West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044A - 21st Century Reading and English Language Arts Content Standards and Objectives for West Virginia Schools (2520.1) › Section 126-44A-5 - Severability

Current through Register Vol. XLI, No. 28, July 12, 2024
5.1 If any
				provision of this rule or the application thereof to any person or circumstance
				is held invalid, such invalidity shall not affect other provisions or
				applications of this rule.
Foreword
A 21st century reading and English
				  language arts curriculum is an increasingly important aspect of developing
				  learners prepared for success in the 21st century.
				  Thus, the West Virginia Board of Education and the West Virginia Department of
				  Education are pleased to present Policy 2520.1, 21st
				  Century Reading and English Language Arts Content Standards and Objectives for
				  West Virginia Schools. The West Virginia Reading and English Language Arts
				  Standards for 21st Century Learning includes
				  21st century
content
standards and
				  objectives as well as 21st century standards and
				  objectives for
learning skills
and
technology
				  tools
. This broadened scope of curriculum is built on the firm belief
				  that quality engaging instruction must be built on a curriculum that
				  triangulates rigorous 21st century content,
				  21st century learning skills and the use of
				  21st century technology tools.
Committees of educators from across the state convened to
				  revise the content standards and objectives. The overarching goal was to build
				  a rigorous, relevant and challenging reading and English language arts
				  curriculum that would prepare students for the 21st
				  century. West Virginia educators, including regular classroom teachers, special
				  education teachers, and teachers representing higher education institutions
				  played a key role in shaping the content standards to align with national
				  standards, rigorous national assessments and research and best practice in the
				  field of reading and English language arts education. The contribution of these
				  professionals was critical in creating a policy that is meaningful to classroom
				  teachers and appears in a format that can easily be used and understood.
Policy 2520.1 is organized around the three major components
				  of a standards-based curriculum: learning standards, instructional objectives
				  and performance descriptors. The learning standards are the
broad
				  descriptions
of what
all
students must know and be
				  able to do at the conclusion of the instructional sequence. The accompanying
				  grade-level objectives are specific descriptors of knowledge, skills and
				  attitudes that when mastered will enable the student to attain the standard.
				  The instructional objectives guide instructional
planning
and
				  provide a basis for determining appropriate
assessments, instructional
				  strategies and resources
. The performance descriptors provide the
				  basis for
assessing
overall student competence of grade level
				  standards. The performance descriptors define the five student performance
				  levels ranging from novice to distinguished. With the ultimate goal of
				  "learning for all," these descriptors allow the teacher, students and parents
				  to judge the
level
of student proficiency in each
				  21st century learning standard.
In combination, the use of learning standards, instructional
				  objectives and performance descriptors become a comprehensive guide for
				  delivering a rigorous and relevant reading and English language arts curriculum
				  to all West Virginia students. These elements, when used to guide the
				  instructional process and when delivered with the creativity and instructional
				  expertise of West Virginia teachers, will become a powerful resource for
				  preparing students to meet the challenges of the
				  21st century.
Explanation of Terms
Content Standards
are broad descriptions of what
				  students should know and be able to do in a content area. Content standards
				  describe what students' knowledge and skills should be at the end of a 3-12
				  sequence of study.
Objectives
are incremental steps toward
				  accomplishment of content standards. Objectives are listed by grade level and
				  are organized around the content standards. Objectives build across grade
				  levels as students advance in their knowledge and skills.
Performance Descriptors
describe in narrative
				  format how students demonstrate achievement of the content standards. Line
				  breaks within the narrative format indicate clusters of concepts and skills.
				  West Virginia has designed five performance levels: distinguished, above
				  mastery, mastery, partial mastery and novice. Performance Descriptors serve two
				  functions. Instructionally, they give teachers more information about the level
				  of knowledge and skills students need to acquire. Performance levels and
				  descriptors are also used to categorize and explain student performance on
				  statewide assessment instruments.
Distinguished:
A student at this level has
				  demonstrated exemplary performance. The work shows a distinctive and
				  sophisticated application of knowledge and skills that go beyond course or
				  grade level applications.
Above Mastery:
A student at this level has
				  demonstrated effective performance and exceeds the standard. The work shows a
				  thorough and effective application of knowledge and skills.
Mastery:
A student at this level has
				  demonstrated adequate knowledge and skills that meet the standard. The work is
				  accurate, complete and fulfills all requirements. The work shows solid academic
				  performance at the course or grade level.
Partial Mastery:
A student at this level has
				  demonstrated limited knowledge and skills toward meeting the standard. The work
				  shows basic but inconsistent application of knowledge and skills characterized
				  by errors and/or omissions. Performance needs further development.
Novice:
A student at this level has demonstrated
				  minimal fundamental knowledge and skills needed to meet the standard.
				  Performance at this level is fragmented and/or incomplete and needs
				  considerable development.
Numbering of Standards
The number for each content standard is composed of four
				  parts, each part separated by a period:
· the content area code is RLA for Reading and English
				  Language Arts,
· the letter S, for Standard,
· the grade level (exceptions are Journalism and
				  Speech I), and
· the standard number.
Illustration: RLA.S.4.1 refers to fourth grade reading and
				  English language arts content standard #1.
Numbering of Objectives
The number of each objective is composed of five parts, each
				  part separated by a period:
· the content area code (RLA for Reading and English
				  Language Arts),
· the letter O is for Objective,
· the grade level (exceptions are Journalism and
				  Speech I),
· the number of the content standard addressed,
				  and
· the objective number.
Illustration: RLA.O.6.2.3 refers to a reading and English
				  language arts sixth grade objective that addresses standard #2 in reading and
				  English language arts, the third objective listed under that standard.
Numbering of Performance Descriptors
The number for each group of three performance descriptors is
				  composed of four parts, each part separated by a period:
· the content area (RLA for Reading and English
				  Language Arts),
· the letters PD are for Performance
				  Descriptors,
· the grade level (See exceptions noted above for
				  grade level under numbering of objectives), and
· the standard number.
Illustration: RLA.PD.9.2 refers to reading and English
				  language arts performance descriptors for ninth grade, content standard
				  #2.
Unique Electronic Numbers (UENs)
Unique Electronic Numbers (or UENs) are numbers that help to
				  electronically identify, categorize and link specific bits of information. Once
				  Policy 2520.1 is available on the Web, each standard, each objective and each
				  group of five performance descriptors will have a Unique Electronic Number
				  (UEN) that will always remain the same.
The codes printed in Policy 2520.1 form the basis of the
				  UENs. The only additional set of numbers that will be added to each code to
				  formulate its UEN will be a prefix that indicates the year and month that a
				  particular version of Policy 2520.1 is approved by the State Board of
				  Education.
The prefix for the UENs for each content area in Policy
				  2520.1 is noted at the top of each page containing standards, objectives and
				  performance descriptors. As sections of 2520.1 are revised, UENs will be
				  changed to reflect the new approval date.
UENs (Unique Electronic Numbers) are unique numbers that
				  facilitate implementation of WV Standards into Electronic formats such as
				  Databases and XML Files. The WV Department of Education encourages everyone who
				  is going to use the WV 21st Century Content
				  Standards in any kind of electronic distribution, alignment, or software
				  development to use the UENs so that all efforts can be cross-referenced and
				  there is consistency across initiatives.
Illustration: The UEN for fifth grade reading and English
				  language arts standard #2 will be "200602.RLA.S.5.2".
Abbreviations
Content Areas
RLA Reading and English Language Arts
High School Courses
Reading and English Language Arts
JN Journalism
SP Speech
Other Abbreviations
PD Performance Descriptors
O Objective
S Standard (Content Standard)
READING AND ENGLISH LANGUAGE ARTS - Policy
				  2520.1
The Reading and English Language Arts content standards,
				  objectives and performance descriptors were developed in three major strands:
1) reading,
2) writing and
3) listening, speaking, media literacy. Each
				strand provides a clear description of what the students in kindergarten
				through twelfth grade should know and be able to do. The curriculum through the
				grade levels is ordered to allow for foundational content and a scaffolding
				process to ensure a rigorous and challenging program of studies for all
				students. The content standards, objectives and performance descriptors defined
				herein will serve to ultimately promote a more literate West Virginia society.
A multitude of references was considered to support the
				  development of the Reading and English Language Arts curriculum including NAEP,
				  ACT, SAT, 21st Century Learning, International
				  Reading Association, National Council of English and nationally recognized
				  research. Each reference was reviewed and its relevance was determined in order
				  to produce a more challenging curriculum for West Virginia students.
Considerations in the development of the Reading and English
				  Language Arts 3-12 curriculum included the rigor and challenge that is
				  comparable to national and international language arts standards and successful
				  performance on national and international language arts assessments. The
				  curriculum progresses through the grade levels in a spiraling effect to ensure
				  both a complete mastery of each strand and an opportunity to attain the
				  distinguished level of performance. The Reading and English Language Arts
				  program emphasized attention to content and global awareness. Crucial
				  components of the curriculum involve use of literary and informational texts in
				  language arts and across the curriculum disciplines as these skills are
				  essential in comprehending all curricular areas.
The three major content strands have defined objectives that
				  explain what the student should know. The objectives move from the literal
				  level of identifying and recognizing information to the more complex skills of
				  analyzing and evaluating. When applying the objectives, all bulleted items must
				  be taught. The abbreviation, e.g., indicates examples for teaching the
				  objectives. Furthermore, the teacher is strongly encouraged to review the
				  objectives of the pervious grade level to serve as a starting point for review
				  and maintenance in the spiraling curriculum.
Reading and English Language Arts Content Standards
				  3-12
Standard 1: Reading
The development of proficient reading skills is critical for
				  mastering academic content, succeeding in school and fulfilling life's
				  potential. Students will use skills to read for literary experience, for
				  information and to perform a task. In order to build the foundational skills of
				  reading, students will master the essential components of reading: phonemic
				  awareness, phonics, background knowledge/vocabulary, high frequency
				  words/fluency, comprehension and written application. Frequent interaction with
				  a broad array of quality literature, informational text and diverse media will
				  encourage an appreciation for the power of the written and spoken word.
Standard 2: Writing
Students will apply writing skills and strategies to
				  communicate effectively for different purposes. They will use the writing
				  process by appropriately applying the organization of ideas, development of
				  main ideas and supporting details, varied sentence structure, word choice and
				  mechanics. Using a variety of print and media sources, students will select,
				  organize and evaluate for research purposes.
Standard 3: Listening, Speaking, Media
				  Literacy
In the twenty-first century, students will be required to
				  communicate ideas clearly and efficiently. They will need to be able to use
				  information technology proficiently to explore, research and express themselves
				  for a variety of purposes. Applying listening, speaking and media literacy
				  skills and strategies, they will connect with different audiences using media
				  appropriate to the situation.
THIRD GRADE READING AND ENGLISH LANGUAGE
				  ARTS
Reading and English Language Arts third grade students will
				  learn, practice and apply strategies focusing on preparing literate,
				  independent and self-directed learners. Students will be engaged in reading and
				  respond to a variety of literature using literal and critical comprehension
				  skills. These learners will expand their ability to analyze and evaluate
				  information and develop as critical thinkers, taking responsibility for their
				  own learning and connecting new information to existing knowledge. Students
				  will interact with and respond to text in purposeful situations across the
				  curriculum, create and access information in a variety of forms and media and
				  expand 21st century skills. The West Virginia
				  Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards
				  and Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 3
Reading
Standard 1:
Reading
RLA.S.3.1
Students will apply reading skills and strategies to
							 inform, to perform a task and to read for literacy experience by
· identifying and using grade appropriate
							 essential reading components (phonemic awareness, phonics, vocabulary, fluency,
							 comprehension, written application) and
· selecting a wide variety of literature and
							 diverse media to develop independence as readers.
Performance Descriptors
							 RLA.PD.3.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Third grade students at the distinguished level in
							 reading compare and contrast characters, select defining characteristics and
							 construct background of literary and informational texts. They differentiate
							 and interpret to make connections to self, text and the world. They use root
							 words, prefixes and suffixes to change word meanings and generate new
							 vocabulary. They use reference material to determine meaning.
Third grade students at the above mastery level in
							 reading make inferences, analyze characters and skim and scan to comprehend
							 written text. They determine author's purpose, literary elements and
							 connections to self and others' cultures in literary genres and informational
							 texts. They apply vocabulary across content using structural analysis and
							 context clues. When reading informational selections, they recognize visual
							 representations and judge texts for reliability.
Third grade students at the mastery level in reading
							 provide main idea and supporting details, draw conclusions, describe characters
							 and paraphrase literary genres and informational texts. They establish a
							 purpose for reading and explain connections between simple events in a literary
							 work and their own lives. They use structural analysis, describe multiple
							 meanings of words, use homonyms, and interpret figurative language. They select
							 labels for diagrams and choose electronic resources for a purpose.
Third grade students at the partial mastery level in
							 reading apply phonetic analysis to decode unknown words. They determine story
							 elements, main idea and cause/effect in literary and informational texts. They
							 respond to literal comprehension questions and summarize short story
							 selections. They identify compound words and contractions. Students demonstrate
							 their understanding of a variety of informational resources by following
							 written directions and using captions.
Third grade students at the novice level in reading
							 manipulate phonemes and use elements of phonetic analysis to decode unknown
							 words. They use sequencing, predicting and retelling to understand literary and
							 informational texts. They use signs and labels.
Objectives
Students will
RLA.O.3.1.01
identify and practice appropriate sight words and
							 content vocabulary.
RLA.O.3.1.02
identify and understand appropriate reading
							 vocabulary (e.g., synonyms, antonyms, homonyms, multiple-meaning words).
RLA.O.3.1.03
apply tiered levels of vocabulary in speaking and
							 reading experiences.
RLA.O.3.1.04
describe a purpose for reading:
· for information
· for pleasure
· to understand a specific viewpoint
RLA.O.3.1.05
read familiar stories, poems and passages with
							 fluency:
· appropriate rate
· accuracy
· prosody
RLA.O.3.1.06
use meaning clues to aid comprehension of content
							 across the curriculum (e.g., pictures, picture captions, titles, headings,
							 topic).
RLA.O.3.1.07
read third grade instructional level texts and use
							 self-correction strategies (e.g., decoding, searching for cues,
							 rereading).
RLA.O.3.1.08
use literary and informational texts to summarize,
							 determine story elements, determine cause and effect, compare and contrast,
							 paraphrase, infer, predict, sequence, draw conclusions, describe characters,
							 and provide main idea and support details.
RLA.O.3.1.09
infer the author's purpose:
· to persuade
· to entertain
· to inform in literary and informational
							 text
RLA.O.3.1.10
compare self to text in making connections between
							 characters or simple events in a literary work with people and events in one's
							 own life and other cultures.
RLA.O.3.1.11
identify and describe the ways in which language is
							 used in literary text (e.g. simile, metaphor, idioms).
RLA.O.3.1.12
recognize and explain the defining characteristics of
							 genre in literary and informational texts:
· fairy tales
· folk tales
· myths
· poems
· fables
· fantasies
· biographies
· short stories
· chapter books
· historical fiction
· plays
· autobiographies
· magazines
· newspapers
· textbooks
· electronic databases
· reference materials
RLA.O.3.1.13
use graphic organizers and visualization techniques
							 to interpret information (e.g., charts, graphs, diagrams).
RLA.O.3.1.14
use reading skills and strategies to understand a
							 variety of information resources to support literacy learning (e.g., written
							 directions, captions, electronic resources, labels, informational text).
RLA.O.3.1.15
increase the amount of independent reading to build
							 background knowledge, expand vocabulary and comprehend literary and
							 informational text.
Grade 3
Writing
Standard 2:
Writing
RLA.S.3.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors
							 RLA.PD.3.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Third grade students at the distinguished level in
							 writing use the pre-writing and drafting strategies to generate topics and plan
							 approaches to writing tasks to develop a 3-5 paragraph composition that
							 incorporates specific and relevant details. They select and use a variety of
							 resource materials to plan and deliver a short research project, citing
							 references.
Third grade students at the above mastery level in
							 writing apply the writing process to compose a variety of forms and genres for
							 an intended audience. Students apply correct grammar and spelling. They select
							 and use strategies to compile information for research topics.
Third grade students at the mastery level in writing
							 use the five-step writing process to compose in a variety of forms and genres
							 for an intended audience. Students use correct grammar and spelling. They use a
							 variety of strategies to plan research.
Third grade students at the partial mastery level in
							 writing develop stories with a beginning, middle and end for an intended
							 audience. Students edit a simple sentence. They use dictionaries, indexes and
							 electronic resources to write.
Third grade students at the novice level in writing,
							 given a topic, develop a story with a beginning, middle and end. Students edit
							 a sentence for capitalization and punctuation. They identify a variety of
							 resources used in writing.
Objectives
Students will
RLA.O.3.2.01
demonstrate proper manuscript and full transition to
							 cursive writing techniques:
· posture
· paper placement
· pencil grip
· letter formation
· slant
· letter size
· spacing
· rhythm
· alignment
RLA.O.3.2.02
identify and produce a grammatically correct sentence
							 (e.g., correct subject/verb agreement with singular and plural nouns and verbs,
							 correct use of regular and irregular verbs, avoiding run-on sentences and
							 fragments).
RLA.O.3.2.03
compose a written composition using the five-step
							 writing process:
· pre-write
· draft
· revise
· edit
· Publish
RLA.O.3.2.04
develop proper paragraph form in written
							 composition:
· beginning, middle, end
· main ideas with relevant details
· sentence variety such as declarative,
							 interrogative and exclamatory and imperative
· descriptive and transitional words
· indentations
RLA.O.3.2.05
identify and apply conventions of spelling in written
							 composition (e.g., spell high frequency words from appropriate grade level
							 list, use letter/sound relationships to spell independently, make structural
							 changes to spell words correctly, spell irregular verbs and irregular plural
							 nouns).
RLA.O.3.2.06
identify and apply conventions of capitalization in
							 written composition (e.g., greeting, heading, closing of a letter, first word
							 of a direct quotation).
RLA.O.3.2.07
identify and apply conventions of punctuation in
							 written composition (e.g., commas in dates, addresses and greeting/closing of a
							 letter, quotation marks around titles and direct quotations, apostrophes for
							 contractions and possessive nouns).
RLA.O.3.2.08
produce appropriate grammar in written
							 composition.
RLA.O.3.2.09
compose in a variety of forms and genres for
							 different audiences (e.g., diaries, journals, letters, reports,
							 stories).
RLA.O.3.2.10
alphabetize to the third letter and use simple
							 dictionary skills (e.g., guide words, pronunciation).
RLA.O.3.2.11
select a variety of sources to gather information
							 (e.g., use dictionaries, encyclopedias, newspapers, electronic
							 resources).
RLA.O.3.2.12
use a variety of strategies to plan simple research
							 (e.g., identify possible topic by brainstorming, list questions, use graphic
							 organizers, organize prior knowledge about a topic, develop a course of action
							 for writing, determine how to locate necessary information).
Grade 3
Listening, Speaking and Media
							 Literacy
Standard 3:
Listening, Speaking and Media Literacy
RLA.S.3.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors
							 RLA.PD.3.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Third grade students at the distinguished level in
							 listening, speaking and media literacy recognize, exhibit and use correct
							 grammar in oral communication skills in order to deliver recitations. They
							 listen to and explain topics presented through a variety of media. They create
							 a media product that demonstrates format and purpose.
Third grade students at the above mastery level in
							 listening, speaking and media literacy listen and respond to different literary
							 forms by paraphrasing information, recounting personal experiences and
							 supporting opinions. They identify the intended audience and distinguish a
							 variety of messages conveyed by visual media. Students adjust their speaking
							 rate and react to an audience when communicating. They create a presentation
							 for a specific purpose using two or more forms of technology.
Third grade students at the mastery level in
							 listening, speaking and media literacy listen and respond to different literary
							 forms by summarizing information and extending a story using their imagination.
							 They distinguish messages conveyed through visual media such as television and
							 the internet. Students create a presentation using a form of technology.
