Language Arts

Language Arts Standards & Benchmarks

English Language Learning Standards

1. Students will use English to participate in social interactions.
2. Students will interact in, through, and with spoken and written English for personal expression and enjoyment.
3. Students will use learning strategies to extend their communicative competence.
4. Students will use English to interact in the classroom.
5. Students will use English to obtain, process, construct and communicate subject matter information in spoken and/or written form.
6. Students will use appropriate learning strategies to construct and apply academic knowledge.
7. Students will choose language variety and genre according to audience, purpose, and setting.
8. Students will vary non-verbal communication according to audience, purpose, and setting.
9. Students will use appropriate learning strategies to extend their communicative competence.

English Language Learning Standards and Benchmarks, Early Learning Center to Kindergarten

1. Students will use English to participate in social interactions.
1.1 Share and request information.
1.2 Express needs feelings and ideas.
1.3 Use non-verbal communication in social interactions.
1.4 Get personal needs met.
1.5 Develop relationships with others.
1.6 Engage in transactions.

2. Students will interact in, through, and with spoken English for personal expression and enjoyment.
2.1 Listen to, watch, and respond to plays, films, stories, songs, poems, and computer programs.
2.2 Describe or participate in a favorite social activity, hobby or game.
2.3 Share social and cultural traditions and values.
2.4 Express personal needs, feelings, and ideas.

3. Students will use learning strategies to extend their communicative competence.
3.1 Use new words and structures to test hypotheses about language.
3.2 Listen to and imitate how others use English in specific contexts.
3.3 Use clarification and restatement to explore alternate ways of saying things.
3.4 Focus attention selectively.
3.5 Seek support and feedback from others.
3.6 Compare non-verbal and verbal cues.
3.7 Self-monitor and self-evaluate language development.
3.8 Learn and use "chunks".
3.9 Select different media to help understand language.
3.10 Practice new language.

4. Students will use English to interact in the classroom.
4.1 Follow oral directions.
4.2 Request and provide clarification.
4.3 Participate in full class, group and pair discussions.
4.4 Ask and answer questions.
4.5 Request information and assistance.
4.6 Negotiate and manage interaction to accomplish tasks.
4.7 Explain actions.
4.8 Elaborate and extend other peoples' ideas and words.
4.9 Express likes, dislikes and needs.

5. Students will use English to obtain, process, construct and communicate subject matter information in spoken form.
5.1 Compare and contrast information.
5.2 Persuade, argue, negotiate, evaluate and justify.
5.3 Listen to and speak about subject matter information.
5.4 Solicit information orally.
5.5 Retell information.
5.6 Select, analyze, connect, summarize and synthesize information.
5.7 Respond to the work of peers and others.
5.8 Represent information visually and interpret information presented visually.
5.9 Hypothesize and predict.
5.10 Formulate and ask questions.
5.11 Understand and produce technical vocabulary.

6. Students will use appropriate learning strategies to construct and apply academic knowledge.
6.1 Focus attention selectively.
6.2 Apply self-monitoring and self-corrective strategies to build and expand a knowledge base.
6.3 Plan how and when to use cognitive strategies and apply them appropriately to a learning task.
6.4 Actively connect new information to information previously learned.
6.5 Evaluate one's own success in a completed learning task.
6.6 Recognize the need for and seek assistance appropriately from others.
6.7 Imitate the behaviors of native English speakers to successfully complete tasks.

7. Students will choose language variety and genre according to audience, purpose, and setting.
7.1 Select the appropriate register or degree of formality to use with different audiences.
7.2 Respond to and use slang, idioms, and humor appropriately.
7.3 Determine when it is appropriate to use a language other than English.
7.4 Understand and respect multi-cultural and ethnic diversity.

8. Students will vary non-verbal communication according to audience, purpose, and setting.
8.1 Read and respond appropriately to non-verbal cues and body language.
8.2 Demonstrate knowledge of acceptable non-verbal classroom behaviors.
8.3 Use acceptable tone, volume, stress, and intonation in various social settings.
8.4 Recognize and adjust behavior in response to non-verbal cues.
8.5 Understand and respect multi-cultural and ethnic diversity in non-verbal communication.

9. Students will use appropriate learning strategies to extend their communicative competence.
9.1 Observe and learn from the action of others how to speak and behave appropriately in a particular situation or setting.
9.2 Experiment with variations of language in social and academic settings.
9.3 Seek information about appropriate language use and behavior.
9.4 Self-monitor and self-evaluate language use according to setting and audience.
9.5 Analyze the environment to determine appropriate language use.
9.6 Practice variations of language in different settings.

English Language Learning Standards and Benchmarks, Grades Preparatory to Four

1. Students will use English to participate in social interactions.
1.1 Share and request information.
1.2 Express needs, feelings, and ideas.
1.3 Use non-verbal communication in social interactions.
1.4 Get personal needs met.
1.5 Develop relationships with others.
1.6 Engage in transactions.

2. Students will interact in, through, and with spoken and written English for personal expression and enjoyment.
2.1 Listen to, read, watch, and respond to plays, films, stories, songs, poems, and computer programs.
2.2 Describe, read about or participate in a favorite social activity, hobby or game.
2.3 Share social and cultural traditions and values.
2.4 Express personal needs, feelings, and ideas.

3. Students will use learning strategies to extend their communicative competence.
3.1 Use new words and structures to test hypotheses about language.
3.2 Listen to and imitate how others use English in specific contexts.
3.3 Use clarification and restatement to explore alternate ways of saying things.
3.4 Focus attention selectively.
3.5 Seek support and feedback from others.
3.6 Compare non-verbal and verbal cues.
3.7 Self-monitor and self-evaluate language development.
3.8 Learn and use "chunks".
3.9 Select different media to help understand language.
3.10 Practice new language.

4. Students will use English to interact in the classroom.
4.1 Follow oral and/or written directions.
4.2 Request and provide clarification.
4.3 Participate in full class, group and pair discussions.
4.4 Ask and answer questions.
4.5 Request information and assistance.
4.6 Negotiate and manage interaction to accomplish tasks.
4.7 Explain actions.
4.8 Elaborate and extend other peoples' ideas and words.
4.9 Express likes, dislikes and needs.

5. Students will use English to obtain, process, construct and communicate subject matter information in spoken and/or written form.
5.1 Compare and contrast information.
5.2 Persuade, argue, negotiate, evaluate and justify.
5.3 Listen to, speak, read and write about subject matter information.
5.4 Solicit information orally and in writing.
5.5 Retell information.
5.6 Select, analyze, connect, summarize and synthesize information.
5.7 Respond to the work of peers and others.
5.8 Represent information visually and interpret information presented visually.
5.9 Hypothesize and predict.
5.10 Formulate and ask questions.
5.11 Understand and produce technical vocabulary.

6. Students will use appropriate learning strategies to construct and apply academic knowledge.
6.1 Focus attention selectively.
6.2 Apply basic reading comprehension skills such as skimming, scanning, previewing and reviewing text.
6.3 Take notes to record important information.
6.4 Apply self-monitoring and self-corrective strategies to build and expand a knowledge base.
6.5 Plan how and when to use cognitive strategies and apply them appropriately to a learning task.
6.6 Actively connect new information to information previously learned.
6.7 Evaluate one's own success in a completed learning task.
6.8 Recognize the need for and seek assistance appropriately from others.
6.9 Imitate the behaviors of native English speakers to successfully complete tasks.

7. Students will choose language variety and genre according to audience, purpose, and setting.
7.1 Select the appropriate register or degree of formality to use with different audiences.
7.2 Use writing for social purposes.
7.3 Respond to and use slang, idioms, and humor appropriately.
7.4 Determine when it is appropriate to use a language other than English.
7.5 Determine appropriate topics for interaction.
7.6 Understand and respect multi-cultural and ethnic diversity.

8. Students will vary non-verbal communication according to audience, purpose, and setting.
8.1 Read and respond appropriately to non-verbal cues and body language.
8.2 Demonstrate knowledge of acceptable non-verbal classroom behaviors.
8.3 Use acceptable tone, volume, stress, and intonation in various social settings.
8.4 Recognize and adjust behavior in response to non-verbal cues.
8.5 Understand and respect multi-cultural and ethnic diversity in non-verbal communication.

9. Students will use appropriate learning strategies to extend their communicative competence.
9.1 Observe and learn from the action of others how to speak and behave appropriately in a particular situation or setting.
9.2 Experiment with variations of language in social and academic settings.
9.3 Seek information about appropriate language use and behavior.
9.4 Self-monitor and self-evaluate language use according to setting and audience.
9.5 Analyze the environment to determine appropriate language use.
9.6 Practice variations of language in different settings.

English Language Learning, Grades Five to Eight

1. Use a variety of word recognition and comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize).

Beginner

1.1b Use pictures to check meaning.
1.2b Retell in a logical, sequential order including some detail and inference.
1.3b Make logical prediction based on content.
1.4b Use and integrate prior knowledge and context to construct meaning.
1.5b Know sequence of events in narrative texts.
1.6b Apply information and make connections from reading.
1.7b Draw inferences using contextual clues.
1.8b Use skimming and scanning to aid comprehension.
1.9b Use self-monitoring strategies to aid comprehension.
1.10b Monitor comprehension and improve understanding by rereading, using context and reference aids.
1.11b Use prior knowledge and knowledge from personal experience to comprehend text.
1.12b Make connections between texts and self, between texts, and between texts and the world.
1.13b Make connections between self and texts that represent world cultures.
1.14b Read for a variety of purposes (information, writing ideas, directions, enjoyment).
1.15b Read at an appropriate rate and accuracy (good word decoding skills).
1.16b Use letter-sound relationships to read, including consonants, short vowel sounds, and long vowel patterns.

Intermediate

1.1i Monitor reading to make sure the message makes sense.
1.2i Use a variety of comprehension strategies before, during and after reading.
1.3i Select appropriate reading materials based on interest and readability.
1.4i Compare and contrast similar texts.
1.5i Paraphrase key ideas and supporting details in fiction.
1.6i Draw conclusions.
1.7i Make inferences.
1.8i Identify details to support conclusions or inferences.
1.9i Use a variety of reading strategies to comprehend text at the literal and interpretive levels.
1.10i Read different types of sentences at an appropriate rate and accuracy.
1.11i Use organizational patterns to comprehend texts (chronological order,sequencing, cause-effect).
1.12i Summarize main ideas.
1.13i Use sentence structure and word order to decode unknown words (syntax).
1.14i Use prior knowledge and context to decode unknown words (semantics).
1.15i Use prefixes, suffixes, and roots to decode multi-syllabic words.
1.16i Use self-correcting strategies to decode unknown words.
1.17i Use roots, prefixes, and suffixes to determine the definition of words.

