|
 a
The student reads at least twenty-five books or book equivalents each
year. The quality and complexity of the materials to be read are illustrated
in the sample reading list. The materials should include traditional and
contemporary literature (both fiction and non-fiction) as well as magazines,
newspapers, textbooks, and on-line materials. Such reading should represent
a diverse collection of material from at least three different literary
forms and from at least five different writers.
b
The student reads and comprehends at least four books (or book equivalents)
about one issue or subject, or four books by a single writer, or four
books in one genre, and produces evidence of reading that:
• makes and supports warranted and responsible assertions about
the texts;
• supports assertions with elaborated and convincing evidence;
• draws the texts together to compare and contrast themes, characters,
and ideas;
• makes perceptive and well developed connections;
• evaluates writing strategies and elements of the author’s
craft.
c
The student reads and comprehends informational materials to develop understanding
and expertise and produces written or oral work that:
• restates or summarizes information;
• relates new information to prior knowledge and experience;
• extends ideas;
• makes connections to related topics or information.
d
The student reads aloud, accurately (in the range of 85-90%), familiar
material of the quality and complexity illustrated in the sample reading
list, and in a way that makes meaning clear to listeners by:
• self correcting when subsequent reading indicates an earlier miscue;
• using a range of cueing systems, e.g., phonics and context clues,
to determine pronunciation and meanings;
• reading with a rhythm, flow, and meter that sounds like everyday
speech.
a
The student reads at least twenty-five books or book equivalents each
year. The quality and complexity of the materials to be read are illustrated
in the sample reading list. The materials should include traditional and
contemporary literature (both fiction and non-fiction) as well as magazines,
newspapers, textbooks, and on-line materials. Such reading should represent
a diverse collection of material from at least three different literary
forms and from at least five different writers.
b
The student reads and comprehends at least four books (or book equivalents)
about one issue or subject, or four books by a single writer, or four
books in one genre, and produces evidence of reading that:
• makes and supports warranted and responsible assertions about
the texts;
• supports assertions with elaborated and convincing evidence;
• draws the texts together to compare and contrast themes, characters,
and ideas;
• makes perceptive and well developed connections;
• evaluates writing strategies and elements of the author’s
craft.
c
The student reads and comprehends informational materials to develop understanding
and expertise and produces written or oral work that:
• restates or summarizes information;
• relates new information to prior knowledge and experience;
• extends ideas;
• makes connections to related topics or information.
d
The student demonstrates familiarity with a variety of public documents
(i.e., documents that focus on civic issues or matters of public policy
at the community level and beyond) and produces written or oral work that
does one or more of the following:
• identifies the social context of the document;
• identifies the author’s purpose and stance;
• analyzes the arguments and positions advanced and the evidence
offered in support of them, or formulates an argument and offers evidence
to support it;
• examines or makes use of the appeal of a document to audiences
both friendly and hostile to the position presented;
• identifies or uses commonly used persuasive techniques.
e
The student demonstrates familiarity with a variety of functional documents
(i.e., documents that exist in order to get things done) and produces
written or oral work that does one or more of the following:
• identifies the institutional context of the document;
• identifies the sequence of activities needed to carry out a procedure;
• analyzes or uses the formatting techniques used to make a document
user-friendly;
• identifies any information that is either extraneous or missing
in terms of audience and purpose or makes effective use of relevant information.
a
The student reads at least twenty-five books or book equivalents each
year. The quality and complexity of the materials to be read are illustrated
in the sample reading list. The materials should include traditional and
contemporary literature (both fiction and non-fiction) as well as magazines,
newspapers, textbooks, and on-line materials. Such reading should represent
a diverse collection of material from at least three different literary
forms and from at least five different writers.
b
The student reads and comprehends at least four books (or book equivalents)
about one issue or subject, or four books by a single writer, or four
books in one genre, and produces evidence of reading that:
• makes and supports warranted and responsible assertions about the
texts;
• supports assertions with elaborated and convincing evidence;
• draws the texts together to compare and contrast themes, characters,
and ideas;
• makes perceptive and well developed connections;
• evaluates writing strategies and elements of the author’s
craft.
c
The student reads and comprehends informational materials to develop understanding
and expertise and produces written or oral work that:
• restates or summarizes information;
• relates new information to prior knowledge and experience;
• extends ideas;
• makes connections to related topics or information.