Third grade students at the partial mastery level in
							 listening, speaking and media literacy recite and comprehend songs, stories,
							 and poems by describing story elements and role-playing scenes. They describe
							 the main idea of visual media. Students create an oral or visual presentation
							 using media tools.
Third grade students at the novice level in
							 listening, speaking and media literacy listen and respond to stories and poems
							 by retelling and relating the information to their own lives. They determine
							 the main idea of visual media. Students relate a real or imagined story orally
							 or by creating a picture or poster.
Objectives
Students will
RLA.O.3.3.01
listen and respond to familiar stories and poems
							 (e.g., summarize and paraphrase to confirm comprehension, recount personal
							 experiences, imagine beyond the literary form).
RLA.O.3.3.02
distinguish different messages conveyed through
							 visual media (e.g., photos, television, multimedia Internet).
RLA.O.3.3.03
create an age appropriate media literacy product that
							 reflects understanding of format and characteristics.
FOURTH GRADE READING AND ENGLISH LANGUAGE
				  ARTS
Reading and English Language Arts Fourth grade students will
				  develop as readers and writers who are independent, self-directed and critical
				  thinkers who take responsibility for their learning, connect new information to
				  existing knowledge, develop habits of learning and work with others to use
				  information. Students will learn to critically analyze and evaluate what they
				  read, create effective oral, written and multimedia communication in a variety
				  of forms and contexts, access and integrate information using a variety of
				  media sources, and use listening as a reading strategy. Each of these
				  strategies is to be applied in the content areas. At this level, students are
				  provided with a variety of opportunities to interact with a wide range of
				  literary and informational forms and 21st century
				  skills, building the foundation for lifelong reading. The West Virginia
				  Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards
				  and Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 4
Reading
Standard 1:
Reading
RLA.S.4.1
Students will apply reading skills and strategies to
							 inform, to perform a task and to read for literacy experience by
· identifying and using grade appropriate
							 essential reading components (phonemic awareness, phonics, vocabulary, fluency,
							 comprehension, written application) and
· selecting a wide variety of literature and
							 diverse media to develop independence as readers.
Performance Descriptors
							 RLA.PD.4.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fourth grade students at the distinguished level in
							 reading analyze elements of literature to construct meaning and justify
							 author's purpose. They explain theme and evaluate connections among facts,
							 ideas, events and concepts in literary and informational texts across the
							 curriculum. They use two or more resource materials to gain meaning from
							 text.
Fourth grade students at the above mastery level in
							 reading compare and contrast characters, select defining characteristics and
							 construct background of literary and informational texts. They differentiate
							 and interpret to make connections to self, text and the world. They use root
							 words, prefixes and suffixes to change word meanings and generate new
							 vocabulary. They use reference material to determine meaning.
Fourth grade students at the mastery level in reading
							 make inferences, analyze characters and skim and scan to comprehend written
							 text. They determine author's purpose, literary elements and connections to
							 self and other cultures in literary genres and informational texts. They apply
							 vocabulary across content using structural analysis and context clues. When
							 reading informational selections, they recognize visual representations and
							 judge texts for reliability.
Fourth grade students at the partial mastery level in
							 reading provide main ideas and supporting details, draw conclusions, describe
							 characters and paraphrase literary genres and informational texts. They
							 establish a purpose for reading and explain connections between simple events
							 in a literary work and their own lives. They use structural analysis, describe
							 multiple meanings of words and use homonyms and interpret figurative language.
							 They select labels for diagrams and choose electronic resources for a
							 purpose.
Fourth grade students at the novice level in reading
							 apply phonetic analysis to decode words. They recognize story elements, main
							 idea and cause/effect in literary and informational texts. They respond to
							 literal comprehension questions and summarize short story selections. They
							 identify compound words and contractions. Students demonstrate their
							 understanding of a variety of informational resources by following 2 or 3 step
							 written directions and using captions.
Objectives
Students will
RLA.O.4.1.01
identify and practice appropriate vocabulary:
· multiple meaning words
· synonyms
· antonyms
· homonyms
· content area vocabulary
· context clues
RLA.O.4.1.02
apply structural analysis including etymology and
							 context clues to decode and encode words.
RLA.O.4.1.03
use pre-reading strategies to comprehend text (e.g.,
							 activating prior knowledge, predictions, questioning).
RLA.O.4.1.04
apply and generate tiered levels of vocabulary in
							 speaking and reading experiences.
RLA.O.4.1.05
read fluently with appropriate rate, accuracy and
							 prosody.
RLA.O.4.1.06
examine meaning clues to aid comprehension of content
							 across the curriculum (e.g., pictures, picture captions, titles, headings, text
							 structure, topic).
RLA.O.4.1.07
read fourth grade instructional level texts and use
							 self-correction strategies (e.g., decoding, searching for cues,
							 rereading).
RLA.O.4.1.08
interpret and extend the ideas in literary and
							 informational texts to summarize, determine story elements, skim and scan,
							 determine cause and effect, compare and contrast, visualize, paraphrase, infer,
							 sequence, determine fact and opinion, draw conclusions, analyze characterize
							 and provide main idea and support details.
RLA.O.4.1.09
determine the author's purpose in literary and
							 informational texts and use supporting material to justify author's
							 intent:
· to persuade
· to entertain
· to inform
· to determine a specific viewpoint
RLA.O.4.1.10
compare and contrast self to text in making
							 connections to characters or simple events in a literary work to own life and
							 other cultures (e.g. events, characters, conflicts, themes).
RLA.O.4.1.11
distinguish between the ways in which language is
							 used in literary texts:
· simile
· metaphor
· idioms
· analogies
· puns
RLA.O.4.1.12
recognize and explain the defining characteristics of
							 genre in literary and informational texts:
· fairy tales
· folk tales
· myths
· poems
· fables
· fantasies
· biographies
· short stories
· novels
· plays
· legends
· autobiographies
· magazines
· newspapers
· textbooks
· essays
· speeches
· electronic databases
· reference materials
RLA.O.4.1.13
judge the reliability or logic of informational
							 texts.
RLA.O.4.1.14
select and use a variety of sources to gather
							 information (e.g., dictionaries, encyclopedias, newspapers, informational
							 texts, electronic resources).
RLA.O.4.1.15
use graphic organizers and visualization techniques
							 to interpret information (e.g., charts, graphs, diagrams, non-verbal
							 symbols).
RLA.O.4.1.16
use reading skills and strategies to understand a
							 variety of information resources to support literacy learning (e.g., written
							 directions, captions, electronic resources, labels, information texts).
RLA.O.4.1.17
increase the amount of independent reading to build
							 background knowledge, expand vocabulary and comprehend literary and
							 informational text.
Grade 4
Writing
Standard 2:
Writing
RLA.S.4.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors
							 RLA.PD.4.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fourth grade students at the distinguished level in
							 writing, while responding to a variety of stimulus materials, use writing
							 strategies to address a specific writing purpose. They identify and use
							 electronic and non-electronic sources to include different types of information
							 and create assigned compositions. They edit their own writing as well as the
							 writing of others and make corrections in organization, content, usage,
							 mechanics and spelling.
Fourth grade students at the above mastery level in
							 writing use the pre-writing and drafting strategies to generate topics and plan
							 approaches to writing tasks to develop a 3-5 paragraph composition that
							 incorporates specific and relevant details. They select and use a variety of
							 resource materials to plan and deliver a short research project, citing
							 references.
Fourth grade students at the mastery level in writing
							 apply the writing process to compose with a variety of forms and genres, using
							 relevant details for an intended audience. Students apply correct grammar and
							 spelling. They select and use strategies to compile information for research
							 topics.
Fourth grade students at the partial mastery level in
							 writing use the five-step writing process to compose a variety of forms and
							 genres for an intended audience. Students use correct grammar and spelling.
							 They use a variety of strategies to plan research.
Fourth grade students at the novice level in writing
							 develop stories with a beginning, middle and end for an intended audience. They
							 use dictionaries, indexes and electronic resources to write.
Objectives
Students will
RLA.O.4.2.01
demonstrate proper manuscript and cursive writing
							 techniques:
· legibility
· uniformity in all written work
RLA.O.4.2.02
develop and apply the proper structure for simple and
							 compound sentences.
RLA.O.4.2.03
identify and produce a sentence with proper word
							 choice to include:
· verb tense
· verb usage
· subject/verb agreement
· pronoun usage
· adjectives and adverbs
RLA.O.4.2.04
compose a written composition from a prompt using the
							 writing process in a timed and un-timed setting.
RLA.O.4.2.05
develop proper form in written composition:
· beginning-middle-end
· indentation
· topic sentence
· introductory and concluding
							 paragraphs
· related details
· related and cohesive paragraphs
· transitional and descriptive words
RLA.O.4.2.06
write to persuade using order of importance,
							 classifying differences and similarities, classifying advantages and
							 disadvantages.
RLA.O.4.2.07
develop a composition that demonstrates an awareness
							 of the intended audience using appropriate language, content and form.
RLA.O.4.2.08
create an effective response to a task in form,
							 content and language (e.g., letters, poems, brief reports or descriptions,
							 instructions, journals).
RLA.O.4.2.09
use editing strategies to correct errors in sentence
							 structure (fragments and run-on sentences), capitalization, punctuation and
							 grammar.
RLA.O.4.2.10
identify and apply conventions of spelling in written
							 composition (e.g., spell commonly misspelled words from appropriate grade level
							 lists, use syllable constructions to spell words, use vowel combinations for
							 correct spelling, use affixes).
RLA.O.4.2.11
use reference skills to identify words.
RLA.O.4.2.12
use strategies to gather and record information for
							 research topics:
· note taking
· summarizing
· paraphrasing
· describing in narrative form
· gathering information from direct quotes,
							 maps, charts, graphs and tables
RLA.O.4.2.13
select and use a variety of sources to gather
							 information (e.g., dictionaries, encyclopedias, newspapers, informational
							 texts, electronic resources).
RLA.O.4.2.14
use strategies to compile information into written
							 reports or summaries (e.g., incorporate notes into a finished product, include
							 simple facts-details-explanations-examples, draw conclusions from relationships
							 and patterns that emerge from data of different sources, use appropriate visual
							 aids and media).
RLA.O.4.2.15
critically evaluate own and others' written
							 compositions.
Grade 4
Listening, Speaking and Media
							 Literacy
Standard 3
Listening, Speaking and Media Literacy
RLA.S.4.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors
							 RLA.PD.4.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fourth grade students at the distinguished level in
							 listening, speaking and media literacy recognize, exhibit and use correct
							 grammar in oral communication skills in order to retell detailed stories
							 sequentially. They explain topics presented through a variety of media. They
							 contribute to group discussions. They create and present a multi-media product
							 that reflects use of visual language and effective use of media tools.
Fourth grade students at the above mastery level in
							 listening, speaking and media literacy recognize, exhibit and use correct
							 grammar in oral communication skills in order to deliver recitations. They
							 listen to and explain topics presented through a variety of media. They create
							 a media product that demonstrates format and purpose.
Fourth grade students at the mastery level in
							 listening, speaking and media literacy listen and respond to different literary
							 forms by paraphrasing information, recounting personal experiences and
							 supporting opinions. They identify the intended audience and distinguish a
							 variety of messages conveyed by visual media. Students adjust their speaking
							 rate and react to an audience when communicating. They create a presentation
							 for a specific purpose using two or more forms of technology.
Fourth grade students at the partial mastery level in
							 listening speaking and media literacy listen and respond to different literary
							 forms by summarizing information and extending a story using their imagination.
							 They distinguish messages conveyed through visual media such as television and
							 the internet. Students create a presentation using a form of technology.
Fourth grade students at the novice level in
							 listening, speaking and media literacy recite and comprehend songs, stories,
							 and poems by describing story elements and role-playing scenes. They describe
							 the main idea visual media. Students create an oral or visual presentation
							 using media tools.
Objectives
Students will
RLA.O.4.3.01
listen and respond to different literary forms and
							 speakers (e.g., summarize and paraphrase to confirm understanding, recount
							 personal experiences, listen to information and exhibit comprehension, provide
							 reasons in support of opinions, respond to others' ideas).
RLA.O.4.3.02
distinguish a variety of messages conveyed through
							 visual media (e.g., internet, database, email, electronic resources, online
							 research).
RLA.O.4.3.03
recognize communication skills (e.g., speaking rate,
							 audience, etiquette, active listening).
RLA.O.4.3.04
create an age appropriate media literacy product that
							 reflects understanding of format, characteristics and purpose.
Fifth Grade Reading and English Language
				  Arts
Reading and English Language Arts fifth grade students expand
				  and strengthen knowledge and skills learned in earlier grades. Students apply
				  comprehension and vocabulary skills and strategies which will enable them to
				  critically judge literary and informational texts across the curriculum. The
				  earlier development of the writing process will be strengthened and expanded
				  within and across the curriculum. Listening, speaking, and media literacy
				  instruction will prepare fifth grade 21st century
				  learners to contribute, deliver and exhibit communication skills. Fifth grade
				  students continue to develop as independent, self-directed and life-long
				  learners. The West Virginia Standards for 21st
				  Century Learning include the following components:
				  21st Century Content Standards and Objectives and
				  21st Century Learning Skills and Technology Tools.
				  All West Virginia teachers are responsible for classroom instruction that
				  integrates learning skills, technology tools and content standards and
				  objectives.
Grade 5
Reading
Standard 1:
Reading
RLA.S.5.1
Students will apply reading skills and strategies to
							 inform, to perform a task and to read for literacy experience by
· identifying and using grade appropriate
							 essential reading components (phonemic awareness, phonics, vocabulary, fluency,
							 comprehension, written application) and
· selecting a wide variety of literature and
							 diverse media to develop independence as readers.
Performance Descriptors
							 RLA.PD.5.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students at the distinguished level in
							 reading:
analyze figurative language, evaluate denotation,
							 interpret defining characteristics and summarize background in literary and
							 informational texts;
critique and justify connections to self, text and
							 the world;
interpret and create poetry;
examine root words, prefixes and suffixes to
							 construct word meanings and generate new vocabulary; and use a variety of
							 reference materials to plan, critique, revise and deliver a short research
							 project.
Fifth grade students at the above mastery level in
							 reading:
understand figurative language, examine denotation,
							 explain defining characteristics and outline background in literary and
							 informational texts;
evaluate connections to self, text and the
							 world;
compare and contrast types of poetry;
use root words, prefixes and suffixes to spell words,
							 determine word meanings and generate new vocabulary; and use a variety of
							 reference materials to plan, revise, and deliver a short research
							 project.
Fifth grade students at the mastery level in
							 reading:
label figurative language, use denotation, select
							 defining characteristics and construct background in literary and informational
							 texts;
compare and contrast to make connections to self,
							 text and the world;
read and classify types of poetry;
use root words, prefixes and suffixes to spell words,
							 change word meanings and generate new vocabulary; and use resource materials to
							 plan and deliver a short research project.
Fifth grade students at the partial mastery level in
							 reading:
locate and recognize figurative language and
							 denotation;
discuss connections to self and text;
read and give examples of types of poetry;
select root words, prefixes and suffixes to spell
							 words and change word meanings; and use reference materials to plan a short
							 research project.
Fifth grade students at the novice level in
							 reading:
figurative language and denotation;
make connections to self and text;
read and identify types of poetry;
identify root words, prefixes and suffixes to spell
							 words; and identify types of reference materials.
Objectives
Students will
RLA.O.5.1.01
use root words, prefixes and suffixes to understand
							 words, change word meanings and generate new words appropriate to grade
							 level.
RLA.O.5.1.02
use a variety of strategies (e.g., etymology, context
							 clues, affixes, synonyms, antonyms) to increase grade-appropriate
							 vocabulary.
RLA.O.5.1.03
use denotation to understand meaning.
RLA.O.5.1.04
label the figurative language in text.
RLA.O.5.1.05
select defining characteristics, construct background
							 knowledge and develop reading skills to understand a variety of literary
							 passages and informational texts by West Virginia, national and international
							 authors:
· myth
· fantasies
· biographies
· autobiographies
· science fiction
· tall tales
· supernatural tales
· historical fiction
RLA.O.5.1.06
determine main ideas and locate supporting details in
							 literary passages and informational texts.
RLA.O.5.1.07
use pre-reading strategies to analyze text for the
							 type of text to determine comprehension strategies:
· previewing
· activating prior knowledge
· questioning
· skimming
· scanning
RLA.O.5.1.08
differentiate and apply comprehension strategies in
							 literary and informational texts to
· draw conclusions
· predict
· use context clues
· summarize
· judge text critically
RLA.O.5.1.09
determine the elements of literature (e.g.,
							 characterization, conflict, plot) to construct meaning and recognize
							 author's/reader's purpose.
RLA.O.5.1.10
compare and contrast text connections to self, to
							 other texts and to world cultures in literary and informational texts.
RLA.O.5.1.11
identify literary techniques used to interpret
							 literature (e.g., compare/contrast or cause/effect).
RLA.O.5.1.12
read and understand various types of poetry.
RLA.O.5.1.13
identify the parts of a book, know their purposes and
							 locate information (e.g., table of contents, index, glossary).
RLA.O.5.1.14
classify and interpret graphic aids (e.g., maps,
							 charts, graphs, tables, timelines).
RLA.O.5.1.15
increase the amount of independent reading to
							 comprehend, analyze and evaluate literary text and informational text.
Grade 5
Writing
Standard 2:
Writing
RLA.S.5.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process,
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors
							 RLA.PD.5.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students at the distinguished level in
							 writing:
use the five-step writing process to compose a 3 page
							 product (e.g., narrative, informative, descriptive, persuasive) for a specific
							 audience and purpose, using relevant details, transitional words and 3 pages in
							 length; and identify relevancy and content validity of available electronic and
							 print resources to plan, write and present a research project with
							 documentation and in-text citations.
Fifth grade students at the above mastery level in
							 writing:
use the five-step writing process to plan, develop,
							 and write a 6-8 paragraph composition for a specific audience and purpose,
							 using relevant details, and transitional words; and identify and use electronic
							 and non-electronic resource materials to include different types of information
							 and create a brief research project, documenting and citing sources.
Fifth grade students at the mastery level in
							 writing:
use the five-step writing process to generate topics
							 and plan and develop a 3-5 paragraph composition for a specific audience and
							 purpose, using relevant details, and transitional words; and select and use a
							 variety of resource materials to plan and deliver a short research project,
							 citing references.
Fifth grade students at the partial mastery level in
							 writing:
use the five-step writing process, plan and write a 3
							 paragraph composition with relevant details and transitional words; and select
							 and use strategies to compile information for written reports.
Fifth grade students at the novice level in
							 writing:
explain the five-step writing process and write a 3
							 paragraph composition with relevant details; and use a variety of strategies to
							 plan research.
Objectives
Students will
RLA.O.5.2.01
use the five-step writing process (pre-writing,
							 drafting, revising, editing, publishing) to generate topics, plan and develop a
							 3 - 5 paragraph composition.
RLA.O.5.2.02
arrange thoughts and ideas in graphic representations
							 to plan and write a product.
RLA.O.5.2.03
from a prompt, use the writing process to develop a
							 3-5 paragraph composition with an introductory paragraph, supporting detail
							 paragraph(s), and concluding paragraph that incorporates specific, relevant
							 details.
RLA.O.5.2.04
use the five-step writing process to write for a
							 specific purpose and for an intended audience (e.g., creative, narrative,
							 informative, journal, friendly letter, business letter).
RLA.O.5.2.05
write and edit the mechanics and grammar of a variety
							 of sentence types:
· simple
· compound
· declarative
· exclamatory
· imperative
· interrogative
RLA.O.5.2.06
select and use a variety of resource materials to
							 plan and deliver a short research project, citing references.
RLA.O.5.2.07
draft analogies, illustrations, examples, or
							 anecdotes to respond to an oral, visual, or written prompt.
RLA.O.5.2.08
use basic transitional words to signal organization
							 of a composition.