Advanced

1.1a Know that paragraph structure organizes meaning with one main idea and supporting details.
1.2a Use information in text to support main ideas.
1.3a Summarize text passages, focusing on literal meaning supported with details from text.
1.4a Understand supporting details.
1.5a Infer and predict about information in a variety of texts and genre.
1.6a Paraphrase, summarize, and synthesize information from a variety of texts and genre with support.
1.7a Compare and contrast different texts.
1.8a Identify main ideas and important supporting details from the passage.
1.9a Summarize newspaper articles, magazine articles, film, on-line sources, technical writing and fiction and non-fiction texts for plot or main ideas.
1.10a Summarize poetry, short stories, plays, and novels for plot or main ideas..
1.11a Identify main ideas and supporting details in a variety of texts and genre.
1.12a Infer and predict using information from a variety of texts and genre.
1.13a Monitor comprehension by breaking down text into smaller portions, searching for clues, reading headings and captions, and using reference aids.
1.14a Practice a full range of strategies (paraphrasing and summarizing) to comprehend a variety of texts.
1.15a Apply knowledge from personal experience to aid in the understanding of fiction and non-fiction texts.
1.16a Read paragraphs at an appropriate rate and accuracy.
1.17a Determine reading purpose and use strategies appropriate for that purpose.
1.18a Identify the most appropriate topic sentence for paragraphs.
1.19a Establish and adjust purposes for reading (discovering, understanding, interpreting, enjoying, and solving problems).
1.20a Locate meanings and pronunciations of unfamiliar words using dictionaries, glossaries and other sources with support.
1.21a Apply knowledge of letter-sound correspondence, language structure, and context to recognize words.
1.22a Infer the meaning of figurative, idiomatic, and technological language using context clues.

2. Use information from reading to increase vocabulary and enhance language usage.

Beginner

2.1b Use background knowledge to determine word meaning.
2.2b Use new vocabulary in other context.
2.3b Generate synonyms and antonyms to determine word meaning.

Intermediate

2.1b Use context to determine word meaning.
2.2b Use prefixes, suffixes, and roots to determine word meaning.
2.3b Determine word meaning using context clues, word roots and word recognition skills.

Advanced

2.1a Select appropriate definitions from the dictionary to determine appropriate word meaning.
2.2a Independently locate meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.

Beginner

3.1b Identify characters, setting and sequence of events in a story.
3.2b Identify main characters and supporting characters.
3.3b Identify physical and personality traits in characters.
3.4b Identify problem/solution (conflict/resolution).

4. Use a variety of strategies to understand and analyze texts.

5. Write and speak in a variety of genres.

Beginner

5.1b Use drawing, telling and emergent writing to create or relate a narrative or to communicate information.
5.2b Write and speak to tell a story, share personal experiences, or relate information.
5.3b Answer questions in short and long form orally and in writing.
5.4b Ask for clarification orally.
5.5b Verbally express personal needs.

Intermediate

5.1i Use grammatically correct structures to answer questions in short and long forms both orally and in writing.
5.2i Write friendly letter (thank-you letters).
5.3i Write in complete sentences.
5.4i Write paragraphs with topic sentence, supporting sentences, and conclusion.
5.5i Paraphrase information.
5.6i Write summaries.
5.7i Participate in class or group discussions.
5.8i Express personal opinions.
5.9i Defend point of view.

Advanced

5.1a Write multi-paragraph texts in a variety of genre (personal narrative, exposition, persuasion, and description).
5.2a Write paragraphs with indented first lines that focus in one specific topic and include a topic sentence, body, and a closing sentence.
5.3a Write reports.
5.4a Give oral reports.

6. Write and speak for a variety of audiences and purposes.

Beginner

6.1b Give an oral response appropriate to the topic.
6.2b Give an written response appropriate to the topic.

Intermediate

6.1i Write for a specific purpose such as to entertain, inform and explain.
6.2i Summarize main ideas of a text in writing.

Advanced

6.1a Understand that writing has voice.
6.2a Write and speak using appropriate voice for formal and informal purposes.
6.3a Focus writing on the specified topic according to purpose.
6.4a Write and speak using techniques to persuade an audience.
6.5a Recognize differences in voice related to audience and purpose.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share).

Intermediate

7.1i Use prewriting ideas to generate topics and organize ideas (brainstorming, webbing, story mapping).
7.2i Write a first draft and edit writing for capitalization, spelling, and verb tenses.
7.3i Understand basic editing marks to correct first draft (spelling, capitalization, punctuation, inserting a word or letter, word choice).
7.4i Know and practice all steps of the writing process.
7.5i Revise and edit writing to produce a second draft to be shared.
7.6i Create the most appropriate topic sentence for a paragraph.
7.7i Support main idea with relevant supporting sentences.
7.8i Finish paragraphs with a concluding sentence.

Advanced

7.1a Revise drafts by adding, elaborating, deleting, combining, and rearranging text.
7.2a Develop ideas and content with a sufficient number of significant details, examples, and/or reasons.
7.3a Practice peer editing using checklists, rubrics, or modeling strategies.
7.4a Gather and incorporate information from a variety of sources (interviews, news articles, on-line resources, encyclopedias) into speaking and writing.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast).

Beginner

9.1b Write several sentences on one topic.
9.2b Use webs to organize writing.
9.3b Organize writing using beginning, middle, and end.

Intermediate

9.1i Use graphic organizers and lists to organize writing.
9.2i Organize writing with a main idea and supporting details.
9.3i Use paragraph structure, including indenting.
9.4i Use chronological sequencing.

Advanced

9.1a Take notes from a variety of sources.
9.2a Use appropriate transitions to organize ideas within paragraphs.
9.3a Organize writing so that there is an introduction, a logical arrangement of ideas, and a conclusion.
9.4a Use reasons, relevant details and examples to develop ideas.
9.5a Use simple outlines.
9.6aUse transitions to link ideas between paragraphs.
9.7a Give oral presentations from notes.
9.8a Create polished, revised products in writing and in speaking.

10. Use conventions of grammar, usage, and mechanics in writing and speaking.

Beginner

10.1b Use regular plurals correctly.
10.2b Use simple sentences in speaking.
10.3b Write complete simple sentences.
10.4b Use periods, exclamation marks and question marks to end sentences.
10.5b Capitalize sentence beginnings and the pronoun I.
10.6b Capitalize simple abbreviations (Mr., Mrs., Dr., Ms.).
10.7b Capitalize simple proper nouns.
10.8b Identify, use and spell regular plurals.
10.9b Identify and spell irregular verbs correctly.

Intermediate

10.1i Use irregular plurals correctly.
10.2i Know and use modifiers (comparative and superlative adjectives and adverbs).
10.3i Form irregular verbs correctly.
10.4i Identify subjects and predicates.
10.5i Identify nouns, pronouns, verbs, adjectives (articles), adverbs, prepositions and interjections accurately.
10.6i Identify homonyms and homophones.
10.7i Identify verb phrases, main verbs, helping verbs, linking verbs and action verbs.
10.8i Identify and apply knowledge of proper, common and collective nouns.
10.9i Spell verbs correctly when adding ed, s, and ing).
10.10i Identify the different verb tenses in the active voice.
10.11i Identify complete sentences.
10.12i Use a variety of sentence beginnings.
10.13i Write simple and compound sentences.
10.14i Use apostrophes to show singular and plural possession and to form possessives in compound nouns.
10.15i Use apostrophes in contractions.
10.16i Use commas for items in a series.
10.17i Capitalize simple titles and holidays.
10.18i Capitalize proper nouns and proper adjectives.
10.19i Use capitals correctly in words showing family relationships (my aunt / Aunt Amy).
10.20i Spell frequently used words using phonic rules and exceptions.
10.21i Identify root words, prefixes and suffixes.
10.22i Identify and spell irregular plurals correctly.
10.23i Identify and apply knowledge of homophones to form correct spelling.

Advanced

10.1a Use correct subject/verb agreement.
10.2a Use correct verb tense.
10.3a Identify antecedent and relative interrogative and demonstrative pronouns.
10.4a Identify active and passive voice.
10.5a Use the active voice correctly.
10.6a Distinguish between sentences, fragments, and run-on sentences.
10.7a Identify simple, compound, and complex sentences.
10.8a Identify introductory and dependent clauses.
10.9a Uses a variety of sentence structures in writing.
10.10a Identify clauses, phrases, parallel structures, and properly placed modifiers.
10.11a Punctuate subordinate sentences correctly.
10.12a Punctuate compound sentences correctly.
10.13a Use commas to separate introductory words.
10.14a Punctuate simple dialogue correctly.
10.15a Use capitalization correctly in simple dialogue.
10.16a Edit for spelling in writing.
10.17a Identify and apply knowledge of root words, prefixes and suffixes to assist in spelling.

11. Use thinking and analytical skills in writing, reading, speaking, listening, and viewing.

Beginner

11.1b Understand class directions.
11.2b Understand school rules and procedures.

Advanced

11.la Know the difference between formal and informal language and begin to use each in the correct context.

12. Use reading, writing, speaking, listening, and viewing to define and solve problems.

Beginner

12.1b Express feelings, ideas, and needs in English.
12.2b Actively participate in an informal conversation.

Intermediate

12.1i Give an informal (show and tell format) presentation.

Advanced

12.1a Discuss academic topics with classmates.

13. Recognize, express, and support opinions orally and in writing.

Intermediate

13.1i Give opinion orally about material read or discussed in class.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy).

16. Use a variety of research strategies to gather, organize, and document information, and to communicate the results.

Intermediate

16.1i Organize knowledge using a variety of formats (graphic organizers, informal outlining, note-taking, and summaries).

Advanced

16.1a Use resources to locate information about a topic.
16.2a Sort information as it relates to a specific topic and specific purpose.
16.3a Take simple notes from relevant resources (guest speakers, periodicals, online searches).
16.4a Define and refrain from plagiarism.
16.5a Research and present a formal report on a given subject, accompanied by a visual aide.

