The student will:

• Use clear organization and logical sequencing of ideas in writing. (M) (E2a, E2c, E2d, E2e)
• Use a 5-step writing process that consists of prewriting (e.g., brainstorming), drafting, revising, editing, and publishing. (A) (E2a, E2c, E2d, E2e, E4a, E4b)
• Use direct feedback from peers to revise compositions for word choice, varied sentence structure, appropriate organization, consistent point of view, and transitions among paragraphs to maintain readers’ interest and understanding. (M) (E3a, E3b, E4a, E4b)
• Identify personal writing strengths and weaknesses and learn strategies to enhance strengths and overcome weaknesses. (R) (E2a-e, E4a-b)
• Write for public and private audiences. (M) (E4a, E4b)
• Write compositions that accurately demonstrate understanding of the rules of :
• grammar
• paragraph structure
• punctuation
• sentence construction
• spelling
• usage. (M) (E4b)

• Analyze and revise work to clarify and/or make it more effective in communicating the intended message or thought. (M) (E4b)
• Demonstrate understanding and usage of appropriate strategies for revision. (M)

The student will:

• Demonstrate competence in writing narrative stories which:
• develop characters
• establish setting and plot
• use a range of appropriate strategies such as dialogue, tension/suspense, naming, and specific narrative action, such as movement, gestures, and expressions
• achieve cohesiveness by the use of transitions (R) (E2c, E2d)

• Demonstrates competence in writing essays that speculate on problems/solutions (e.g., identifies and defines the problem in a way appropriate to the intended audience, describes at least one solution clearly and convincingly, presents logical and well-supported reasons). (R) (E2a, E2d, E2e)
• Demonstrates competence in writing essays that speculate on causes and effects (e.g., presents the situation clearly, establishes a convincing connection between the situation and the postulated causes and effects, offers persuasive evidence of the proposed causes or effects). (R) (E2a, E2d, E2e)
• Demonstrates competence in expository writing (e.g., presents useful, specific, and well-developed information; is knowledgeable about the topic of the report; organizes and presents information in a logical manner). (R) (E5b)
• Demonstrates competence in writing biographical sketches (e.g., chooses and employs narrative and descriptive strategies such as specific action, physical description, background description; presents details in a coherent and logical manner). (R) (E5b)
• Demonstrates competence in writing essays about autobiographical incidents (e.g., relates a clear, coherent incident; may treat the incident as a springboard for an exploration of its significance; locates the incident by using some well-chosen details; reveals the writer’s attitude and the impact of the incident; presents details in a coherent and logical manner). (R) (E5b)
• Demonstrates competence in persuasive writing (e.g., states a clear position, elaborates on this position with reasons, examples, information, and other evidence which is organized and generally relevant to the writer’s purpose). (R) (E2e)
• Write reports that use information gathered from a variety of sources (e.g., card catalog, computer, magazines and journals); understand and make use of primary sources; use note-taking when gathering information; organize information gathered into major components based on appropriate criteria; and create a bibliography. (R) (E2a)
• Use descriptive and figurative language to clarify and enhance ideas. (M) (E4b)
• Use a writer’s voice that enhances the message and/or establishes mood. (R) (E4b)
• Write for a variety of purposes (e.g., inform, explain, analyze, persuade, entertain) for a variety of audiences. (R) (E2a, E2c, E2d, E2e, E4a, E4b, E5b)

The student will:

• Decode words not recognized immediately by using structural analysis, contextual analysis, the syntactic structure in which the word appears and the semantic context surrounding the word. (A) (E1c)
• Use specific strategies to clarify confusing parts of a text (e.g., reread the text, consult another source, ask for help). (A) (E1c)
• Represent abstract information (e.g., concepts, generalizations) as explicit mental pictures. (A) (E1b)
• Generate questions to be answered while reading based on predictions about what will be found in the text. (R) (E1c, E1d)
• Reflect on what has been learned after reading. (R) (E1c)
• Use deductive, inductive, and logical reasoning in reading (e.g., statements such as "if…then", implicit or explicit assumptions). (R) (E1d)
• Accurately identify author’s purpose and viewpoint. (R) (E1d)
• Recognize when a text is primarily intended to persuade. (R) (E1d)
• Identify specific devices an author is using to persuade readers (e.g., band-wagon, red-herring, propaganda). (R) (E1b, E1d)
• Recognize logical, ethical, and emotional appeals. (R) (E1d)
• Understand stories and expository texts from the perspective of the attitudes and values of the time period in which they were written. (R) (E1c, E1d)

