K.1 The student will demonstrate growth in the use of oral language. a) Listen to a variety of literary forms, including stories and poems. b) Participate in a variety of oral language activities including choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated word order patterns. c) Participate in oral generation of language experience narratives. d) Participate in creative dramatics. e) Use complete sentences that include subject, verb, and object. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will expand their oral language vocabulary by listening to and participating in a variety of literacy experiences that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics. By participating in choral and echo speaking, language experience narratives and creative dramatics (e.g., songs, poems, role play, storytelling), students will expand their oral language. A language experience narrative can be produced from any individual or group experience. For an individual language experience narrative the student dictates a story to the teacher. For the group language experience narrative students contribute ideas to develop sentences for a class story. All students should understand that oral language entertains and communicates information. To be successful with this standard, students are expected to listen to texts read aloud and ask and answer questions for further understanding. participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains. generate ideas to develop a group language experience narrative. dictate sentences about a group experience for a group language experience narrative (e.g., a story about a class field trip). dictate an experience or story to create an individual language experience narrative (e.g., a story about a family pet). use drama to retell familiar stories, rhymes, and poems (e.g., storytelling with role play or puppets). participate in creative dramatics, such as classroom songs, plays, skits, and group activities designed to give students frequent opportunities for listening and speaking. use complete sentences that include subject, verb, and object when speaking.
K.11 The student will print in manuscript. a) Print uppercase and lowercase letters of the alphabet independently. b) Print his/her first and last names. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will begin developing neat, legible handwriting. Students will learn to print uppercase and lowercase letters of the alphabet. Students need explicit, direct instruction to learn to form uppercase and lowercase manuscript letters correctly. Reproducing letters with automaticity assists with learning sounds, spelling words and word recognition. Teaching appropriate pencil grip will assist students with printing in manuscript. All students should understand that there are correct ways to write the manuscript letters of the alphabet. understand that their written name provides identification. understand that printing properly formed letters makes manuscript writing legible. To be successful with this standard, students are expected to use appropriate pencil grip. print upper- and lower-case letters of the alphabet legibly and independently. use manuscript letter formation. use manuscript number formation. form the letters of and space their first and last names. write their first and last names for a variety of purposes. capitalize the first word in a sentence and the pronoun I.
K.13 The student will use available technology for reading and writing. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will use available technology for reading and writing. All students should understand that technology provides a way to interact with print. To be successful with this standard, students are expected to use available digital tools for reading and writing. ask and respond to questions about material presented through various media formats. share their writing with others.
are formed by combining onsets and rimes (back, jack, sack, pack). (Note: Students are not expected to know these terms.) Alphabet letters written between /slashes/ refer to their pronunciation (e.g., /sh/ refers to the initial sound heard in the word sugar). read and spell commonly used sight words.
2.3 The student will use oral communication skills. a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. b) Share stories or information orally with an audience. c) Participate as a contributor and leader in a group. d) Retell information shared by others. e) Follow three- and four-step directions. f) Give three- and four-step directions. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will use oral language skills to respond appropriately in group situations. Students learn to use selected vocabulary and information to match their purpose — to inform, to persuade, to entertain, to clarify, and to respond. Students will learn to retell information as they continue to share stories. Teachers should provide opportunities for students to learn the dynamics and roles of working in small groups. All students should understand that oral communication can be used for a variety of purposes. participate in group activities by sharing stories or information and by following and giving directions. To be successful with this standard, students are expected to participate in a range of collaborative discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, small-group, teacher led). participate in collaborative conversations for various purposes (e.g., to inform, to persuade, to entertain, to clarify, and to respond). ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others). follow rules for discussions and assigned group roles. use proper pitch and volume. speak clearly and distinctly. share and retell an experience or story to an audience in a logical order, with appropriate facts, and descriptive details. select vocabulary and nonverbal expressions appropriate to purpose and audience. express ideas clearly and in an organized manner. contribute information, ask questions, clarify, gather additional information, retell, respond, or build on another person’s idea in a small-group setting. confer with small-group members about how to present information to the class. carry out a specific group role, such as leader, recorder, materials manager, or reporter.