Grade 5
Listening, Speaking and Media
							 Literacy
Standard 3:
Listening, Speaking and Media Literacy
RLA.S.5.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors
							 RLA.PD.5.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students at the distinguished level in
							 listening, speaking and media literacy:
plan, organize and deliver effective communications
							 to deliver a variety of presentations;
debate topics presented through a variety of literary
							 forms and speakers; and create, present and evaluate an age-appropriate
							 multi-media product that demonstrates the use of format, purpose and
							 audience.
Fifth grade students at the above mastery level in
							 listening, speaking and media literacy:
plan, exhibit and use effective communication skills
							 to deliver a variety of presentations;
listen to and formulate opinions on topics presented
							 through a variety of literary forms and speakers; and create and present an
							 age-appropriate multi-media product that demonstrates format, purpose and
							 audience.
Fifth grade students at the mastery level in
							 listening, speaking and media literacy:
recognize, exhibit and use effective communication
							 skills to deliver a variety of presentations;
listen to and respond to different literary forms and
							 speakers; and create an age-appropriate media product that demonstrates format,
							 purpose and audience.
Fifth grade students at the partial mastery level in
							 listening, speaking and media literacy:
recognize and use effective communication skills in
							 classroom discussion;
listen to and retell topics presented in different
							 literary forms and speakers; and create an age-appropriate media product that
							 demonstrates purpose.
Fifth grade students at the novice level in
							 listening, speaking and media literacy:
recognize effective communication skills in classroom
							 discussion;
listen to topics presented in different forms by
							 various speakers; and reproduce a media product that demonstrates
							 purpose.
Objectives
Students will:
RLA.O.5.3.01
exhibit effective oral communication skills (e.g.,
							 rate, audience, etiquette, standard English) through the presentation of
· readers theater
· choral reading
· personal narratives
· recitations (poetry, historical
							 documents)
· dramatizations
RLA.O.5.3.02
compare and contrast personal experiences to
							 oral/visual information.
RLA.O.5.3.03
listen and respond to different literary forms and
							 speakers (e.g. summarize and paraphrase to confirm understanding, recount
							 personal experiences, listen to information and exhibit comprehension, provide
							 reasons in support of opinions, respond to others' ideas).
RLA.O.5.3.04
create an age-appropriate media product that
							 demonstrates format, purpose, and audience.
SIXTH GRADE READING AND ENGLISH LANGUAGE ARTS
Reading and English Language Arts sixth grade students
				  apply a variety of strategies to increase vocabulary and comprehension skills.
				  Those strategies include literal, inferential and critical thinking components.
				  Students continue to evaluate connections among the facts, ideas and concepts
				  of literary and informational texts across the curriculum. Sixth grade students
				  use the writing process to address specific writing purposes and various
				  audiences. They demonstrate mastery in mechanics and usage in order to
				  communicate ideas effectively. Sixth grade 21st
				  century learners employ listening, speaking and media strategies to gather and
				  process oral information in order to effectively express themselves in a
				  variety of situations. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 6
Reading
Standard 1:
Reading
RLA. S.6.1
Students will use skills to read for literacy
							 experiences, read to inform and read to perform a task by
· identifying and using the dimensions of
							 reading (phonemic awareness, phonics, background knowledge/vocabulary, high
							 frequency words/fluency, comprehension, writing and motivation to read)
							 and
· employing a wide variety of literature in
							 developing independent readers.
Performance Descriptors
							 RLA.PD.6.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students at the distinguished level in
							 reading:
critique elements of literature (external conflict,
							 mood and character analysis), analyze figurative language and literary
							 techniques (compare/contrast and symbolism) to evaluate meaning and infer
							 author's purpose;
critique theme and defend connections among facts,
							 ideas, events and concepts in literary and informational texts to self, other
							 texts and the world; and analyze and create various types of poetry.
Sixth grade students at the above mastery level in
							 reading:
categorize elements of literature (external conflict,
							 mood and character analysis), assess figurative language and literary
							 techniques (compare/contrast and symbolism) to construct meaning and analyze
							 author's purpose;
interpret theme and evaluate connections among facts,
							 ideas, events and concepts in literary and informational texts to self, other
							 texts and the world; and interpret various types of poetry.
Sixth grade students at the mastery level in
							 reading:
examine elements of literature (external conflict and
							 mood), identify and understand figurative language to construct meaning and
							 recognize author's/reader's purpose;
determine and explain theme and evaluate connections
							 among facts, ideas, events and concepts in literary and informational texts to
							 self, other texts and the world; and characterize and classify various types of
							 poetry.
Sixth grade students at the partial mastery level in
							 reading:
explain examples of elements of literature (external
							 conflict and mood), describe figurative and literary techniques
							 (compare/contrast and symbolism) to illustrate meaning and generalize the
							 author's purpose;
make sense of the theme and recognize connections
							 among facts, ideas, events and concepts in literary and informational texts to
							 self and other texts; and recognize various types of poetry.
Sixth grade students at the novice level in
							 reading:
define elements of literature (external conflict and
							 mood), figurative language and literary techniques (compare/contrast and
							 symbolism) to find meaning;
state theme and identify connections among facts,
							 ideas, events and concepts in literary and informational texts to self; and
							 identify basic types of poetry.
Objectives
Students will
RLA.O.6.1.01
use connotation and denotation to understand
							 meaning.
RLA.O.6.1.02
use root words, prefixes and suffixes to understand
							 words, change word meanings and generate new words appropriate to grade
							 level.
RLA.O.6.1.03
use a variety of strategies to increase
							 grade-appropriate vocabulary (e.g., etymology, context clues, affixes,
							 synonyms, antonyms).
RLA.O.6.1.04
select defining characteristics, construct background
							 knowledge and develop reading skills to understand a variety of literary
							 passages and informational texts by West Virginia, national and international
							 authors:
· myth
· fantasies
· biographies
· autobiographies
· science fiction
· tall tales
· supernatural tales
RLA.O.6.1.05
use pre-reading strategies to analyze text for the
							 type and structure of text to determine comprehension strategies:
· previewing
· activating prior knowledge
· questioning
· skimming
· scanning
RLA.O.6.1.06
differentiate and apply comprehension strategies in
							 literary and informational texts to
· use prior knowledge
· draw conclusions
· interpret meaning
· determine cause and effect
· judge text critically
RLA.O.6.1.07
determine the elements of literature (e.g., external
							 conflict, mood) to construct meaning and recognize author's/reader's
							 purpose.
RLA.O.6.1.08
interpret the actions, behaviors and motives of
							 characters in literary texts.
RLA.O.6.1.09
determine and explain theme by locating supporting
							 details in a literary passage and in informational text across the
							 curriculum.
RLA.O.6.1.10
evaluate connections (e.g., cause/effect, order)
							 among the facts, ideas, events and concepts of literary and informational texts
							 to self,
to other texts and to the world.
RLA.O.6.1.11
Identify and understand figurative language (e.g.,
							 onomatopoeia, personification, alliteration) in text.
RLA.O.6.1.12
characterize and classify various types of
							 poetry.
RLA.O.6.1.13
identify and understand literary techniques used to
							 interpret literature (e.g., compare/contrast, symbolism).
RLA.O.6.1.14
use graphic organizers to create, develop, interpret
							 and organize information (e.g., tables, graphs, diagrams, charts).
RLA.O.6.1.15
increase the amount of independent reading to
							 comprehend, analyze and evaluate literary text and informational text.
Grade 6
Writing
Standard 2:
Writing
RLA.S.6.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors
							 RLA.PD.6.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students at the distinguished level in
							 writing:
use the five-step writing process to plan, organize,
							 write and self-evaluate a variety of 3 page products (e.g., narrative,
							 informative, descriptive, persuasive) ;
write a thesis statement and a progression of ideas
							 in complete sentences; and use note-taking strategies and outlines to develop a
							 research project, documenting and citing sources.
Sixth grade students at the above mastery level in
							 writing:
use the five-step writing process to plan, produce,
							 and write 6-8 paragraph products (e.g., narrative, informative, descriptive,
							 persuasive);
write a thesis statement and cohesive introductory
							 and concluding paragraphs; and use note-taking and outlining strategies with a
							 variety of electronic and non-electronic resources to identify relevancy and
							 content validity of available information; create a brief research project,
							 documenting and citing sources.
Sixth grade students at the mastery level in
							 writing:
use the five-step writing process to generate topics,
							 plan approaches, and develop writing tasks (5-7 paragraphs) for a specific
							 audience and purpose, including relevant details and transitional words;
write a relevant introductory and concluding
							 paragraph; and select and use a variety of resource materials, electronic and
							 non-electronic, to plan, develop, and deliver a research project using
							 computer-generated graphic aids.
Sixth grade students at the partial mastery level in
							 writing:
use the five-step writing process to generate topics
							 and plan approaches to writing tasks (4 paragraphs) for a composition with
							 specific and relevant details;
write a relevant introductory paragraph; and select
							 and use a variety of resource materials to plan and deliver a short research
							 project, citing references.
Sixth grade students at the novice level in
							 writing:
use the five-step writing process to create a 3-5
							 paragraph composition, poem or summary for an intended audience;
write a topic sentence; and select and use strategies
							 to compile information for written reports.
Objectives
Students will
RLA.O.6.2.01
use correct note taking skills organize information
							 into an outline that categorizes information by topic, subtopic and
							 detail.
RLA.O.6.2.02
use the five-step writing process (pre-writing,
							 drafting, revising, editing, publishing) to generate topics, plan approaches
							 and develop descriptive and narrative writing tasks:
· compositions
· personal narratives
· brochures
· speeches
· poetry
RLA.O.6.2.03
from a prompt, use the writing process to develop a
							 composition that contains specific, relevant details and transitions.
RLA.O.6.2.04
use the five-step writing process to address specific
							 writing purposes and to address various audiences (e.g., creative,
							 journalistic, essay, narrative, informative, persuasive).
RLA.O.6.2.05
use analogies, illustrations, examples, or anecdotes
							 to enhance written communication.
RLA.O.6.2.06
edit one's own compositions as well as the writing of
							 others to correct errors in organization, content, usage, mechanics and
							 spelling.
RLA.O.6.2.07
develop a 5-7 paragraph composition with an
							 introductory paragraph, supporting details paragraph(s) and concluding
							 paragraph.
RLA.O.6.2.08
demonstrate the ability to use electronic and
							 non-electronic reference materials to locate information, analyze the source,
							 evaluate the data, and create a product based upon an assigned task.
RLA.O.6.2.09
credit sources of information by citing references
							 using various formats, (e.g., footnotes, bibliography).
RLA.O.6.2.10
select and use a variety of resource materials to
							 plan, develop, and deliver a research project using computer-generated graphic
							 aids.
Grade 6
Listening, Speaking and Media
							 Literacy
Standard 3:
Listening, Speaking and Media Literacy
RLA.S.6.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors RLA.PD.6.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students at the distinguished level in
							 listening, speaking and media literacy:
exemplify and model effective oral communication
							 skills through the presentation of compositions, narratives, speeches,
							 dramatizations, and poetry;
plan, create, and present original stories and
							 dramatizations and interpret spoken and media messages for purpose, audience,
							 and point-of-view; and create and present to a variety of audiences an
							 age-appropriate multi-media product that reflects effective use of visual
							 language in format and medium choice, purpose, and audience.
Sixth grade students at the above mastery level in
							 listening, speaking and media literacy:
use and facilitate effective oral communication
							 skills through the presentation of compositions, narratives, speeches, media
							 products, and poetry;
retell stories, create and present original stories,
							 and interpret spoken text for purpose, audience, and point-of-view; and create
							 and present an age-appropriate multi-media product that reflects use of visual
							 language in format, choice, purpose, and audience.
Sixth grade students at the mastery level in
							 listening, speaking and media literacy:
use effective oral communication skills through the
							 presentation of compositions, narratives, speeches and poetry;
retell stories, create original stories, and
							 interpret spoken text; and create an age-appropriate media product that
							 demonstrates format, purpose, and audience.
Sixth grade students at the partial mastery level in
							 listening, speaking and media literacy:
express effective oral communication skills through
							 the presentation of compositions, narratives, and poetry;
retell stories, tell original stories, and listen to
							 comprehend a topic; and create an age-appropriate media product that expresses
							 purpose.
Sixth grade students at the novice level in
							 listening, speaking and media literacy:
use oral communication skills through the
							 presentation of narratives and speeches;
retell stories and identify topics presented through
							 a variety of media; and reproduce an age-appropriate media product.
Objectives
Students will
RLA.O.6.3.01
exhibit effective oral communication skills (e.g.,
							 volume, rate, audience, etiquette, standard English) through the presentation
							 of
· compositions
· personal narratives
· brochures
· speeches
· poetry
RLA.O.6.3.02
retell and create original, simple and detailed
							 sequential stories.
RLA.O.6.3.03
interpret spoken text in order to comprehend topic,
							 purpose and perspective in spoken texts (e.g., of a speaker, informational
							 video, televised interview, radio news program).
RLA.O.6.3.04
perform a variety of roles in group discussions
							 including active listener and discussion leader.
RLA.O.6.3.05
create and present an age-appropriate media product
							 that demonstrates format, purpose, and audience.
SEVENTH GRADE READING AND ENGLISH LANGUAGE
				  ARTS
Reading and Language Arts seventh grade students continue to
				  build, expand and refine prior learning. Students develop reading comprehension
				  and vocabulary through the use of a wide variety of literary genres and
				  informational texts. Students utilize the writing process to develop error-free
				  and content-rich communication across the curriculum. Seventh grade
				  21st century learners use rigorous listening,
				  speaking and media literacy skills to interact in the classroom, the community
				  and the world. The West Virginia Standards for 21st
				  Century Learning include the following components:
				  21st Century Content Standards and Objectives and
				  21st Century Learning Skills and Technology Tools.
				  All West Virginia teachers are responsible for classroom instruction that
				  integrates learning skills, technology tools and content standards and
				  objectives.
Grade 7
Reading
Standard 1:
Reading
RLA.S.7.1
Students will use skills to read for literacy
							 experiences, read to inform and read to perform a task by
· identifying and using the dimensions of
							 reading (phonemic awareness, phonics, background knowledge/vocabulary, high
							 frequency words/fluency, comprehension, writing and motivation to read)
							 and
· employing a wide variety of literature in
							 developing independent readers.
Performance Descriptors
							 RLA.PD.7.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students at the distinguished level in
							 reading:
evaluate a variety of genres and reading skills to
							 generalize, interpret relationships between text and graphics, and make complex
							 or abstract predictions for literary, practical and informational texts;
judge literary elements, figurative language, common
							 themes, and connections to self, text, and the world; and interpret vocabulary
							 in multiple texts by using connotation and denotation, Greek and Latin roots
							 and word origins.
Seventh grade students at the above mastery level in
							 reading:
analyze a variety of genres and reading skills to
							 generalize, interpret relationships, and make complex or abstract predictions
							 for literary, practical and informational texts;
analyze literary elements, figurative language,
							 common themes, and connections to self, text and the world; and extend
							 vocabulary in multiple contents by using connotation and denotation, Greek and
							 Latin roots and word origins.
Seventh grade students at the mastery level in
							 reading:
use a variety of genres and reading skills to
							 generalize, interpret, and make complex or abstract predictions for literary,
							 practical and informational texts;
determine and interpret literary elements and
							 figurative language and relate and analyze common themes and connections to
							 self, text, and the world; and extend vocabulary in text by using connotation
							 and denotation, Greek and Latin roots and word origins.
Seventh grade students at the partial mastery level
							 in reading:
use a variety of genres and reading skills to
							 establish a purpose, determine relationships, and make predictions for literary
							 and informational texts;
describe literary elements, figurative language,
							 common themes, and connections to self and text; and extend vocabulary in text
							 by using denotation and word origins.
Seventh grade students at the novice level in
							 reading:
use a variety of genres and reading skills to
							 generate questions and determine a purpose in literary and practical
							 texts;
label literary elements, figurative language, common
							 themes, and connections to self and text; and identify vocabulary in text by
							 using denotation and word origins.
Objectives
Students will
RLA.O.7.1.01
compare/contrast connotation and denotation to
							 understand and enhance meaning of words, sentences and uncomplicated
							 passages.
RLA.O.7.1.02
use Greek and Latin roots, prefixes and suffixes to
							 determine the meaning of words, understand words, change word meanings and
							 generate new words appropriate to grade level, recognize that knowledge of the
							 origins and history of word meanings enhances understanding of a word's
							 meaning.
RLA.O.7.1.03
classify the defining characteristics, build
							 background knowledge and apply reading skills to understand a variety of
							 literary passages and genres by West Virginia, national and international
							 authors:
· fiction
· nonfiction
· myths, poems
· fantasies
· biographies
· autobiographies
· science fiction, tall tale
· supernatural tales
RLA.O.7.1.04
use pre-reading strategies (e.g., generating
							 questions, previewing, activating and evaluating prior knowledge, scanning,
							 skimming) and comprehension strategies to critically analyze and evaluate the
							 composition of texts by
· generalizing to establish a purpose for
							 reading
· interpreting the relationship between
							 graphic aids and text
· making complex or abstract predictions by
							 synthesizing information gained from previewing text and graphic aids
RLA.O.7.1.05
determine and interpret the elements of literature to
							 construct meaning and recognize author's and/or reader's purpose:
· plot
· character
· setting
· conflict
· rising and falling action
· climax
· resolution
· point of view
· antagonist
· protagonist
· hero
RLA.O.7.1.06
relate and analyze connections/themes among ideas in
							 literary and informational texts, such as text to self, text-to-text, text to
							 world connections, and recognize that global awareness promotes understanding,
							 tolerance, and acceptance of ethnic, cultural, religious and personal
							 differences.
RLA.O.7.1.07
summarize explicit and implied information from
							 literary and informational texts to recognize the relationships among the
							 facts, ideas, events and concepts (e.g., names, dates, events, organizational
							 patterns, graphical representations as found in photographs, captions, maps,
							 tables or timelines, textual features including table of contents, headings or
							 side bars).
RLA.O.7.1.08
examine and interpret figurative language (hyperbole,
							 simile, metaphor) and literary techniques (e.g., flashback, stereotype,
							 foreshadowing) in text
RLA.O.7.1.09
read, compare and interpret types of poetry (e.g.,
							 narrative poems, ballads, lyric, epic), and recognize the elements to derive
							 meaning of poetry.
RLA.O.7.1.10
use examples, and details in practical texts to make
							 inferences and logical predictions about outcomes of procedures in such
							 texts.
RLA.O.7.1.11
critique the usefulness of the form, and content of
							 practical texts.
RLA.O.7.1.12
increase amount of independent reading and use
							 appropriate graphic organizers (e.g., diagrams, flow charts, story maps,
							 outlines, concept maps, tables, reading guides) to analyze more complex ideas
							 in both fiction and non-fiction.
Grade 7
Writing
Standard 2:
Writing
RLA.S.7.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process,
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors
							 RLA.PD.7.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students at the distinguished level in
							 writing:
employ the five-step writing process to express 4-5
							 cumulative pages of a variety of written products (e.g., narrative,
							 informative, descriptive, persuasive);
express a clearly written thesis statement, use a
							 logical progression of ideas with transitions, and include precise word choice,
							 correct mechanics, and complete and varied sentences;
use notes and an outline to plan, develop, and
							 present a written/oral presentation using computer-generated graphic aids; and
							 select and use a variety of resource materials, electronic and non-electronic,
							 to plan, develop, organize, and deliver a research project (5-6 pages),
							 effectively summarizing in-text citations to avoid plagiarism, with documented
							 sources, in-text citations and computer-generated graphic aids.
Seventh grade students at the above mastery level in
							 writing:
use the five-step writing process and write a 2-3
							 cumulative pages of a variety of products (e.g., narrative, informative,
							 descriptive, persuasive);
write a thesis statement and a progression of ideas
							 in complete sentences;
use note-taking strategies and outlines to develop a
							 concise and focused written/oral presentation; and select and use a variety of
							 resource materials, electronic and non-electronic, to plan, develop, organize,
							 and deliver a research project (4-5 pages) with documented sources, in-text
							 citations and computer-generated graphic aids.