CDS Language Standards ESL, Preschool

Standard 1. Students will use English to participate in social interactions
1.1 Share and request information
1.2 Express needs feelings and ideas
1.3 Use non-verbal communication in social interactions
1.4 Get personal needs met
1.5 Develop relationships with others
1.6 Engage in transactions

Standard 2. Students will interact in, through, and with spoken English for personal express and enjoyment
2.1 Listen to, watch, and respond to plays, films, stories, songs, poems, and computer programs.
2.2 Describe or participate in a favorite social activity, hobby or game.
2.3 Share social and cultural traditions and values.
2.4 Express personal needs, feelings and ideas.

Standard 3. Students will use learning strategies to extend their communicative competence
3.1 Use new words and structures to test hypotheses about language.
3.2 Listen to and imitate how others use English in specific contexts.
3.3 Use clarification and restatement to explore alternate ways of saying things.
3.4 Focus attention selectively.
3.5 Seek support and feedback from others.
3.6 Compare non-verbal and verbal cues.
3.7 Self-monitor and self-evaluate language development.
3.8 Learn and use "chunks".
3.9 Select different media to help understand language.
3.10 Practice new language.

Standard 4. Students will use English to interact in the classroom.
4.1 Follow oral and directions.
4.2 Request and provide clarification.
4.3 Participate in full class, group and pair discussions.
4.4 Ask and answer questions.
4.5 Request information and assistance.
4.6 Negotiate and manage interaction to accomplish tasks.
4.7 Explain actions.
4.8 Elaborate and extend other peoples' ideas and words.
4.9 Express likes, dislikes and needs.

Standard 5. Students will use English to obtain, process, construct and communicate subject matter information in spoken form.
5.1 Compare and contrast information.
5.2 Persuade, argue, negotiate, evaluate and justify.
5.3 Listen to and speak about subject matter information.
5.4 Solicit information orally.
5.5 Retell information.
5.6 Select, analyze, connect, summarize and synthesize information.
5.7 Respond to the work of peers and others.
5.8 Represent information visually and interpret information presented visually.
5.9 Hypothesize and predict.
5.10 Formulate and ask questions.
5.11 Understand and produce technical vocabulary.

Standard 6. Students will use appropriate learning strategies to construct and apply academic knowledge.
6.1 Focus attention selectively.
6.2 Apply self-monitoring and self-corrective strategies to build and expand a knowledge b
6.3 Plan how and when to use cognitive strategies and apply them appropriately to a learning task.
6.4 Actively connect new information to information previously learned.
6.5 Evaluate one's own success in a completed learning task.
6.6 Recognize the need for and seek assistance appropriately from others.
6.7 Imitate the behaviors of native English speakers to successfully complete tasks.

Standard 7. Students will choose language variety and genre according to audience, purpose and setting.
7.1 Select the appropriate register or degree of formality to use with different audiences.
7.2 Respond to and use slang, idioms, and humor appropriately
7.3 Determine when it is appropriate to use a language other than English
7.4 Understand and respect multi-cultural and ethnic diversity

Standard 8. Students will vary non-verbal communication according to audience, purpose, setting.
8.1 Read and respond appropriately to non-verbal cues and body language.
8.2 Demonstrate knowledge of acceptable non-verbal classroom behaviors.
8.3 Use acceptable tone, volume, stress, and intonation in various social settings.
8.4 Recognize and adjust behavior in response to non-verbal cues.
8.5 Understand and respect multi-cultural and ethnic diversity in non-verbal communication

Standard 9. Students will use appropriate learning strategies to extend their communicative competence.
9.1 Observe and learn from the action of others how to speak and behave appropriately in particular situation or setting.
9.2 Experiment with variations of language in social and academic settings.
9.3 Seek information about appropriate language use and behavior.
9.4 Self-monitor and self-evaluate language use according to setting and audience.
9.5 Analyze the environment to determine appropriate language use.
9.6 Practice variations of language in different settings.

CDS Language Standards ESL, (Elementary)

Standard 1. Students will use English to participate in social interactions
1.1 Share and request information
1.2 Express needs feelings and ideas
1.3 Use non-verbal communication in Social interactions
1.4 Get personal needs met
1.5 Develop relationships with others
1.6 Engage in transactions

Standard 2. Students will interact in, through, and with spoken and written English for personal expression and enjoyment
2.1 Listen to, read, watch, and respond to plays, films, stories, songs, poems, and compute programs.
2.2 Describe, read about or participate in a favorite social activity, hobby or game.
2.3 Share social and cultural traditions and values.
2.4 Express personal needs, feelings and ideas.

Standard 3. Students will use learning strategies to extend their communicative competence
3.1 Use new words and structures to test hypotheses about language.
3.2 Listen to and imitate how others use English in specific contexts.
3.3 Use clarification and restatement to explore alternate ways of saying things.
3.4 Focus attention selectively.
3.5 Seek support and feedback from others.
3.6 Compare non-verbal and verbal cues.
3.7 Self-monitor and self-evaluate language development.
3.8 Learn and use "chunks".
3.9 Select different media to help understand language.
3.10 Practice new language.

Standard 4. Students will use English to interact in the classroom.
4.1 Follow oral and/or written directions.
4.2 Request and provide clarification.
4.3 Participate in full class, group and pair discussions.
4.4 Ask and answer questions.
4.5 Request information and assistance.
4.6 Negotiate and manage interaction to accomplish tasks.
4.7 Explain actions.
4.8 Elaborate and extend other peoples' ideas and words.
4.9 Express likes, dislikes and needs.

Standard 5. Students will use English to obtain, process, construct and communicate subject matter information in spoken and/or written form.
5.1 Compare and contrast information.
5.2 Persuade, argue, negotiate, evaluate and justify.
5.3 Listen to, speak, read and write about subject matter information.
5.4 Solicit information orally and in writing.
5.5 Retell information.
5.6 Select, analyze, connect, summarize and synthesize information.
5.7 Respond to the work of peers and others.
5.8 Represent information visually and interpret information presented visually.
5.9 Hypothesize and predict.
5.10 Formulate and ask questions.
5.11 Understand and produce technical vocabulary.

Standard 6. Students will use appropriate learning strategies to construct and apply academ knowledge.
6.1 Focus attention selectively.
6.2 Apply basic reading comprehension skills such as skimming, scanning, previewing and reviewing text.
6.3 Take notes to record important information.
6.4 Apply self-monitoring and self-corrective strategies to build and expand a knowledge b
6.5 Plan how and when to use cognitive strategies and apply them appropriately to a learning task.
6.6 Actively connect new information to information previously learned.
6.7 Evaluate one's own success in a completed learning task.
6.8 Recognize the need for and seek assistance appropriately from others.
6.9 Imitate the behaviors of native English speakers to successfully complete tasks.

Standard 7. Students will choose language variety and genre according to audience, purpose and setting.
7.1 Select the appropriate register or degree of formality to use with different audiences.
7.2 Use writing for social purposes
7.3 Respond to and use slang, idioms, and humor appropriately
7.4 Determine when it is appropriate to use a language other than English
7.5 Determine appropriate topics for interaction
7.6 Understand and respect multi-cultural and ethnic diversity

Standard 8. Students will vary non-verbal communication according to audience, purpose, setting.
8.1 Read and respond appropriately to non-verbal cues and body language.
8.2 Demonstrate knowledge of acceptable non-verbal classroom behaviors.
8.3 Use acceptable tone, volume, stress, and intonation in various social settings.
8.4 Recognize and adjust behavior in response to non-verbal cues.
8.5 Understand and respect multi-cultural and ethnic diversity in non-verbal communication

Standard 9. Students will use appropriate learning strategies to extend their communicative competence.
9.1 Observe and learn from the action of others how to speak and behave appropriately in a particular situation or setting.
9.2 Experiment with variations of language in social and academic settings.
9.3 Seek information about appropriate language use and behavior.
9.4 Self-monitor and self-evaluate language use according to setting and audience.
9.5 Analyze the environment to determine appropriate language use.
9.6 Practice variations of language in different settings.

Language Arts Standards and Benchmarks, Early Learning Center

1. Use a variety of word-recognition and comprehension skills in reading.
1.1 Enjoy being read to and looking at books.
1.2 Use printed pictures to predict.
1.3 Recognize own name in print.
1.4 Name pictures and objects.

2. Use information from reading to increase vocabulary and enhance language usage.

3. Recognize and use literary terminology, reading a variety of literary and informational to learn about cultures.
3.1 Begin to recognize some characters from books.

4. Use a variety of strategies to understand and analyze texts.

5. Write and speak in a variety of genres.

6. Write and speak for a variety of audiences and purposes.
6.1 Follow simple directions.
6.2 Express desires and feelings verbally.
6.3 Participate in story telling.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, and share).

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, and vocabulary) to convey meaning.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining cause/effect, and comparison/contrast).

10. Use conventions of grammar, usage and mechanics in writing and speaking.
10.1 Use simple sentences in speaking.
10.2 Communicate clearly.

11. Use thinking and analytical skills in writing, reading, speaking, listening, and viewing

12. Use reading, writing, speaking, listening, and viewing to define and solve problems.

13. Recognize, express, and support opinions orally and in writing.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author director.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevant)

16. Use a variety of research strategies to gather, organize, and document information, and communicate the results.

Language Arts Standards and Benchmarks, Pre-kindergarten

1. Use a variety of word recognition and comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize).
1.1 Use beginning and end to tell simple stories.
1.2 Use sequence to retell a familiar story.
1.3 Recognize that print is read from left to right and top to bottom.
1.4 Use pictures to predict.
1.5 Know letters in own name.
1.6 Recognize own name in print.
1.7 Be exposed to patterns of sound in oral language.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Become interested in words in the environment.

3. Recognize and use literary terminology, reading a variety of literary and informational to learn about cultures.
3.1 Identify characters and events in a story

4. Use a variety of strategies to understand and analyze texts.

5. Write and speak in a variety of genres.
5.1 Use drawing, telling, and emergent writing to create or relate a narrative or to communicate information.

6. Write and speak for a variety of audiences and purposes.
6.1 Draw and tell to create or relate a narrative or to communicate information.
6.2 Understand the functions of print.
6.3 Give an oral response appropriate to the topic.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, and share).

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, and vocabulary) to convey meaning.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining cause/effect, and comparison/contrast).