2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure. c) Use knowledge of story structure and sequence. d) Reread and self-correct. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will use information from the story and their knowledge of semantic clues and syntax to expand vocabulary when reading. Semantic clues are words that provide meaning and help readers decode and comprehend a text (e.g., The bear scared me. The test was a bear.) Syntactic (syntax) knowledge is based on familiar word order or grammar that helps readers determine meaning (e.g., students familiar with oral language would know which of the following two sentences sounds right and/or makes sense: The pitcher threw the ball or The ball threw the pitcher). All students should understand that they will use a variety of strategies to read unfamiliar words. To be successful with this standard, students are expected to use meaning clues to support decoding. use surrounding words in a sentence to determine the meaning of a word. determine which of the multiple meanings of a word in context makes sense by using semantic clues. use knowledge of word order, including subject, verb, and adjectives, to check for meaning. use story structure, titles, pictures, and diagrams to check for meaning. use phonetic strategies, semantic clues, and syntax to reread and reread to clarify meaning. self-
To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): independent level – 98-100% accuracy, or about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong. instructional level – 90-97% accuracy, or three to ten words of every 100 words misread; student reads with modest accuracy and variable fluency and comprehension should be closely monitored. frustration level – less than 90% accuracy, or more than ten of every 100 words misread; student reads with neither accuracy nor fluency, and therefore his or her comprehension will be affected. Prosody refers to the rhythmic and intonational aspect of language, which should be noticeable during oral reading. Prosody contributes to reading fluency and comprehension. describe how characters in a story or poem respond to key events. describe the setting and important events of a story. identify the problems and solutions in stories. use information from illustrations and words to demonstrate comprehension of characters, settings, and plots. compare and contrast characters, setting, and important events in at least two versions of the same story (e.g., Cinderella stories). determine the main idea or theme of paragraphs or stories. begin to use knowledge of transition words (e.g., first, next, and soon), to understand how information is organized in sequence. organize information, using graphic organizers (e.g., story map, sequence of events). use the framework of beginning, middle, and end to summarize and retell story events. describe the structure of a story (e.g., beginning introduces the story, ending concludes the action). write responses to what they read (e.g., response logs, write the story with a new ending).
3.2 The student will present brief oral reports using visual media. a) Speak clearly. b) Use appropriate volume and pitch. c) Speak at an understandable rate. d) Organize ideas sequentially or around major points of information. e) Use contextually appropriate language and specific vocabulary to communicate ideas. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will convey information through a formal oral presentation using visual media. Students will be expected to organize information logically, use language appropriate for the context, and use specific vocabulary for communicating ideas. During the oral report, students will be expected to use a rate, volume, and pitch that keeps the audience engaged. All students should organize information on a topic when presenting an oral report. speak clearly at an understandable rate and volume. To be successful with this standard, students are expected to deliver oral presentations in an engaging manner that maintains audience interest by: reporting on a topic, telling a story, or recounting an experience with appropriate facts and relevant details; presenting information with expression and confidence; varying tone, pitch, and volume to convey meaning; speaking at an understandable rate; selecting words and phrases for effect; using visual media (e.g., images, posters, and charts) to emphasize or enhance facts or details; using specific vocabulary appropriate for the audience and the topic; and using grammatically correct language. stay on topic during presentations. organize ideas sequentially or around major points of information. answer questions from the audience. evaluate their own presentations, using class-designed criteria.
3.5 The student will read and demonstrate comprehension of fictional text and poetry. a) Set a purpose for reading. b) Make connections between previous experiences and reading selections. c) Make, confirm, or revise predictions. d) Compare and contrast settings, characters, and events. e) Identify the author’s purpose. f) Ask and answer questions about what is read. g) Draw conclusions about text. h) Identify the problem and solution. i) Identify the main idea. j) Identify supporting details. k) Use reading strategies to monitor comprehension throughout the reading process. l) Differentiate between fiction and nonfiction. m) Read with fluency and accuracy. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will apply different strategies to read and comprehend fictional text and poetry. Students should be able to connect their previous experiences and knowledge to the text in order to make predictions and then use evidence from the text to confirm or revise their predictions. Students will talk and write about similarities and differences that they see in various books by the same author or in various selections within the same genre. In classroom discussion, students will contribute their ideas about an author’s craft, including such elements as word choice, plot and organization, beginnings and endings of selections, and character development. All students should develop a variety of comprehension strategies that can be applied to make meaning from fictional text and poetry. develop an increased understanding of the essential elements and characteristics of fictional text and poetry. develop the ability to use key supporting details to determine the lessons or morals from fictional text and poetry. To be successful with this standard, students are expected to read for a specific purpose by: locating specific information in a reading selection; identifying details that support a stated main idea; and expressing a stated main idea in their own words. make a variety of connections with the text, such as: connections between their own personal experiences and what is happening in the text; connections between the text they are reading and other texts they have read, such as identifying a similar plot or character; and connections between what they already know about the topic and what they find in the reading that is new to them. use specific details to make, justify, and modify predictions by: identifying details from their own experiences and knowledge that supports their predictions; identifying information from the text that supports or contradicts a prediction; and revising predictions based on new understandings.