 Public Documents
a
The student critiques public documents with an eye to strategies common
in public discourse, including:
• effective use of argument;
• use of the power of anecdote;
• anticipation of counter-claims;
• appeal to audiences both friendly and hostile to the position presented;
• use of emotionally laden words and imagery;
• citing of appropriate references or authorities.
b
The student produces public documents, in which the student:
• exhibits an awareness of the importance of precise word choice
and the power of imagery and/or anecdote;
• utilizes and recognizes the power of logical arguments, arguments
based on appealing to a reader’s emotions, and arguments dependent
upon the writer’s persona;
• uses arguments that are appropriate in terms of the knowledge,
values, and degree of understanding of the intended audience;
• uses a range of strategies to appeal to readers.
 Functional Documents
a
The student critiques functional documents with an eye to strategies common
to effective functional documents, including:
• visual appeal, e.g., format, graphics, white space, headers;
• logic of the sequence in which the directions are given;
• awareness of possible reader misunderstandings.
b
The student produces functional documents appropriate to audience and
purpose, in which the student:
• reports, organizes, and conveys information and ideas accurately;
• includes relevant narrative details, such as scenarios, definitions,
and examples;
• anticipates readers’ problems, mistakes, and misunderstandings;
• uses a variety of formatting techniques, such as headings, subordinate
terms, foregrounding of main ideas, hierarchical structures, graphics,
and color;
• establishes a persona that is consistent with the document’s
purpose;
• employs word choices that are consistent with the persona and appropriate
for the intended audience.
Elementary School
Fiction
Blume, Tales of a Fourth Grade Nothing;
Brink, Caddie Woodlawn;
Byars, The Pinballs;
Cleary, Dear Mr. Henshaw; Ramona and Her Father;
Coerr, The Josefina Story Quilt;
Dalgliesh, The Courage of Sarah Noble;
Estes, The Hundred Dresses;
Fleischman, The Whipping Boy;
Fritz, The Cabin Faced West;
Gardiner, Stone Fox;
Griffin, Phoebe the Spy;
Hamilton, Zeely;
Hansen, The Gift-Giver;
Himler, Nettie’s Trip South;
Lord, In the Year of the Boar and Jackie Robinson;
MacLachlan, Journey; Sarah, Plain and Tall;
McSwigan, Snow Treasure;
Mendez and Byard, The Black Snowman;
Naidoo, Journey to Jo’Burg;
O’Dell, Zia;
Ringgold, Tar Beach;
Wilder, Little House on the Prairie;
Yep, The Star Fisher.
Non-Fiction
Aliki, Corn Is Maize: The Gift of the Indians;
Baylor, The Way to Start a Day;
Cherry, The Great Kapok Tree;
Cole, The Magic School Bus on the Ocean Floor;
Epstein, History of Women in Science for Young People;
Fritz, And Then What Happened, Paul Revere?;
Godkin, Wolf Island;
Greenfield, Childtimes: A Three-Generation Memoir;
Krensky, George Washington: The Man Who Would Not Be King;
McGovern, The Secret Soldier: The Story of Deborah Sampson;
McKissack, Frederick Douglass: The Black Lion;
Polacco, Pink and Say;
Sattler, Dinosaurs of North America;
Sterling, Freedom Train: The Story of Harriet Tubman.