10. Use conventions of grammar, usage and mechanics in writing and speaking.
10.1 Use simple sentences in speaking.

11. Use thinking and analytical skills in writing, reading, speaking, listening, and viewing

12. Use reading, writing, speaking, listening and viewing to define and solve problems.

13. Recognize, express and support opinions orally and in writing.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author director.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevant)

16. Use a variety of research strategies to gather, organize, and document information, and communicate the results.

Language Arts Standards and Benchmarks, Kindergarten

1. Use a variety of word recognition and comprehension skills in reading.
1.1 Use beginning, middle, and end to tell simple stories.
1.2 Use sequence to retell a familiar story.
1.3 Know that print is read from left to right and top to bottom.
1.4 Use pictures to predict.
1.5 Understand that print conveys meaning.
1.6 Know letters in own name.
1.7 Recognize own name in print.
1.8 Know the difference between numerals and letters.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Become interested in words in the environment.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Identify characters and events in a story.

4. Use a variety of strategies to understand and analyze texts.
4.1 Identify characters and events in a story.

5. Write and speak in a variety of genres.
5.1 Use drawing, telling, and emergent writing to create/relate a narrative or to communicate information.

6. Write and speak for a variety of audiences and purposes.
6.1 Use drawing, telling and emergent writing to create/ relate a narrative or to communicate information.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share, and publish).
7.1 Generate topics for writing and speaking from class writing and experience stories.
7.2 Write from left to right and top to bottom.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast).

10. Use conventions of grammar, usage, and mechanics in writing and speaking.
10.1 Use simple sentences in speaking.
10.2 Capitalize own name.
10.3 Use letter/sound relationships in emergent writing.
10.4 Copy the 26 letters of the alphabet.

11. Use thinking and analytical skills in writing, reading, speaking, listening, and viewing.

12. Use reading, writing, speaking, listening, and viewing to define and solve problems.

13. Recognize, express, and support opinions orally and in writing.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).

16. Use a variety of research strategies to gather, organize, and document information.
16.1 Know what an author and an illustrator do.
16.2 Know some organizational features of printed text (e.g., front cover, title).

Language Arts Standards and Benchmarks, Preparatory

1. Use a variety of word recognition and comprehension skills in reading (e.g., preview predict, compare and contrast, self-monitor, summarize).
1.1 Use beginning, middle, and end to retell simple stories.
1.2 Use sequence to retell a familiar story.
1.3 Use pictures to predict meaning.
1.4 Identify characters, setting, and important events.
1.5 Know that print is read from left to right and top to bottom.
1.6 Understand that print conveys meaning.
1.7 Match printed words to spoken words in sequence.
1.8 Know letters in own name.
1.9 Recognize own name in print.
1.10 Know the difference between numerals and letters.
1.11 Name all upper and lower case letters.
1.12 Recognize first 50 high frequency words.
1.13 Use short vowel sounds to decode and spell single-syllable words.

2. Use information from reading to increase vocabulary and enhance language usage
2.1 Become interested in words in the environment.
2.2 Use new vocabulary in retellings and in everyday use.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Identify characters and events in a story.

4. Use a variety of strategies to understand and analyze texts.

5. Write and speak in a variety of genres.
5.1 Use drawing, telling, and emergent writing to create/relate a narrative or to communicate information.
5.2 Participate in choral speaking and recite short poems, and stories with repeated patterns.
5.3 Begin to discriminate between spoken sentences, words, and syllables.
5.4 Recognize rhyming words.
5.5 Generate rhyming words in a rhyming pattern.
5.6 Begin to ask for clarification and explanation of words and ideas.
5.7 Orally identify and manipulate phonemes in syllables and multi-syllabic words.
5.8 Begin to use voice level, phrasing, and intonation appropriate for the language situation.

6. Write and speak for a variety of audiences and purposes.
6.1 Understand the functions of print.
6.2 Give an oral response appropriate to the topic.
6.3 Initiate conversation with peers and adults.
6.4 Follow rules for conversation.
6.5 Participate in discussions about books and specific topics.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, and share).
7.1 Generate topics for writing and speaking from class writing and participate in composing class experience stories.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, and vocabulary convey meaning.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, and comparison/contrast).
9.1 Write from left to right and top to bottom.
9.2 Leave appropriate spaces between words and sentences.

10. Use conventions of grammar, usage and mechanics in writing and speaking.
10.1 Use simple sentences in speaking.
10.2 Use correct sentence structure in writing.
10.3 Capitalize own name.
10.4 Capitalize sentence beginnings and the pronoun I.
10.5 Spell simple words.
10.6 Use letter/sound relationships in emergent writing.
10.7 Copy the 26 letters of the alphabet.
10.8 Spell first 50 high frequency words correctly.
10.9 Print legibly.

11. Use thinking and analytical skills in writing, reading, speaking, listening, and viewing.
11.1 Differentiate between nonfiction and fiction.

12. Use reading, writing, speaking, listening and viewing to define and solve problem

13. Recognize, express and support opinions orally and in writing.

14. Know the purpose, perspective and historical and cultural influences of a speaker author or director.
14.1 Know what authors and illustrators do.
14.2 Know some organizational features of printed text (e.g., front cover and title).

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).

16. Use a variety of research strategies to gather, organize, and document information and to communicate the results.

Language Arts Standards and Benchmarks, Grade One

1. Use a variety of word recognition and comprehension skills in reading (e.g., preview predict, compare and contrast, self-monitor, summarize).
1.1 Use letter-sound relationships to read, including consonance, short vowelsounds and some long vowel patterns (graphophonics).
1.2 Use sentence structure and word order to decode unknown words (syntax).
1.3 Use prior knowledge and context to decode unknown words (semantics).
1.4 Use pictures to check meaning.
1.5 Retell in a logical, sequential order including some detail and inference.
1.6 Make logical predictions based on content.
1.7 Monitor reading to make sure the message makes sense.
1.8 Use prior knowledge to comprehend texts.
1.9 Read familiar stories, poems, and passages fluently.
1.10 Recognize first 100 high-frequency words.

2. Use information from reading to increase vocabulary and enhance language usage
2.1 Use background knowledge to determine word meaning.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Determine regular beats (rhythms) and similarities of sound in poetry (rhyme).
3.2 Identify characters and setting (place) in a story.
3.3 Respond to a variety of grade-level appropriate traditional literature.

4. Use a variety of strategies to understand and analyze texts.

5. Write and speak in a variety of genres.
5.1 Write and speak to tell a story, share personal experiences, or relate information.
5.2 Tell and retell stories and events in logical order.
5.3 Express ideas orally in complete sentences.
5.4 Participate in a variety of oral language activities, including choral speaking, reciting short poems, rhymes, songs, and stories with repeated patterns.

6. Write and speak for a variety of audiences and purposes.
6.1 Give a written response appropriate to the topic.
6.2 Use appropriate voice level in small-group settings.
6.3 Ask and respond to questions in small-group settings.
6.4 Follow rules for conversation.
6.5 Follow and give two-step directions.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share).
7.1 Generate topics through prewriting activities (e.g., brainstorming, webbing, story mapping, drawing, group discussions).
7.2 Generate a final copy to be shared.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast).
9.1 Write several sentences on one topic.
9.2 Write with appropriate spacing between words.
9.3 Print legibly with appropriate spacing.

10. Use conventions of grammar, usage, and mechanics in writing and speaking.
10.1 Use periods to end sentences.
10.2 Use correct sentence structure in writing.
10.3 Capitalize simple abbreviations (for example, Mr., Mrs.., Ms., Dr.).
10.4 Spell grade-level appropriate words correctly.
10.5 Spells first 100 high frequency words.

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.
11.1 Differentiate between fiction and non-fiction.

12. Use reading, writing, speaking, listening and viewing to define and solve problem
12.1 Make predictions based on details in text.
12.2 Recognize conflict.

13. Recognize, express and support opinions orally and in writing.
13.1 Express opinions.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.

Mastered in fourth grade.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).

Mastered in third grade.

16. Use a variety of research strategies to gather, organize, document information, an communicate the results.
16.1 Use lists and logs to record observations and report events sequentially.
16.2 Gather and organize information from a variety of experiences (e.g., personal observations, science experiments, field trips, and classroom visitors).
16.3 Alphabetize to the first letter.
16.4 Write a concluding statement in expository text.

Language Arts Standards and Benchmarks, Grade Two

1. Use a variety of word recognition and comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize).
1.1 Use a variety of comprehension strategies before, during, and after reading.
1.2 Select appropriate reading materials based on interest and readability.
1.3 Use and integrate prior knowledge and context to construct meaning.
1.4 Know sequence of events in narrative and expository texts.
1.5 Identify or explain main idea in texts.
1.6 Make connections between text and self.
1.7 Use knowledge of long vowel patterns, vowel digraphs, and consonant digraphs to decode unfamiliar words.
1.8 Read grade-level texts with appropriate fluency.
1.9 Recognize first 200 high frequency words.
1.10 Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
1.11 Read to confirm predictions.
1.12 Locate information to answer questions.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Use context to determine word meaning.
2.2 Use language structure to expand vocabulary (contractions, singular possessives, antonyms, and synonyms).

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Identify physical and personality traits in a character.
3.2 Read, respond to, and gain meaning from fiction, non-fiction, and poetry.

4. Use a variety of strategies to understand and analyze texts.

5. Write and speak in a variety of genres.
5.1 Write narrative texts with characters.
5.2 Write friendly letters (e.g., thank you letters).
5.3 Write brief expository texts creating beginning, middle, and end.
5.4 Use introduced vocabulary orally and in writing.
5.5 Use correct verb tense in oral communication.
5.6 Use increasingly complex sentence structures in oral communication.
5.7 Deliver oral presentations.

6. Write and speak for a variety of audiences and purposes.
6.1 Create and participate in oral dramatic activities.
6.2 Write and speak for a specific purpose, such as to entertain, inform, and explain.
6.3 Maintain manuscript and begin to transition into cursive.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share).
7.1 Write a first draft and edit writing using a check list to look for spelling, capitalization, and punctuation errors.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning.
8.1 Use descriptive vocabulary (adjectives).

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast).
9.1 Use webs to organize writing.
9.2 Organize writing using beginning, middle, and end.
9.3 Publish a final copy in a variety of formats (e.g., read-aloud, book talk, display, publish, and perform).

