Content Standard I: Students will apply strategies and skills to comprehend information
that is read, heard, and viewed.
9 Benchmark I-A: Listen to, read, react to, and analyze information
1. Narrate experiences that offer:
·
scenes and incidents located effectively in time
and place
·
impressions of being in a setting and a sense of
engagement in the events occurring
·
appreciation for the significance of the account
·
a sense of the narrator’s personal voice
2. Instruct an audience in how to perform a
specific operation or procedure by:
·
considering the audience’s degree of knowledge
or understanding
·
providing complete and accurate information
·
using visuals and media to make effective
presentations and products
·
using layout and design elements to enhance
presentations and products
3. Form and refine a question for investigation
using a topic of personal choice and answer that question by:
·
deciding upon and using appropriate methods
(e.g., interviews with experts, observations, finding print and non-print
sources, using interactive technology and media)
·
prioritizing and organizing information
·
incorporating effective media and technology to
inform or explain
reporting in an appropriate form for a specified
audience
9 Benchmark I-B: Synthesize and evaluate information to
solve problems across the curriculum
1. Use a variety of techniques for researching
topics including:
·
cross-referencing while gathering information
·
summarizing dialogue
·
using news sources (e.g., newspapers, magazines,
TV, radio, videotapes, Internet, email, government publications, microfiche, other library resources)
2. Synthesize a variety of types of visual
information including pictures and symbols.
9 Benchmark I-C: Demonstrate critical thinking skills to
evaluate information and solve problems
1. Examine texts for arguments and develop
informed opinions by:
·
examining relevant reason and evidence
·
noting the progression of ideas that
substantiate the proposal
·
analyzing the style, tone, and use of language
for a particular effect
·
identifying and analyzing personal, social,
historical, or cultural influences, contexts, or biases
·
identifying and analyzing rhetorical strategies
that support proposals
2.
Support informed opinions by providing relevant and convincing reasons, using
various types of evidence, language, and organizational structure, and
demonstrating an awareness of possible questions, concerns, or counter-arguments.
3. Create and use criteria to evaluate the
effectiveness of communication.
4. Represent abstract information (e.g.,
concepts, generalizations) as explicit mental pictures.
9 Benchmark I-D: Apply knowledge of reading process to
evaluate print, non-print, and technology-based information.
1. Explain meaning, describe processes, and
answer research questions to inform others by:
·
demonstrating the ability to read and listen to
explanatory texts using appropriate preparation, engagement, and reflection
·
demonstrating comprehension of major ideas
·
summarizing major steps
·
determining accuracy and clarity of the
selection
2.
Demonstrate increasing comprehension and ability to respond personally to texts
by selecting and exploring a wide range of literary forms.
3.
Accurately interpret information from and detect inconsistencies in a variety
of informational, literary, and technical texts.
4.
Scan reading selections to determine whether a text contains relevant
information.
5. Use discussion with peers as a way of
understanding information.
6. Effectively use a variety of interactive
technologies to enhance understanding of reading selections (e.g., internet,
email, CD-ROM, on-line publications, digital images, video).\
Strand: Writing
and Speaking for Expression
Content Standard II: Students will communicate effectively through speaking and writing.
9 Benchmark II-A: Communicate information in a coherent and
persuasive manner using verbal and non-verbal language
1.
Evaluate personal effectiveness in group discussions and make
corrections as necessary.
2. Ask questions to broaden and enrich
discussions.
3. Express an informed opinion that
clearly states a personal view, is logical and coherent, and engages the
reader’s interest.
4. Support an informed opinion by using
appropriate language, reason, and organizational structure for the audience and
purpose.
9 Benchmark II-B: Apply grammatical and language conventions
to communicate
1.
Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g.,
gerund, infinitive, participle), and mechanics of punctuation.
2.
Demonstrate understanding of sentence structure (e.g., parallel structure,
subordination, proper placement of modifiers), and consistency of verb tense
and voice.
3. Demonstrate
control of grammar, paragraph and sentence structure, diction, and syntax.
9 Benchmarks II-C: Demonstrate competence in the skills and strategies of the writing process to inform and persuade
1. Use jargon and/or lingo appropriate for a
specific purpose and audience.
2. Use descriptive language to create images in
the mind of the audience.
3. Compose written arguments that develop and
support informed opinions by:
·
stating a progression of ideas
·
selecting appropriate style, tone, and use of
language for a particular effect
·
describing
and analyzing personal, social, historical, or cultural influences
·
presenting rhetorical strategies to support the
proposal
4. Analyze
the origins and meanings of common, learned, and foreign words used frequently
in written English.
Strand: Literature
and Media
Content Standard III: Students will use literature and media to develop an understanding of
people, societies, and the self.
9 Benchmarks
III-A: Use language, literature, and
media to understand the role of the individual as a member of many cultures
1.
Compare words and symbols that express a universal theme and reflect
upon personal perspective and response.
2.
Analyze the way in which literature and media are related to the themes
and issues of their historical context.
3. Respond to a variety of literary works
and media (e.g., memoirs, vignettes,
narratives, diaries, newspaper, movies) that offer an audience:
an awareness of how personal and cultural
influences affect the response
Content
Standard III: Students will use literature and media to develop an understanding of
people,
society,
and the self
9 Benchmarks III-B: Understand literary elements, concepts, and genres
1. Demonstrate an understanding of why certain
literary works may be considered classics.
2. Compare and contrast the presentation of similar themes across
genres to explain how the selection of genre shapes the theme or topic.
3. Make thematic connections between literary
works and contemporary issues.
4.
Explain the effects of point of view on the reader’s understanding of a
literary work.