Students will read various types of fictional texts (e.g., children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth), and poetry. After reading, students should be able to demonstrate new understandings through writing, discussion, and graphic representations. Fluent readers read with automaticity, and they reread and self-correct as needed. To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): independent level – 98-100% accuracy, or about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong. instructional level – 90-97% accuracy, or gain meaning before, during, and after reading by: asking and answering questions about what is read to clarify meaning; asking and answering questions to predict what will happen next; understanding that sometimes two or more pieces of information need to be put together to answer a question; understanding that some questions are answered directly in the text; understanding that the answers to some questions must be inferred from the reader’s background experiences and knowledge; and understanding the basic lessons or morals of fairy tales, myths, folktales, legends, and fables from diverse cultures. apply knowledge of characterization by describing a character’s attributes (traits, motivations or feelings); using evidence from the text to support generalizations about the character; comparing and contrasting characters within a selection or between/among two or more selections; and explaining how the actions of characters contribute to the sequence of events.
3.11 The student will write a short report. a) Construct questions about the topic. b) Identify appropriate resources. c) Collect and organize information about the topic into a short report. d) Understand the difference between plagiarism and using own words. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will develop the skills necessary to produce a short written report. Plagiarism is using someone else’s ideas or words without giving credit. All students should understand how information should be collected, analyzed and organized as a part of the process of writing a short report. understand the difference between plagiarism and using their own words in their writing. To be successful with this standard, students are expected to focus on a central topic. develop a list of questions pertaining to a specific topic. identify and use appropriate resources. follow the organization of particular forms of writing for short reports (e.g., opening, grouping of like information into clear paragraphs, ordering of paragraphs so that there is a logical flow of information, and closing). review their written drafts so that the language and/or thoughts of another author are given proper credit.
Students will identify sensory words and describe the effect those particular words have on the reader. Students will use reading strategies throughout the reading process to monitor comprehension. Strategies include: draw conclusions/make inferences about text; and make, confirm, and revise ongoing predictions. To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): independent level – 98-100% accuracy, or about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong. instructional level – 90-97% accuracy, or three to ten words of every 100 words identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel. refer to details and examples in a text when explaining what the text says, drawing conclusions/making inferences from text. identify cause and effect relationships. make, confirm, or revise predictions. read familiar text with fluency, accuracy, and prosody. read with sufficient accuracy and fluency to support comprehension. become aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty).
also summarize content by identifying important ideas and providing details. Teachers should provide opportunities for students to make connections between what they read in the selection and their prior knowledge. apply prior knowledge to make predictions and to describe the relationship between content and previously learned concepts. identify new information learned from reading. read familiar text with fluency, accuracy, and expression. become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).
6.2 The student will present, listen critically, and express opinions in oral presentations. Distinguish between fact and opinion. Compare and contrast viewpoints. Present a convincing argument. Paraphrase and summarize what is heard. e) e) Use language and vocabulary appropriate to audience, topic, and purpose. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will refine and apply critical listening skills while participating in oral presentations as both the speaker and members of the audience. Students will present convincing arguments and compare and contrast viewpoints. Students will paraphrase and summarize what they have heard, using grammatically correct language and appropriate vocabulary. All students should recognize that facts can be verified and that opinions cannot. recognize that each member brings to the group a unique viewpoint reflective of his or her background. paraphrase by putting into their own words what has been said by others. paraphrase and summarize by restating the main points more succinctly than the original presentation. organize a presentation. To be successful with this standard, students are expected to take notes to record facts/opinions or differing viewpoints. organize convincing arguments to include: facts; statistics; examples; and logical reasoning. paraphrase or summarize what others have said. plan and deliver an oral presentation, using the following steps: determine topic and purpose; identify the intended audience; gather information; organize the information; use multimedia to clarify presentation information; choose vocabulary appropriate to topic, purpose, and audience; phrase with grammatically correct language; and practice delivery. use strategies for summarizing, such as the following: delete trivial and redundant information; substitute a general term for a list; and find or create a main idea statement.