Seventh grade students at the mastery level in
							 writing:
use the five-step writing process to generate topics,
							 plan approaches, and develop writing tasks of 2 cumulative pages for a specific
							 audience and purpose, including relevant details and transitional words;
write a thesis statement and summarize their
							 thoughts;
use note-taking strategies and outlines to develop a
							 written/oral presentation; and select and use a variety of resource materials,
							 electronic and non-electronic, to plan, develop, and deliver a research project
							 (3 pages) with documented sources, using computer-generated graphic
							 aids.
Seventh grade students at the partial mastery level
							 in writing:
use five-step writing process to generate topics,
							 plan approaches, and develop writing tasks of 1-2 cumulative pages for a
							 specific audience and with specific and relevant details;
write a topic sentence and detail sentences related
							 to the topic;
use notes to develop a written presentation; and
							 select and use a variety of resource materials, electronic and non-electronic,
							 to plan, develop, and deliver a research project (2 pages) using
							 computer-generated graphic aids.
Seventh grade students at the novice level in
							 writing:
use the pre-writing and drafting strategies to
							 generate topics and plan approaches to writing tasks to develop a 5 paragraph
							 composition that incorporates specific and relevant details;
recognize a topic sentence and related
							 details;
use note-taking strategies while listening to a
							 presentation; and select and use a variety of resource materials to plan and
							 deliver a short research project (1 page), citing references.
Objectives
Students will
RLA.O.7.2.01
use note-taking strategies including paraphrasing and
							 summarizing to develop a written composition.
RLA.O.7.2.02
using student-prepared notes, create an outline and
							 use it to develop a written and/or oral presentation using computer-generated
							 graphics (e.g., tables, charts, graphs).
RLA.O.7.2.03
use analogies, illustrations, examples, or anecdotes
							 to enhance oral and written communication (e.g., letters, poems, brief reports,
							 descriptions, extended text, illustrations).
RLA.O.7.2.04
use the five-step writing process (pre-writing,
							 drafting, revising, editing, publishing) to generate topics, plan approaches,
							 and develop expository and persuasive writing tasks:
· compositions
· brochures
· display ads
· commercials
· speeches
· poetry
RLA.O.7.2.05
from a prompt use the five-step writing process to
							 develop a focused composition that contains specific, relevant details and
							 vivid and precise words.
RLA.O.7.2.06
use sophisticated transitional words and cues to
							 signal organization of a composition.
RLA.O.7.2.07
identify and use a variety of sources for different
							 types of information (e.g., Internet research, databases for periodical and
							 newspaper articles, newspapers, schedules, advertisements).
RLA.O.7.2.08
understand how to summarize and use direct quotations
							 in writing, recognize copyright laws/issues, ethical acquisition and use of
							 digital information in citing sources for research/report.
RLA.O.7.2.09
document sources of information using a provided
							 bibliographic format.
RLA.O.7.2.10
select and use a variety of resource materials to
							 plan, develop, and deliver a research project (3 pages) with documented
							 sources, using computer-generated graphic aids.
Grade 7
Listening, Speaking and Media
							 Literacy
Standard 3:
Listening, Speaking and Media Literacy
RLA.S.7.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors
							 RLA.PD.7.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students at the distinguished level in
							 listening, speaking and media literacy:
plan, create and present effective oral communication
							 skills through presentation of compositions, reports, scripts and
							 dramatizations;
listen, analyze, evaluate and express a point-of-view
							 and collaborate with a group to reach consensus; and present to a variety of
							 audiences an age-appropriate media product that justifies effective use of
							 visual language in format, medium choice, purpose, scope and audience.
Seventh grade students at the above mastery level in
							 listening, speaking and media literacy:
demonstrate effective oral communication skills
							 through creation and presentation of compositions, reports, scripts and
							 dramatizations;
listen to analyze and express a point-of-view and
							 evaluate information to lead a group to reach consensus; and present to a
							 variety of audiences an age-appropriate media product that reflects effective
							 use of visual language in format, medium choice, purpose and audience.
Seventh grade students at the mastery level in
							 listening, speaking and media literacy:
demonstrate effective oral communication skills
							 through presentation of compositions, reports, scripts and
							 dramatizations;
listen to comprehend and express a point-of-view and
							 evaluate information to reach a group consensus; and plan, create and present
							 an age-appropriate media product that demonstrates format, purpose and
							 audience.
Seventh grade students at the partial mastery level
							 in listening, speaking and media literacy:
demonstrate effective oral communication skills
							 through presentation of compositions, scripts and dramatizations;
listen to comprehend a point-of-view and understand
							 information presented to a group; and create and present an age-appropriate
							 media product that demonstrates purpose and audience.
Seventh grade students at the novice level in
							 listening, speaking and media literacy:
demonstrate oral communication skills through
							 presentation of scripts and dramatizations;
perform an assigned role in group discussions; and
							 reproduce an age-appropriate media product that expresses purpose.
Objectives
Students will
RLA.O.7.3.01
demonstrate effective oral communication skills
							 (e.g., tone, volume, rate, audience, etiquette, standard English) through
							 presentation of
· compositions
· reports
· scripts
· dramatizations
RLA.O.7.3.02
use oral/visual information to research, explore,
							 question and imagine a topic.
RLA.O.7.3.03
distinguish between private and public information in
							 research and reporting.
RLA.O.7.3.04
listen and observe in order to comprehend and express
							 a point-of-view concerning the topic, purpose and medium (e.g., of a guest
							 speaker, informational video, televised interview, radio news program).
RLA.O.7.3.05
evaluate information to reach consensus in group
							 discussions or settings.
RLA.O.7.3.06
plan, create and present an age-appropriate media
							 product that demonstrates format, purpose, and audience.
EIGHTH GRADE READING AND ENGLISH LANGUAGE
				  ARTS
Reading and Language Arts eighth grade students continue to
				  develop as independent motivated readers and writers who think critically and
				  take responsibility for their learning. Students apply vocabulary and
				  comprehension strategies across the curriculum. The eighth grade students use a
				  variety of literary forms and informational texts to establish the foundations
				  of lifelong reading. Students use the writing process to develop focused
				  compositions. They independently validate information through assessing,
				  researching and comparing data. Eighth grade 21st
				  century learners critique oral and visual information and apply the information
				  to global situations. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 8
Reading
Standard 1:
Reading
RLA. S.8.1
Students will use skills to read for literacy
							 experiences, read to inform and read to perform a task by
· identifying and using the dimensions of
							 reading components (phonemic awareness, phonics, background
							 knowledge/vocabulary, high frequency words/fluency, comprehension, writing and
							 motivation to read) and
· employing a wide variety of literature in
							 developing independence as readers.
Performance Descriptors
							 RLA.PD.8.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students at the distinguished level in
							 reading:
analyze a variety of genres and reading skills to
							 evaluate and probe literary, practical and informational texts;
critique and validate literary elements, common
							 themes and connections to self, text and the world across multiple texts; and
							 examine word choice and usage using multiple strategies.
Eighth grade students at the above mastery level in
							 reading:
use a variety of genres and reading skills to
							 interpret, judge, and evaluate literary, practical and informational
							 texts;
compare and contrast literary elements, common themes
							 and connections to self, text and the world across multiple texts; and
							 interpret meaning of vocabulary words using multiple strategies.
Eighth grade students at the mastery level in
							 reading:
use a variety of genres and reading skills to make
							 judgments, hypothesize, and make complex or abstract summaries of literary,
							 practical and informational texts;
interpret literary elements and analyze and draw
							 parallels between common themes and connections to self, text and the world
							 across multiple texts; and derive meaning of vocabulary words from affixes,
							 etymology, antonyms and synonyms.
Eighth grade students at the partial mastery level in
							 reading:
use a variety of genres and reading skills to
							 generalize, interpret, and make complex predictions for literary, practical and
							 informational texts;
determine and interpret literary elements and
							 figurative language, relate and analyze common themes and connections to self,
							 text and the world; and extend vocabulary in text by using connotation and
							 denotation, Greek and Latin roots, and word origins.
Eighth grade students at the novice level in
							 reading:
use a variety of genres and reading skills to
							 establish a purpose, determine relationships, and make predictions for literary
							 and informational texts;
describe literary elements, figurative language,
							 common themes and connections to self and text; and extend vocabulary words by
							 using denotation and word origins.
Objectives
Students will
RLA.O.8.1.01
compare/contrast connotation and denotation in
							 complex passages to understand and enhance meaning of words, sentences and
							 shorter passages.
RLA.O.8.1.02
use knowledge of Greek and Latin roots, prefixes and
							 suffixes to determine the meaning of words, spell words, change word meanings
							 and generate new words appropriate to grade level, recognize that knowledge of
							 the origins and history of word meanings enhances understanding of a word's
							 meaning.
RLA.O.8.1.03
use etymology, context clues, affixes, synonyms or
							 antonyms to increase grade appropriate vocabulary.
RLA.O.8.1.04
analyze the defining characteristics, build
							 background knowledge and apply reading skills to understand a variety of
							 literary passages and genres by West Virginia, national and international
							 authors:
· fiction
· nonfiction
· myths
· fantasies
· biographies
· autobiographies
· science fiction
· tall tales
· supernatural tales
RLA.O.8.1.05
use pre-reading and comprehension strategies (e.g.,
							 generating questions and previewing, activating and evaluating prior knowledge
							 and scanning or skimming texts) to critically analyze and evaluate the
							 composition of literary and informational texts for
· making judgments
· hypothesizing
· making complex or abstract summaries
RLA.O.8.1.06
determine and interpret the elements of literature to
							 construct meaning and recognize author's purpose and/or reader's
							 purpose:
· theme
· character
· setting
· internal conflict
· rising and falling action
· point of view
· antagonist
· protagonist
· hero
RLA.O.8.1.07
analyze and draw parallels between common themes
							 across a variety of literature and information text (e.g., friendship, honesty,
							 loyalty, survival).
RLA.O.8.1.08
recognize connections among ideas in literary and
							 informational text (e.g. text to self, text-to-text, text to world connection)
							 and recognize that global awareness promotes understanding, tolerance, and
							 acceptance of ethnic, cultural, religious and personal differences.
RLA.O.8.1.09
summarize explicit and implied information from
							 literary and informational texts to recognize the relationships among the
							 facts, ideas, events and concepts (e.g., names, dates, events, organizational
							 patterns, graphical representations as found in photographs, captions, maps,
							 tables or timelines, textual features including table of contents, headings or
							 side bars).
RLA.O.8.1.10
evaluate the effect of figurative language in
							 text.
RLA.O.8.1.11
read, compare and interpret types of poetry (e.g.,
							 narrative poems, ballads, lyric, epic) and interpret elements (e.g., lines,
							 stanzas, rhythm, meter or rhyme) to derive meaning of poetry.
RLA.O.8.1.12
identify literary technique used to interpret
							 literature:
· irony
· satire
· persuasive language
· analogies
RLA.O.8.1.13
use examples and details in practical texts to make
							 inferences and logical predications about outcomes of procedures in such
							 texts.
RLA.O.8.1.14
critique the usefulness of the form and content of
							 practical texts and judge the importance of certain steps and procedures in
							 such texts.
RLA.O.8.1.15
increase amount of independent reading and select
							 appropriate graphic organizers (e.g., diagrams, flow charts, story maps,
							 outlines, concept maps, tables, reading guides) to analyze relationships among
							 more complex ideas generated while reading.
Grade 8
Writing
Standard 2:
Writing
RLA.S.8.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process,
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors
							 RLA.PD.8.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students at the distinguished level in
							 writing:
apply a five-step writing process to express a
							 variety of written products (e.g., narrative, informative, descriptive,
							 persuasive) in 6-8 cumulative pages;
write an effective thesis statement, use a logical
							 progression of ideas with transitional sentences and cues, and include precise
							 word choice, correct mechanics and complete and varied sentences;
correctly and effectively quote and paraphrase with
							 in-text citations to avoid plagiarism;
develop and use notes and an outline to plan, develop
							 and present a written/oral presentation using computer-generated graphic aids;
							 and incorporate a variety of resource materials, electronic and non-electronic,
							 to plan, develop, organize, and deliver a minimum of a 5 page research project
							 including title and citation pages with documented sources, in-test citations
							 and computer-generated graphic aids that support the main ideas.
Eighth grade students at the above mastery level in
							 writing:
employ the five-step writing process to express a
							 variety of written products (e.g., narrative, informative, descriptive,
							 persuasive) in 4-5 cumulative pages;
express a clearly written thesis statement, use a
							 logical progression of ideas with transitional sentences, and include precise
							 word choice, correct mechanics, and complete and varied sentences;
correctly quote with in-text citations to avoid
							 plagiarism;
use notes and an outline to plan, develop, and
							 present a written/oral presentation using computer-generated graphic aids; and
							 select and use a variety of resource materials, electronic and non-electronic,
							 to plan, develop, organize, and deliver a minimum of a 5 page research project
							 including title
Eighth grade students at the mastery level in
							 writing:
use the five-step writing process to express a
							 variety of products (e.g., narrative, informative, descriptive, persuasive) in
							 3 cumulative pages;
write a thesis statement and a progression of ideas
							 in complete sentences;
correctly quote with in-text citations;
use note-taking strategies and outlines to develop a
							 concise and focused written/oral presentation;
select and use a variety of resource materials,
							 electronic and non-electronic, to plan, develop, organize, and deliver a
							 minimum of a 5 page research project with documented sources, in-text citations
							 and computer-generated graphic aids
Eighth grade students at the partial mastery level in
							 writing:
use the five-step writing process to generate topics,
							 plan approaches, and develop 2 page writing task for a specific audience and
							 purpose, including relevant details and transitional words;
write a thesis statement and summarize their
							 thoughts;
summarize and use direct quotes;
use note-taking strategies and outlines to develop a
							 written/oral presentation; and select and use a variety of resource materials,
							 electronic and non-electronic, to plan, develop, and deliver a 3 page research
							 project with documented sources, and computer-generated graphic aids.
Eighth grade students at the novice level in
							 writing:
use the five-step writing process to generate topics,
							 plan approaches, and develop a 1-2 page writing task for a specific audience
							 and with specific and relevant details;
define and explain a thesis statement;
summarize authors words;
use notes to develop a written presentation; and
							 select and use a variety of resource materials, electronic and non-electronic,
							 to plan, develop, and deliver a 2 page research project using
							 computer-generated graphic aids.
Objectives
Students will
RLA.O.8.2.01
use notes to create an outline for developing a
							 written and/or oral presentation noting the inclusion of computer
							 graphics.
RLA.O.8.2.02
analyze how analogies, illustrations, examples, and
							 anecdotes are used to enhance oral and written communication (e.g., letters,
							 poems, brief reports, descriptions, extended texts, illustrations).
RLA.O.8.2.03
use pre-writing, editing and revision techniques
							 (e.g., read, draft aloud, peer feedback or a provided rubric) to vary sentence
							 length, change sentence order, eliminate organizational errors, and use vivid
							 and concise words to create a personal style or voice while clarifying and
							 enhancing the central idea.
RLA.O.8.2.04
use the five-step writing process (pre-writing,
							 drafting, revising, editing, publishing) to develop a creative or reflective
							 composition (e.g., reflect on an experience or time in the past, draw upon
							 imagination) and identify areas for further research by making personal
							 connections to self, to texts, and to the world to demonstrate that written
							 communication is affected by choices writers make in language, tone and
							 voice.
RLA.O.8.2.05
from a prompt use the five-step writing process to
							 develop a focused composition that contains specific, relevant details, and
							 vivid, precise words.
RLA.O.8.2.06
recognize and write a simple thesis statement.
RLA.O.8.2.07
independently resolve information conflicts and
							 validate information through assessing, researching and comparing data.
RLA.O.8.2.08
conduct research by gathering, evaluating, and
							 synthesizing data from a variety of sources:
· Internet
· databases for periodicals/newspapers
· interviews
· reference books
· card catalogue
· miscellaneous resource materials
RLA.O.8.2.09
select and use a variety of resource materials to
							 plan, develop, and deliver a research project (5 pages) with documented
							 sources, using multiple computer-generated graphic aids.
Grade 8
Listening, Speaking and Media
							 Literacy
Standard 3:
Listening, Speaking and Media Literacy
RLA.S.8.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors
							 RLA.PD.8.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students at the distinguished level in
							 listening, speaking and media literacy:
plan, create, organize, and model effective oral
							 communication skills through presentation of compositions, reports, scripts and
							 dramatizations;
analyze, evaluate and formally present in different
							 settings to different audiences; and plan, create, organize and present to a
							 variety of audiences an age-appropriate media product that justifies effective
							 use of visual language in format, medium choice, purpose, scope, and
							 audience.
Eighth grade students at the above mastery level in
							 listening, speaking and media literacy:
plan, create and model effective oral communication
							 skills through presentation of compositions, reports, scripts and
							 dramatizations;
analyze, evaluate and formally present a variety of
							 presentations; and plan, create, organize and present to a variety of audiences
							 an age-appropriate media product that justifies effective use of visual
							 language in format, medium choice, purpose, and audience.
Eighth grade students at the mastery level in
							 listening, speaking and media literacy:
model effective oral communication skills through
							 creation and presentation of compositions, reports and scripts;
listen to, analyze and critique a variety of
							 presentations; and plan, create, organize and present to a variety of audiences
							 an age-appropriate media product that demonstrates effective use of visual
							 language in format, purpose, and audience.
Eighth grade students at the partial mastery level in
							 listening, speaking and media literacy:
demonstrate effective oral communication skills
							 through presentation of compositions and scripts;
listen to comprehend and a variety of presentations;
							 and plan, create and present an age-appropriate media product that demonstrates
							 format, purpose, and audience.
Eighth grade students at the novice level in
							 listening, speaking and media literacy:
demonstrate oral communication skills through
							 presentation of compositions;
listen to and understand information presented to a
							 group; and reproduce an age-appropriate media product that demonstrates purpose
							 and audience.
Objectives
Students will
RLA.O.8.3.01
model effective oral communication skills (e.g.,
							 tone, volume, rate, audience, etiquette, standard English) through the
							 presentation of
· compositions
· reports
· scripts
RLA.O.8.3.02
present an oral report with computer-generated
							 graphic aids (e.g., tables, graphs, diagrams or charts).
RLA.O.8.3.03
critique oral/visual information presented, relate
							 personal experiences and apply the information to global situations.
RLA.O.8.3.04
listen in order to analyze and critique information
							 received in spoken texts (e.g., of a guest speaker, informational video,
							 televised interview or radio news program).
RLA.O.8.3.05
perform a variety of roles in group
							 discussions:
· collaboration
· facilitation
· persuasion
RLA.O.8.3.06
properly use private and public information.
RLA.O.8.3.07
plan, create, organize, and present an
							 age-appropriate media product that demonstrates format, purpose, and
							 audience.
NINTH GRADE READING AND ENGLISH LANGUAGE
				  ARTS
Reading and English Language Arts ninth grade students will
				  focus on the effective use of written language in educational and occupational
				  endeavors and interpersonal communications. Instructional delivery will be
				  enhanced through a wide range of information media and the interpretation of
				  media communication. Frequent interaction with a broad array of quality
				  literature and informational texts will encourage an appreciation for the power
				  of the written and spoken word. All reading, writing, speaking, listening and
				  media literacy skills and strategies will be utilized across the curriculum.
				  The West Virginia Standards for 21st Century
				  Learning include the following components: 21st
				  Century Content Standards and Objectives and 21st
				  Century Learning Skills and Technology Tools. All West Virginia teachers are
				  responsible for classroom instruction that integrates learning skills,
				  technology tools and content standards and objectives.
Grade 9
Reading
Standard 1:
Reading
RLA. S.9.1
Students will apply reading skills and strategies to
							 inform, to perform a task and to read for literacy experience by
· identifying and using grade appropriate
							 essential reading components (phonemic awareness, phonics, vocabulary, fluency,
							 comprehension, written application) and
· selecting a wide variety of literature and
							 diverse media to develop independence as readers.
Performance Descriptors
							 RLA.PD.9.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Ninth grade students at the distinguished level in
							 reading:
evaluate the social, historical, cultural and
							 biographical influences in a variety of genres;
analyze literary elements and devices, and evaluate
							 organizational patterns; and assess the importance of informational texts to
							 everyday life.
