1. All students read for enjoyment, information and understanding, and for critical analysis and evaluation.

2. All students use their knowledge of word origins and word relationships, as well as historical and literary context clues, both to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

• read narrative and expository text aloud with fluency and accuracy with appropriate pacing, intonation, and expression
  
• distinguish and interpret figurative language and multiple-meaning words
  
• recognize the origins and meanings of frequently used foreign words in English and use these words accurately
  
• monitor expository text for unknown words or words with new meanings, using word, sentence, and paragraph clues to determine meaning.
  

3. All students read and understand grade-level-appropriate narrative and expository material. They describe and connect the essentialideas, arguments, and perspectives of text, and relate text structure, organization, and purpose. The quality and complexity of the materials to be read by students include genre selections from the following list:

• science fiction; historical fiction; biography; autobiography; fairy tales; tall tales; fables; poetry; mystery; adventure; legends; myths; technical; history; scientific; plays; sports; and primary source materials
  
• identify and use the structural features of, and differences among, newspapers, magazines, and editorials to gain meaning from text
  
• analyze text which uses compare-and-contrast patterns
  
• connect and clarify main ideas, identifying their relationship to other sources and related topics
  
• clarify understanding of texts by creating outlines, logical notes, summaries, or reports
  
• follow multiple-step instructions for preparing applications (e.g., public library card, bank savings account, sports club, or league membership form)
  
• determine the adequacy and appropriateness of an author's evidence for his or her conclusions
  
• make reasonable assertions about text through accurate, supportive citations
  
• note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.
  

4. All students read and respond to historically or culturally significant works of world literature, particularly American and British literature. They clarify the ideas presented and connect them to other literary works

• distinguish among forms of fiction and describe the major characteristics of each form
  
• analyze how the qualities of the character (e.g., courage or cowardice, ambition or laziness) affect the plot and resolution of the conflict
  
• analyze the influence of setting on the problem and its resolution
  
• define how tone and meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme
  
• identify the speaker and recognize the difference between first and third person narrative (e.g., autobiography versus biography)
  
• identify and analyze features of themes conveyed through characters, actions, and images
  
• explain the effects of key literacy devices in a variety of fictional and non-fictional texts (e.g., symbolism, imagery, metaphor)
  
• critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction) (Reader Response).

1. All students write clear, coherent, focused essays. Students writing exhibits awareness of audience and purpose. Essays contain formal introductions, bodies of supporting evidence and conclusions. Students successfully use the stages of the writing process, as needed

• choose the form of writing that best suits the intended purpose (e.g., personal letter, letter to the editor, review, poem, report, narrative)
  
• create a multi-paragraph expository composition that:
  
  • engages the interest of the reader and states a clear purpose
    
  • develops the topic with supportive details, precise verbs, nouns, and adjectives to create a visual image in the mind of the reader
    
  • concludes with a detailed summary linked to the purpose of composition
    
• use a variety of effective and coherent organizational patterns including comparison and contrast, enumeration, and definition
  
• use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information
  
• compose documents with appropriate formatting by using word processing skills and principles of design (e.g., margins, tabs, spacing,columns, page orientation)
  
• revise writing to improve organization and consistency of ideas within and between paragraphs.
  

2. All students write narrative, expository, persuasive, and descriptive text of at least 500-700 words. Student writing demonstrates a command of standard English and the research, organizational, and drafting strategies

• write narratives that
  
  • establish and develop plot and setting, choose a point of view
    
  • include sensory details and concrete language to develop plot and character
    
  • use a range of narrative strategies (e.g., dialogue, suspense)
    
• write expository compositions (e.g., description, explanation, comparison & contrast, and/or problem/solution) that
  
  • state the thesis or purpose
    
  • explain the situation
    
  • follow an organizational pattern appropriate to the type of composition
    
  • offer persuasive evidence for the validity of the description, proposed solutions, etc.
    
• write research reports that
  
  • pose relevant questions narrow enough to be thoroughly covered
    
  • support the main idea(s) with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, on-line information searches)
    
  • use a bibliography
    
• write responses to literature that
  
  • develop an interpretation which exhibits careful reading, understanding, & insight
    
  • organize the interpretation around several clear ideas, premises, or images
    
  • develop and justify the interpretation through sustained use of examples and textual evidence
    
• write persuasive compositions that
  
  • state a clear position in support of a proposition or proposal
    
  • support the position with organized and relevant evidence
    
  • anticipate and address reader concerns and counter-arguments
    
• write technical documents that explain a complex operation or situation (e.g. design a system, operate a tool, or bylaws of an organization) that
  
  • identify the sequence of activities needed to create the product, service, or system
    
  • include the factors and variables that need to be considered
    
  • use formatting techniques (e.g. headings, differing fonts) to aid comprehension.
    

3. All students will write and speak with a command of standard English conventions that are appropriate to each grade level

• Sentence Structure: use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts
  
• Grammar: identify and use present perfect, past perfect, and future perfect tenses; subject- verb agreement with compound subjects; and indefinite pronouns
  
• Punctuation: use colons in business letters, semi-colons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences
  
• Capitalization: use correct capitalization
  
• Spelling: spell frequently misspelled words correctly (e.g., their, they're, there).

1. All students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication

• (Comprehension)
  
  • relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) and non-verbal messages (e.g., posture, gesture)
    
  • identify the tone, mood, and emotion conveyed in the oral communication
    
  • restate and execute multi-step oral instructions or directions
    
• (Organization and Delivery of Oral Communication)
  
  • select a focus, organizational structure, and point of view, matching purpose, message, occasion, and vocal modulation to the audience
    
  • emphasize salient points to assist the listener in following main ideas and concepts
    
  • support opinions expressed with detailed evidence and with visual or media displays that use appropriate technology
    
  • use effective rate, volume, pitch, tone, and align non-verbal elements to sustain audience interest and attention
    
• (Analysis and Evaluation of Oral and Media Communications)
  
  • analyze the use of rhetorical devices for their intent and effects
    
  • identify persuasive and propaganda techniques used in television, and identify false and misleading information.
    

2. All students will deliver brief recitations and oral presentations about familiar experiences or interests. Student speaking demonstrates command of the organization and delivery strategies

• deliver narrative presentations that
  
  • establish a context, plot, and/or point of view
    
  • nclude sensory details and concrete language to develop plot and character
    
  • use a range of narrative strategies (e.g., dialogue, tension, or suspense)
    
• deliver informative presentations that
  
  • pose relevant questions that are limited enough to be completely and thoroughly answered
    
  • develop the topic with facts, details, examples, and explanations from multiple authoritative sources
    
• deliver oral responses to literature that
  
  • develop an interpretation which exhibits understanding and insights
    
  • focus the interpretation around several clear ideas, premises, or images
    
  • develop and justify the interpretation through the sustained use of examples and textual evidence
    
• deliver persuasive presentations that
  
  • provide a clear statement of the position
    
  • include relevant evidence
    
  • offer logical sequence of information
    
  • engage the listener and encourage acceptance of the proposal
    
• deliver presentation theorizing on problems and solutions that
  
  • establish connections among the situation, the presumed causes and effects, definition of the problem, and at least one solution
    
  • offer persuasive evidence to validate the definition of the problem and proposed solution(s)