8.1 The student will use interviewing techniques to gain information. Prepare and ask relevant questions for the interview. Make notes of responses. Compile, accurately report, and publish responses. Evaluate the effectiveness of the interview. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will use an interviewing process as a strategy for learning. Synthesis involves higher-order thinking and is a result of forming either a concrete or abstract whole from the logical relation of parts. All students should synthesize information gathered in an interview. organize information for written and oral presentations. present findings in written and oral form. To be successful with this standard, students are expected to determine the purpose of the interview. select a subject for the interview. create and record questions that will elicit relevant responses. apply effective note-taking strategies. evaluate the effectiveness of their own and/or peer interviews, using rubrics or checklists.
words and images. To be successful with this standard, students are expected to analyze relationships common to analogy construction, including: type or example – cinnamon: spice; characteristics – glass: breakable; association – bow: arrow; operator – car: driver; degree – pleased: ecstatic; mathematical – three: six; number – louse: lice; synonyms and antonyms – hot: cold; purpose – chair: sit; cause/effect – sun: burn; sequence – day: week; characteristic – snow: cold; product – tree: lumber; and degree – warm: hot. consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine/clarify meaning. recognize that synonyms may have connotations, e.g., elderly and mature; youthful and juvenile and describe the impact on text. use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or
suggestiveness, makes possible the expression of complex feelings and experiences in a few words. Symbolism, like metaphor, imagery, and allusion, is a powerful instrument for the expression of large worlds of meaning in a few words. Students will use a variety of reading strategies such as text annotation, QAR Relationship), thinking aloud, etc. make inferences, draw conclusions, and point to an author’s implications in the text. understand the relationship between causes and effects. understand that a cause may have multiple effects. understand that an effect may have multiple causes. understand and use the reading process to facilitate comprehension. read several texts on a similar topic and synthesize what is read. analyze how a text makes connections among and third person omniscient. analyze how differences in points of view can create such effects as suspense or humor. analyze an author’s use of literary devices, including: foreshadowing – the giving of clues to hint at coming events in a story; irony – the implication, through plot or character, that the actual situation is quite different from that presented; flashback – a return to an earlier time in the course of a narrative to introduce prior information; and symbolism – the use of concrete and recognizable things to represent ideas. analyze poetic devices in prose and poetry, including: word choice; figurative language; symbolism; imagery; rhyme; rhythm; repetition; and
distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). sound elements. evaluate an author’s choice of words and images. identify poetic forms, including: haiku – a 17-syllable, delicate, unrhymed Japanese verse, usually about nature; limerick – a 5-line, rhymed, rhythmic verse, usually humorous; ballad – a songlike narrative poem, usually featuring rhyme, rhythm, and refrain; free verse – poetry with neither regular meter nor rhyme scheme; couplet – a pair of rhyming lines; and quatrain – a stanza containing four lines. compare and contrast an author’s choice of sound elements in prose and poetry, including: rhyme – recurring identical or similar final word sounds within or at the ends of lines of verse; rhythm – the recurring pattern of strong and weak syllabic stresses; meter – a fixed pattern of accented and unaccented syllables in lines of fixed length to create rhythm; repetition – repeated use of sounds, words, or ideas for effect and emphasis;
materials. Synthesis involves higher-order thinking and is a result of forming either a concrete or abstract whole from the logical relation of parts. Students will use evaluation and conclusion to make reasonable inferences about what has been read by combining new information with what was known prior to reading. Students will understand that an author’s credentials and experiences contribute to his/her viewpoint. To critique text requires that a critical (but not necessarily negative) judgment be made. Students will use a variety of reading strategies such as text annotation, QAR Relationship), thinking aloud, etc. read. evaluate an author’s choice of words and images. recognize an author’s use of connotations, and persuasive language to convey viewpoint. understand that the writer implies and the reader infers. analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. use strategies for summarizing, such as the following: delete trivia and redundancy; substitute a general term for a list; and find or create a main idea statement. read and follow directions. use text structures such as the following to enhance comprehension and note taking: boldface and/or italics type; type set in color; underlining; indentation; sidebars; illustrations, graphics, and photographs; headings and subheadings; and footnotes and annotations. analyze an author’s choice of details by examining: accuracy;