Ninth grade students at the above mastery level in
							 reading:
analyze a variety of genres for the social,
							 historical, cultural and biographical influences;
interpret the author's use of literary elements and
							 devices, and organizational patterns; and connect informational texts to
							 everyday life.
Ninth grade students at the mastery level in
							 reading:
explain the social, historical, cultural and
							 biographical influences in a variety of genres;
outline the author's use of literary elements and
							 devices, and organizational patterns; and extend reading skills for
							 understanding informational texts.
Ninth grade students at the partial mastery level in
							 reading:
describe the social, historical, cultural and
							 biographical influences in a variety of genres;
recognize literary elements and devices, and
							 organizational patterns; and use reading skills for understanding informational
							 texts.
Ninth grade students at the novice level in
							 reading:
recognize the social, historical, cultural and
							 biographical influences in a variety of genres;
find literary elements and devices, and
							 organizational patterns; and develop reading skills for understanding
							 informational texts.
Objectives
Students will
RLA.O.9.1.01
examine the social, historical, cultural and
							 biographical influences on literary and informational texts.
RLA.O.9.1.02
recognize literary styles according to genre.
RLA.O.9.1.03
increase the amount of independent reading with
							 emphasis on fiction and nonfiction.
RLA.O.9.1.04
use various pre-reading skills and comprehension
							 strategies for activating prior knowledge or generating questions during
							 reading and post reading, literary experience, information and/or performing a
							 task.
RLA.O.9.1.05
locate and analyze the author's use of specific
							 information in text (e.g., author's purpose/perspective, main and supporting
							 details, specific facts, statistics, definition).
RLA.O.9.1.06
formulate supportable predictions, generalizations,
							 opinions, inferences and conclusions based upon text.
RLA.O.9.1.07
explain the literary devices used to construct
							 meaning and define the author's/reader's purpose:
· symbolism
· imagery
· simile
· humor
· rhythm
· meter
· assonance
RLA.O.9.1.08
recognize the relationships of the literary elements
							 (e.g., setting, plot, narrative perspective, point of view, theme, conflict,
							 characterization, voice, tone, structures) within specific genres.
RLA.O.9.1.09
recognize and examine the purpose of organizational
							 patterns (e.g. problem-solution, cause-and-effect, textual features including
							 table of contents, headings, sidebars, marginal notes, graphical
							 representations such as tables, timelines, captions, maps, photographs) and
							 ideas in informational and literary texts.
RLA.O.9.1.10
extend vocabulary by developing and using new terms
							 through various literary and informational texts through various
							 strategies:
· context clues
· affixes
· prefixes
· multiple meanings
· origin
· history
· evolution
Grade 9
Writing
Standard 2:
Writing
RLA.S.9.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process,
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors RLA.PD.9.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Ninth grade students at the distinguished level in
							 writing:
incorporate the five step writing process to define a
							 topic and plan, organize and compose narrative, informative, descriptive,
							 persuasive, functional and interdisciplinary writing of 8 to 10 cumulative
							 pages;
integrate a clearly written thesis statement with
							 logical progression of ideas, clear transitions, precise word choice, correct
							 mechanics, and complete and varied sentences; and define the topics, audience,
							 and purpose, and select and use a variety of resource materials, electronic and
							 non-electronic, to plan, develop, and deliver a research project in an accepted
							 format, which is enhanced by elements such as computer-generated graphics,
							 digital pictures, web page, or hypertext links with cited primary and secondary
							 sources, with a minimum of 3-4 typed/content pages, excluding title page and
							 citation page.
Ninth grade students at the above mastery level in
							 writing:
employ the five step writing process to compose
							 narrative, informative, descriptive, persuasive, functional and
							 interdisciplinary writing of 6-8 cumulative pages;
construct a clearly placed thesis statement with a
							 logical progression of ideas transitions, precise word choice, correct
							 mechanics and complete and varied sentences; and select and use a variety of
							 resource materials, electronic and non-electronic, to plan, develop, organize,
							 and deliver a research project with a minimum of 3-4 typed pages, excluding
							 title page and citation page, in an accepted format.
Ninth grade students at the mastery level in
							 writing:
employ the five-step writing process to compose
							 narrative, informative, descriptive, persuasive and functional writing of 4 - 6
							 cumulative pages;
construct a clearly written thesis statement, use a
							 logical progression of ideas with transitions, and include precise word choice,
							 correct mechanics, and complete and varied sentences; and select and use a
							 variety of resource materials, electronic and non-electronic, to plan, develop,
							 organize, and deliver a research project with a minimum of 3 typed pages
							 excluding title page and citation page, in an accepted format.
Ninth grade students at the partial mastery level in
							 writing:
use the five-step writing process to develop
							 narrative, informative and descriptive, persuasive, functional and
							 interdisciplinary writing of 3-4 cumulative pages;
develop a thesis statement and a progression of ideas
							 in complete sentences with correct mechanics; and select and use a variety of
							 resource materials, electronic and non-electronic, to plan, develop, organize,
							 and deliver a research project with a minimum of 2 typed pages, excluding title
							 page and citation page, in an accepted format.
Ninth grade students at the novice level in
							 writing:
use the five-step writing process to draft narrative,
							 informative, descriptive, persuasive and functional writing of 2-3 cumulative
							 pages;
write a thesis statement and summarize their
							 thoughts; and select and use a variety of resource materials, electronic and
							 non-electronic, to plan, develop, organize, and deliver a research project with
							 a minimum of 1-2 typed pages, excluding title page and citation page, in an
							 accepted format.
Objectives
Students will
RLA.O.9.2.01
compose narrative, informative, descriptive,
							 persuasive writing from a prompt using the five-step writing process
							 (pre-writing, drafting, revising, editing, publishing).
RLA.O.9.2.02
develop research topics, select approaches, create,
							 and publish (e.g., word processing and desktop publishing) a well developed
							 paper with documented and cited sources and computer-generated graphics,
							 following a specified format:
· APA
· MLA
RLA.O.9.2.03
construct a clearly worded and correctly placed
							 thesis statement to develop a composition that addresses the assigned
							 topic.
RLA.O.9.2.04
identify, evaluate, and analyze a variety of
							 informational media using primary and secondary sources.
RLA.O.9.2.05
formulate a working research question and identify,
							 organize and consider the relevance of known information from print and
							 electronic media (e.g., Internet research, electronic databases for magazines
							 and newspaper articles) to guide further research.
RLA.O.9.2.06
incorporate varied note taking skills to process and
							 organize information into an outline for a composition (introduction, main
							 points, supporting details, conclusion).
RLA.O.9.2.07
examine and prioritize different drafting strategies
							 for specific writing tasks to structure a clear, logical progression of ideas
							 in argumentative writing, research writing, literary analysis, and creative and
							 reflective writing.
RLA.O.9.2.08
summarize, paraphrase, and use direct quotations
							 correctly and effectively in writing in order to avoid plagiarism; recognize
							 media copyright laws and public/private domain.
RLA.O.9.2.09
create and apply transition sentences to signal
							 progression of ideas between paragraphs as well as appropriate words and
							 phrases to signal organizational patterns.
RLA.O.9.2.10
use pre-writing, editing and revision techniques to
							 construct complete and varied sentences, eliminate organizational errors and
							 use more precise and concise language.
Grade 9
Listening, Speaking and Media
							 Literacy
Standard 3:
Listening, Speaking and Media Literacy
RLA.S.9.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors
							 RLA.PD.9.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Ninth grade students at the distinguished level in
							 listening, speaking and media literacy:
critique and deliver the various purposes and
							 strategies in the listening and speaking process;
interpret logical, clear messages and communicate
							 appropriate responses; and plan, create, organize and present a unique age
							 appropriate media project.
Ninth grade students at the above mastery level in
							 listening, speaking and media literacy:
evaluate and model the various purposes and
							 strategies in the listening and speaking process;
plan, formulate and deliver credible, logical, clear
							 messages; and plan, create, organize and present an age appropriate media
							 project.
Ninth grade students at the mastery level in
							 listening, speaking and media literacy:
effectively communicate the various purposes and
							 strategies in the listening and speaking process;
formulate and deliver logical, clear messages; and
							 plan, create, organize and present an age appropriate media product.
Ninth grade students at the partial mastery level in
							 listening, speaking and media literacy:
explain the various purposes and strategies in the
							 listening and speaking process;
write and present messages; and plan, create and
							 present an age appropriate media product.
Ninth grade students at the novice level in
							 listening, speaking and media literacy:
identify the various purposes in the listening and
							 speaking process;
present messages; and reproduce media product.
Objectives
Students will
RLA.O.9.3.01
plan, prepare appropriate background information on a
							 specified topic and communicate effectively in different settings (e.g.
							 interpersonal, small group, whole group) and for different purposes to
· inform
· persuade
· relate
· Entertain
RLA.O.9.3.02
formulate and deliver grammatically correct messages,
							 taking into consideration the purpose of the message and the speaker's and the
							 listener's culture, knowledge, beliefs, feelings, and life experiences.
RLA.O.9.3.03
perform a variety of roles in various
							 settings:
· critique oral/visual information
· relate personal experiences
· collaborate to gain consensus
· mediate
· speak extemporaneously
RLA.O.9.3.04
use active listening strategies to analyze the
							 message, formulate a response and react to
· determine purpose
· make predictions
· differentiate fact from opinion
· construct meaning of discussion, speech, or
							 media
RLA.O.9.3.05
understand, interpret and evaluate various media
							 communications.
RLA.O.9.3.06
properly use private and public information.
RLA.O.9.3.07
plan, create, organize, and present an age
							 appropriate media product that demonstrates an understanding of format,
							 purpose, and audience.
TENTH GRADE READING AND ENGLISH LANGUAGE
				  ARTS
Reading and English Language Arts tenth grade students will
				  use written language for educational, occupational and self-direction
				  endeavors. Preparation will include critiquing and evaluating oral
				  presentations and using listening, speaking and media literacy. Instructional
				  delivery will be enhanced by a wide variety of media. Frequent interaction with
				  a broadened array of literature will encourage an increased appreciation and
				  understanding for the power of the spoken and written word across the
				  curriculum. Tenth graders will become more adept at making connections and
				  transferring knowledge to new situations through research and writing. The West
				  Virginia Standards for 21st Century Learning include
				  the following components: 21st Century Content
				  Standards and Objectives and 21st Century Learning
				  Skills and Technology Tools. All West Virginia teachers are responsible for
				  classroom instruction that integrates learning skills, technology tools and
				  content standards and objectives.
Grade 10
Reading
Standard 1:
Reading
RLA.S.10.1
Students will apply reading skills and strategies to
							 inform, to perform a task and to read for literacy experience by
· identifying and using grade appropriate
							 essential reading components (phonemic awareness, phonics, vocabulary, fluency,
							 comprehension, written application) and
· selecting a wide variety of literature and
							 diverse media to develop independence as readers.
Performance Descriptors
							 RLA.PD.10.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Tenth grade students at the distinguished level in
							 reading:
critique the effects of historical, cultural,
							 political and biographical influences in a variety of genres;
evaluate the effects of literary elements and devices
							 on meaning and critique the organizational patterns for purpose; and analyze
							 and evaluate the effectiveness of persuasive language and propaganda in
							 informational texts.
Tenth grade students at the above mastery level in
							 reading:
evaluate the historical, cultural, political and
							 biographical influences in a variety of genres;
analyze the author's use of literary elements and
							 devices and its relationship to organizational patterns; and interpret and
							 critique the role of persuasive language and propaganda in informational
							 texts.
Tenth grade students at the mastery level in
							 reading:
research and analyze historical, cultural, political,
							 and biographical influences in a variety of genres;
interpret and explain literary elements and devices
							 and analyze organizational patterns; and critique the role of persuasive
							 language and propaganda in informational texts.
Tenth grade students at the partial mastery level in
							 reading:
analyze the historical, cultural, political, and
							 biographical influences in a variety of genres;
explain literary elements and devices and analyze
							 organizational patterns; and explain persuasive language and propaganda in
							 informational texts.
Tenth grade students at the novice level in
							 reading:
discuss the historical, cultural, political and
							 biographical influences in a variety of genres;
examine literary elements and devices and analyze
							 organizational patterns; and define persuasive language and propaganda.
Objectives
Students will
RLA.O.10.1.01
research and analyze historical, cultural, and
							 biographical influences on literary and informational texts.
RLA.O.10.1.02
compare and contrast literary styles according to
							 genre.
RLA.O.10.1.03
extend the amount of independent reading with
							 emphasis on fiction and nonfiction.
RLA.O.10.1.04
apply various pre-reading skills and comprehension
							 strategies for activating prior knowledge and asking questions during reading
							 and post reading for
· literary experience
· examining textual information
· performing an assigned task
RLA.O.10.1.05
evaluate the author's use of specific information in
							 text (e.g., author's purpose/perspective, main/supporting details, specific
							 facts, statistics, definition, figurative/nonfigurative words).
RLA.O.10.1.06
create supportable predictions, generalizations,
							 opinions, inferences and conclusions based upon an analysis of textual
							 information.
RLA.O.10.1.07
interpret and explain the author's choice of literary
							 devices used to construct meaning and define the author's/reader's
							 purpose:
· symbolism
· imagery
· irony
· satire
· cadence
· scansion
· flashback
· foreshadowing
· Freytag's pyramid (exposition, rising
							 action, climax, falling action, catastrophe, denouement)
RLA.O.10.1.08
interpret and explain the relationships of the
							 literary elements (e.g., setting, plot, point of view, theme, conflict,
							 characterization, voice, tone, mood) within specific genres.
RLA.O.10.1.09
analyze the organizational patterns (e.g.
							 problem-solution, cause-and-effect, textual features including table of
							 contents, headings, sidebars, marginal notes, graphical representations such as
							 tables, timelines, captions, maps, photographs) and ideas in informational and
							 literary texts.
RLA.O.10.1.10
extend vocabulary by developing and using new terms
							 and phrases found in reading classical literature and informational texts using
							 various strategies:
· context clues
· affixes
· suffixes
· multiple meanings
· etymologies
RLA.O.10.1.11
critique persuasive language and techniques as found
							 in literary and informational texts and media.
Grade 10
Writing
Standard 2:
Writing
RLA.S.10.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process,
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors
							 RLA.PD.10.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Tenth grade students at the distinguished level in
							 writing:
incorporate the five- step writing process to define
							 a topic and plan, organize and compose narrative, informative, descriptive,
							 persuasive, functional, and interdisciplinary writing of 10-12 cumulative
							 pages, for specific purposes and audiences and with a credible authorial
							 voice;
incorporate a clearly written and correctly placed
							 thesis statement with a logical progression of ideas, effective transitions,
							 practice precise word choice, correct mechanics, and complete and varied
							 sentences; and define the topic, audience, and purpose, and select and use a
							 variety of resource materials, electronic and non-electronic, to plan, develop,
							 organize, and deliver a research project, in an accepted format which is
							 enhanced by elements such as computer-generated graphics, digital pictures, web
							 page, or hypertext links, with cited primary and secondary sources, with a
							 minimum of 3-5 typed/content pages, excluding title page and citation
							 page.
Tenth grade students at the above mastery level in
							 writing:
define topic and employ the five-step writing to
							 compose narrative, informative, descriptive, persuasive and functional and
							 interdisciplinary writing of 8-10 cumulative pages for specific purposes and
							 audiences.
integrate a clearly written and correctly placed
							 thesis statement with a logical progression of ideas, transitions, precise word
							 choice, correct mechanics and complete and varied sentences; and define the
							 topic, audience, and purpose, and select and use a variety of resource
							 materials, electronic and non-electronic, to plan, develop, organize, and
							 deliver a research project with a minimum of 3-5 typed pages, excluding title
							 page and citation page, in an accepted format.
Tenth grade students at the mastery level in
							 writing:
define topic and the five-step writing process to
							 compose narrative, informative, descriptive, persuasive and functional writing
							 of 6-8 cumulative pages, for specific purposes and audiences;
construct a clearly written and effectively placed
							 thesis statement, relate a logical progression of ideas with transitions, and
							 include precise word choice, correct mechanics, and complete and varied
							 sentences; and select and use a variety of resource materials, electronic and
							 non-electronic, to plan, develop, organize, and deliver a research project with
							 a minimum of 3-4 typed pages, excluding title page and citation page, in an
							 accepted format.
Tenth grade students at the partial mastery level in
							 writing:
use the five- step writing process to develop
							 narrative, informative, descriptive, persuasive and functional writing of 4-6
							 cumulative pages;
construct a clearly written thesis statement, use a
							 logical progression of ideas with transitions, and include precise word choice,
							 correct mechanics and complete and varied sentences;
select and use a variety of resource materials,
							 electronic and non-electronic, to plan, develop, organize, and deliver a
							 research project with a minimum of 3 typed pages, excluding title page and
							 citation page, in an accepted format.
Tenth grade students at the novice level in
							 writing:
use the five- step writing process to draft
							 narrative, informative, descriptive, persuasive and functional writing of 3-4
							 cumulative pages;
develop a thesis statement and a progression of ideas
							 in complete sentences with correct mechanics; and select and use a variety of
							 resource materials, electronic and non-electronic, to plan, develop, organize,
							 and deliver a research project with a minimum of 2 typed pages, excluding title
							 page and citation page. in an accepted format.
Objectives
Students will
RLA.O.10.2.01
define topic from assigned subject/prompt and compose
							 narrative, informative, descriptive and persuasive writings using the five-step
							 writing process (pre-writing, drafting, revising, editing, publishing) for
							 specific audiences by employing writing strategies that are modeled in various
							 types of literature.
RLA.O.10.2.02
construct a clearly worded and effectively placed
							 thesis statement to develop a composition that addresses the assigned
							 topic.
RLA.O.10.2.03
evaluate, analyze, and synthesize into one's writing
							 a variety of informational media using primary and secondary sources.
RLA.O.10.2.04
formulate a working research question and identify,
							 organize and consider the relevance of known information to guide further
							 research.
RLA.O.10.2.05
plan and incorporate varied note taking skills to
							 organize and synthesize information from print and electronic sources (e.g.,
							 Internet research, electronic databases for periodicals and newspapers, print
							 reference materials) into an outline for a composition or research project
							 (introduction, thesis/hypothesis, main points, supporting details/examples,
							 conclusion).
RLA.O.10.2.06
classify and prioritize different drafting strategies
							 for specific writing tasks to frame a clear, logical progression of ideas in
							 argumentative writing, research writing, literary analysis, and creative and
							 reflective writing.
RLA.O.10.2.07
summarize, paraphrase, and use direct quotations
							 correctly and effectively in a writing/research project in order to avoid
							 plagiarism; recognize copyright laws and public/private domain.
RLA.O.10.2.08
incorporate different transitional sentences to
							 signal progression of ideas within and between paragraphs as well as
							 appropriate phrases to signal organizational patterns.
RLA.O.10.2.09
revise sentences to create specific effects, variety
							 and more precise and concise language:
· gerund phrase
· participle phrase
· infinitive phrase
· clauses
RLA.O.10.2.10
select revision and editing strategies to correct
							 errors in and improve organization, content, usage, mechanics and spelling. In
							 the proofreading process, integrate the use of
· dictionary
· spell check
· thesaurus
· style sheet or guide
RLA.O.10.2.11
develop a research topic, select approaches, write
							 and publish a well-developed research project with documented and cited sources
							 and computer-generated graphics, following a specified format:
· APA
· MLA
· Chicago
Grade 10
Listening, Speaking and Media
							 Literacy
Standard 3:
Listening, Speaking and Media Literacy
RLA.S.10.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors
							 RLA.PD.10.3
Distinguished
Above Mastery
Mastery Listening,
Partial Mastery
Novice
Tenth grade students at the distinguished level in
							 listening, speaking and media literacy:
debate the various purposes and strategies in the
							 listening and speaking process;
evaluate, author, explain and justify logical, clear
							 messages; and plan, create, organize, present and evaluate a unique age
							 appropriate media project.