The student will:

• Read for a variety of purposes including to answer a specific question, to form an opinion, to skim for facts. (R) (E1a-c)
• Use the various parts of a text (index, table of contents, glossary, and appendix) to locate specific information. (M) (E1e)
• Identify complex, explicit hierarchic structures in informational texts (e.g., two or more explicit main ideas or concepts with supporting or illustrative detail). (R) (E1c)
• Scan and skim written passages for information. (A) (E1b)
• Apply the reading process and strategies to directions or procedures (e.g., for school activities, camping or scouting procedures, recipes, games or hobbies) that are of medium length (i.e., about 1,000 words in length) and developmentally appropriate with regard to the number of categories of information or directions and the familiarity of concepts and vocabulary. (M) (E1e, A4a, A4b)
• Seek peer help to understand information. (M) (A5b)
• Understands the defining features and structure of content texts at this developmental level. (M) (E1b)
• Understand content specific vocabulary. (I, R, M) (E5a)
• Create generalizations from informational texts along with the specific information that supports these generalizations. (M) (E5a)
• Understand the defining features and structure of news stories and editorials at this developmental level. (M) (E1c)
• Understand the defining features and structure of primary source historical documents at this developmental level. (R) (E1d, E1e)
• Understand the defining features and structure of essays at this developmental level. (R) (E1c)

The student will:

• Understand that people respond differently to literature. (M) (E1c)
• Identify specific questions of personal importance and seek to answer them through literature. (R) (E1c)
• Identify specific interests and the literature that will satisfy those interests. (A) (E1a)
• Recognize complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions). (A) (E1c)
• Understand how characters develop and change throughout a story. (A) (E1c)
• Identify the main and subordinate characters in works containing complex character structures. (M) (E1c)
• Explain how the motives of characters or the causes for complex events in texts are similar to and different from those in one’s own life. (A) (E1c)
• Understand complex, extended dialogue and explain how it relates to a story. (I) (E1c)
• Recognize the use of specific literary devices (e.g., foreshadowing, flashback, figurative language, point of view, theme, mood). (M) (E2b, E5a)
• Understand the defining features and structure of the following genre at this developmental level:
• myths
• mysteries
• realistic fiction
• adventure stories
• humorous pieces
• science fiction
• fantasies
• tall tales
• letters, diaries
• biographies
• autobiographies (R, M) (E5a, E5b)
• Know how mood or meaning is conveyed in poetry (e.g., word choice such as dialect, invented words, concrete or abstract terms, sensory or figurative language; use of sentence structure, line length, punctuation; rhythm). (R) (E5a)

The student will:

• Use oral communication skills in a variety of settings that are appropriate at this developmental level (e.g., participating effectively in both formal and informal situations). (R) (A2a)
• Ask questions to help clear up personal confusion while exhibiting sensitivity to the effects of those questions on the learning and well being of others. (R) (A2a)
• Demonstrate coherence and unity through effective organization. (R) (A2a)
• Speak to inform, explain, demonstrate, or persuade in a manner that is appropriate at this developmental level. (R) (A2a)
• Use eye contact, gestures, projection, rate, and vocal variety that meet the needs of the audience and the topic. (M) (A2a)
• Adapt the subject and vocabulary to the audience and the occasion. (R) (A2a)
• Present complex prepared reports to the class. (R) (A2a, A3a, A3b)
• Use effective delivery techniques which promote civil discourse (e.g., avoids sarcasm, condescension, and cynicism). (R) (A2a)
• Organize a formal speech using an effective introduction, body and conclusion with logical transitions and supporting details. (M) (A2a)
• Incorporate source materials into one’s speech (e.g., interviews, news articles, encyclopedia information) and demonstrates the ability to use new vocabulary. (R) (A2a)

The student will:

• Identify persuasive messages in nonprint material (e.g., television, radio, films) (R) (E3d)
• Distinguish between fact and opinion. (A) (E3d)
• Differentiate between important and unimportant details. (R) (E3d)
• Use responsive listen skills (e.g., paraphrasing, summarizing, asking questions for elaboration or clarification, leading and facilitating discussions). (R) (E3d)
• Recognize and use nonverbal cues that influence the meaning of oral communication. (R) (E3c)

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