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Web Resources Supporting the Maryland Voluntary State Curriculum
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English 2
Goal1 | Goal 2 | Goal 3 | Goal 4 |
GOAL 1 |
| The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. |
Expectation 1.1
The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials. |
Indicator 1.1.1
The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. Assessment Limits
Indicator 1.1.2
The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing. Assessment Limits
Indicator 1.1.3
The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. Assessment Limits
Indicator 1.1.4
The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text. Assessment Limits
Indicator 1.1.5
The student will identify specific structural elements of particular literary forms: poetry, short story, novel, drama, essay, biography, autobiography, journalistic writing, and film.
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CNN Student News
Great website to use when analyzing text, determining the organizational pattern within writing and recognizing organizational aids on a web page. (auditory, visual, global understanding, reflective, sequential, tactile)
Poetry 180
Students and teachers can use this web site to locate vairous poems for classroom use. (visual, reflective, global understanding, active) |
Expectation 1.2
The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit.
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Indicator 1.2.1
The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text. Assessment Limits
Indicator 1.2.2
The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author’s purpose. Assessment Limits
Indicator 1.2.3
The student will explain the effectiveness of stylistic elements in a text that communicate an author’s purpose. Assessment Limits
Indicator 1.2.4
The student will identify and/or explain connections between and among themes and/or styles of two or more texts. Assessment Limits
Indicator 1.2.5
The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society. Assessment Limits
Indicator 1.2.6
The student will extend or further develop meaning by comparing texts presented in different media.
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Critial Reading - A Guide
Students get basis information about reading a text. Teachers should review the site first in order to simplify the materials. (visual, reflective, global understanding, sequential)
Interactive - Reading Practice
Students are able to answer a variety of questions as they read a piece of text. Students submit their answers on-line. There are other interactive reading assignments. (reflective, global understanding, active, visual) |
Expectation 1.3
The student will explain and give evidence to support perceptions about print and non-print works. |
Indicator 1.3.1
The student will explain how language and textual devices create meaning.
Indicator 1.3.2
The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references.
Indicator 1.3.3
The student will identify features of language that create tone and voice. Assessment Limits
Indicator 1.3.4
The student will explain how devices such as staging, lighting, blocking, special effects, graphics, language, and other techniques unique to a non-print medium are used to create meaning and evoke response.
Indicator 1.3.5
The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures. Assessment Limits
Indicator 1.3.6
The student will assess the literary merit of a text.
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BookCrossing.com
Students have a chance to discuss their ideas about the books they read with other students. A great tool to use when students need to enhance their critical thinking skills. (reflective, visual, tactile, kinesthetic, global understanding)
Short Stories
For teacher use, this web site gives teachers a chance to locate short stories for classroom use. The stories are rated and some even include a recommendation for the age of the reader. (visual, global understanding, reflective) |
IGOAL 2 |
| The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. |
Expectation 2.1
The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas. |
Indicator 2.1.1
The student will compose to inform by using appropriate types of prose. Assessment Limits
Indicator 2.1.2
The student will compose to describe, using prose and/or poetic forms.
Indicator 2.1.3
The student will compose to express personal ideas, using prose and/or poetic forms.
Indicator 2.1.4
The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies. Assessment Limits
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Developing a Variety of Paragraphs
Students can get basic information about developing a paragraph in order to create a cohesive product. (visual, active, reflective, sequential, global understanding)
Guide to Developing a Basic Essay
Students are able to get basic information about writing an essay. (visual, active, sequential, global understanding)
Annotated Writing Models
Teachers can use this site to print samples of writing assignments that have been annotated. (visual, reflective, global understanding, active, sequential) |
Expectation 2.2
The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers. |
Indicator 2.2.1
The student will use a variety of prewriting strategies to generate and develop ideas. Assessment Limits
Indicator 2.2.2
The student will select and organize ideas for specific audiences and purposes. Assessment Limits
Indicator 2.2.3
The student will revise and edit texts for clarity, completeness, and effectiveness. Assessment Limits
Indicator 2.2.4
The student will rehearse oral texts for effective application of diction, intonation, and rhetorical strategies, such as introductions, sequence, illustrations, and conclusions.
Indicator 2.2.5
The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions. Assessment Limits
Indicator 2.2.6
The student will prepare the final product for presentation to an audience.
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Research and Writing- Step by Step
Students learn techniques that will help them write research papers, as well as links to resources to use while gathering research. (visual, reflective, global understanding, sequential)
American Heritage Book of English Usage
Students can get quick information about word choice, word formation, as well as a grammar tool kit. (visual, reflective, global understanding, sequential)
Evaluation Station
Children can go here and discover how to self edit their work.( visual, reflective)
Power Proofreader
An interactive site where children can edit text in the screen. (audio, visual, reflective, global understanding, kinesthetic, tactile, sequential)
Organize your Thoughts
Tim and Moby explain how to organize your thoughts before you begin writing. This link is provided by BrainPop. (auditory, visual, reflective, global understanding, tactile)
Graphic Organizers
Graphic organizers that cen be used in the classroom. (visual, active, reflective, global understanding)
Outlining
Students will be able to get basic information about outlining. (visual, reflective, sequential)
PowerPoint Tutorial
Students and teachers can use this site to learn how to use PowerPoint as a resource for their presentations. (active, sequential, global understanding, tactile, reflective)
Public Speaking
Tim and Moby give advice about the proper techniques to use when speaking publicly. Students can also complete quizzes and other activities on this site. This site is provided by BrainPop. (auditory, visual, kinesthetic, reflective, global understanding, sequential)
Public Speaking Adivce Tips for Teachers
Teachers can share this information with their students. (visual, reflective, global understanding, active, sequential) |
Expectation 2.3
The student will locate, retrieve, and use information from various sources to accomplish a purpose. |
Indicator 2.3.1
The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose. Assessment Limits
Indicator 2.3.2
The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others.