Tenth grade students at the above mastery level in
							 listening, speaking and media literacy:
critique and deliver the various purposes and
							 strategies in the listening and speaking process;
interpret logical, clear messages and communicate
							 appropriate responses; and plan, create, organize and present a unique age
							 appropriate media project.
Tenth grade students at the mastery level in
							 listening, speaking and media literacy:
model the various purposes and strategies in the
							 listening and speaking process;
formulate and deliver credible, logical, clear
							 messages; and create unique media communication.
Tenth grade students at the partial mastery level in
							 listening, speaking and media literacy:
explain the various purposes and strategies in the
							 listening and speaking process;
write and present logical, clear messages; and create
							 media communication.
Tenth grade students at the novice level in
							 listening, speaking and media literacy:
identify the various purposes and strategies in the
							 listening and speaking process;
write and present messages; and find examples of
							 media communication.
Objectives
Students will
RLA.O.10.3.01
plan, research background of topic, and communicate
							 in different settings (e.g. interpersonal, small group, whole group, panel,
							 round table, debate) and for different purposes:
· inform
· persuade
· relate
· entertain
RLA.O.10.3.02
formulate and deliver grammatically correct messages,
							 as well as evaluate and adapt strategies for developing credibility, such as
							 speaking truthfully and creating clear and logical messages (e.g., supporting
							 ideas with evidence and emotional appeals in light of purpose, audience and
							 context).
RLA.O.10.3.03
model a variety of roles in various settings to
							 listen actively, understand the intended message, evaluate, enjoy and/or
							 respond to an oral message:
· critique oral/visual information
· relate experiences in third person
· collaborate to achieve a goal
· mediate to reach a consensus
· deliver an extended extemporaneous
							 speech
· participate in a panel/round table
							 discussion
RLA.O.10.3.04
adapt and use active listening strategies to evaluate
							 the message, formulate a strategy and respond to
· intended purpose
· make predictions
· construct meaning from discussion, speech,
							 or media
· critique presentation
RLA.O.10.3.05
understand, evaluate and create media
							 communications.
RLA.O.10.3.06
properly use private and public information.
RLA.O.10.3.07
plan, create, organize, and present an age
							 appropriate media product that demonstrates an understanding of format,
							 purpose, audience, and choice of medium.
ELEVENTH GRADE READING AND ENGLISH LANGUAGE ARTS
Reading and English Language Arts eleventh grade
				  students will refine and enhance foundational literary and information and
				  communication skills through academic rigor and depth. School-to-career
				  experiences, including college entrance exam preparation and the ability to
				  think, speak and write logically in the workplace will become primary focus.
				  Challenging research and writing skills will be emphasized across the
				  curriculum. The inclusion of higher order thinking skills, communication
				  skills, self-direction and creative thinking in the curriculum will be used to
				  enable students to effectively build content knowledge. The West Virginia
				  Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards
				  and Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 11
Reading
Standard 1:
Reading
RLA.S.11.1
Students will apply reading skills and strategies to
							 inform, to perform a task and to read for literacy experience by
· identifying and using grade appropriate
							 essential reading components (phonemic awareness, phonics, vocabulary, fluency,
							 comprehension, written application) and
· selecting a wide variety of literature and
							 diverse media to develop independence as readers.
Performance Descriptors
							 RLA.PD.11.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eleventh grade students at the distinguished level in
							 reading:
determine a justification for the historical,
							 cultural, political and biographical influences on a variety of genres;
evaluate the positive and negative effects of the
							 author's use of literary elements and devices and criticism, persuasive
							 language and organizational patterns; and deconstruct the persuasive language
							 and propaganda (the argument) into basic elements.
Eleventh grade students at the above mastery level in
							 reading:
critique the effects of the historical, cultural,
							 political and biographical influences on a variety of genres;
evaluate the author's use of literary elements and
							 devices and criticism and organizational patterns; and analyze and evaluate the
							 role of persuasive language and propaganda in informational texts.
Eleventh grade students at the mastery level in
							 reading:
analyze and evaluate the historical, cultural,
							 political, and biographical influences on a variety of genres;
analyze the author's use of literary elements and
							 devices, criticism, and organizational patterns; and evaluate the role of
							 persuasive language and propaganda in informational texts.
Eleventh grade students at the partial mastery level
							 in reading:
research and analyze the historical, cultural,
							 political, and biographical influences on a variety of genres;
interpret and explain literary elements and devices,
							 criticism, and organizational patterns; and identify the role of persuasive
							 language and propaganda in informational texts.
Eleventh grade students at the novice level in
							 reading:
analyze the historical, cultural, political and
							 biographical influences on a variety of genres;
explain literary elements and devices and criticism,
							 and organizational patterns; and give examples of persuasive language and
							 propaganda in informational texts.
Objectives
Students will
RLA.O.11.1.01
research, analyze, and evaluate the historical,
							 cultural, political and biographical influences on literary works.
RLA.O.11.1.02
analyze and evaluate literary styles according to
							 genre:
· author's use
· elements
· expectations
RLA.O.11.1.03
increase the amount of independent reading with
							 emphasis on classic American, British and World Literature, and informational
							 texts.
RLA.O.11.1.04
apply appropriate reading strategies necessary for a
							 successful literary experience, to gain information and perform an assigned
							 task:
· rereading
· paraphrasing
· questioning
· analyzing
· chunking
· activating prior knowledge
RLA.O.11.1.05
analyze characteristics of author's intended
							 audience, purpose, style, voice and technique through the use of reasoning,
							 evidence and literary/character analysis.
RLA.O.11.1.06
formulate supportable conclusions, summarize events
							 and ideas, construct inferences and generalizations, and critique character
							 traits in a written/oral literary interpretation.
RLA.O.11.1.07
demonstrate knowledge of and analyze the use of
							 rhetorical and literary devices:
· parallelism
· archetypes
· allegory
· parallel structure
· antithesis
· narrative pace
· satire
· cadence
· scansion
· flashback
· foreshadowing
· Freytag's pyramid (exposition, rising
							 action, climax, falling action, catastrophe, denouement)
RLA.O.11.1.08
analyze and evaluate a variety of texts according to
							 content, structure, purpose, organization of text, and tone.
RLA.O.11.1.09
evaluate and justify the effectiveness of
							 organizational pattens (e.g., problem-solution, cause-and-effect), textual
							 features, graphical representations (e.g., tables, timelines, captions, maps,
							 photographs) and ideas in informational and literary texts for intent and
							 purpose.
RLA.O.11.1.10
use knowledge of the history, cultural diversity,
							 politics, and effects of language to comprehend and elaborate on the meaning of
							 texts, to expand vocabulary, and to draw connections to self and to the real
							 world.
RLA.O.11.1.11
research literary criticism related to the genre
							 being studied.
RLA.O.11.1.12
evaluate persuasive language and techniques in
							 literature and informational texts for intent, purpose, and
							 effectiveness.
Grade 11
Writing
Standard 2:
Writing
RLA.S.11.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process,
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors
							 RLA.PD.11.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eleventh grade students at the distinguished level in
							 writing:
incorporate the five- step writing process with
							 strategically placed source material in an effective organizational pattern to
							 compose narrative, informative, descriptive, persuasive, functional, and
							 interdisciplinary writing of 12-14 cumulative page, for specific purposes and
							 audiences, and with a credible authorial voice;
defend a clearly written and correctly placed thesis
							 statement with a logical progression of ideas, transitions, precise word
							 choice, correct mechanics and complete and varied sentences; and define the
							 topic and purpose, and select and use a variety of resource materials,
							 electronic and non-electronic, to plan, develop, and deliver a research
							 project, in an accepted format, which is enhanced by elements such as
							 computer-generated graphics, digital pictures, Web page or hypertext links,
							 with cited and documented primary and secondary sources, with a minimum of 7
							 typed/content pages, excluding title page and citation page.
Eleventh grade students at the above mastery level in
							 writing:
incorporate the five-step writing process to compose
							 narrative, informative, descriptive, persuasive, functional, and
							 interdisciplinary writing of 10-12 cumulative pages, for specific purposes and
							 audiences, and with a credible authorial voice;
incorporate a clearly written and correctly placed
							 thesis statement with a logical progression of ideas, transitions, precise word
							 choice, correct mechanics, and complete and varied sentences; and define the
							 topic, audience, and purpose, and select and use a variety of resource
							 materials, electronic and non-electronic, to plan, develop, organize, and
							 deliver a research project with a minimum of 5-7 typed pages, excluding title
							 page and citation page, in an accepted format.
Eleventh grade students at the mastery level in
							 writing:
employ the five-step writing process to compose
							 narrative, informative, descriptive, persuasive, functional and
							 interdisciplinary writing of 8-10 cumulative pages for specific purposes and
							 audiences;
integrate a clearly written thesis statement with a
							 logical progression of ideas, transitions, precise word choice, correct
							 mechanics, and complete and varied sentences; and define the topic, audience,
							 and purpose, and select and use a variety of resource materials, electronic and
							 non-electronic, to plan, develop, organize, and deliver a research project with
							 a minimum of 3-5 typed pages, excluding title page and citation page, in an
							 accepted format.
Eleventh grade students at the partial mastery level
							 in writing:
employ the five-step writing process to develop
							 narrative, informative, descriptive, persuasive, functional and
							 interdisciplinary writing of 6-8 cumulative pages;
construct a clearly written and effectively placed
							 thesis statement, relate a logical progression of ideas with transitions, and
							 include precise word choice, correct mechanics, and complete and varied
							 sentences; and define the topic, and select and use a variety of resource
							 materials, electronic and non-electronic, to plan, to develop, organize, and
							 deliver a research project with a minimum of 3 typed pages, excluding title
							 page and citation page, in an accepted format.
Eleventh grade students at the novice level in
							 writing:
use the five-step writing process to draft narrative,
							 informative, descriptive, persuasive and functional writing of 4-6 cumulative
							 pages;
construct a clearly written thesis statement, use a
							 logical progression of ideas with transitions, and include precise word choice,
							 correct mechanics and complete and varied sentences; and define the topic,
							 select and use a variety of resource materials, electronic and no-electronic,
							 to plan, develop, organize, and deliver a research project with a minimum of 3
							 typed pages, excluding title page and citation page, in an accepted
							 format.
Objectives
Students will
RLA.O.11.2.01
employ the five-step writing process (pre-writing,
							 drafting, revising, editing, publishing) for developing narrative, informative,
							 descriptive, persuasive and functional writings that include a letter of job
							 application, a scholarship application/essay, and personal letters.
RLA.O.11.2.02
generate a clearly worded and effectively placed
							 thesis statement to develop a document (e.g., composition, essay, literary
							 critique, research paper) that has a clear, logical progression of ideas in the
							 introduction, body, and conclusion.
RLA.O.11.2.03
recognize the concepts of intellectual property and
							 plagiarism in all media:
· media copyright laws
· private/public domain
RLA.O.11.2.04
formulate a working research question, organize and
							 consider the relevance of information gathered through the research process,
							 create a detailed outline and produce a research paper with documented and
							 cited sources, using an accepted format (e.g. MLA, APA, Chicago, ASA) with an
							 accompanying multimedia presentation and/or Web page.
RLA.O.11.2.05
plan and incorporate varied note taking skills to
							 organize and synthesize information from print and electronic primary and
							 secondary sources (e.g., Internet, reference books, electronic databases for
							 periodicals and newspapers) into an outline (introduction, thesis/hypothesis,
							 main points, supporting details/examples, conclusion) to develop a composition
							 or research project.
RLA.O.11.2.06
develop personal style and voice in writing, and
							 create a clear, logical progression of ideas in argumentative writing, research
							 writing, literary analysis, and creative and reflective writing.
RLA.O.11.2.07
summarize, paraphrase, and use direct quotations
							 correctly and effectively in writing in order to avoid plagiarism.
RLA.O.11.2.08
evaluate the effectiveness of and apply various forms
							 of transition in a composition:
· sentence links
· repetition of key words or phrases
· restating of main/key ideas
RLA.O.11.2.09
revise, edit and strategically employ a variety of
							 sentences for improved variety and more precise and concise language:
· gerunds
· infinitives
· subordinate clauses
· adjectival phrases,
· word usage/choice variations
· passive/active voice
RLA.O.11.2.10
use proofreading and editing strategies to correct
							 errors in and improve organization, content, usage and mechanics. In the
							 editing process integrate print and electronic tools:
· spell check
· grammar check
· thesaurus
· dictionary
· style sheet or guide
· readability score
Grade 11
Listening, Speaking and Media
							 Literacy
Standard 3:
Listening, Speaking and Media Literacy
RLA.S.11.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors
							 RLA.PD.11.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eleventh grade students at the distinguished level in
							 listening, speaking and media literacy:
debate the effectiveness of verbal and non-verbal
							 strategies in the various purposes and strategies in the listening and speaking
							 process;
plan, research, organize, deliver, and critique a
							 presentation/product using a variety of media;
debate the purposes within media messages; and plan,
							 create, organize, present, evaluate and publish a unique age appropriate media
							 project.
Eleventh grade students at the above mastery level in
							 listening, speaking and media literacy:
debate the various purposes and strategies in the
							 listening and speaking process, including verbal and non-verbal
							 strategies;
plan, research, organize and deliver a
							 presentation/product using a variety of media;
evaluate the purposes within media messages; and
							 plan, create, organize, present and evaluate a unique age appropriate media
							 project.
Eleventh grade students at the mastery level in
							 listening, speaking and media literacy:
critique and deliver the various purposes and
							 strategies in the listening and speaking process, including verbal and
							 non-verbal strategies;
plan, research and deliver a presentation/product
							 using a minimum of two media sources;
analyze the purposes within various media
							 communication; and plan, create and present a unique age appropriate media
							 project.
Eleventh grade students at the partial mastery level
							 in listening, speaking and media literacy:
evaluate and model the various purposes and
							 strategies in the listening and speaking process, including verbal and
							 non-verbal strategies;
plan and deliver presentation/product using a media
							 source;
determine the purposes within a media communications;
							 and plan, create and present a unique age appropriate media product.
Eleventh grade students at the novice level in
							 listening, speaking and media literacy:
effectively communicate the various purposes and
							 strategies in the listening and speaking process and name the verbal and
							 non-verbal strategies;
write a presentation/ product using a media
							 source;
identify the media message; and plan and present the
							 plans for a media product.
Objectives
Students will
RLA.O.11.3.01
communicate using the transactional process to
							 include the components of speaker, listener, message, channel, feedback, and
							 noise.
RLA.O.11.3.02
plan, research, organize and deliver a grammatically
							 correct presentation using a variety of media (e.g., live performance, video,
							 PowerPoint, web pages).
RLA.O.11.3.03
use verbal and nonverbal strategies to listen and
							 respond for diverse purposes:
· comprehension
· evaluation
· expression of empathy
· persuasion
· mediation
· collaboration
RLA.O.11.3.04
analyze and create examples of the wide range of
							 purposes embedded in media communications.
RLA.O.11.3.05
plan, compose, produce and evaluate an age
							 appropriate product from various forms of media communication that demonstrates
							 an understanding of format, purpose, audience, and choice of medium.
RLA.O.11.3.06
properly use private and public information.
TWELFTH GRADE READING AND ENGLISH LANGUAGE
				  ARTS
Reading and English Language Arts twelfth grade students will
				  focus and polish personal skills and goals. Experiences such as a senior
				  project or a sophisticated persuasive research paper will culminate the
				  graduation experience. Evaluation, analysis and appreciation of language and
				  literature in spoken and written form will be the primary focus. Readiness for
				  the work place, by thinking creatively and logically to solve problems and
				  using tools that are essential for workplace productivity, and post secondary
				  education is the final educational reality check during the twelfth grade year.
				  To meet the needs of the 21st century student,
				  instructional delivery should be enhanced through a wide range of media. The
				  West Virginia Standards for 21st Century Learning
				  include the following components: 21st Century
				  Content Standards and Objectives and 21st Century
				  Learning Skills and Technology Tools. All West Virginia teachers are
				  responsible for classroom instruction that integrates learning skills,
				  technology tools and content standards and objectives.
Grade 12
Reading
Standard 1:
Reading
RLA.S.12.1
Students will apply reading skills and strategies to
							 inform, to perform a task and to read for literacy experience by
· identifying and using grade appropriate
							 essential reading components (phonemic awareness, phonics, vocabulary, fluency,
							 comprehension, written application) and
· selecting a wide variety of literature and
							 diverse media to develop independence as readers.
Performance Descriptors
							 RLA.PD.12.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Twelfth grade students at the distinguished level in
							 reading:
debate the impact of historical, cultural, political
							 and biographical influences on literary works;
compare and contrast the impact of the author's use
							 of literary elements and devices and criticism on the literary works; and
							 validate and/or invalidate the impact of persuasive language and propaganda in
							 informational texts.
Twelfth grade students at the above mastery level in
							 reading:
determine a justification for the critique of the
							 historical, cultural, political and biographical influences on a variety of
							 genres;
evaluate the positive and negative effects of the
							 author's use of literary elements and devices and criticism; and deconstruct
							 the persuasive language and propaganda (the argument) into basic
							 elements.
Twelfth grade students at the mastery level in
							 reading:
research, evaluate, and critique the historical,
							 cultural, political and biographical influences on a variety of genres;
evaluate the author's use of literary elements and
							 devices and criticism; and analyze and evaluate the role of persuasive language
							 and propaganda in informational texts.
Twelfth grade students at the partial mastery level
							 in reading:
evaluate the historical, cultural, political and
							 biographical influences on a variety of genres;
analyze the author's use of literary elements and
							 devices and criticism; and evaluate the role of persuasive language and
							 propaganda in informational texts.
Twelfth grade students at the novice level in
							 reading:
the historical, cultural, political and biographical
							 influences on a variety of genres;
interpret and explain the author's use of literary
							 elements and devices and criticism; and identify the role of persuasive
							 language and propaganda in informational texts.
Objectives
Students will
RLA.O.12.1.01
research, evaluate and critique the historical,
							 cultural, political and biographical influences to determine the impact on
							 literary works.
RLA.O.12.1.02
analyze, evaluate, and critique literary styles
							 according to genre:
· author's use
· elements
· expectations
RLA.O.12.1.03
extend the amount of independent reading with
							 emphasis on American, British and World Literature, and informational
							 texts.
RLA.O.12.1.04
incorporate appropriate reading strategies necessary
							 for a successful literary experience, to gain information and perform an
							 assigned task:
· rereading
· paraphrasing
· questioning
· analyzing
· chunking
· activating prior knowledge
RLA.O.12.1.05
evaluate and justify the characteristics of author's
							 intended audience, purpose, style, voice and technique through the use of
							 reasoning and evidence and literary/character analysis.
RLA.O.12.1.06
formulate, in a critique, supportable conclusions,
							 summarize events and ideas, construct inferences and generalizations, and
							 interpret character traits from explicit and implicit ideas.
RLA.O.12.1.07
demonstrate knowledge of and evaluate literary
							 devices:
· archetypes
· allegory
· antithesis
· pace
· satire
· cadence
· scansion
· flashback
· foreshadowing
· Freytag's pyramid (exposition, rising
							 action, climax, falling action, catastrophe)
RLA.O.12.1.08
evaluate and critique a variety of texts according to
							 content, structure, purpose, organization of text, and tone.
RLA.O.12.1.09
assess the importance and effectiveness of
							 organizational patterns (e.g., problem-solution, cause-and-effect), textual
							 features, graphical representations (e.g., tables, timelines, captions, maps,
							 photographs) and ideas in informational and literary texts for intent, purpose
							 and style.
RLA.O.12.1.10
use knowledge of the history, cultural diversity,
							 politics, and effects of language to comprehend and elaborate on the meaning of
							 texts to expand vocabulary, and to draw connections to self and the real
							 world.
RLA.O.12.1.11
research literary criticism and evaluate its
							 applicability to the genre being studied.
RLA.O.12.1.12
analyze and evaluate persuasive language and
							 techniques (e.g., advertisements, junk mail, web sites, news stories) for
							 intent, purpose, audience, type, (inductive or deductive) and
							 effectiveness.