9.1 The student will make planned oral presentations independently and in small groups. Include definitions to increase clarity. Use relevant details to support main ideas. Illustrate main ideas through anecdotes and examples. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. e) Use verbal and nonverbal techniques for presentation. f) Evaluate impact and purpose of presentation. g) Credit information sources. h) Give impromptu responses to questions about presentation. i) Give and follow spoken directions to perform specific tasks, answer questions, or solve problems. j) Use a variety of strategies to listen actively. k) Summarize and evaluate information presented orally by others. l) Assume shared responsibility for collaborative work. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES Students will make planned oral presentations. Students should cite sources according to proper MLA or APA format. All students should understand that technical and specialized language helps the audience comprehend the content of oral presentations. understand that verbal techniques are important for effective communication. understand that crediting sources is important to prevent plagiarism and establish credibility. demonstrate the ability to work effectively with diverse groups, including: exercising flexibility in making necessary compromises to accomplish a common goal. To be successful with this standard, students are expected to define technical and specialized language to increase clarity of their oral presentations. incorporate details, such as facts, statistics, quotations, information from interviews and surveys, and pertinent information discovered during research, to support the main ideas of their oral presentations. organize presentation in a structure appropriate to the audience, topic, and purpose (problem-solution, comparison-contrast, cause-effect, etc.). use examples from their knowledge and experience to support the main ideas of their oral presentation. use grammar and vocabulary appropriate for situation, audience, topic, and purpose. demonstrate nonverbal techniques including, but not limited, to eye contact, facial expressions, gestures, and stance. use verbal techniques including, but not limited to, appropriate tone, diction, articulation, clarity, type, and rate. keep eye contact with audience, adjust volume, tone, and rate, be aware of postures and gestures, use natural tone.
affected the conscience of a nation and helped laws to change. Students will understand that parallel plots are plots in which each main character has a separate but related story line that merges together (e.g., A Tale of Two Cities). Students will read and analyze one-act and plays. Students will use a variety of reading strategies such as text annotation, QAR (Question-, Relationships), thinking aloud, etc. development throughout a text. understand how authors are often influenced either consciously or unconsciously by the ideas, values, and location in which they live. understand that an author draws on and transforms source material in a specific work (e.g. how a later author draws on a play by Shakespeare). understand that in dramatic works, setting, mood, characters, plot, and theme are often revealed through staging as well as through narration (conclusion/resolution); monologue; soliloquy; dialogue; aside; dialect; and stage directions. describe how stage directions help the reader understand a play’s setting, mood, characters, plot, and theme. compare and contrast the representation of a subject or a key scene in two different media and analyze what is emphasized in each. explain the relationships among the elements of literature, such as: protagonist and other characters; plot; setting; tone;
10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. a) Use media, visual literacy, and technology skills to create products. b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. c) Determine the author’s purpose and intended effect on the audience for media messages. d) Identify the tools and techniques used to achieve the intended focus. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES Students will continue to develop media literacy by comparing and contrasting visual and verbal media messages. Students will continue to create products that reflect their expanding knowledge of media and visual literacy. All students should recognize that media messages express a viewpoint and contain values. understand that there is a relationship between the author’s intent, the factual content, and opinion expressed in media messages. understand the purposeful use of persuasive language and word connotations convey viewpoint and bias. To be successful with this standard, students are expected to identify and analyze the sources and viewpoint of publications. analyze, compare, and contrast visual and verbal media messages for content (word choice and choice of information), intent (persuasive techniques), impact (public opinion trends), and effectiveness (effect on the audience). determine author’s purpose, factual content, opinion, and/or possible bias as presented in media messages.
emotional. A stubborn person may be described as being either strong-willed or They have the same literal meaning (i.e., stubborn). Strong-willed connotes admiration for the level of someone's will, while pig-headed connotes frustration in dealing with someone. Denotation is a dictionary definition of a word. Idiom is an expression peculiar to a particular language or group of people that means something different from the dictionary definition (e.g., blessing in disguise, chip on your shoulder). An allusion is an indirect reference to a person, place, event or thing – real or fictional. J.D. Salinger's The Catcher in the Rye is an allusion to a poem by Robert Burns. Stephen Vincent Benet's story By the Waters of Babylon alludes to Psalm 137 in the Bible.