Poetry
Ahlberg, Heard It in the Playground;
Blishen and Wildsmith, Oxford Book of Poetry for Children;
De Regniers, Moore, White, and Carr, eds., Sing a Song of Popcorn;
Giovanni, Ego-Tripping and Other Poems for Young People;
Greenfield, Honey, I Love and Other Love Poems;
Janeczko, Strings: A Gathering of Family Poems;
Koch and Farrell, eds., Talking to the Sun;
Lobel, ed., The Random House Book of Mother Goose;
Manguel, ed., Seasons;
Mathis, Red Dog, Blue Fly: Football Poems;
Silverstein, Where the Sidewalk Ends.
Folklore
de Paola, The Legend of the Bluebonnet;
French, Snow White in New York;
Goble, Buffalo Woman;
Griego y Maestas, Cuentos: Tales From the Hispanic Southwest;
Huck and Lobel, Princess Furball;
Kipling, The Elephant’s Child;
Lee, Legend of the Milky Way;
Louie and Young, Yeh-Shen: A Cinderella Story From China;
Luenn, The Dragon Kite;
Steptoe, Mufaro’s Beautiful Daughters; The Story of Jumping Mouse.
Modern Fantasy and Science Fiction
Andersen, The Ugly Duckling;
Bond, A Bear Called Paddington;
Dahl, James and the Giant Peach;
Grahame, The Wind in the Willows;
Lewis, The Lion, the Witch and the Wardrobe;
Norton, The Borrowers;
Van Allsburg, Jumanji;
White, Charlotte’s Web.
Children’s magazines
Action (Scholastic);
Creative Classroom;
News (Scholastic);
Social Studies for the Young Learner;
Weekly Reader;
World (National Geographic).
Other
Newspapers, manuals appropriate for elementary school children, e.g.,
video game instructions, computer manuals.
Middle School
Fiction
Barrett, Lilies of the Field;
Buck, The Big Wave;
Cisneros, The House on Mango Street;
Clark, Freedom Crossing;
Coerr, Sadako and the Thousand Paper Cranes;
Collier, My Brother Sam Is Dead;
Cormier, I Am the Cheese;
Danziger, The Cat Ate My Gymsuit;
Dawson, Boyd, Charlie Pippin;
DePauw, Seafaring Women;
De Saint-Exupery, The Little Prince;
Eckert, Incident at Hawk’s Hill;
Fast, April Morning;
Fox, The Slave Dancer;
Fritz, Homesick: My Own Story;
Gaines, A Gathering of Old Men;
George, Julie of the Wolves;
Greene, Summer of My German Soldier;
Hamilton, Anthony Burns: The Defeat and Triumph of a Fugitive Slave;
The House of Dies Drear;
Hansen, Which Way Freedom?;
Holman, Slake’s Limbo;
Hunt, Across Five Aprils;
Konigsberg, The View From Saturday;
Levoy, Alan and Naomi;
London, The Call of the Wild;
Lowry, Number the Stars; The Giver;
Maclachlan, Baby;
Mathis, Listen for the Fig Tree;
Mohr, Nilda;
Neville, It’s like This, Cat;
O’Brien, Z for Zachariah;
O’Dell, Island of the Blue Dolphins; The Black Pearl;
Paterson, Bridge to Terabithia; Park’s Quest; Jacob Have I Loved;
Paulsen, Canyons;
Peck, A Day No Pigs Would Die;
Rawls, Where the Red Fern Grows;
Rylant, Missing May;
Schaefer, Shane;
Soto, Living Up the Street: Narrative Recollections;
Speare, Sign of the Beaver; The Witch of Blackbird Pond;
Spinelli, Maniac Magee;
Steinbeck, The Pearl;
Taylor, Roll of Thunder Hear My Cry;
Voigt, Dicey’s Song; Homecoming;
Wojciechowska, Shadow of a Bull;
Yep, Dragonwings;
Yolen, The Devil’s Arithmetic.
