Benchmarks (8 - 10)
F.
Use multiple resources to enhance comprehension of vocabulary.
Benchmarks (11 - 12)
E.
Use multiple resources to enhance comprehension of vocabulary.
Grade Level Indicators (Grade 9)
6.
Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.
Grade Level Indicators (Grade 10)
6.
Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.
Grade Level Indicators (Grade 11)
5.
Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.
Grade Level Indicators (Grade 12)
5.
Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.
Benchmarks (8 - 10)
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
Benchmarks (11 - 12)
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
Grade Level Indicators (Grade 9)
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Grade Level Indicators (Grade 10)
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Grade Level Indicators (Grade 11)
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Grade Level Indicators (Grade 12)
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Benchmarks (8 - 10)
D.
Identify similar recurring themes across different works.
E.
Analyze the use of a genre to express a theme or topic.
F.
Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.
Benchmarks (11 - 12)
A.
Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text.
C.
Recognize and analyze characteristics of subgenres and literary periods.
D.
Analyze how an author uses figurative language and literary techniques to shape plot and set meaning.
Grade Level Indicators (Grade 9)
5.
Interpret universal themes across different works by the same author and different authors.
6.
Analyze how an author's choice of genre affects the expression of a theme or topic.
7.
Explain how foreshadowing and flashback are used to shape plot in a literary text.
8.
Define and identify types of irony, including verbal, situational and dramatic, used in literary texts.
9.
Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax.
11.
Identify sound devices, including alliteration, assonance, consonance and onomatopoeia, used in literary texts.
Grade Level Indicators (Grade 10)
4.
Interpret universal themes across different works by the same author or by different authors.
5.
Analyze how an author's choice of genre affects the expression of a theme or topic.
6.
Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text.
7.
Recognize how irony is used in a literary text.
10.
Describe the effect of using sound devices in literary texts (e.g., to create rhythm, to appeal to the senses or to establish mood).
11.
Explain ways in which an author develops a point of view and style (e.g., figurative language, sentence structure and tone), and cite specific examples from the text.
Grade Level Indicators (Grade 11)
2.
Analyze the historical, social and cultural context of setting.
3.
Explain how voice and narrator affect the characterization, plot and credibility.
5.
Analyze variations of universal themes in literary texts.
6.
Recognize characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of a theme or topic.
7.
Analyze the characteristics of various literary periods and how the issues influenced the writers of those periods.
8.
Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.
Grade Level Indicators (Grade 12)
2.
Analyze the historical, social and cultural context of setting.
3.
Explain how voice and narrator affect the characterization, plot and credibility.
5.
Analyze variations of universal themes in literary texts.
6.
Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.
7.
Compare and contrast varying characteristics of American, British, world and multi-cultural literature.
8.
Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.
Benchmarks (8 - 10)
A.
Formulate writing ideas and identify a topic appropriate to the purpose and audience.
B.
Determine the usefulness of organizers and apply appropriate pre-writing tasks.
C.
Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas.
Benchmarks (11 - 12)
A.
Formulate writing ideas, and identify a topic appropriate to the purpose and audience.
B.
Select and use an appropriate organizational structure to refine and develop ideas for writing.
C.
Use a variety of strategies to revise content, organization and style, and to improve word choice, sentence variety, clarity and consistency of writing.
Grade Level Indicators (Grade 9)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
2.
Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).
8.
Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.
9.
Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose and use techniques to convey a personal style and voice.
10.
Use available technology to compose text.
11.
Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.
Grade Level Indicators (Grade 10)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
2.
Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).
8.
Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.
9.
Use language (including precise language, action verbs, sensory details and colorful modifiers) and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.
10.
Use available technology to compose text.
11.
Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.
Grade Level Indicators (Grade 11)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
2.
Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).
8.
Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.
9.
Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.
10.
Use available technology to compose text.
11.
Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.
Grade Level Indicators (Grade 12)
1.
Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.
2.
Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).
8.
Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.
9.
Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.
10.
Use available technology to compose text.
11.
Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.
Benchmarks (8 - 10)
A.
Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.
B.
Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.
D.
Use documented textual evidence to justify interpretations of literature or to support a research topic.
Benchmarks (11 - 12)
A.
Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions about life.
B.
Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author's use of stylistic devices and effects created.
Grade Level Indicators (Grade 9)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and,
c. include an organized, well developed structure.
2.
Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
4.
Write informational essays or reports, including research that:
a. pose relevant and tightly drawn questions that engage the reader;
b. provide a clear and accurate perspective on the subject;
c. create an organizing structure appropriate to the purpose, audience and context;
d. support the main ideas with facts, details, examples and explanations from sources; and
e. document sources and include bibliographies.
Grade Level Indicators (Grade 10)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and
c. include an organized, well-developed structure.
2.
Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
4.
Write informational essays or reports, including research that:
a. pose relevant and tightly drawn questions that engage the reader.
b. provide a clear and accurate perspective on the subject.
c. create an organizing structure appropriate to the purpose, audience and context;
d. support the main ideas with facts, details, examples and explanations from sources; and
e. document sources and include bibliographies.
Grade Level Indicators (Grade 11)
1.
Write reflective compositions that:
a. use personal experiences as a basis for reflection on some aspect of life;
b. draw abstract comparisons between specific incidents and abstract concepts;
c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and
d. move from specific examples to generalizations about life.
2.
Write responses to literature that:
a. advance a judgment that is interpretative, analytical, evaluative or reflective;
b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;
c. analyze the author's use of stylistic devices and express an appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities, nuances and complexities within text;
e. anticipate and answer a reader's questions, counterclaims or divergent interpretations; and
f. provide a sense of closure to the writing.
Benchmarks (8 - 10)
C.
Demonstrate understanding of the grammatical conventions of the English language.
Benchmarks (11 - 12)
C.
Demonstrate understanding of the grammatical conventions of the English language.
Grade Level Indicators (Grade 9)
3.
Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).
4.
Use parallel structure to present items in a series and items juxtaposed for emphasis.
5.
Use proper placement of modifiers.
6.
Maintain the use of appropriate verb tenses.
Grade Level Indicators (Grade 10)
3.
Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).
4.
Use parallel structure to present items in a series and items juxtaposed for emphasis.
5.
Use proper placement of modifiers.
Grade Level Indicators (Grade 11)
3.
Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).
Grade Level Indicators (Grade 12)
3.
Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).