10. Use conventions of grammar, usage, and mechanics in writing and speaking.
10.1 Use regular plurals in simple sentences.
10.2 Identify nouns and adjectives in a sentence.
10.3 Identify complete sentences.
10.4 Use question marks and exclamation marks to end sentences.
10.5 Use periods in common abbreviations (e.g., Mr., Mrs., Ms., St., Rd., Ft.).
10.6 Capitalize greeting and closing of friendly letters and simple proper nouns.
10.7 Use dictionaries and other resources to spell words, with support.
10.8 Spell first 200 high frequency words.

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.

12. Use reading, writing, speaking, listening, and viewing to define and solve problems
12.1 Suggest solutions to a conflict.

13. Recognize, express, and support opinions orally and in writing.
13.1 Identify specific facts.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.
14.1 Identify how characters and setting of a text are different from student’s experience.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).

16. Use a variety of research strategies to gather, organize, and document information, and to communicate the results.
16.1 Alphabetize to the second letter.
16.2 Use dictionaries, glossaries, and other sources for research, with support.
16.3 Identify graphs, charts, tables, and illustrations as ways to record observations and report events.

Language Arts Standards and Benchmarks, Grade Three

1. Use a variety of word recognition and comprehension skills in reading.
1.1 Identify what is known, and needs to be known, about a topic before reading about it.
1.2 Apply information and make connections from reading.
1.3 Draw inferences using contextual clues.
1.4 Use information in texts to support main ideas.
1.5 Summarize text passages, focused on literal meaning, supported with details fromtext.
1.6 Know that paragraph structure organizes meaning with one main idea and supporting details.
1.7 Read at an appropriate rate.
1.8 Use organizational patterns to comprehend texts (e.g., chronological order, sequencing, cause and effect).
1.9 Use prefixes, suffixes, and roots to decode multi-syllabic words.
1.10 Recognize first 300 high frequency words.
1.11 Read third grade text with appropriate fluency.
1.12 Use knowledge of all vowel patterns to decode.
1.13 Reread and self-correct when necessary.
1.14 Decode regular multi-syllabic words.
1.15 Draw conclusions.

2. Use information from reading to increase vocabulary and enhance language usage
2.1 Use new vocabulary.
2.2 Use context to determine meaning of new words.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Identify physical and personality traits in characters.
3.2 Read, respond to, and gain meaning from a variety of literature (e.g., folktales, legends, directions).
3.3 Recognize tales from different cultures.

4. Use a variety of strategies to understand and analyze texts.

5. Write and speak in a variety of genres.
5.1 Write personal narratives with a beginning, middle and end.
5.2 Write basic expository paragraphs.
5.3 Deliver various oral presentations (speaking clearly with appropriate volume and pitch).
5.4 Use grammatically correct language and specific vocabulary to communicate ideas.

6. Write and speak for a variety of audiences and purposes.
6.1 Write for specific purposes, such as to entertain, inform, and explain.
6.2 Write expository paragraphs.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share).
7.1 Know and practice all steps of the writing process.
7.2 Revise and edit writing to produce a second draft to be shared.
7.3 Use basic editing marks to correct first draft, e.g., spelling, capitalization, punctuation, inserting a word or letter.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, and vocabulary convey meaning.
8.1 Use a variety of sentence beginnings.
8.2 Use active and precise verbs.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast).
9.1 Use graphic organizers and lists to organize writing.
9.2 Organize writing with a main idea and supporting details.
9.3 Choose presentation method appropriate to the purpose.
9.4 Create a legible document.
9.5 Write in cursive style.

10. Use conventions of grammar and usage in writing and speaking.
10.1 Use correct subject/verb agreement.
10.2 Write complete simple sentences.
10.3 Use commas for day, month and year; greetings and closings in friendly letters; and cities and states.
10.4 Use apostrophes in contractions.
10.5 Capitalize simple titles and holidays (Miss Jones, Fourth of July).
10.6 Capitalize geographic names.
10.7 Use age-appropriate spelling with phonetic spelling for difficult words.
10.8 Identify, use, and spell regular plurals.
10.9 Spell first 300 high frequency words.

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.
11.1 Understand oral directions.

12. Use reading, writing, speaking, listening and viewing to define and solve problem

Mastered in fourth grade.

13. Recognize, express, and support opinions orally and in writing.
13.1 Identify opinions.

14. Know the purpose, perspective and historical and cultural influences of a speaker author or director.
14.1 Identify the narrator of a story.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).

16. Use a variety of resource strategies to gather, organize, and document information and to communicate the results.
16.1 Use resources such as dictionaries, encyclopedias, and the specific web sites to locate information about a topic.
16.2 Sort information as it relates to a specific topic and specific purpose.
16.3 Identify graphs, charts, tables, and illustrations as ways to record observations and report events.
16.4 Alphabetize to the third letter.
16.5 List resources used by title.

Language Arts Standards and Benchmarks, Grade Four

1. Use a variety of word recognition and comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize).
1.1. Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple meanings of words.
1.2 Use word-reference materials, including the glossary, dictionary, and thesaurus.
1.3 Use skimming and scanning to aid comprehension.
1.4 Use self-monitoring strategies to aid comprehension.
1.5 Use bold, italics, underlining, subtitles, and quotations to aid comprehension.
1.6 Make connections between texts.
1.7 Recognize the first 400 high frequency words.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Use prefixes, roots, and suffixes to determine word meaning.
2.2 Use new vocabulary in other contexts.

3. Recognize and use literary terminology, reading a variety of literary and informational to learn about cultures.
3.1 Identify main characters and supporting characters in a story.
3.2 Read and respond to myths.
3.3 Read and respond to content-area reading.
3.4 Understand ways in which stories reflect the ethnic background of the author and the culture in which they were written.

4. Use a variety of strategies to understand and analyze texts.
4.1 Understand how characters change.
4.2 Compare characters between or within texts.
4.3 Know similarities and differences among stories.

5. Write and speak in a variety of genres.
5.1 Write narrative texts with characters, setting (time and place), problem/solution.
5.2 Write narrative, expository, and descriptive texts.

6. Write and speak for a variety of audiences and purposes.
6.1 Write and speak using appropriate voice for formal and informal purposes.
6.2 Focus writing on the specified topic according to purpose.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, and share).
7.1 Revise drafts by adding, elaborating, deleting, combining, and rearranging texts
7.2 Edit drafts using more complex, editing marks, (e.g. paragraphing, transpose, in apostrophe).

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, and vocabulary) to convey meaning.
8.1 Use active and precise verbs.
8.2 Use adverbs.
8.3 Create plot in writing.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining cause/effect, and comparison/contrast).
9.1 Use paragraph structure, including indenting.
9.2 Take notes from a variety of sources.
9.3 Use chronological sequencing.
9.4 Use appropriate transitions to organize ideas within paragraphs.
9.5 Use word processing to create a legible document.

10. Use conventions of grammar, usage and mechanics in writing and speaking.
10.1 Use irregular plurals correctly.
10.2 Know and use modifiers (e.g., comparative and superlative, adjectives and adverbs).
10.3 Form irregular verbs correctly (e.g., begin, began, begun; lie, lay, lain).
10.4 Use apostrophes to show singular possessive.
10.5 Use end-of-sentence punctuation correctly in dialogue.
10.6 Use commas for items in a series and before quotation marks in dialogue.
10.7 Capitalize proper nouns and proper adjectives (Hawaiian climate).
10.8 Use a variety of sentence beginnings, including introductory clauses.
10.9 Spell first 400 high-frequency words correctly.
10.10 Identify age-appropriate root words, prefixes, and suffixes.

11. Use thinking and analytical skills in writing, reading, speaking, listening, and viewing
11.1 Draw conclusions and make inferences.
11.2 Determine author's purpose.

12. Use reading, writing, speaking, listening, and viewing to define and solve problems.
12.1 Identify problems and generate possible solutions.

13. Recognize, express and support opinions orally and in writing.
13.1 Form and express opinions in response to written texts.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author director.
14.1 Recognize differences between characters and settings in different texts.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy)
15.1 Use simple checklists to revise and evaluate work.

16. Use a variety of research strategies to gather, organize, and document information, and communicate the results.
16.1 Know how pull-down menus organize electronic information.
16.2 Understand what computer icons represent.
16.3 Understand the functions of key word searches.
16.4 Use passwords, entry menu features, pull-down menus, icons, and key word searches.
16.5 Take simple notes from relevant sources (e.g., guest speakers, periodicals, on-line searches, videos).
16.6 Give credit for research information by author and title of resources.

Language Arts Standards and Benchmarks, Grade Five

1. Use a variety of word recognition and comprehension skills in reading.
1.1 Compare and contrast similar texts.
1.2 Paraphrase key ideas and supporting details in fiction and non-fiction texts.
1.3 Infer and predict information in a variety of texts and genres.
1.4 Locate meanings and pronunciations of unfamiliar words using dictionaries, glossaries, and other sources.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Generate synonyms and antonyms to increase vocabulary.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Identify problem/solution (conflict/resolution) and sequence in fiction.
3.2 Read and respond to a variety of fiction, including short stories, novels and plays.
3.3 Read and respond to non-fiction, including procedural and informational texts.
3.4 Read and respond to literature that represents a variety of points of view from places, people, and events that are unfamiliar.

4. Use a variety of strategies to understand and analyze texts.

5. Write and speak in a variety of genres.
5.1 Write simple persuasive texts with clearly stated opinion and supporting details and reasons.

6. Write and speak for a variety of audiences and purposes.
6.1 Write and speak using techniques to persuade an audience.
6.2 Summarize main ideas of a text in writing.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share, publish).
7.1 Revise drafts for word choice.
7.2 Give oral presentations from notes.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, and vocabulary) to convey meaning.
8.1 Create imagery in writing.
8.2 Use similes to communicate a message.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast).
9.1 Organize writing so that there is an introduction, logical arrangement of ideas, and a conclusion.
9.2 Use appropriate transitions to organize ideas within paragraphs.
9.3 Use reasons, relevant details, and supporting examples to develop ideas.
9.4 Use simple outlines.