Non-Fiction
Abells, The Children We Remember;
Amory, The Cat Who Came for Christmas;
Berck, No Place to Be: Voices of Homeless Children;
Frank, The Diary of a Young Girl;
Freedman, Children of the Wild West; Lincoln: A Photo Biography;
George, The Talking Earth;
Haskins, Outward Dreams;
Hautzig, Endless Steppe: A Girl in Exile;
Herriott, All Creatures Great and Small;
Lester, To Be a Slave;
Meyers, Pearson, A Harbor Seal Pup;
Murphy, The Long Road to Gettysburg;
Reiss, TheUpstairs Room;
White, Ryan White: My Own Story;
Yates, Amos Fortune, Free Man.
Poetry
Adams, Poetry of Earth and Sky;
Bruchac, Four Ancestors: Stories, Song and Poems from Native North
America;
Eliot, Old Possum’s Book of Practical Cats;
Frost, You Come Too;
Greenfield, Night on Neighborhood Street;
Livingston, Cat Poems.
Drama
Davis, Escape to Freedom;
Gibson, The Miracle Worker;
Hansberry, A Raisin in the Sun;
Lawrence and Lee, Inherit the Wind;
Osborn, On Borrowed Time;
Stone, Metamora, or, the Last of the Wampanoags.
Folklore/Mythology
Blair, Tall Tale America;
Bruchac, The First Strawberries: A Cherokee Story;
Bryan, Beat the Story-Drum, Pum-Pum;
D’Aulaire, Norse Gods and Giants;
Gallico, The Snow Goose;
Lee, Toad Is the Uncle of Heaven: A Vietnamese Folk Tale;
Pyle, Merry Adventures of Robin Hood.
Modern Fantasy and Science Fiction
Babbitt, Tuck Everlasting;
Bradbury, Dandelion Wine;
Cooper, The Grey King;
Hamilton, The Magical Adventures of Pretty Pearl;
L’Engle, A Wrinkle in Time;
Tolkien, The Hobbit;
Yep, Dragon of the Lost Sea.
Magazines/Periodicals
Calliope (world history);
Cobblestone (American history);
Faces (anthropology);
Junior Scholastic (Scholastic);
Odyssey (science);
Science World (Scholastic);
Scope (Scholastic);
World (National Geographic).
Other
Computer manuals; instructions; contracts. See also the reading lists
included in award books corresponding to reading provided by the Girl
Scouts of the U.S.A. and the Boy Scouts of America.
High School
Fiction
Achebe, Things Fall Apart;
Brown, Manchild in the Promised Land;
Carroll, Alice in Wonderland;
Clark, The Ox-Bow Incident;
Delaney, Having Our Say;
Ellison, Invisible Man;
Golding, Lord of the Flies;
Hawthorne, The Scarlet Letter;
Hemingway, For Whom the Bell Tolls;
Hentoff, The Day They Came to Arrest the Book;
Hilton, Goodbye, Mr. Chips;
Kingsolver, Pigs in Heaven;
Kinsella, Shoeless Joe;
Knowles, A Separate Peace;
Lee, To Kill a Mockingbird;
McCullers, The Heart Is a Lonely Hunter;
Mohr, In Nueva York; El Bronx Remembered; Nilda;
Morrison, The Bluest Eye;
Orwell, 1984;
Portis, True Grit;
Potok, Davita’s Harp;
Stoker, Dracula;
Tan, Joy Luck Club; The Kitchen God’s Wife;
Wartski, A Boat to Nowhere;
Welty, The Golden Apples.
Non-Fiction
Angell, Late Innings;
Angelou, I Know Why the Caged Bird Sings;
Ashe, Days of Grace;
Baldwin, The Fire Next Time;
Beal, “I Will Fight No More Forever”: Chief Joseph and the
Nez Perce War;
Bishop, The Day Lincoln Was Shot;
Black Elk, Black Elk Speaks;
Bloom, The Closing of the American Mind;
Campbell, The Power of Myth;
Covey, Seven Habits of Highly Effective People;
Galarza, Barrio Boy;
Hawking, A Brief History of Time;
Houston, Farewell to Manzanar;
Kennedy, Profiles in Courage;
Kingsley and Levitz, Count Us In: Growing Up With Down Syndrome;
Kingston, Woman Warrior;
Malcolm X, Autobiography of Malcolm X;
Mazer, ed., Going Where I’m Coming From;
Momaday, The Way to Rainy Mountain;
Rodriguez, Hunger of Memory;
Sternberg, User’s Guide to the Internet;
Thomas, Down These Mean Streets;
Wright, Black Boy.
