Topic
C. Fluency

Indicator
1. Read orally at an appropriate rate

Objective

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

b. Read instructional level text that is challenging yet manageable

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 and refine a conceptual understanding of new words

Objectives

a. Classify and categorize increasingly complex words

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

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
• Word origins
• Mythology

c. Select and 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 and refine 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 or argument 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 Sample Assessments 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

• Discussion Groups and Literature Circles...Written with primary children in mind, easily adaptable for intermediate students

Topic
A. Comprehension of Informational Text

Indicator
1. Apply and refine comprehension skills by selecting, reading, and analyzing 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
• Commentary
• 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:

• Job descriptions
• Forms
• Questionnaires
• Instructional and technical manuals
• Other workplace and real-world documents

c. Select and read to gain information from personal interest materials, such as books, pamphlets, how-to manuals, magazines, web sites, and other online materials

Indicator
2. Analyze text features to facilitate and extend 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 Assessment limit: Connections between text features and meaning

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

Objectives

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

• Common organizational patterns
• Transition or signal words and phrases that indicate the organizational pattern of the text or a portion of the text
• Connections between transition or signal words and the information in the text or a portion of the text

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
• Appropriateness of the organizational pattern to supporting the ideas or information in the text

c. Analyze shifts in organizational patterns Seeds Assessment limit:

• Portions of text that illustrate a shift in organizational pattern
• Connection between shifts in organization and purpose

d. Use organizational structure 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 texts Clarification

Objectives

a. Analyze 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. Analyze 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 | 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
• Type of information or purpose of information in the text that does not relate directly to the main idea

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

• Relationships between and among ideas in one 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 | Sample Assessments Assessment Limits: From one text or across multiple texts

h. Explain the implications of the text or how someone might use the text Seeds Assessment limit:

• Application of the text for personal use or content-specific use
• Issues and ideas within a text or across texts that may have implications for readers or contemporary society

i. 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 Public Release Assessment Limits:

• Significant words and phrases with a specific effect on meaning or style
• Figurative language
• Idioms and colloquialisms
• 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 the appropriateness of tone Assessment limit: Connections between tone and the main idea of the text or a portion of the text

d. Analyze repetition and variation of specific words and phrases that contribute to meaning Assessment Limits:

• Repetition of words and phrases for emphasis
• Connections between repetition and meaning
• Variations of words and phrases for emphasis

Indicator
6. Read critically to evaluate informational text

Objectives

a. Analyze the extent to which the text or texts fulfill 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
• Contribution of the text as a source of information on a given or particular topic

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 bias in the author's argument, or treatment of opposing views
• Contribution of the text as a fair representation of the topic

e. Analyze additional information that would clarify or strengthen the author's argument or viewpoint 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 the effectiveness of persuasive techniques to sway the reader to a particular point of view Assessment limit: Elements such as rhetorical questions, repetition, and hyperbole, etc.

g. Analyze the effect of elements of style on meaning Assessment Limits:

• Formal versus informal language and its effect on meaning
• Varied sentence structure and its effect on meaning
• Sentences versus non-sentences and their effect on meaning
• Contribution of style to meaning

• Glossary of Web Jargon

• Words That Signal a Text's Organizational Structure... an organized list of signal words

• Transition Words and Phrases...grouped by usage

• Lexicon Connections Between Sentences ...a short explanation of the use of repetition in writing; includes examples

• Critical Evaluation of Resources ...information from the UC Berkeley Library; deals with both print and electronic resouces

Topic
A. Comprehension of Literary Text

Indicator
1. Refine 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 and evaluate text features to facilitate and extend understanding of literary texts Clarification

Objectives

a. Analyze text features that contribute to meaning Assessment limit: All organizational graphic, and informational aids that contribute to meaning

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

Objectives

a. Distinguish among types of narrative texts Assessmenr Limits:

• Fiction and nonfiction, such as short stories; realistic, science, and historical fiction; folklore, fantasy; essays; memoirs; biographies, autobiographies; personal narratives; journals
• Plays
• Lyric and narrative poetry

b. Analyze the conflict and its role in advancing the plot Public Release Assessment limit:

• Narrative text with exposition, rising action, climax, and resolution
• Conflicts between or within characters or between characters and external forces
• Connections between the resolution of the conflict and the development of the plot
• Subplots

c. Analyze details that provide information about the setting, the mood created by the setting, and the role the setting plays in the text Assessment limit:

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

d. Analyze characterization Public Release Assessment Limits:

• Characters' traits
• Characters' motivations
• Characters' personal growth and development

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. Analyze the actions of characters that serve to advance the plot Public Release 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
• Foreshadowing

i. Analyze the point of view and its effect on meaning 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 and evaluate 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, elegy, etc.

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

• Specific meaning of words, lines and/or stanzas
• Contribution of structural features, such as line length and stanza divisions, to meaning

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

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

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

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

Objecitves

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

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

b. Analyze structural features of drama that contribute to meaning Assessment limit:

• Specific actions and events that occur in one or more scenes
• Interrelationships of scenes and acts in advancing the plot

c. Analyze how dialogue and stage directions work together to create 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 and interpret 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 and evaluate the author's purposeful use of language Clarification

Objectives

a. Analyze and evaluate 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 and evaluate 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 the appropriateness of a particular tone Assessment Limits: Connections between tone and other narrative elements

d. Analyze and evaluate 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

e. Analyze imagery that contributes to meaning and/or creates style Assessment limit:

• Specific words and phrases that create sensory images
• Connections among sensory language, images, and meaning
• Connections among sensory language, among meaning, and style
• Symbolism, irony, and allusions

f. Analyze elements of style and their contribution to meaning Assessment Limits:

• 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 and evaluate 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 and evaluate 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 and evaluate the relationship between a literary text and its historical, social, and/or political context Assessment limit:

• Connections between the text and its historical setting
• Connections between the text and its social context
• Connections between literary text and its political context
• Effect of historical setting, social, and/or political context on meaning

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

• Elements of Poetry... Defines and gives examples of poetic elements and types of poems

Topic
A. Writing

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 all grammatical concepts

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

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 English usage, involving subject/verb agreement

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