10. Use conventions of grammar and usage in writing and speaking.
10.1 Use correct verb tense including past, present, and future.
10.2 Identify subjects and predicates.
10.3 Identify nouns, pronouns, verbs, and adjectives accurately and explain the purpose of each.
10.4 Identify complex sentences.
10.5 Write simple and compound sentences.
10.6 Use commas to separate dependent clauses and after introductory words.
10.7 Punctuate simple dialogue correctly, including quotation marks, end marks, and commas.
10.8 Use capitalization correctly in simple dialogue.
10.9 Identify irregular plurals.
10.10 Spell the first 500 high-frequency words correctly.
10.11 Use structural analysis knowledge to write unfamiliar words.

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.
11.1 Compare and contrast ideas from various texts or parts of texts.

12. Use reading, writing, speaking, listening and viewing to define and solve problems.
12.1 Draw conclusions from various texts in various genres.

13. Recognize, express and support opinions orally and in writing.
13.1 Form and express opinions in response to texts.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.
14.1 Identify the difference between the authors of texts and the narrators of texts (e.g., the director of a film vs. the narrator in a film).

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy).
15.1 Use simple rubrics to evaluate work.

16. Use a variety of research strategies to gather, document and organize information, and to communicate the results.
16.1 Locate information in text using changes in print (boldface, color, italics).
16.2 Find information to support ideas.
16.3 Frame questions to direct research with support.
16.4 Organize knowledge using a variety of formats (e.g., graphic organizers, informal outlining, note taking, and summaries).
16.5 Use a simplified bibliography form for listing sources.
16.6 Use technology to present information in various forms (e.g., slide show presentation, brochure, poster, table).

Language Arts Standards, Grade Six

1. Use a variety of word recognition and comprehension skills in reading.
1.1 Paraphrase, summarize and synthesize information from a variety of texts and genres with support.
1.2 Make connections between texts, text to self, and text to world.
1.3 Determine reading purpose and use strategies appropriate to that purpose.
1.4 Use text structures (e.g., cause and effect, problem/solution and compare/contrast) to locate and recall information.
1.5 Locate definitions of unfamiliar words using both CD-ROM and print dictionaries, glossaries, and other sources.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Select appropriate definitions from the dictionary to determine appropriate word meaning.
2.2 Use CD-ROM thesaurus to select alternatives to common or overused words.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Understand poetic devices, including alliteration, simile, onomatopoeia, and rhyme scheme.
3.2 Analyze characters, setting (time and place), problem/solution, and sequence in fiction.

3.3 Read biographies, autobiographies, short stories, poems, non-fiction articles, and novels in various genre (historical, science fiction, realistic).
3.4 Know defining characteristics of fiction, non-fiction, biography, autobiography, and poetry.
3.5 Compare and contrast short stories and novels and the ways in which they reflect the ethnic background of the author and the culture in which they were written.

4. Use a variety of strategies to understand and analyze texts.

5. Write and speak in a variety of genres.
5.1 Produce multi-paragraphed texts (e.g., compare and contrast essay and research paper).
5.2 Write creative texts (e.g., poetry, plays, and short stories).

6. Write and speak for a variety of audiences and purposes.
6.1 Write and speak using techniques to engage an audience.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share and publish).
7.1 Revise drafts for varied sentence structure.
7.2 Create polished, revised products in writing and in speaking.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning.
8.1 Use alliteration, onomatopoeia and rhyme in writing.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast).
9.1 Use transitions to link ideas between paragraphs.
9.2 Use teacher made rubrics to guide writing.

10. Use conventions of grammar, usage and mechanics in writing and speaking.
10.1 Identify simple and compound subjects and predicates
10.2 Identify and correctly use all eight parts of speech (pronouns, adjectives, nouns, verbs, adverbs, conjunctions, interjections, and prepositions).
10.2 Identify and use homonyms and homophones.
10.3 Identify and write simple, compound and complex sentences.
10.4 Use commas, semi-colons, hyphens, parentheses, and dashes correctly.
10.5 Use apostrophes correctly in plural possessives (students’ notebooks).
10.6 Use capitalization correctly in outlines.
10.7 Identify incorrectly spelled age-appropriate words and use accurate spelling.

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.
11.1 Use details to support explanations of texts.
11.2 Correctly solve analogies.

12. Use reading, writing, speaking, listening and viewing to define and solve problems.

13. Recognize, express and support opinions orally and in writing.
13.1 Form and express opinions in response to oral texts (i.e. songs, radio shows, oral presentations, and book reports).

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.
14.1 Compare authors’ attitudes about the subject from a variety of texts.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).
15.1 Use simple rubrics and checklists to assist in peer editing.

16. Use a variety of strategies to gather, organize and document information and to communicate the results.
16.1 Locate information in text using chapter previews, summaries, prefaces, glossaries, time-lines, and appendices.
16.2 Gather information for research using encyclopedias, atlases, nonfiction books, and electronic media.
16.3 Give credit for others’ work using a bibliography form.
16.4 Document information from research on note cards.
16.5 Organize information from various sources into sa imple outline.
16.6 Use technology to produce a formal research paper manuscript including a cover page, word processed body, and bibliography (or works cited).

Language Arts Standards and Benchmarks, Grade Seven

1. Use a variety of word-recognition and comprehension skills in reading.
1.1 Compare and contrast different texts.
1.2 Identify main ideas and important supporting details from the passage.
1.3 Summarize newspaper articles, magazine articles, film, on-line sources, technical writing, and fiction and non-fiction texts for plot or main ideas.
1.4 Draw conclusions and make inferences.
1.5 Identify details to support conclusions or inferences.
1.6 Make connections between texts and the world.
1.7 Compare texts with similar main ideas and create connections between texts.
1.8 Summarize main ideas.
1.9 Follow sequence in fiction and in non-fiction with support.
1.10 Identify the most appropriate topic sentence for paragraphs.
1.11 Understand the meaning of roots, prefixes, and suffixes to determine the definition of words.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Determine word meanings using context clues, word roots, and word recognition skills.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Identify foreshadowing, simile, personification, onomatopoeia, alliteration, and flashback accurately and explain how each literary technique adds meaning to the texts.

3.2 Read, discuss, and analyze a variety of fiction and non-fiction texts.
3.3 Compare and contrast multiple texts and the ways in which those texts reflect the ethnic background of the authors and the cultures in which they were written, including mythology.

4. Use a variety of strategies to understand and analyze texts.
4.1 Define theme as it appears in such texts as myths, fables, and fairy tales.
4.2 Identify flat and round characters.
4.3 Define direct and indirect characterization.
4.4 Understand and identify conflict in a variety of texts.

5. Write and speak in a variety of genres.
5.1 Practice multi-paragraphed texts in a variety of genres (e.g., personal narrative, poetry, fiction, exposition, persuasion, and description).
5.2 Speak in a variety of formats including discussion, planned presentations, impromptu presentations, and drama.
5.3 Practice writing paragraphs with indented first lines that focus on one specific topic and include a topic sentence, body, and a closing sentence.

6. Write and speak for a variety of audiences and purposes.
6.1 Define the main idea clearly to match audience and purpose.
6.2 Interpret, then address prompts appropriately to determine if the response should be expository, persuasive, or narrative.
6.3 Recognize differences in voice related to audience and purpose.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share, publish).
7.1 Develop ideas and content with a sufficient number of significant details, (e.g., create an outline, produce a rough draft, edit, and revise).
7.2 Practice peer editing a variety of student-created texts using checklists, rubrics, or modeling strategies.
7.3 Create the most appropriate topic sentence for a paragraph.
7.4 Create legible written texts appropriate to audience and purpose.
7.5 Produce polished and legible hand written and/or computer generated texts in a manner appropriate to audience and purpose.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning.
8.1 Incorporate the use of action verbs into writing.
8.2 Practice the use of figures of speech and visual imagery to enhance meaning in writing and speaking.
8.3 Use a variety of sentence beginnings, sentence structures, and sentence lengths.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast).
9.1 Write with an engaging hook and a natural voice suited to the text’s purpose and audience.
9.2 Organize ideas to create an introduction, a logical arrangement of ideas, and a conclusion.
9.3 Use transition words to link ideas and paragraphs.
9.4 Write paragraphs focused on a well-supported main idea.

10. Use conventions of grammar, usage, and mechanics in writing and speaking.
10.1 Identify all eight parts of speech (nouns, verbs, adjectives, adverbs, conjunctions, prepositions, pronouns, and interjections) and explain how each contributes to the meaning of a sentence.
10.2 Identify and apply knowledge of proper, common, concrete, and collective nouns and explain how each contributes to the meaning of a sentence.
10.3 Identify and apply knowledge of action, linking, and helping verbs and explain how each contributes to the meaning of a sentence.
10.4 Identify and apply knowledge of articles and modifiers.
10.5 Identify and apply knowledge of homonyms and homophones.
10.6 Write simple, compound, and complex sentences.
10.7 Use apostrophes correctly in contractions (she'd), in place of omitted letters or numbers (class of '99), to form plurals (a's), to express time or amount (tomorrow's school lesson, lost an entire day's work).
10.8 Use commas correctly to set off dialogue, in compound and complex sentences, and in direct address.
10.9 Use capitals correctly in direct quotations and proper complex nouns.
10.10 Identify and apply knowledge of homophones to form correct spelling.

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.
11.1 Explain the main idea of passages or sections of passages and identify details in the text to support the explanation.

12. Use reading, writing, speaking, listening, and viewing to define and solve problems.
12.1 Use reading, writing, and listening skills to solve problems, list possible solutions and provide support for the solutions.

13. Recognize, express, and support opinions orally and in writing.
13.1 Identify opinions stated in a variety of texts.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author, or director.
14.1 Identify the difference between the authors of texts and the narrator of texts (e.g., the director of a film vs. the narrator in a film).

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).
15.1 Make predictions and draw conclusions by identifying details in texts to support them.

16. Use a variety of research strategies to gather, organize, and document information and to communicate the results.
16.1 Identify and use organizational features of texts (e.g., table of contents, index, glossary, bold headings, and introductory sections).
16.2 Identify author’s purpose in texts.
16.3 Use library databases and organizational features of electronic information (e.g., e-mail, on-line sources, CD/DVD) to locate information.
16.4 Locate information from a bibliography or works cited page.
16.5 Use text features (e.g., quotation marks, italics, parentheses, footnotes) to locate information.
16.6 Use graphic organizers (e.g., Venn diagram, outline, time line) to summarize and synthesize information and ideas from texts.
16.7 Define and refrain from plagiarism.
16.8 Understand the concept of copyright limitations.
16.9 Create posters, slide show presentations, oral presentations, and other texts synthesizing information found during a research process.