Grade 12
Writing
Standard 2:
Writing
RLA.S.12.2
Students will apply writing skills and strategies to
							 communicate effectively for different purposes by
· using the writing process,
· applying grammatical and mechanical
							 properties in writing and
· selecting and evaluating information for
							 research purposes.
Performance Descriptors RLA.PD.12.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Twelfth grade students at the distinguished level in
							 writing:
defend the creation and outcome of the final written
							 product of a minimum of 15 cumulative pages;
sustain a credible authorial voice;
justify the support of the thesis through
							 sophisticated rhetorical appeals, and writing; and define the topic and
							 purpose, and select and use a variety of resource materials, electronic and
							 non-electronic, to plan, develop, and deliver a research project, in an
							 accepted format, which is enhanced by elements such as computer-generated
							 graphics, digital pictures, Web page or hypertext links with cited primary and
							 secondary sources, with a minimum of 7 typed/content pages, excluding the title
							 page and citation page.
Twelfth grade students at the above mastery level in
							 writing:
incorporate strategically placed source material in
							 an effective organizational pattern of interdisciplinary writing of 12-14
							 cumulative pages, for specific purposes and audiences;
develop and establish a credible authorial
							 voice;
defend a clearly written and correctly placed thesis
							 statement, argue a logical progression of ideas; and define the topic and
							 purpose, and select and use a variety of resource materials, electronic and
							 non-electronic, to plan, develop, organize, and deliver a research project with
							 a minimum of 5-7 typed pages, excluding title page and citation page, in an
							 accepted format.
Twelfth grade students at the mastery level in
							 writing:
incorporate the five-step writing process to compose
							 narrative, informative, descriptive, persuasive, functional, and
							 interdisciplinary writing of 10-12 cumulative pages, for specific purposes and
							 audiences;
establish a credible authorial voice;
incorporate a clearly written and correctly placed
							 thesis statement with a logical progression of ideas, transitions, precise word
							 choice, correct mechanics and complete and varied sentences; and define the
							 topic and purpose, and select and use a variety of resource materials,
							 electronic and non-electronic, to plan, develop, organize, and deliver a
							 research project with a minimum of 3-5 typed pages, excluding title page and
							 citation page in an accepted format.
Twelfth grade students at the partial mastery level
							 in writing:
employ the five-step writing process to develop
							 narrative, informative, descriptive, persuasive functional and
							 interdisciplinary writing of 8-10 cumulative pages;
define and include the tone, audience and purpose to
							 create voice;
integrate a clearly written thesis statement with a
							 logical progression of ideas with transitions, precise word choice, correct
							 mechanics, and complete and varied sentences; and define the topic, audience,
							 and purpose, and select and use a variety of resource materials, electronic and
							 non-electronic, to plan, develop, organize, and deliver a research project with
							 a minimum of 3 typed pages, excluding title page and citation page.
in an accepted format.
Twelfth grade students at the novice level in
							 writing:
use the five-step writing process to draft narrative,
							 informative, descriptive, persuasive and functional writing of 6-8 cumulative
							 pages;
define the tone, audience and purpose to create
							 voice;
construct a clearly written and effectively placed
							 thesis statement, relate a logical progression of ideas with transitions, and
							 include precise word choice, correct mechanics and complete and varied
							 sentences ;and select and use a variety of resource materials, electronic and
							 non-electronic, to plan, develop, organize, and deliver a research project with
							 a minimum of 3 typed pages, excluding title page and citation page, in an
							 accepted format.
Objectives
Students will
RLA.O.12.2.01
compose using the five-step writing process
							 (pre-writing, drafting, revising, editing, publishing), critique and evaluate
							 narrative, informative, descriptive, persuasive and functional writings that
							 include a letter of job application, a scholarship application/essay, and
							 personal letters.
RLA.O.12.2.02
generate a clearly worded and effectively placed
							 thesis statement to develop a document (e.g., composition, essay, literary
							 critique, research paper) that has a clear, logical progression of ideas in the
							 introduction, body, and conclusion.
RLA.O.12.2.03
identify, evaluate, and analyze information (e.g.,
							 primary and secondary sources, print and electronic media, personal interview)
							 and recognize the concepts of intellectual property and plagiarism in all media
							 (e.g., media copyright laws, private/public domain).
RLA.O.12.2.04
refine the research question through pre-writing
							 strategies by considering whether the thesis claim is personally relevant,
							 interesting and meaningful, is relevant and meaningful to the audience, is
							 aligned with purposes and goals, is logical and can be supported within the
							 limits of the assignment and available resources.
RLA.O.12.2.05
use, plan and incorporate varied note taking skills
							 to organize and synthesize information from print and electronic primary and
							 secondary sources (e.g., Internet, reference books, electronic databases for
							 periodicals and newspapers) into an outline (introduction, thesis/hypothesis,
							 main points, supporting details/examples, conclusion) to develop a composition
							 or research project.
RLA.O.12.2.06
plan, develop, and write a focused research project
							 that has a clear thesis/hypothesis and logical progression of ideas supported
							 by relevant details with an accompanying multimedia presentation and/or Web
							 page using an accepted format (MLA, APA, Chicago, ASA).
RLA.O.12.2.07
strategically incorporate source material in a
							 variety of ways, demonstrating a sophisticated understanding of the ethics of
							 writing:
· directly quoting
· paraphrasing
· summarizing
· using ellipses
RLA.O.12.2.08
evaluate the effectiveness of and apply various forms
							 of transition in a composition:
· sentence links
· repetition of key words or phrases
· restating of main/key ideas
· inferred transitions
RLA.O.12.2.09
revise, edit and strategically employ a variety of
							 sentence structures to improve variety and create more precise and concise
							 language:
· compound-complex
· coordination/subordination
· parallel structures
· appositives
· rhetorical questions
· word/usage/choice
· passive/active voice
RLA.O.12.2.10
demonstrate use of precise vocabulary, figurative
							 language and literary devices to establish credibility, authority, and
							 authorial voice to suggest an attitude toward subject matter, create mood, and
							 carefully appeal to the audience:
· imagery
· rhetorical question
· connotation/denotation
· irony (situational, dramatic, verbal)
· setting (geographical, historical,
							 political)
· symbolism
· extended metaphor
RLA.O.12.2.11
use proofreading and editing strategies to correct
							 errors in and improve organization, content, usage and mechanics. In the
							 editing process, integrate print and electronic tools:
· dictionary
· thesaurus
· spell check
· grammar check
· thesaurus
Use peer editing and collaboration techniques to
							 correct errors.
RLA.O.12.2.12
use sophisticated rhetorical appeals and establish a
							 credible authorial voice:
· consider knowledge and interest of
							 audience
· establish credibility
· use an effective organizational
							 pattern
· locate and interpret parallel structure,
							 antithesis, and narrative pace
RLA.O.12.2.13
compose an analysis of a literary selection with
							 precise literary terminology (e.g. symbolism, imagery) to establish credibility
							 and authority, to support interpretation of the text, and to appeal to the
							 audience's interests.
Grade 12
Listening, Speaking and Media
							 Literacy
Standard 3:
Listening, Speaking and Media Literacy
RLA.S.12.3
Students will apply listening, speaking and media
							 literacy skills and strategies to communicate with a variety of audiences and
							 for different purposes.
Performance Descriptors
							 RLA.PD.12.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice Listening
Twelfth grade students at the distinguished level in
							 listening, speaking and media literacy:
debate the effectiveness of verbal and non-verbal
							 strategies in the various purposes and strategies in the listening and speaking
							 process and assess the verbal and non-verbal strategies;
plan, produce, deliver, critique and defend the
							 message of a presentation/product using a variety of media;
debate the purposes within the media messages; and
							 plan, create and maintain an informational website for a public (e.g., school,
							 community organization, club, church) organization.
Twelfth grade students at the above mastery level in
							 listening, speaking and media literacy:
debate the effectiveness of verbal and non-verbal
							 strategies in the various purposes and strategies in the listening and speaking
							 process and interpret the verbal and non-verbal strategies;
plan, create, organize, evaluate, and publish a
							 unique age appropriate media project;
critique the purposes within media messages; and plan
							 and create an informational website for a public organization demonstrating
							 understanding of purpose, audience and choice of medium.
Twelfth grade students at the mastery level in
							 listening, speaking and media literacy:
debate the various purposes and strategies in the
							 listening and speaking process, including verbal and non-verbal
							 strategies;
plan, create, and present an age appropriate media
							 project using a minimum of two media sources;
explain the purposes within various media
							 communications; and plan and create a media product for a public organization
							 showing an understanding of purpose, audience and choice of medium.
Twelfth grade students at the partial mastery level
							 in listening, speaking and media literacy:
outline the listening and speaking process, including
							 verbal and non-verbal strategies in the communication process;
plan, produce and deliver a presentation/product
							 using a minimum of two media sources;
compare the purposes within various media messages;
							 and compare the purposes for websites of several public organizations
							 recognizing purpose and audience.
Twelfth grade students at the novice level in
							 listening, speaking and media literacy:
evaluate and model the various purposes and
							 strategies in the listening and speaking process, including verbal and
							 non-verbal strategies;
plan and deliver an age appropriate media
							 presentation/product using a media source;
determine the purposes within a media message; and
							 listen and determine the purposes for a website for a public
							 organization.
Objectives
Students will:
RLA.O.12.3.01
present using the transactional process of
							 communication to include the components of speaker, listener, message, channel,
							 feedback, and noise.
RLA.O.12.3.02
plan, organize, adapt and deliver a grammatically
							 correct presentation using a variety of media (e.g., live performance, video,
							 PowerPoint, Web pages).
RLA.O.12.3.03
adapt and use verbal and nonverbal strategies to
							 listen for diverse purposes
· comprehension
· evaluation
· expression of empathy
· persuasion
· mediation
· collaboration
· facilitation
RLA.O.12.3.04
critique and create examples of the wide range of
							 purposes embedded in media communications.
RLA.O.12.3.05
plan, compose, produce, evaluate, and revise an age
							 appropriate product from various forms of media communication that demonstrates
							 an understanding of format, purpose, audience, and choice of medium.
RLA.O.12.3.06
properly use private and public information.
SPEECH 1
Speech 1 is an elective which enhances the Reading and
				  English Language Arts curriculum. Oral communication is fundamental to all
				  other learning. By actively participating in a variety of speaking activities,
				  students will gain the confidence and skills to overcome communication anxiety.
				  A student who communicates will succeed in social, economic and academic
				  environments. Effective oral communication provides readiness for the workplace
				  and/or postsecondary education and is, a recommended elective for students in
				  all career majors. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 12
Speech 1
Standard 1:
The Communication Process
SP1.S.12.1
Students will recognize elements of the
							 communications process as it applies to interpersonal and group
							 communication.
Performance Descriptors
							 SP1.PD.12.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student critiques the characteristics of
							 effective verbal and non-verbal communication. The student prioritizes
							 strategic and critical listening skills. The student defends the use of formal
							 or informal speech communication in everyday life and adapts the rules of
							 speech etiquette to everyday use.
The student explains and evaluates the
							 characteristics of effective verbal and non-verbal communication. The student
							 assesses strategic and critical listening skills. The student evaluates speech
							 communication in everyday life, both formal and informal, and models the rules
							 of speech etiquette in daily use.
The student identifies and evaluates the
							 characteristics of effective verbal and non-verbal communication. The student
							 demonstrates strategic and critical listening skills. The student recognizes
							 the importance of speech communication in everyday life, both formal and
							 informal, and incorporates the rules of speech etiquette in daily use.
The student appraises the characteristics of
							 effective verbal and non-verbal communication. The student contrasts strategic
							 and critical listening skills. The student gives examples of the importance of
							 speech communication in everyday life, both formal and informal, and discusses
							 the rules of speech etiquette in daily use.
The student lists the characteristics of effective
							 verbal and non-verbal communication. The student identifies strategic and
							 critical listening skills. The student finds examples of the importance of
							 speech communication in everyday life, both formal and informal, and names the
							 rules of speech etiquette in daily use.
Objectives
Students will
SP1.O.12.1.01
explain the importance of speech communication in
							 everyday life.
SP1.O.12.1.02
explain and give examples of the speech communication
							 process including the following terms source, encode, message, channel, decode,
							 receiver and feedback.
SP1.O.12.1.03
identify forms of formal and informal
							 communication.
SP1.O.12.1.04
compare and contrast verbal and non-verbal
							 communication.
SP1.O.12.1.05
identify the four characteristics of vocalization:
							 rate, volume, pitch and quality.
SP1.O.12.1.06
compare and contrast hearing and listening.
SP1.O.12.1.07
give examples of the barriers to effective listening
							 and plan methods to overcome them.
SP1.O.12.1.08
demonstrate strategic listening skills for
							 comprehension by making predictions, constructing meaning beyond text, and
							 asking questions.
SP1.O.12.1.09
demonstrate critical listening skills by separating
							 fact from opinion, and by identifying propaganda, distortion, and faulty
							 reasoning.
SP1.O.12.1.10
evaluate the effects of cultural diversity on
							 communication.
SP1.O.12.1.11
recognize situations where the use of colloquialisms,
							 dialects and slang are appropriate and inappropriate.
SP1.O.12.1.12
identify and use rules of speech etiquette.
SP1.O.12.1.13
discuss and assess the characteristics of effective
							 team leaders and responsible group members.
Grade 12
Speech 1
Standard 2:
Research
SP.S.12.2
Students will research topics to develop focused and
							 coherent speeches.
Performance Descriptors
							 SP1.PD.12.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student combines various skills and evaluates
							 resources in researching a topic and defends the sources following ethical and
							 legal guidelines.
The student integrates various skills and resources
							 to research a topic and analyzes the sources following ethical and legal
							 guidelines.
The student uses various skills and resources to
							 research a topic and evaluates the sources following ethical and legal
							 guidelines.
The student uses skills and selects resources to
							 research a topic and makes sense of the sources following instructor's
							 guidelines.
The student uses skills and finds resources to
							 research a topic and selects the sources following instructor's
							 guidelines.
Objectives
Students will
SP1.O.12.2.01
use various resources (.e.g., print media, Internet,
							 etc.) to identify and research the main ideas about a topic.
SP1.O.12.2.02
utilize interviewing, note-taking, and summarizing
							 skills to gather and process information.
SP1.O.12.2.03
use and evaluate the credibility of on-line
							 information and other technological tools as resources following ethical and
							 legal guidelines.
Grade 12
Speech 1
Standard 3:
Organization and Delivery
SP1.S.12.3
Students will recognize elements of the
							 communications process as it applies to interpersonal and group
							 communication.
Performance Descriptors
							 SP1.PD.12.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student defends the purposes of speeches and
							 delivers a variety of formal and informal speeches. The student performs and
							 evaluates a well-organized speech, justifies the effective uses of verbal and
							 non-verbal skills, and models standard American English. The student referees
							 the effective use of technology in a presentation.
The student justifies the purposes of speeches and
							 delivers a variety of formal and informal speeches. The student constructs and
							 performs a well-organized speech, determines the effective uses of verbal and
							 non-verbal skills, and models standard American English. The student critiques
							 the effective use of technology in a presentation.
The student interprets the purposes of speeches and
							 delivers a variety of formal and informal speeches. The student constructs a
							 well-organized speech, effectively uses verbal and non-verbal skills, and
							 models standard American English. The student integrates the effective use of
							 technology into a presentation.
The student explains the purposes of speeches and
							 delivers formal and informal speeches. The student constructs an organized
							 speech, uses verbal and non-verbal skills, and practices standard American
							 English. The student uses technology in a presentation.
The student recognizes the purposes of speeches and
							 delivers formal and informal speeches. The student constructs a speech, uses
							 verbal and non-verbal skills, and recognizes standard American English. The
							 student includes technology in a presentation.
Objectives
Students will
SP1.O.12.3.01
participate in a variety of formal and informal
							 speaking experiences:
· impromptu
· extemporaneous
· manuscript
· introductions
· business calls
· group problem solving
· conflict
· mediation
SP1.O.12.3.02
compare and contrast the purposes for
							 speaking:
· inform
· persuade
· entertain
SP1.O.12.3.03
analyze the criteria for the selection of a topic,
							 select an appropriate organizational pattern with a thesis statement and
							 interesting introduction and conclusion, develop a clear, logical progression
							 of ideas using main points, supporting details and a variety of transitional
							 devices.
SP1.O.12.3.04
recognize and explain the differences between written
							 and spoken language.
SP1.O.12.3.05
use verbal skills and model standard American English
							 effectively (e.g., diction, articulation, pronunciation, vocal control).
SP1.O.12.3.06
use non-verbal skills effectively (e.g., eye contact,
							 facial expressions, gestures, posture, body movement, dress).
SP1.O.12.3.07
utilize appropriate technology to record
							 presentations for self-assessment, to prepare and edit text (e.g., Power Point,
							 word processing, Excel, Paint, PhotoShop) to create visual aids, etc.
SP1.O.12.3.08
demonstrate the vocalization process using the
							 following terms: generators, resonators and articulators of sound.
JOURNALISM
Journalism expands and enhances Reading and English Language
				  Arts in the areas of reading, writing, speaking, listening and media literacy.
				  Emphasis is on the oral, written, and visual communication skills important for
				  educational, occupational and personal endeavors. A broad spectrum of skills
				  and information is basic to all journalistic pursuits. In addition, specialized
				  skills and information are also required for students pursuing various branches
				  of journalism. By combining these standards and objectives, electives in
				  journalism may include basic journalism, newspaper, yearbook, broadcasting,
				  photojournalism, desktop publishing and public relations. These standards and
				  objectives can be adapted for various course levels, as well as for various
				  electives. To further enhance students' journalism skills and provide
				  leadership opportunities, continued enrollment in the journalism program is
				  recommended. Students at different course levels should demonstrate improvement
				  in work quality and increased skill complexity. Skills learned in journalism
				  electives will benefit students in all careers. Standards one through four
				  apply to a general journalism course and standards five through ten in addition
				  to standards one through four, apply to specific journalism courses.
Grade 12
Journalism
Standard 1:
Journalistic Background
JN.S.12.1
Students will recognize elements of the
							 communications process as it applies to interpersonal and group
							 communication.
Performance Descriptors
							 JN.PD.12.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student debates the role of journalism and
							 defends its impact on politics and social history. The student assesses the
							 impact of legal and ethical issues on journalism. The student rates the use of
							 technology in the production of a product. The student prioritizes the parts of
							 a story and judges the integration of the principals of layout and design and
							 photocomposition to produce a final product.
The student evaluates the role of journalism and
							 critiques its impact on politics and social history. The student analyzes and
							 critiques legal and ethical issues. The student appraises the use of technology
							 and incorporates it to produce a product. The student evaluates parts of a
							 story and integrates principals of layout and design and photocomposition to
							 produce a final product.
The student evaluates the role of journalism and its
							 impact on politics and social history. The student analyzes legal and ethical
							 issues. The student analyzes the use of technology and applies it to produce a
							 product. The student analyzes parts of a story and illustrates the principals
							 of layout and design and photocomposition in a final product.
The student researches the role of journalism and its
							 impact on politics and social history. The student gives examples of legal and
							 ethical issues. The student chooses technology and applies it to produce a
							 product. The student identifies parts of a story and uses the principals of
							 layout and design and photocomposition in a final product.
The student describes the role of journalism and its
							 impact on politics and social history. The student labels examples of legal and
							 ethical issues. The student uses technology to produce a product. The student
							 defines parts of a story and recognizes the principals of layout and design and
							 photocomposition.
Objectives
Students will
JN.O.12.1.01
evaluate the role of journalism and its impact on
							 society, including parallels between journalistic history and the country's
							 political and social history.
JN.O.12.1.02
analyze the changes in mass communication caused by
							 the widespread use of technology.
JN.O.12.1.03
read, critique, and analyze key press legal issues in
							 professional and scholastic publications (e.g., censorship, prior restraint,
							 libel, slander, privacy).
JN.O.12.1.04
know and apply the rights, responsibilities, and
							 ethics of journalists as defined in the Journalists' Code of Ethics and other
							 publication policies.
