. Analyze 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

c. Use organizational pattern to locate specific information Seeds Assessment limit: Connections between the organizational pattern and supporting details of the text

Indicator
4. Analyze important ideas and messages in informational tex Clarification

Objectives

a. Identify and explain the author's/text's purpose and intended audience Seeds 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 argument, viewpoint, or perspective Seeds Assessment limit: Texts or portions of texts in which the author's argument, viewpoint or perspective 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 | Public Release Assessment limit: The text or a portion of the text

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

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

• Relationships between and among ideas within a text or across multiple texts
• Relationships between and among ideas and prior knowledge within a text or across multiple 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 word choice that contributes to the meaning and/or creates style Assessment Limits:

• Significant words and phrases with a specific effect on meaning or style
• Figurative language
• Idioms
• Connotations of grade-appropriate words
• Technical or content vocabulary
• Denotations of above-grade-level words in context
• Discernible styles, such as persuasive, informal, formal, etc.

b. Analyze specific language choices to determine tone Assessment Limits:

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

c. Analyze repetition and variation of specific words and phrases that contribute to meaning Assessment limit:

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

Indicator
6. Read critically to evaluate informational text

Objectives

a. Analyze the extent to which the text fulfills the reading purpose Assessment limit: Connections between the content of the text and the purpose for reading

b. Analyze the extent to which the structure and features of the text clarify the purpose and the information Assessment limit:

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

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
• Verification of information across multiple sources

d. Analyze the author's argument or position for clarity and/or bias Assessment limit:

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

e. Analyze additional information that would clarify or strengthen the author's argument or viewpoint 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. Analyze 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. 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. Analyze text features that contribute to meaning Public Release Assessment limit: All organizational, graphic, and informational aids that contribute to meaning

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

Objectives

a. Distinguish among types of narrative texts Assessmenr Limits:

• Short stories, folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies, autobiographies, personal narratives
• Plays
• Lyric and narrative poetry

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

• Narrative text with exposition, rising action, climax, and resolution
• Conflicts between or within characters or between characters and external forces
• Subplots

c. Analyze details that provide information about the setting, the mood created by the setting, and ways in which the setting affects characters 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, settings and events Public Release 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. Analyze the actions of characters that serve to advance 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 Assessment Limits:

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

h. Analyze the author's approach to issues of time in a narrative Assessment limit:

• Flashback
• Foreshadowin

i. Analyze the point of view Assessment Limit: Connections between point of view and meaning

j. Analyze the interactions among narrative elements and their contribution to meaning Assessment limit: Connections among all narrative elements that create meaning

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

Objectives

a. Use structural features to distinguish among types of poetry Assessment limit: Types of categories and types of poems, such as ballad, narrative, lyric

b. Analyze language and structural features to determine meaning Assessment limit:

• Specific meaning of words, lines and/or stanzas
• Contribution of lines and stanza to meaning
• Speaker as distinguished from the poet

c. Analyze sound elements of poetry that contribute to meaning Assessment Limits:

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

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

Indicator
5. Analyze elements of drama to facilitate understanding and interpretation

Objecitves

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

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

b. Analyze the action of individual scenes and acts and its relationship to the plot Assessment limit:

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

c. Analyze how stage directions affect dialogue, characters, and plot Assessment limit:

• Connections between the stage directions and the movement of the characters
• Connection between the stage directions and how and what the character says
• Interrelationships among stage directions, dialogue, and plot

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

Objectives

a. Analyze main ideas and universal themes Public Release Assessment Limits:

• 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

b. Analyze similar themes across multiple texts Assessment limit: Experiences, emotions, issues, and ideas across texts that give rise to universal themes

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

d. Reflect on and explain personal connections to the text Assessment limit: Connections between personal experiences and the theme or main ideas

e. 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 how specific language choices contribute to meaning and create style 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
• Patterns of words and phrases that create a specific style, such as humorous, serious, mysterious, etc.
• Contributions of dialect to character and plot
• Idioms and colloquialisms

b. Analyze language choices that create tone Assessment Limits:

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

c. Analyze figurative language that contributes to meaning and/or creates style Assessment Limits:

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

d. Analyze imagery that contributes to meaning and/or creates style Assessment Limits:

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

e. Analyze elements of style and their contribution to meaning Assessment limit:

• Common elements of style, such as repetition, hyperbole and understatement, and rhetorical questions
• Connections between elements of style and meaning

Indicator
8. Read critically to evaluate literary texts

Objectives

a. Analyze the plausibility of the plot and the credibility of the characters Assessment Limits:

• Connections among the events in the plot, the actions of the characters, and the plausibility of the conflict and/or outcome
• Plausibility of characterization

b. Analyze the extent to which the text contains ambiguities, subtleties, or contradictions Assessment limit:

• Questions and predictions about events, situations, and conflicts that might occur if the text were continued
• Questions about characters and/or situations not fully developed in the text

c. Analyze 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. Analyze 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

Indicator
1. Compose texts using the prewriting and drafting strategies of effective writers and speakers

Objectives

a. Use a variety of self-selected prewriting strategies to generate, select, narrow, and develop ideas

• Evaluate topics for personal relevance, scope, and feasibility
• Begin a coherent plan for developing ideas
• Explore and evaluate relevant sources of information

b. Select, organize, and develop ideas appropriate to topic, audience, and purpose