Poetry
Angelou, I Shall Not be Moved;
Bly, ed., News of the Universe;
Cummings, Collected Poems;
Dickinson, Complete Poems;
Randall, ed., The Black Poets;
Carruth, ed., The Voice That Is Great Within Us;
Hughes, Selected Poems;
Knudson and Swenson, eds., American Sports Poems;
Longfellow, Evangeline;
Wilbur, Things of This World.
Drama
Christie, And Then There Were None;
McCullers, The Member of the Wedding;
Pomerance, The Elephant Man;
Rose, Twelve Angry Men;
Rostand, Cyrano de Bergerac;
Shakespeare, Midsummer’s Night Dream; Othello; Romeo and Juliet;
Julius Caesar;
Sophocles, Oedipus Plays;
Van Druten, I Remember Mama;
Wilder, The Skin of Our Teeth;
Wilson, Fences; The Piano Lesson.
Folklore/Mythology
Burland, North American Indian Mythology;
Evslin, Adventures of Ulysses;
Hamilton, Myths;
Pinsent, Greek Mythology;
Stewart, The Crystal Cave;
White, The Once and Future King.
Modern Fantasy and Science Fiction
Adams, Watership Down;
Asimov, Caves of Steel; Foundation;
Bradbury, The Martian Chronicles;
Clarke, 2001: A Space Odyssey; Childhood’s End;
Frank, Alas, Babylon;
Herbert, Dune;
Hilton, Lost Horizon;
Huxley, Brave New World;
Lewis, Out of the Silent Planet;
McCaffrey, Dragonflight;
Twain, A Connecticut Yankee in King Arthur’s Court;
Verne, 20,000 Leagues Under the Sea.
Magazines and Newspapers
El Diario;
Amsterdam News;
Consumer Reports;
Ebony;
Jet;
Latina;
Literary Cavalcade (Scholastic);
National Geographic;
New York Times;
Newsweek;
Omni;
Sports Illustrated;
Smithsonian;
Time.
Other
Computer manuals; instructions; contracts; technical materials.
|
 a
The student produces a report that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• develops a controlling idea that conveys a perspective on the subject;
• creates an organizing structure appropriate to a specific purpose,
audience, and context;
• includes appropriate facts and details;
• excludes extraneous and inappropriate information;
• uses a range of appropriate strategies, such as providing facts
and details, describing or analyzing the subject, and narrating a relevant
anecdote;
• provides a sense of closure to the writing.
b
The student produces a response to literature that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• advances a judgment that is interpretive, analytic, evaluative,
or reflective;
• supports judgment through references to the text, references to
other works, authors, or non-print media, or references to personal knowledge;
• demonstrates an understanding of the literary work;
• provides a sense of closure to the writing.
c
The student produces a narrative account (fictional or autobiographical)
that:
• engages the reader by establishing a context, creating a point
of view, and otherwise developing reader interest;
• establishes a situation, plot, point of view, setting, and conflict
(and for autobiography, the significance of events);
• creates an organizing structure;
• includes sensory details and concrete language to develop plot
and character;
• excludes extraneous details and inconsistencies;
• develops complex characters;
• uses a range of appropriate strategies, such as dialogue and tension
or suspense;
• provides a sense of closure to the writing.
d
The student produces a narrative procedure that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• provides a guide to action that anticipates a reader’s needs;
creates expectations through predictable structures, e.g., headings; and
provides transitions between steps;
• makes use of appropriate writing strategies such as creating a
visual hierarchy and using white space and graphics as appropriate;
• includes relevant information;
• excludes extraneous information;
• anticipates problems, mistakes, and misunderstandings that might
arise for the reader;
• provides a sense of closure to the writing.