Indicator 2.3.3
The student will use a systematic process for recording and documenting information. Assessment Limits
Indicator 2.3.4
The student will take a position and support it with documented information from an authoritative source.
Indicator 2.3.5
The student will synthesize information from two or more sources to fulfill a self-selected or given purpose.
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Heroes of the Twentieth Century
Students research a person that they consider to be a hero and orally present their findings to the class. This link is provided by BCPS. (visual, active, tactile, kinesthetic, sequential, global understanding, reflective)
What to Wear
By conducting research, students answer the following question: How do costume designers select the wardrobe for productions in order to reflect the play's time period? This link is provided by BCPS. (visual, active, tactile, kinesthetic, sequential, global understanding, reflective)
MLA Citation
Students assess their knowledge of MLA citation requirements by completing an interactive test. (tactile, kinesthetis, relfective, global understanding, sequential)
Developing an Argument
Basic information about developing an argument. (visual, sequential, reflective, global understanding)
Putting George on Trial - Taking Of Mice and Men into the Courtroom
You are a participant in the trial of The People of the State of California v. George Milton. You will be a judge, lawyer, juror, bailiff, court reporter, defendant, or witness. (visual, sequential, reflective, active, kinesthetic, global understanding) |
GOAL 3 |
| The student will demonstrate the ability to control language by applying the conventions of Standard English in writing and speaking. |
Expectation 3.1
The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language.
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Indicator 3.1.1
The student will demonstrate the advantages and limitations of speech and writing when communicating in various situations for specific audiences and purposes.
Indicator 3.1.2
The student will describe how intonation, pitch, volume, pause, and rate all influence meaning.
Indicator 3.1.3
The student will determine grammatical classification of words by using meaning, position, form, and function. Assessment Limits
Indicator 3.1.4
The student will differentiate grammatically complete sentences from non-sentences. Assessment Limits
Indicator 3.1.5
The student will incorporate subjects, predicates, and modifiers when composing original sentences.
Indicator 3.1.6
The student will compound various sentence elements—subjects, predicates, modifiers, phrases, and clauses—to link or contrast related ideas. Assessment Limits
Indicator 3.1.7
The student will vary sentence types—simple, compound, complex, and compound/complex—to sustain reader or listener interest.
Indicator 3.1.8
The student will expand sentences by positioning phrases and clauses to accomplish a purpose. Assessment Limits
Indicator 3.1.9
The student will recognize, combine, and transform basic sentence patterns to vary sentence structure, to emphasize selected ideas, and to achieve syntactic maturity.
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Combining Sentences
Students are able to complete interactive quizzes to test their ability to combine sentences. Students can find more quizzes under Stylistic Considerations.
(visual, active, sequential, global understanding)
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Expectation 3.2
The student will identify how language choices in writing and speaking affect thoughts and feelings. |
Indicator 3.2.1
The student will choose a level of language, formal to informal, appropriate for a specific audience, situation, or purpose.
Indicator 3.2.2
The student will differentiate connotative from denotative meanings of words. Assessment Limits
Indicator 3.2.3
The student will describe how readers or listeners might respond differently to the same words.
Indicator 3.2.4
The student will describe regional and social language differences.
Indicator 3.2.5
The student will describe the impact of regional and social variations of language on listener or reader response.
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Expectation 3.3
The student will describe the impact of regional and social variations of language on listener or reader response. |
Indicator 3.3.1
The student will edit texts for spelling, capitalization, and punctuation. Assessment Limits
Indicator 3.3.2
The student will use available resources to correct or confirm revisions and/or editorial choices. Assessment Limits
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Odyssey
Acting as classroom historians, students explore the world of Ancient Greece, its cultures, geography and myths. (visual, tactile, active, global understanding, reflective, sequential)
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GOAL 4 |
| The student will demonstrate the ability to evaluate the content, organization, and language use of texts. |
Expectation 4.1
The student will describe the effect that a given text, heard or read, has on a listener or reader. |
Indicator 4.1.1
The student will state and explain a personal response to a given text. Assessment Limits |
Interactive - Reading Practice
Students are able to answer a variety of questions as they read a piece of text. Students submit their answers on-line. There are other interactive reading assignments. (reflective, global understanding, active, visual) |
Expectation 4.2
The student will assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices. |
Indicator 4.2.1
The student will assess the effectiveness of diction that reveals an author’s purpose. Assessment Limit
Indicator 4.2.2
The student will explain how the specific language and expression used by the writer or speaker affects reader or listener response.
Indicator 4.2.3
The student will evaluate the use of transitions and their effectiveness in a text.
Indicator 4.2.4
The student will explain how repetitions of words, phrases, structural features, and ideas affect the meaning and/or tone of a text.
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Literacy Hour Web Stories
By clicking on Polar Perils, teachers can lead the students on an adventure as they learn similes, alliteration, expressive language, etc. (auditory, visual, active, reflective, global understanding, sequential) |
| Expectation 4.3
The student will evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose. |
| Indicator 4.3.1
The student will alter the tone of a text by revising its diction. Assessment Limits
Indicator 4.3.2
The student will justify revisions in syntax and diction from a previous draft of a text by explaining how the change affects meaning.
Indicator 4.3.3
The student will alter a text to present the same content to a different audience via the same or different media.
Indicator 4.3.4
The student will compare the differences in effect of two texts on a given subject. |
Comparison Contrast
Basic information about comparison contrast. (visual, reflective, global undesrstanding, sequential) |
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