JN.O.12.1.05
expand vocabulary to include specialized journalism
							 terms (e.g., captions, masthead, column inches, storyboard, framing).
JN.O.12.1.06
identify and evaluate parts of stories (e.g., lead,
							 body, conclusion, quote).
JN.O.12.1.07
identify and integrate contemporary principles of
							 layout and design in a newspaper, yearbook, magazine, broadcast story board
							 and/or advertisement.
JN.O.12.1.08
classify the elements of photo composition
							 (dominance, texture, angle of view, contrast, rule of thirds, leading lines,
							 framing devices), and explain the storytelling ability of a photograph.
JN.O.12.1.09
compile, synthesize, produce and disseminate
							 information using technology.
Grade 12
Journalism
Standard 2:
Oral Communication
JN.S.12.2
Students will use speaking and listening skills to
							 accurately retrieve and evaluate information.
Performance Descriptors
							 JN.PD.12.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student defends appropriate listening and
							 speaking techniques. The student plans and moderates a debate and with a panel,
							 judges the reliability of participants and interprets sources and content. The
							 student evaluates legal and ethical research and evidence presented in the
							 debate.
The student integrates appropriate listening and
							 speaking skills. The student plans and conducts a round table discussion,
							 judges the reliability of participants, and interprets sources and content. The
							 student legally and ethically researches using a variety of sources and
							 incorporates findings into round table discussion.
The student uses appropriate listening and speaking
							 skills. The student plans and conducts interviews, judges the reliability of
							 sources, and interprets messages and intentions. The student legally and
							 ethically researches using a variety of sources.
The student applies appropriate listening and
							 speaking skills. The student conducts interviews, summarizes the reliability of
							 sources, and restates messages and intentions. The student legally finds and
							 selects information from a variety of sources.
The student defines appropriate listening and
							 speaking skills. The student participates in interviews, recognizes the
							 reliability of sources, and labels messages. The student selects information
							 from a variety of sources.
Objectives
Students will
JN.O.12.2.01
use appropriate listening and speaking skills (e.g.,
							 make eye contact, speak clearly, use phone etiquette).
JN.O.12.2.02
prepare and conduct interviews following correct
							 procedures (e.g., identify self and publication, state purpose, ask open-ended
							 questions).
JN.O.12.2.03
listen for bias and/or authority to probe and
							 evaluate the reliability of sources, identify and interpret a source's message
							 and intent, and accurately record direct and indirect quotations.
JN.O.12.2.04
legally and ethically gather information from a
							 variety of sources, (e.g., interviews, polls, surveys, electronic media,
							 questionnaires) using one source to check another.
Grade 12
Journalism
Standard 3:
Written Communication
JN.S.12.3
Students will organize information in a vivid,
							 focused, accurate and coherent manner using journalistic style rules and news
							 judgment.
Performance Descriptors
							 JN.PD.12.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student debates the appropriateness of
							 journalistic writing to address specific writing purposes and audiences. The
							 student composes and defends the leads, including the five "W"s and an "H", and
							 integrates supporting material into a final product using appropriate word
							 processing and editing strategies. The student evaluates the use of persuasive
							 language and techniques of propaganda in copy.
The student models and evaluates appropriate
							 journalistic writing to address specific writing purposes and audiences. The
							 student composes and justifies leads, including the five "W"s and an "H", and
							 integrates facts, quotes, paraphrases, etc. into a final product using
							 appropriate word processing and editing strategies. The student evaluates copy
							 for persuasive language and techniques of propaganda.
The student models appropriate journalistic writing
							 to address specific writing purposes and audiences. The student composes leads,
							 including the five "W"s and an "H", and categorizes facts, quotes, paraphrases,
							 etc. to create a final product using appropriate word processing and editing
							 strategies. The student points out persuasive language and techniques of
							 propaganda in copy.
The student employs appropriate journalistic writing
							 to address specific writing purposes and audiences. The student writes leads,
							 including the five "W"s and an "H", and uses facts, quotes, paraphrases, etc.
							 to create a final product using appropriate word processing and editing
							 strategies. The student points out propaganda in copy.
The student writes in a journalistic style to address
							 specific purposes. The student writes leads, including the five "W"s and an
							 "H", and uses support to create a final product using word processing. The
							 student recognizes propaganda in copy.
Objectives
Students will
JN.O.12.3.01
model appropriate journalistic writing that is
							 focused and coherent (e.g., inverted pyramid for a news story, hour glass
							 model, various audio and video scripting formats) to address specific writing
							 purposes (e.g., news, editorial, feature, sports, column, advertising) and
							 multiple audiences.
JN.O.12.3.02
demonstrate news judgment by analyzing the elements
							 of news as they relate to stories (e.g., timeliness, proximity, human
							 interest,
balance, prominence, conflict).
JN.O.12.3.03
select words that are vivid, precise and economical,
							 use a variety of transitional devices, vary syntax and sentence
							 structure.
JN.O.12.3.04
organize information to include the 5W's and an "H"
							 (who, what, when, where, why and how) as they apply to a story, write various
							 types of leads (e.g., narrative, direct quotation, question, summary) and
							 creative and accurate headlines and captions.
JN.O.12.3.05
integrate accurately written facts, quotations,
							 attributions, paraphrases and interpretations into copy while respecting
							 intellectual property rights:
· copyrights
· plagiarism
JN.O.12.3.06
use persuasive language and techniques
							 appropriately:
· distinguish fact from opinion for
							 editorials, news stories and advertising
· recognize a source's authority, special
							 interest, propaganda and bias
JN.O.12.3.07
use editing strategies and journalistic style rules
							 to correct grammatical, spelling and style errors (e.g., punctuation,
							 capitalization, sentence structure), use word processing programs to prepare
							 and edit text, and apply specialized jargon appropriately (e.g., sports,
							 technology).
Grade 12
Journalism
Standard 4:
Business
JN.S.12.4
Students will perform journalistic business
							 responsibly and collaboratively.
Performance Descriptors
							 JN.PD.12.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student manages and prioritizes collaborative
							 tasks in assigned roles. The student examines, plans, and evaluates for the
							 aspects of business, advertising, and marketing. The student appraises
							 effective circulation methods and sound financial record keeping. The student
							 evaluates and defends career and educational opportunities in
							 journalism.
The student manages collaborative tasks in assigned
							 roles. The student examines and plans for the aspects of business, advertising,
							 and marketing. The student initiates effective circulation methods and sound
							 financial record keeping. The student evaluates career and educational
							 opportunities in journalism.
The student works collaboratively in assigned roles.
							 The student examines the aspects of business, advertising, and marketing. The
							 student demonstrates effective circulation methods and sound financial record
							 keeping. The student reports on career and educational opportunities in
							 journalism.
The student works cooperatively in assigned roles.
							 The student summarizes the aspects of business, advertising, and marketing. The
							 student explains effective circulation methods and sound financial record
							 keeping. The student recognizes career and educational opportunities in
							 journalism.
The student works in assigned roles. The student
							 names the aspects of business, advertising, and marketing. The student shows
							 effective circulation methods and sound financial record keeping. The student
							 identifies career and educational opportunities in journalism.
Objectives
Students will
JN.O.12.4.01
work collaboratively and cooperatively (e.g.,
							 teamwork, problem solving, brainstorming) to perform assigned duties such as
							 meeting deadlines, completing assignments, organizing materials and checking
							 sources, responsibly and professionally, to define leadership and management
							 roles and respect the authority of the people in those roles:
· editors
· business managers
· production managers
· news directors
JN.O.12.4.02
examine the business and advertising aspects of
							 journalism.
JN.O.12.4.03
analyze effective advertising and conduct market
							 research.
JN.O.12.4.04
utilize effective circulation and sound financial
							 record-keeping methods.
JN.O.12.4.05
evaluate career opportunities in journalism and the
							 required training/education for those careers.
Grade 12
Journalism
Standard 5:
Newspaper
JN.S.12.5
Students will plan and publish a school newspaper
							 using all applicable objectives from Journalism Standards One through Four, in
							 addition to the following specific objectives for newspaper production.
Performance Descriptors
							 JN.PD.12.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student manages collaborative tasks as a staff
							 member and evaluates performance of assigned duties. The student manages a
							 publication from inception to camera-ready form. The student manages the
							 advertising and subscription accounts and critiques advertisements. The student
							 implements an advertising campaign to increase circulation and manages sound
							 financial record-keeping methods. The student evaluates publications after
							 distribution and incorporates recommended improvements.
The student manages collaborative tasks as a staff
							 member to perform assigned duties. The student designs and prepares layouts and
							 edits copy with software. The student manages the sale of advertising and
							 subscriptions and creates effective advertisements. The student demonstrates
							 increased circulation and sound financial record-keeping methods. The student
							 evaluates publications after distribution and makes recommendations for
							 improvements.
The student works collaboratively as a staff member
							 to perform assigned duties. The student designs layouts and edits copy with
							 software. The student sells advertising, subscriptions, and creates effective
							 advertisements. The student demonstrates effective circulation and sound
							 financial record-keeping methods. The student evaluates publications after
							 distribution.
The student works cooperatively as a staff member to
							 perform assigned duties. The student prepares layouts and edits copy with
							 software. The student sells advertising and subscriptions and creates
							 advertisements. The student recognizes effective circulation and sound
							 financial record-keeping methods. The student examines publications after
							 distribution.
The student works as a staff member to perform
							 assigned duties. The student prepares layouts. The student sells advertising
							 and subscriptions. The student tabulates effective circulation and sound
							 financial record-keeping methods. The student views publications after
							 distribution.
Objectives
Students will
JN.O.12.5.01
collaborate as a staff to determine publication
							 content, policy, size, design, budget and circulation, to understand and
							 perform duties of assigned staff positions, to establish and cover beats, to
							 assign stories, photographs and advertisements, and to set and meet
							 deadlines.
JN.O.12.5.02
design page layouts using desktop software for page
							 design.
JN.O.12.5.03
prepare and edit camera-ready material for submission
							 to a printer (e.g., paste-up, electronic desk submission).
JN.O.12.5.04
sell advertising and/or subscriptions (e.g., dress
							 and act professionally, develop a sales action plan) and create effective
							 advertisements.
JN.O.12.5.05
apply effective circulation and sound financial
							 record-keeping methods:
· subscriptions
· advertising
· supplies
JN.O.12.5.06
evaluate finished publication through feedback from
							 staff and audience after distribution to an audience.
Grade 12
Journalism
Standard 6:
Yearbook
JN.S.12.6
Students will plan and publish a school yearbook
							 using all applicable objectives from Journalism Standards One through Four, in
							 addition to the following specific objectives for yearbook production.
Performance Descriptors
							 JN.PD.12.6
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student manages collaborative tasks as a staff
							 member and evaluates performance of assigned duties. The student manages a
							 publication from inception to camera-ready form. The student manages the
							 advertising and subscription accounts and critiques advertisements. The student
							 implements an advertising campaign to increase circulation and manages sound
							 financial record-keeping methods. The student evaluates publications after
							 distribution and incorporates recommended improvements.
The student manages collaborative tasks as a staff
							 member to perform assigned duties. The student designs and prepares layouts and
							 edits copy with software. The student manages the sale of advertising and
							 subscriptions and creates effective advertisements. The student demonstrates
							 increased circulation and sound financial record-keeping methods. The student
							 evaluates publications after distribution and makes recommendations for
							 improvements.
The student works collaboratively as a staff member
							 to perform assigned duties. The student designs layouts and edits copy with
							 software. The student sells advertising, subscriptions, and creates effective
							 advertisements. The student demonstrates effective circulation and sound
							 financial record-keeping methods. The student evaluates publications after
							 distribution.
The student works cooperatively as a staff member to
							 perform assigned duties. The student prepares layouts and edits copy with
							 software. The student sells advertising and subscriptions and creates
							 advertisements. The student recognizes effective circulation and sound
							 financial record-keeping methods. The student examines publications after
							 distribution.
The student works as a staff member to perform
							 assigned duties. The student prepares layouts. The student sells advertising
							 and subscriptions. The student tabulates effective circulation and sound
							 financial record-keeping methods. The student views publications after
							 distribution.
Objectives
Students will
JN.O.12.6.01
collaborate as a staff to determine publication
							 content, policy, size, design, budget and circulation, understand and perform
							 duties of assigned staff positions, and design page layouts.
JN.O.12.6.02
prepare and edit camera-ready material for submission
							 to a printer (e.g., paste-up, electronic desk submission), and correct page
							 proofs from printer for re-submission.
JN.O.12.6.03
sell advertising and/or subscriptions (e.g., dress
							 and act professionally, develop a sales action plan), create effective
							 advertisements,
and apply effective circulation and sound financial
							 record-keeping methods:
· subscriptions
· advertising
· supplies
JN.O.12.6.04
evaluate finished publication through feedback from
							 staff and audience after distribution.
Grade 12
Journalism
Standard 7:
Broadcasting
JN.S.12.7
Students will plan and publish broadcasts using all
							 applicable objectives from Journalism Standards One through Four, in addition
							 to the following specific objectives for broadcasting.
Performance Descriptors
							 JN.PD.12.7
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student creates and critiques a product made by
							 integrating available equipment and technology. The student correctly
							 incorporates terminology associated with 35 mm photography. The student manages
							 the creation of a product constructed by shooting pictures, processing film,
							 evaluating and selecting photographs, and writing about storytelling
							 value.
The student designs and creates a product by
							 integrating available equipment, lenses, and software. The student correctly
							 applies terminology associated with 35 mm photography. The student shoots
							 pictures, processes film, evaluates and selects photographs, and writes about
							 storytelling value to create a final product.
The student creates a product by integrating
							 available equipment, lenses, and software. The student correctly uses
							 terminology associated with 35 mm photography. The student shoots pictures,
							 processes film, selects photographs, and writes about storytelling
							 value.
The student participates in creating a product by
							 integrating available equipment, lenses, and software. The student uses
							 terminology associated with 35 mm photography. The student shoots pictures,
							 processes film, and selects photographs.
The student duplicates a product by integrating
							 available equipment, lenses, and software. The student uses terminology
							 associated with photography. The student shoots pictures and selects
							 photographs.
Objectives
Students will
JN.O.12.7.01
organize and participate in pre-production meetings
							 to plan content, production schedules, staff positions, etc.
JN.O.12.7.02
perform duties of various staff positions (e.g.,
							 director, anchor, technical director, floor manager), in both leadership and
							 non leadership roles.
JN.O.12.7.03
follow various script and log formats to produce
							 projects.
JN.O.12.7.04
using available technology to create desired products
							 or programs that demonstrate various audio and video techniques (e.g.,
dubbing, angles, shots, focus, movement,
							 framing).
JN.O.12.7.05
develop and apply skills related to the role of
							 talent in a production:
· camera and microphone consciousness
· script use
· dress
· make-up
· speaking skills
JN.O.12.7.06
apply proper staging principles for both studio and
							 location shots, and design and execute effective lighting for video
							 shoots.
Grade 12
Journalism
Standard 8:
Photo Journalism
JN.S.12.8
Students will report events and ideas through
							 photography using all applicable objectives from Journalism Standards One
							 through Four, in addition to the following specific objectives for
							 photojournalism.
Performance Descriptors
							 JN.PD.12.8
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student creates and critiques a product made by
							 integrating available equipment and technology. The student correctly
							 incorporates terminology associated with 35 mm photography. The student manages
							 the creation of a product constructed by shooting pictures, processing film,
							 evaluating and selecting photographs, and writing about storytelling
							 value.
The student designs and creates a product by
							 integrating available equipment, lenses, and software. The student correctly
							 applies terminology associated with 35 mm photography. The student shoots
							 pictures, processes film, evaluates and selects photographs, and writes about
							 storytelling value to create a final product.
The student creates a product by integrating
							 available equipment, lenses, and software. The student correctly uses
							 terminology associated with 35 mm photography. The student shoots pictures,
							 processes film, selects photographs, and writes about storytelling
							 value.
The student participates in creating a product by
							 integrating available equipment, lenses, and software. The student uses
							 terminology associated with 35 mm photography. The student shoots pictures,
							 processes film, and selects photographs.
The student duplicates a product by integrating
							 available equipment, lenses, and software. The student uses terminology
							 associated with photography. The student shoots pictures and selects
							 photographs.
Objectives
Students will
JN.O.12.8.01
integrate available equipment (e.g., digital camera,
							 35 mm camera, darkroom equipment), focal lenses (e.g., telephoto, wide angle,
							 normal, zoom), and software (PhotoShop, HiJaak, Illustrator, InDesign, etc.) to
							 create a product.
JN.O.12.8.02
correctly use terminology associated with 35 mm
							 photography (e.g., aperture, F-stop, depth of field, shutter speed, film
							 speed).
JN.O.12.8.03
shoot pictures as assigned, select photographs for
							 their storytelling value and visual quality, and gather and write information
							 to complete the storytelling effect of pictures.
JN.O.12.8.04
process and print black and white film and process
							 and use contact sheets to analyze shots:
· composition
· negative damage
· cropping
· density
Grade 12
Journalism
Standard 9:
Desktop Publishing
JN.S.12.9
Students will use technology to publish information
							 in a wide variety of formats using all applicable objectives from Journalism
							 Standards One through Four, in addition to the following specific objectives
							 for desktop publishing.
Performance Descriptors
							 JN.PD.12.9
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student creates and evaluates a product by
							 integrating available technology and software. The student correctly
							 incorporates terminology associated with desktop publishing. The student
							 creates and critiques a variety of publications for commercial and private use,
							 complying with legal restrictions.
The student designs and creates a product by
							 integrating available technology and software. The student correctly applies
							 terminology associated with desktop publishing. The student creates a variety
							 of publications for commercial and private use, complying with legal
							 restrictions.
The student creates a product by integrating
							 available technology and software. The student correctly uses terminology
							 associated with desktop publishing. The student creates a variety of
							 publications complying with legal restrictions.
The student participates in the creation of a product
							 by integrating available technology and software. The student uses terminology
							 associated with desktop publishing. The student creates a variety of
							 publications.
The student duplicates a product by integrating
							 available technology and software. The student names the terminology associated
							 with desktop publishing. The student creates a publication.
Objectives
Students will
JN.O.12.9.01
use desktop publishing terminology correctly.
JN.O.12.9.02
use available technology to work with images (e.g.,
							 digital cameras, scanners, publication software) and use software tools to
							 create a publication:
· insert and resize art and copy
· moving objects
· aligning and grouping images
· layering objects
· rotating objects
JN.O.12.9.03
create a variety of publications (e.g., pamphlets,
							 magazines, advertisements, web pages, business cards, memo forms, newsletters)
							 complying with copyright and patent laws and licensing agreements.
Grade 12
Journalism
Standard 10:
Public Relations
JN.S.12.10
Students will develop and maintain positive working
							 relationships among people within the school and between the school and
							 community using all applicable objectives from Journalism Standards One through
							 Four, in addition to the following specific objectives for public
							 relations.
Performance Descriptors
							 JN.PD.12.10
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The student manages press releases promoting the
							 school. The student generates and maintains the school's newsletter, website,
							 and archives. The student serves as liaison for school and community.
The student plans, writes, and distributes press
							 releases promoting the school. The student plans and produces the school's
							 newsletter, website, and archives. The student serves as spokesperson for
							 school and community.
The student writes and distributes press releases
							 promoting the school. The student produces the school's newsletter, website,
							 and archives. The student serves as spokesperson for school.
The student contributes to press releases promoting
							 the school. The student participates in the production of the school's
							 newsletter, website, and archives. The student prepares copy for the
							 spokesperson for school.
The student defines a press releases. The student
							 writes for the school's newsletter, website, and archives. The student assists
							 spokesperson for school.
Objectives
Students will
JN.O.12.10.01
plan promotions, write press releases for the school,
							 and distribute them to local print and broadcast media to promote the
							 school.
JN.O.12.10.02
design, write, produce, and disseminate the school's
							 newsletter, web page, and archives.
JN.O.12.10.03
serve as a liaison for the school and the community
							 (e.g., internal communications, brochures, calendars, publicity).