• Organize information logically
• Use techniques, such as graphic organizers and signal words to complete and clarify organizational structures
• Verify the effectiveness of paragraph development by modifying topic, support and concluding sentences as necessary

Indicator
2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

Objectives

a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose in order to develop a personal style and a clear, intentional, and consistent voice and tone

b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using evocative language and appropriate organizational structure to create a dominant impression

c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within and between paragraphs

d. Compose to persuade by supporting, modifying, or disagreeing with a position, using effective rhetorical strategies

• Write an assertion and use evidence that appeals to audience emotion, reasoning, or trust
• Organize ideas to construct a logical progression
• Use diction and syntax that is sincere, honest, and trustworthy
• Use connotation, repetition, parallelism, and figurative language to control audience emotion and reaction
• Use authoritative citations when effective and document appropriately

e. Use writing-to-learn strategies, such as reflective and metacognitive writing, to set goals, make discoveries, and make connections among learned ideas

f. Manage time and process when writing for a given purpose

Indicator
3. Compose texts using the revising and editing strategies of effective writers and speakers

Objectives

a. Revise texts for clarity, completeness, and effectiveness

• Eliminate redundant and irrelevant words and ideas
• Clarify meaning through the placement of antecedents, modifiers, connectors, and transitional devices
• Clarify the relationships among ideas through coordination and subordination that are purposeful, logical, succinct, and balanced
• Clarify meaning and purpose by using active voice and consistent person, number, tense, and mood
• Vary sentence types and lengths to clarify and extend meaning and to develop style

b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions, such as capitalization, punctuation, spelling, and pronunciation

• Self edit
• Peer edit
• Dictionary
• Thesaurus
• Spell checker
• Language handbook
• Grammar checker
• Style book

c. Prepare the final product for presentation to an audience

Indicator
4. Identify how language choices in writing and speaking affect thoughts and feelings

Objectives

a. Use precise word choice, formal to informal, based on audience, situation, or purpose

b. Make effective decisions regarding word choice according to connotative and denotative meanings

c. Consider how readers or listeners might respond differently to the same words

Indicator
5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing

Objectives

a. Assess the effectiveness of diction that reveals his or her purpose

• Language appropriate for a particular audience
• Language suitable for a given purpose
• Words/phrases/sentences that extend meaning in a given context

b. Explain how the specific language and expression used by the writer or speaker affects reader/listener response

c. Evaluate the use of transitions in a text

Indicator
6. Evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose

Objectives

a. Alter the tone of one's own writing by revising its diction for a specific purpose and/or audience

b. Justify revisions in syntax and diction from a previous draft of his or her same text by explaining how the change affects meaning

Indicator
7. Locate, retrieve, and use information from various sources to accomplish a purpose

Objectives

a. Identify, evaluate, and use sources of information on a self-selected and/or given topic

b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic

c. Use appropriate note taking procedures, organizational strategies, and proper documentation of sources of information

• Appropriate strategies for taking notes
• Appropriate strategies for organizing source information or notes
• Information to include or exclude when using a note taking method
• Advantages, disadvantages, or limitations of a given strategy or procedure for recording or organizing information
• Advantages, disadvantages, or limitations of sources of information, such as bias, accuracy, availability, variety, currency
• Use a recognized format for documentation, such as MLA

d. Synthesize information from two or more sources to fulfill a self-selected or given purpose

e. Use a recognized format to credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism

Topic
A. Grammar

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

Indicator
2. Apply knowledge of grammar concepts and skills to control oral and written language

Objectives

a. Consider the meaning, position, form, and function of words when identifying and using grammatical concepts, such as verbal and verbal phrases (gerunds, participles, and infinitives), reflexive and intensive pronouns, progressive forms of verbs, and active and passive voice

b. Combine and expand sentences by incorporating subjects, predicates, and modifiers and by logically coordinating, subordinating, and sequencing ideas

c. Differentiate grammatically complete sentences from non-sentences, including comma splices

d. Compose simple, compound, complex, and compound-complex sentences using independent, dependent, restrictive, and nonrestrictive 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 agreement involving words of amount, time, and money

b. Apply consistent and appropriate use of the person, number, and case of pronouns; pronoun/antecedent agreement; special pronoun problems, such as who –whom, and incomplete constructions; active and passive voice; and verbal and verbal phrases

c. Recognize and correct common usage errors, such as misplaced and dangling 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

Objecitves

a. Use commas and semicolons correctly, such as in a compound sentence joined by a conjunctive adverb

b. Use an apostrophe to designate possession with indefinite pronouns and adjectives

c. Use the mechanics of writing correctly

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 both 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. Use criteria to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language and facial expressions

b. Gather information from listening to a speaker

c. Use memory techniques for various listening tasks

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

Objectives

a. Ask relevant questions concerning the speaker's content, delivery, and purpose

b. Determine a speaker's purpose and viewpoint

c. Interpret the speech or performance or presentation

d. Make inferences or draw conclusions based on the presentation

e. Provide constructive feedback to speakers concerning the coherence and logic of a speech's content and 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. Select the purpose and format for an oral presentation

b. Evaluate the needs and perspectives of the audience

c. Anticipate and effectively answer listener concerns and counter arguments through the inclusion and arrangement of details, reasons, examples, and other elements

d. 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, and contrast that are appropriate to the purpose and topic