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The Inspired Standards Match is designed to demonstratethe many ways Kidspiration and Inspiration support thestandards and to give educators ideas for using these toolsto meet learning goals across the curriculum.

How to read Inspired Standards Match:

• Pink highlight indicates a standard or objective that is supported by the use of Kidspiration and Inspiration

• Green note annotation includes names of an Inspiration template or Kidspiration activity that corresponds to the highlighted standard. These templates and activities arepart of each software program and act as starters orframeworks for student work.

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Kindergarten Language Arts 4000-01 Standard I: Oral Language? Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting. 4000-0101 Objective 1: Develop language through listening and speaking.

a. Listen attentively. b. Listen and demonstrate understanding by responding appropriately (e.g., follow two-step

directions). c. Speak clearly and audibly with expression in communicating ideas. d. Speak in complete sentences.

4000-0102 Objective 2: Develop language through viewing media and presenting. a. View a variety of media presentations attentively. b. Use a variety of formats (e.g., show and tell, drama, sharing of books) in presenting with various forms of media.

4000-02 Standard II: Concepts of Print? Students develop an understanding of how printed language works.

4000-0201 Objective 1: Demonstrate an understanding that print carries “the” message.

a. Recognize that print carries different messages. b. Identify messages in common environmental print (e.g., signs, boxes, wrappers).

4000-0202 Objective 2: Demonstrate knowledge of elements of print within a text. a. Identify front/back, top/bottom, left/right of text/book. b. Discriminate between upper- and lower-case letters, numbers, and words in text. c. Show the sequence of print by pointing left to right with return sweep. d. Identify where text begins and ends on a page. e. Identify punctuation in text (i.e., periods, question marks, exclamation points).

4000-03 Standard III: Phonological and Phonemic Awareness? Students develop phonological

and phonemic awareness. 4000-0301 Objective 1: Demonstrate phonological awareness.

a. Count the number of words in a sentence. b. Identify and create a series of rhyming words orally (e.g., cat, bat, sat, _____). c. Recognize words beginning with the same initial sound in an alliterative phrase or sentence

(e.g., Six snakes sold snacks and sodas.). 4000-0302 Objective 2: Recognize like and unlike word parts (oddity tasks).

a. Identify the word that does not rhyme in a series of words (e.g., bat, cat, sat, pig). b. Identify the words with same beginning consonant sound in a series of words (e.g., man, sat,

sick) and ending consonant sound (e.g., man, sat, then). 4000-0303 Objective 3: Orally blend word parts (ble nding).

a. Blend syllables to make words (e.g., /ta/.../ble/, table). b. Blend onset and rimes to make words (e.g., /p/…/an/, pan). c. Blend individual phonemes to make words (e.g., /s/…/a/…/t/, sat).

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4000-0304 Objective 4: Orally segment words into word parts (segmenting). a. Segment words into syllables (e.g., table, /ta/…/ble/). b. Segment words into onset and rime (e.g., pan, /p/…an). c. Segment words into individual phonemes (e.g., sat, /s/…/a/…/t/).

4000-0305 Objective 5: Orally manipulate phonemes in words and syllables (manipulation). a. Substitute initial sound (e.g., replace the first sound in mat to /s/, say sat). b. Substitute initial sound to create new words (e.g., replace the first sound in mat with letters of

the alphabet).

4000-04 Standard IV: Phonics and Spelling? Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.

4000-0401 Objective 1: Demonstrate an understanding of the relationship between letters and sounds.

a. Name all upper- and lower-case letters of the alphabet in random order. b. Match consonant and short vowel sounds to the correct letter. c. Blend simple cvc sounds into one-syllable words.

4000-0402 Objective 2: Use knowledge of structural analysis to decode words. See first and second grades. 4000-0403 Objective 3: Spell words correctly.

a. Hear and write letters to represent single sounds in words. b. Spell a small number of grade level words (e.g., you, the, to, is). c. Spell first name correctly.

4000-0404 Objective 4: Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).

a. Use knowledge about spelling to predict the spelling of new words. b. Associate the spelling of new words with that of known words.

4000-05 Standard V: Fluency? Students develop reading fluency to read aloud grade level text effortlessly without hesitation.

4000-0501 Objective 1: Read aloud grade level text with appropriate speed and accuracy.

a. Read alphabet letters in random order with automaticity. b. Read numerals from zero to ten in random order with automaticity.

4000-0502 Objective 2: Read aloud grade level text effortlessly with clarity. a. Use appropriate intonation and expression during unison oral reading with the teacher. b. Read with automaticity approximately 25 high-frequency/sight words.

4000-06 Standard VI: Vocabulary? Students learn and use grade level vocabulary to increase

understanding and read fluently. 4000-0601 Objective 1: Learn new words through listening and reading widely.

a. Use new vocabulary learned by listening, reading, and discussing a variety of genres. b. Learn the meaning of a variety of grade level words (e.g., words from literature, social studies,

science, math). c. Use resources to learn new words by re lating them to known words (e.g., books, charts, word

walls).

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4010-0602 Objective 2: Use multiple resources to learn new words by relating them to known words and/or concepts. See second, third, fourth, fifth, and sixth grades. 4010-0603 Objective 3: Use structural analysis and context clues to determine meanings of words.

a. Identify meanings of words by looking at the root word and using known endings (e.g., car, cars; jump, jumped, jumping).

b. Monitor reading using context to explain the meanings of unknown key words from text read aloud.

4000-07 Standard VII: Comprehension? Students understand, interpret, and analyze narrative and informational grade level text.

4000-0701 Objective 1: Identify purposes of text.

a. Discuss purpose for reading. b. Discuss author’s purpose.