a
The student produces a report that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• develops a controlling idea that conveys a perspective on the subject;
• creates an organizing structure appropriate to purpose, audience,
and context;
• includes appropriate facts and details;
• excludes extraneous and inappropriate information;
• uses a range of appropriate strategies, such as providing facts
and details, describing or analyzing the subject, narrating a relevant
anecdote, comparing and contrasting, naming, and explaining benefits or
limitations;
• provides a sense of closure to the writing.
b
The student produces a response to literature that:
• engages the reader through establishing a context, creating a persona,
and otherwise developing reader interest;
• advances a judgment that is interpretive, analytic, evaluative,
or reflective;
• supports a judgment through references to the text, references
to other works, authors, or non-print media, or references to personal
knowledge;
• demonstrates an understanding of the literary work;
• anticipates and answers a reader’s questions;
• provides a sense of closure to the writing.
c
The student produces a narrative account (fictional or autobiographical)
that:
• engages the reader by establishing a context, creating a point
of view, and otherwise developing reader interest;
• establishes a situation, plot, point of view, setting, and conflict
(and for autobiography, the significance of events and of conclusions
that can be drawn from those events);
• creates an organizing structure;
• includes sensory details and concrete language to develop plot
and character;
• excludes extraneous details and inconsistencies;
• develops complex characters;
• uses a range of appropriate strategies, such as dialogue, tension
or suspense, naming, and specific narrative action, e.g., movement, gestures,
expressions;
• provides a sense of closure to the writing.
d
The student produces a narrative procedure that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• provides a guide to action for a relatively complicated procedure
in order to anticipate a reader’s needs; creates expectations through
predictable structures, e.g., headings; and provides transitions between
steps;
• makes use of appropriate writing strategies such as creating a
visual hierarchy and using white space and graphics as appropriate;
• includes relevant information;
• excludes extraneous information;
• anticipates problems, mistakes, and misunderstandings that might
arise for the reader;
• provides a sense of closure to the writing.
e
The student produces a persuasive essay that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• develops a controlling idea that makes a clear and knowledgeable
judgment;
• creates and organizes a structure that is appropriate to the needs,
values, and interests of a specified audience, and arranges details, reasons,
examples, and anecdotes effectively and persuasively;
• includes appropriate information and arguments;
• excludes information and arguments that are irrelevant;
• anticipates and addresses reader concerns and counter-arguments;
• supports arguments with detailed evidence, citing sources of information
as appropriate;
• provides a sense of closure to the writing.
a
The student produces a report that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• develops a controlling idea that conveys a perspective on the subject;
• creates an organizing structure appropriate to purpose, audience,
and context;
• includes appropriate facts and details;
• excludes extraneous and inappropriate information;
• uses a range of appropriate strategies, such as providing facts
and details, describing or analyzing the subject, narrating a relevant
anecdote, comparing and contrasting, naming, explaining benefits or limitations,
demonstrating claims or assertions, and providing a scenario to illustrate;
• provides a sense of closure to the writing.
b
The student produces a response to literature that:
• engages the reader through establishing a context, creating a persona,
and otherwise developing reader interest;
• advances a judgment that is interpretive, analytic, evaluative,
or reflective;
• supports a judgment through references to the text, references
to other works, authors, or non-print media, or references to personal
knowledge;
• demonstrates understanding of the literary work through suggesting
an interpretation;
• anticipates and answers a reader’s questions;
• recognizes possible ambiguities, nuances, and complexities;
• provides a sense of closure to the writing.
c
The student produces a narrative account (fictional or autobiographical)
that:
• engages the reader by establishing a context, creating a point
of view, and otherwise developing reader interest;
• establishes a situation, plot, point of view, setting, and conflict
(and for autobiography, the significance of events and of conclusions
that can be drawn from those events);
• creates an organizing structure;
• includes sensory details and concrete language to develop plot
and character;
• excludes extraneous details and inconsistencies;
• develops complex characters;
• uses a range of appropriate strategies, such as dialogue, tension
or suspense, naming, pacing, and specific narrative action, e.g., movement,
gestures, expressions;
• provides a sense of closure to the writing.