Language Arts Standards and Benchmarks, Grade Eight

1. Use a variety of word recognition and comprehension skills in reading.
1.1 Summarize poetry, short stories, plays, and novels for plot or main ideas.
1.2 Identify main idea and supporting details in a variety of texts and genres.
1.3 Infer and predict using information from a variety of texts and genres.
1.4 Monitor comprehension by breaking down text into smaller portions, searching for clues, reading headings and captions, and using reference aids.
1.5 Apply knowledge from personal experience to aid in the understanding of fiction and non-fiction texts.
1.6 Apply knowledge of text structures (e.g. cause/effect, problem/solution, compare/contrast) to locate and recall information.
1.7 Sequence events and procedures in fiction and non-fiction with minimal support.
1.8 Establish and adjust purposes for reading (e.g. discovering, understanding, interpreting, enjoying and solving problems).
1.9 Apply knowledge of letter-sound correspondence, language structures and context to recognize words.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Use context clues to confirm meaning of figurative, idiomatic, and technical language.
2.2 Independently locate meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Identify setting, character, conflict, plot, resolution, dialect, and point of view accurately.
3.2 Explain the importance of setting, character, conflict, plot, resolution, dialect, and point of view.
3.3 Introduce irony.
3.4 Introduce iambic pentameter.
3.5 Apply knowledge of literary terminology including foreshadowing, simile, personification, onomatopoeia, metaphor, alliteration, and flashback.
3.6 Explain how the literary elements of foreshadowing, simile, personification, onomatopoeia, metaphor, alliteration, and flashback add meaning to texts.
3.7 Understand different experiences reflected in a variety of literature.

4. Use a variety of strategies to understand and analyze texts.
4.1 Identify the theme in texts.
4.2 Understand how figures of speech support meaning in a given context in a variety of texts.

5. Write and speak in a variety of genres.
5.1 Transition from writing multi-paragraphed texts to essay format.
5.2 Practice writing and speaking in a variety of genres, including expository, persuasive, and descriptive essays, letters, narratives, and reports.

6. Write and speak for a variety of audiences and purposes.
6.1 Create oral and written texts appropriate for a variety of audiences, purposes and content areas (e.g., science, history, music, art, technology, and literature).

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share, publish).
7.1 Practice grade level appropriate planning, drafting, revising, editing and editing strategies.
7.2 Create oral and written texts.
7.3 Gather and incorporate information from a variety of sources (e.g., interviews, news articles, on-line resources, encyclopedias) into speaking and writing.
7.4 Produce legible handwritten and/or computer generated multi-paragraphed texts that have been edited and proofread for content, spelling, mechanics and grammar.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning.
8.1 Choose vocabulary and figures of speech that communicate clearly.
8.2 Recognize the use of stylistic elements (e.g., voice, tone, style).

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast).
9.1 Organize writing to create an inviting introduction, a logical progression of ideas, and a purposeful conclusion.
9.2 Use transitions effectively within paragraphs and to link paragraphs.
9.3 Use paragraphing correctly so that each paragraph is differentiated by indenting or blocking and includes one major, focused idea.

10. Use conventions of grammar and usage in writing and speaking.
10.1 Use apostrophes correctly to form possessives in compound nouns (sister-in-law's) and with indefinite pronouns (everyone's).
10.2 Use commas correctly in a series, in dates, addresses, direct address, letters, introductory words/phrases, in dialogue, and in compound and complex sentences.
10.3 Identify compound-complex sentences.
10.4 Identify and apply knowledge of antecedents and relative, interrogative, and demonstrative pronouns and explain how each contributes to the meaning of a sentence.
10.5 Identify and apply knowledge of subject/verb agreement, regular and irregular verbs, and modifiers.
10.6 Use capitals correctly in words showing family relationships.
10.7 Use resources (e.g.., spell checkers, dictionaries) to monitor spelling.
10.8 Identify and correctly use all eight parts of speech.

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.
11.1 Analyze various fictional texts based on plot and character development, description of setting, realism of dialogue, and use of vocabulary.
11.2 Use relevant details to support analysis of main ideas in a variety of texts.

12. Use reading, writing, speaking, listening and viewing to define and solve problems.
12.1 Identify and begin to use higher-level questioning skills as an approach to learning.

13. Recognize, express and support opinions orally and in writing.
13.1 Identify opinions stated and implied in a variety of texts.
13.2 Compare opinions stated in texts to personal opinions.
13.3 Defend personal opinions in speaking and writing.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.
14.1 Recognize an author’s or speaker’s perspective and purpose, separating fact from opinion.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).
15.1 Compare details from more than one text to make predictions and formulate conclusions.

16. Use a variety of research strategies to gather, document and organize information, and to communicate the results.
16.1 Use organizational features of texts to locate relevant information (e.g.., Annotations, citations, bibliographic references).
16.2 Locate and select relevant information from reliable and accurate sources, including on-line sources.
16.3 Summarize and organize information about a topic in a variety of ways (e.g.., graphic organizers, Venn diagram, outline, timeline) from various references, technical sources and media.
16.4 Continue to define and refrain from plagiarism.
16.5 Give credit for others’ ideas, images or information by listing sources using MLA style.

Language Arts Standards and Benchmarks, Grade Nine

1. Use a variety of word recognition and comprehension skills in reading.
1.1 Practice a full range of strategies (e.g., paraphrasing and summarizing) to comprehend a variety of texts.
1.2 Use a variety of reading strategies to comprehend texts at literal and interpretive levels.
1.3 Identify chronological sequence in literary and expository texts that use flashback and consistent narrative point of view.
1.4 Make simple inferences based on thematic connections within and between texts.
1.5 Use background knowledge of subject and text structure to make predictions of content and purpose of texts.
1.6 Use text structure (e.g., cause/effect) to locate and recall information within the text.
1.7 Synthesize information independently from materials read or viewed.
1.8 Locate and recall information in texts with different structures (e.g., cause/effect, problem/solution, compare/contrast, short narrative, novel, drama, poetry).
1.9 Respond appropriately to required prompt.
1.10 Confirm the meaning of figurative, idiomatic and technological language using context clues.
1.11 Use a variety of sources to locate meanings and pronunciations of unfamiliar words independently.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Use context clues to confirm meaning of figurative, idiomatic and culturally and historically specific language.
2.2 Use structural clues (e.g., roots, affixes, to determine meanings of words).
2.3 Independently locate meanings, pronunciations and derivations of unfamiliarwords using dictionaries, glossaries and other sources.

3. Recognize and use literary terminology, reading a variety of texts to learn about culture.
3.1 Identify theme, allusion, aside, symbolism, imagery, soliloquy, iambic pentameter, tragedy, irony (dramatic, situational, and verbal), paradox, and tone accurately and explain how each literary technique adds meaning to texts.
3.2 Apply knowledge of literary terminology including setting, character, conflict, plot, resolution, dialect, point of view and metaphor and explain how each literary technique adds meaning to texts.
3.3 Read, discuss and analyze a variety of fiction and non-fiction texts, including anchor texts.
3.4 Understand different expressions of world literature, including classic and contemporary authors and mythology.

4. Use a variety of strategies to understand and analyze texts.
4.1 Read a given text, identify the theme, and provide support from the text to support the analysis of theme.

5. Write and speak in a variety of genres.
5.1 Write basic three to five paragraph essays with an introduction, body, and conclusion in a variety of genres, including personal narrative, exposition, persuasion, and description.

6. Write and speak for a variety of audiences and purposes.
6.1 Use format, style, and voice appropriate for audience and purpose to write basic essays.
6.2 Use key words from prompts to compose accurate responses.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share, publish).
7.1 Use note taking as an additional prewriting strategy.
7.2 Revise essays to vary sentence structures and lengths to enhance flow, rhythm, meaning, and clarity.
7.3 Engage in self and peer-editing strategies to create final drafts.
7.4 Develop main ideas and content fully focused on a prompt.
7.5 Produce and publish legible handwritten and/or computer generated essays that have been edited and proofread for content, spelling, mechanics and grammar

8. Use a variety of devices (e.g., figure of speech, symbolism, and dialect) to convey meaning.
8.1 Vary sentence structure and length to enhance meaning, clarity and fluency.
8.2 Use vivid and precise language, including active verbs and concrete nouns.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, and comparison/contrast).
9.1 Organize writing to create an engaging introduction, logical and effective development of ideas, and satisfying conclusion.
9.2 Use transitional devices (e.g., adverbs, coordinating conjunctions, subordinating conjunctions).
9.3 Use appropriate transitional expressions to enhance meaning, clarity and fluency.
9.4 Use a variety of text structures (e.g., comparison/contrast, problem/solution).
9.5 Use support and explanation for main ideas in writing.

10. Use conventions of grammar, usage and mechanics in writing and speaking.
10.1 Identify and apply knowledge of modifying words and phrases and explain how each contributes to the meaning of a sentence.
10.2 Identify active and passive voice.
10.3 Edit for conventional grammar.
10.4 Write compound-complex sentences.
10.5 Use apostrophes correctly to form plural possessives (Joneses' great grandfather, children's book) and to show shared possession (Joe, Barry and Sally's band; Joe's, Barry's and Sally's air guitars).
10.6 Use underlining/italics and quotation marks correctly.
10.7 Use capitals correctly in titles of books, periodicals, poems, stories, essays, speeches, plays, historical documents, movies, radio and television programs.
10.8 Use capitals correctly in indirect quotations.
10.9 Edit for spelling in writing.
10.10 Apply knowledge of spelling rules and vocabulary to accurately evaluate spell check responses (e.g. sea/see, their/there).

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.
11.1 Analyze main ideas in a variety of texts and use relevant details to support the analysis.
11.2 Practice making predictions, drawing conclusions and analyzing texts

12. Use reading, writing, speaking, listening and viewing to define and solve problems.
12.1 Use higher-level and inquiry questioning skills as an approach to understanding texts (see Bloom and Costa).
12.2 Practice collaboration skills to draw conclusions, evaluate, discuss, and solve problems.

13. Recognize, express and support opinions orally and in writing.
13.1 Differentiate fact from opinion in a variety of texts.
13.2 Express personal opinions in speaking and writing in an articulate manner.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.
14.1 Identify an author’s purpose in a variety of texts.
14.2 Identify the historical/cultural context from information presented in texts.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy).
15.1 Analyze information from a variety of texts to formulate conclusions andpersonal opinions.