A summary restates what one just read in one’s own words, and presents only main details, and maintains an objective voice. A critique analyzes what was read, offers interpretations, judgments, and evidence for support. Students will explain ways that characterization in drama differs from that in other literary forms. Students will use a variety of reading strategies such as text annotation, QAR (Question-Answer Relationship), thinking aloud, etc. Close reading entails close observation of the text, including annotating, determining all word meanings including connotations, point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, irony, sarcasm, understatement). evaluate how asides, monologues, and soliloquies focus on single characters, giving insight into their thinking and providing the audience with a deeper understanding of the play. understand rhyme, rhythm, and sound elements. understand techniques poets use to evoke emotion in the explain similarities and differences among literary genres from different cultures, such as: haikus; sonnets; fables; myths; novels; graphic novels; and short stories. analyze the different functions that characters play in a literary text (e.g., antagonist, protagonist, foil, tragic hero). analyze how relationships among a character’s actions, dialogue, physical attributes, thoughts, feelings, and other characters reveal nuances of character (e.g., beliefs, values, social class, and gender roles) and advance the plot. identify universal themes, such as:
syntax, and structure. It also involves paying close attention to figures of speech, and other features that contribute to a writer’s style. Close reading also involves reflecting on deeper meanings of text including considering relationships to other texts or social or cultural history. A complete list of literary devices is included under SOL 9.4 Students will read and analyze poetry, focusing on rhyme, rhythm, and sound. Students will compare and contrast poetic elements that poets use to evoke an emotional response. Students will interpret and paraphrase the meanings of poems to demonstrate reader. demonstrate understanding of selected poems. struggle with nature; survival of the fittest; coming of age; power of love; loss of innocence; struggle with self; disillusionment with life; the effects of progress; power of nature; alienation and isolation; honoring the historical past; good overcoming evil; tolerance of the atypical; the great journey; noble sacrifice; the great battle; love and friendship; and revenge.
11.1 The student will make informative and persuasive presentations. Gather and organize evidence to support a position. Present evidence clearly and convincingly. Address counterclaims. Support and defend ideas in public forums. e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. f) Monitor listening and use a variety of active listening strategies to make evaluations. g) Use presentation technology. h) Collaborate and report on small-group learning activities. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES . All students should understand effective techniques. evaluate and critique content and delivery of oral presentations. To be successful with this standard, students are expected to maintain appropriate eye contact. address an audience with appropriate: volume; enunciation; language choices; and poise. adopt appropriate tone. maintain appropriate rhythm. evaluate the use of persuasive techniques, such as: introduction (for securing interest and establishing unity); organization; proof/support; logic; loaded language; rhetorical devices, such as: call to action elevated language rhetorical question appeals to emotion repetition figurative language addressing counterclaims conclusion.
11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. Use technology as a tool to research, organize, evaluate, and communicate information. Narrow a topic and develop a plan for research. Collect information to support a thesis. Critically evaluate quality, accuracy, and validity of information. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. Synthesize and present information in a logical sequence. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). Revise writing for clarity of content, accuracy, and depth of information. Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES Students will compose a documented research product that is based on valid resources and procedures. Students will collect, organize, and evaluate the quality and accuracy of information to ensure that it is current, factual, and reliable. Students will recognize consequences of plagiarism according to the guidelines established by school divisions. All students should understand how to evaluate sources of information to determine reliability. understand how to develop a plan and collect information. understand how to use technology to access, organize, and develop writing. understand plagiarism has meaningful consequences. To be successful with this standard, students are expected to utilize technology to conduct research, organize information, and develop writing. identify and narrow a topic for research through a variety of strategies, such as mapping, listing, brainstorming, webbing, and using an Internet search engine. develop a plan to locate and collect relevant information about the chosen topic. identify a variety of primary and secondary sources of information. generate notes while following a logical note-taking system. preview resource materials to aid in selection of a suitable topic. identify valid main and supporting ideas in various sources and distinguish them from misconceptions and biased points of view when information conflicts. synthesize information in a logical sequence.
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. elaborate for clarity and accuracy developing the topic fully with significant and relevant facts, extended definitions, concrete details, and important quotations. develop ideas in a logical sequence. establish and maintain a style and tone. apply persuasive rhetorical devices and techniques including rhetorical questioning, parallel structuring, metaphor, imagery, figures of speech, alliterative expressions, etc., when appropriate. recognize and avoid common logical fallacies or false premises. revise writing to provide depth of information and to adhere to presentation format. use computer technology as available to edit writing before submitting the final copy.