d
The student produces a narrative procedure that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• provides a guide to action for a complicated procedure in order
to anticipate a reader’s needs; creates expectations through predictable
structures, e.g., headings; and provides smooth transitions between steps;
• makes use of appropriate writing strategies, such as creating a
visual hierarchy and using white space and graphics as appropriate;
• includes relevant information;
• excludes extraneous information;
• anticipates problems, mistakes, and misunderstandings that might
arise for the reader;
• provides a sense of closure to the writing.
e
The student produces a persuasive essay that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• develops a controlling idea that makes a clear and knowledgeable
judgment;
• creates an organizing structure that is appropriate to the needs,
values, and interests of a specified audience, and arranges details, reasons,
examples, and anecdotes effectively and persuasively;
• includes appropriate information and arguments;
• excludes information and arguments that are irrelevant;
• anticipates and addresses reader concerns and counter-arguments;
• supports arguments with detailed evidence, citing sources of information
as appropriate;
• uses a range of strategies to elaborate and persuade, such as definitions,
descriptions, illustrations, examples from evidence, and anecdotes;
• provides a sense of closure to the writing.
f
The student produces a reflective essay that:
• engages the reader by establishing a context, creating a persona,
and otherwise developing reader interest;
• analyzes a condition or situation of significance;
• develops a commonplace, concrete occasion as the basis for the
reflection, e.g., personal observation or experience;
• creates an organizing structure appropriate to purpose and audience;
• uses a variety of writing strategies, such as concrete details,
comparing and contrasting, naming, describing, creating a scenario;
• provides a sense of closure to the writing.
|
 a
The student participates in one-to-one conferences with a teacher, paraprofessional,
or adult volunteer, in which the student:
• initiates new topics in addition to responding to adult-initiated
topics;
• asks relevant questions;
• responds to questions with appropriate elaboration;
• uses language cues to indicate different levels of certainty or
hypothesizing, e.g., “what if…,” “very likely…,”
“I’m unsure whether…”;
• confirms understanding by paraphrasing the adult’s directions
or suggestions.
b
The student participates in group meetings, in which the student:
• displays appropriate turn-taking behaviors;
• actively solicits another person’s comment or opinion;
• offers own opinion forcefully without dominating;
• responds appropriately to comments and questions;
• volunteers contributions and responds when directly solicited by
teacher or discussion leader;
• gives reasons in support of opinions expressed;
• clarifies, illustrates, or expands on a response when asked to
do so; asks classmates for similar expansions.
c
The student prepares and delivers an individual presentation, in which
the student:
• shapes information to achieve a particular purpose and to appeal
to the interests and background knowledge of audience members;
• shapes content and organization according to criteria for importance
and impact rather than according to availability of information in resource
materials;
• uses notes or other memory aids to structure the presentation;
• engages the audience with appropriate verbal cues and eye contact;
• projects a sense of individuality and personality in selecting
and organizing content, and in delivery.
d
The student makes informed judgments about television, radio, and film
productions; that is, the student:
• demonstrates an awareness of the presence of the media in the daily
lives of most people;
• evaluates the role of the media in focusing attention and in forming
an opinion;
• judges the extent to which the media provide a source of entertainment
as well as a source of information;
• defines the role of advertising as part of media presentation.
a
The student participates in one-to-one conferences with a teacher, paraprofessional,
or adult volunteer, in which the student:
• initiates new topics in addition to responding to adult-initiated
topics;
• asks relevant questions;
• responds to questions with appropriate elaboration;
• uses language cues to indicate different levels of certainty or
hypothesizing, e.g., “what if…,” “very likely…,”
“I’m unsure whether…”;
• confirms understanding by paraphrasing the adult’s directions
or suggestions.