16. Use a variety of strategies to gather, organize and document information and to communicate the results.
16.1 Use organizational features of printed text to locate information (e.g., prefaces, afterwards, appendices).
16.2 Use organizational features of electronic information (e.g., keyword searches, Internet search engines, library and interlibrary catalog databases) to locate relevant information.
16.3 Recognize bias in a variety of texts.
16.4 Locate meanings, pronunciations and derivations of unfamiliar words independently using dictionaries, glossaries and other sources.
16.5 Use note-taking strategies to collect and synthesize information from a variety of resources.
16.6 Continue to define and refrain from plagiarism.
16.7 Practice the use of MLA works cited style to document sources used to create research projects.
16.8 Produce a documented report and/or media presentation with cited sources.

Language Arts Standards and Benchmarks, Grade Ten

1. Use a variety of word recognition and comprehension skills in reading.
1.1 Use paraphrasing and summarizing to evaluate a variety of texts.
1.2 Interpret and evaluate literary, expository and texts.
1.3 Understand first-person (primary source) documents.
1.4 Understand facts and opinions in a variety of texts.
1.5 Use inferences to evaluate and make connections within and between texts.
1.6 Apply background knowledge of subject and text structure to understand and make.
1.7 Identify and understand the use of present tense in literary analysis.
1.8 Identify the difference between fact and opinion in a variety of fiction and non-fiction texts.
1.9 Confirm meaning of jargon, connotation, denotations, colloquialism, and dialect using context clues.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Understand that words have multiple meanings determined by context, roots, prefixes, and suffixes.
2.2 Understand that vocabulary expresses cultural and historical aspects of the text (e.g., thong, bodkin, gay, red, suspect).

3. Recognize and use literary terminology while reading a variety of literary texts to learn about cultures.
3.1 Accurately identify theme; poetic forms (e.g.., ballad, sonnet and heroic couplet) and poetic devices (e.g., assonance, consonance, rhyme, and meter) and explain how each literary technique adds meaning to texts.
3.2 Apply knowledge of literary terminology including allusion, aside, symbolism, imagery, soliloquy, iambic pentameter, tragedy, irony (dramatic, situational, and verbal) and paradox and explain how each literary technique adds meaning to texts.
3.3 Read, discuss and analyze a variety of fiction and non-fiction texts including anchor texts.
3.4 Understand world cultures and traditions expressed in a variety of texts and genres, including both classical and contemporary texts.

4. Use a variety of strategies to understand and analyze texts.
4.1 Use literary skills to synthesize and evaluate similarities in themes within various texts.
4.2 Recognize and eliminate logical fallacies.

5. Write and speak in a variety of genres.
5.1 Write and speak in a variety of genres (e.g., expository, narrative, persuasive, descriptive, vignette, short narrative, monologue, script, and poetry).
5.2 Write and speak for a variety of purposes (e.g., to synthesize, analyze, evaluate, explain, persuade, inform, and entertain).
5.3 Incorporate material from a variety of appropriate sources in writing and speaking

6. Write and speak for a variety of audiences and purposes.
6.1 Write to synthesize and explain research (e.g., documented essays)
6.2 Use the format, voice and style appropriate for audience and purpose
6.3 Develop main ideas and content fully focused on a prompt with relevant, thorough and effective support.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share, publish).
7.1 Use strategies independently to plan, draft, revise and edit writing.
7.2 Revise for stylistic consistency, with a focus on unity and coherence.
7.3 Adjust presentation strategies according to audience and purpose.

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, and vocabulary) to convey meaning.
8.1 Use vivid and precise language, eliminating clichés in written texts.
8.2 Use imagery to enhance meaning in a variety of genres.
8.3 Use a variety of devices independently and deliberately to convey meaning (e.g., figures of speech, symbolism, dialect).

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, and comparison/contrast).
9.1 Use comparison/contrast, problem/solution, and cause/effect text structures to organize
9.2 Apply appropriate structures for creative writing

10. Use conventions of grammar, usage, and mechanics in writing and speaking.
10.1 Use active voice consistently.
10.2 Demonstrate control of grammar and usage.
10.3 Identify and correctly use clauses, phrases, properly placed modifiers and parallel structure.
10.4 Demonstrate control of sentence structure and paragraphs.
10.5 Use semicolons, colons, dashes and ellipses correctly.
10.6 Demonstrate control of punctuation in all forms of writing.
10.7 Use capitals correctly in the names of historical events and periods, special events, holidays and other calendar items and time zones.
10.8 Use capitals correctly in the names of organizations, teams, business firms, Institutions, government bodies and buildings.
10.9 Demonstrate control of capitalization in writing.
10.10 Identify and apply knowledge of root words to assist in spelling.
10.11 Demonstrate control of spelling in writing.

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.
11.1 Make predictions, draw conclusions and analyze texts.

12. Use reading, writing, speaking, listening and viewing to define and solve problems.
12.1 Use reading and writing to define a problem, evaluate opinions and/or propose solutions.

13. Recognize, express and support opinions orally and in writing.
13.1 Recognize, express and defend personal opinions in speaking and writing in an articulate manner.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.
14.1 Understand historical perspective in a variety of texts.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).
15.1 Evaluate the reliability, accuracy and relevance of a variety of texts.
15.2 Analyze the quality of a text based on the author’s use of vocabulary, use of characterization, character development, plot development and description of setting.

16. Understand the structure, organization and use of resources to gather information for research.
16.1 Identify and analyze bias in a variety of texts.
16.2 Use a variety of sources to gather information for research independently (e.g., print sources, electronic sources, and personal interviews).
16.3 Evaluate information in resources for specific needs.
16.4 Summarize and organize information from references, technical sources and media.
16.5 Continue to define and refrain from plagiarism.
16.6 Use MLA style to document authors and sources of information used in research projects.
16.7 Use parenthetical documentation to cite sources within research projects
16.8 Produce a documented essay with cited sources and parenthetical documentation.

Language Arts Standards, Grades Eleven and Twelve

1. Use a variety of word recognition and comprehension skills in reading.
1.1 Use inferences to evaluate and synthesize ideas within texts, between texts, between the reader's experience and the texts and between the text and world ideas.
1.2 Seek out and synthesize background information about the subject, author, text structure, and historical context to make predictions about content and purpose of texts.
1.3 Evaluate the validity of opinions and facts expressed.
1.4 Formulate opinions and support them with details from texts and personal experience.
1.5 Expand independent use of a variety of sources to determine meanings and pronunciations of unfamiliar words.

2. Use information from reading to increase vocabulary and enhance language usage.
2.1 Understand that vocabulary expresses differences in conversational registers. (e.g., formal vs. informal, standard usage vs. slang).
2.2 Understand that vocabulary is dynamic and that discerning readers understand the subtleties of these changes.

3. Recognize and use literary terminology, reading a variety of literary and informational texts to learn about cultures.
3.1 Define and identify argumentative terms (e.g., band wagon, testimonial, circular thinking, ad hoc).
3.2 Apply knowledge of theme, poetic forms and poetic devices and explain how each literary technique adds meaning to texts.
3.3 Refrain from using logical fallacies when creating texts.
3.4 Read, discuss and analyze a variety of fiction and non-fiction texts including anchor texts.
3.5 Understand how historical context shapes and informs the literature of the era.
3.6 Understand American and British cultures and traditions as expressed in a variety of texts and genres, including both classical and contemporary texts.

4. Use a variety of strategies to understand and analyze texts.
4.1 Recognize and use a variety of literary analysis strategies, (e.g., historical, feminist, post-modern, formal, reader response).

5. Write and speak in a variety of genres.
5.1 Incorporate material from a variety of appropriate sources independently in writing and speaking.
5.2 Apply knowledge of genres and purposes to literary analysis.

6. Write and speak for a variety of audiences and purposes.
6.1 Use appropriate vocabulary for a specific audience
6.2 Determine appropriate essay formats based on purpose.
6.3 Demonstrate skills in literary analysis by selecting appropriate evaluative methods and collecting and synthesizing support.

7. Use the steps of the writing process (e.g., plan, draft, revise, edit, share, publish).
7.1 Apply strategies independently to plan, draft, revise and edit writing for a variety of purposes and audiences.
7.2 Reflect appropriate manuscript requirements in writing (e.g., MLA style).

8. Use a variety of devices (e.g., figure of speech, symbolism, dialect, and vocabulary) to convey meaning.
8.1 Demonstrate control of devices and word choice in writing.

9. Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, and comparison/contrast).
9.1 Collect, evaluate and organize information from a variety of sources to produce research projects.

10. Use conventions of grammar, usage, and mechanics in writing and speaking.
10.1 Apply knowledge and demonstrate control of grammar and usage.
10.2 Apply knowledge and demonstrate control of sentence structure.
10.3 Apply knowledge and demonstrate control of punctuation.
10.4 Apply knowledge and demonstrate control of capitalization.
10.5 Apply knowledge and demonstrate control of spelling.

11. Use thinking and analytical skills in writing, reading, speaking, listening and viewing.
11.1 Make well-founded predictions, draw conclusions and analyze texts.

12. Use reading, writing, speaking, listening and viewing to define and solve problems.
12.1 Collaborate to gather and to share information with others (e.g. Socratic Seminar, Shared Inquiry).

13. Recognize, express and support opinions orally and in writing.
13.1 Compare and analyze the opinions of others and formulate and defend personal opinions in an articulate manner.

14. Know the purpose, perspective and historical and cultural influences of a speaker, author or director.
14.1 Analyze and evaluate the author's purpose in a variety of texts.
14.2 Identify historical/cultural context in a variety of texts.

15. Use a variety of criteria to evaluate information (e.g., reliability, accuracy, and relevancy).
15.1 Use a variety of criteria to evaluate the literary quality of texts (e.g., purpose, concept, theme development, historical perspective, and dialogue).

16. Use a variety of research strategies to gather, organize, and document information and to communicate the results.
16.1 Analyze information for credibility, validity and bias.
16.2 Recognize the persuasive nature of research and gather information from a variety of sources with the intent of defending a position.
16.3 Continue to define and refrain from plagiarism.
16.4 Accurately use MLA style or other styles required to document resources in research.
16.5 Produce texts that represent a balance of factual information and personal analysis and evaluation with cited sources and parenthetical documentation