b
The student participates in group meetings, in which the student:
• displays appropriate turn-taking behaviors;
• actively solicits another person’s comment or opinion;
• offers own opinion forcefully without dominating;
• responds appropriately to comments and questions;
• volunteers contributions and responds when directly solicited by
teacher or discussion leader;
• gives reasons in support of opinions expressed;
• clarifies, illustrates, or expands on a response when asked to
do so; asks classmates for similar expansions;
• employs a group decision-making technique such as brainstorming
or a problem-solving sequence (e.g., recognize problem, define problem,
identify possible solutions, select optimal solution, implement solution,
evaluate solution).
c
The student prepares and delivers an individual presentation in which
the student:
• shapes information to achieve a particular purpose and to appeal
to the interests and background knowledge of audience members;
• shapes content and organization according to criteria for importance
and impact rather than according to availability of information in resource
materials;
• uses notes or other memory aids to structure the presentation;
• develops several main points relating to a single thesis;
• engages the audience with appropriate verbal cues and eye contact;
• projects a sense of individuality and personality in selecting
and organizing content, and in delivery.
d
The student makes informed judgments about television, radio, and film
productions; that is, the student:
• demonstrates an awareness of the presence of the media in the daily
lives of most people;
• evaluates the role of the media in focusing attention and in forming
opinion;
• judges the extent to which the media are a source of entertainment
as well as a source of information;
• defines the role of advertising as part of media presentation.
a
The student participates in one-to-one conferences with a teacher, paraprofessional,
or adult volunteer, in which the student:
• initiates new topics in addition to responding to adult-initiated
topics;
• asks relevant questions;
• responds to questions with appropriate elaboration;
• uses language cues to indicate different levels of certainty or
hypothesizing, e.g., “what if…,” “very likely…,”
“I’m unsure whether…”;
• confirms understanding by paraphrasing the adult’s directions
or suggestions.
b
The student participates in group meetings, in which the student:
• displays appropriate turn-taking behaviors;
• actively solicits another person’s comment or opinion;
• offers own opinion forcefully without dominating;
• responds appropriately to comments and questions;
• volunteers contributions and responds when directly solicited by
teacher or discussion leader;
• gives reasons in support of opinions expressed;
• clarifies, illustrates, or expands on a response when asked to
do so; asks classmates for similar expansions;
• employs a group decision-making technique such as brainstorming
or a problem-solving sequence (e.g., recognize problem, define problem,
identify possible solutions, select optimal solution, implement solution,
evaluate solution);
• divides labor so as to achieve the overall group goal efficiently.
c
The student prepares and delivers an individual presentation, in
which the student:
• shapes information to achieve a particular purpose and to appeal
to the interests and background knowledge of audience members;
• shapes content and organization according to criteria for importance
and impact rather than according to availability of information in resource
materials;
• uses notes or other memory aids to structure the presentation;
• develops several main points relating to a single thesis;
• engages the audience with appropriate verbal cues and eye contact;
• projects a sense of individuality and personality in selecting
and organizing content, and in delivery.
d
The student makes informed judgments about television, radio, and
film productions; that is, the student:
• demonstrates an awareness of the presence of the media in the daily
lives of most people;
• evaluates the role of the media in focusing attention and in forming
opinion;
• judges the extent to which the media are a source of entertainment
as well as a source of information;
• defines the role of advertising as part of media presentation.
e
The student listens to and analyzes a public speaking performance;
that is, the student:
• takes notes on salient information;
• identifies types of arguments (e.g., causation, authority, analogy)
and identifies types of logical fallacies (e.g., ad hominem, inferring
causation from correlation, over-generalization);
• accurately summarizes the essence of each speaker’s remarks;
• formulates a judgment about the issues under discussion.
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Reading / 
Public Documents
/ 
Functional Documents
Writing
Speaking, Listening, and Viewing
Conventions, Grammar, and Usage of the English
Language 
Literature