4000-0702 Objective 2: Apply strategies to comprehend text. a. Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world). b. Ask questions about text. c. Make predictions using picture clues, title, and prior knowledge. d. Make inferences and draw conclusions from text. e. Retell identifying key ideas. f. Compile information from text.

4000-0703 Objective 3: Recognize and use features of narrative and informational text. a. Identify beginning, middle, and ending of text. b. View a variety of simple genres: nursery rhymes, fairy tales, poems, realistic fiction, fantasy. c. Identify information from pictures. d. Recognize information as real/make believe. e. View a variety of informational texts (e.g., pictures books).

4000-08 Standard VIII: Writing? Students write daily to communicate effectively for a variety

of purposes and audiences. 4000-0801 Objective 1: Prepare to write by gathering and organizing information and ideas (pre -writing).

a. Generate ideas for writing by listening, talking, drawing, looking at literature and informational text, being read to, and reflecting on personal experiences.

b. Select topics from generated ideas. 4000-0802 Objective 2: Compose a written draft.

a. Draft ideas on paper, utilizing pictures with labels/words. b. Select appropriate words to convey meaning.

40000-0803 Objective 3: Revise by elaborating and clarifying a written draft. See first, second, third, fourth, fifth, and sixth grades. 4000-0804 Objective 4: Edit written draft for conventions.

a. Edit writing of first name for appropriate capital and lower-case letters. b. Edit writing for the spelling of a key word.

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4000-0805 Objective 5: Use fluent and legible handwriting to communicate. a. Print all upper- and lower-case letters of the alphabet and numerals 0-9 using proper form, proportions, and spacing. b. Write with increasing fluency in forming manuscript letters and numerals. c. Write name legibly using correct manuscript form.

4000-0806 Objective 6: Write in different forms and genres. a. Produce personal writing (e.g., All About Me books, notes). b. Produce traditional and imaginative stories, narrative and formula poetry as a shared writing

activity. c. Produce functional text (e.g., ABC books, labels, signs). d. Share illustrations and writing with others. e. Take part in producing group products.

First Grade Language Arts

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First Grade Language Arts 4010-01 Standard I: Oral Language? Students develop language for the purpose of effectively

communicating through listening, speaking, viewing, and presenting. 4010-0101 Objective 1: Develop language through listening and speaking.

a. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained). b. Listen and demonstrate understanding by responding appropriately (e.g., follow multiple -step

directions, restate, clarify, question). c. Speak clearly and audibly with expression in communicating ideas. d. Speak in complete sentences.

4010-0102 Objective 2: Develop language through viewing media and presenting. a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain

information, distinguish between fiction/nonfiction). b. Use a variety of formats (e.g., show and tell, drama, sharing of books and personal writings,

choral readings, informational reports, retelling experiences and stories in sequence) in presenting with various forms of media.

4010-02 Standard II: Concepts of Print? Students develop an understanding of how printed

language works. 4010-0201 Objective 1: Demonstrate an understanding that print carries “the” message.

a. Recognize that print carries different messages. b. Identify messages in common environmental print (e.g., signs, boxes, wrappers).

4010-0202 Objective 2: Demonstrate knowledge of elements of print within a text. a. Discriminate between letters, words, and sentences in text. b. Match oral words to printed words while reading. c. Identify punctuation in text (i.e., periods, question marks, and exclamation points).

4010-03 Standard III: Phonological and Phonemic Awareness? Students develop phonological

and phonemic awareness. 4010-301 Objective 1: Demonstrate phonological awareness.

a. Count the number of syllables in words. b. Count the number of syllables in a first name.

4010-0302 Objective 2: Recognize like and unlike word parts (oddity tasks). a. Identify words with same beginning consonant sounds (e.g., man, sat, sick) and ending

consonant sounds (e.g., man, sat, ten) in a series of words. b. Identify words with same medial sounds in a series of words (e.g., long vowel sound: take,

late, feet; short vowel sound: top, cat, pan; middle consonant sound: kitten, missing, lesson). 4010-0303 Objective 3: Orally blend word parts (blending).

a. Blend syllables to make words (e.g., /ta/…/ble/, table). b. Blend onset and rime to make words (e.g., /p/…/an/, pan). c. Blend individual phonemes to make words (e.g., /s/ /a/ /t/, sat).

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4010-0304 Objective 4: Orally segment words into word parts (segmenting). a. Segment words into syllables (e.g., table, /ta/…/ble/. b. Segment words into onset and rime (e.g., pan, /p/…/an/). c. Segment words into individual phonemes (e.g., sat, /s/…/a/…/t/).

4010-0305 Objective 5: Orally manipulate phonemes in words and syllables (manipulation). a. Substitute initial and final sound (e.g., replace first sound in mat to /s/, say sat; replace last

sound in mat with /p/, say map). b. Substitute vowel in words (e.g., replace middle sound in map to /o/, say mop). c. Delete syllable in words (e.g., say baker without the /ba/, say ker). d. Deletes initial and final sounds in words (e.g., say sun without the /s/, say un; say hit without

the /t/, say hi). e. Delete initial phoneme and final phoneme in blends (e.g., say step without the /s/, say tep; say

best without the /t/, say bes).

4010-04 Standard IV: Phonics and Spelling? Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.

4010-0401 Objective 1: Demonstrate an understanding of the relationship between letters and sounds.

a. Write letters to represent spoken sounds of all letters of the alphabet in random order. b. Identify and pronounce sounds for consonants, consonant blends (e.g., br, st, fl) and

consonant digraphs (e.g., ch, sh, wh, th) accurately in words. c. Identify and pronounce sounds for short and long vowels, using patterns (e.g., vc, vcv, cvc,

cvvc, cvcv, cvc-silent e), and vowel digraphs (e.g., ea, ee, ie, oa, ai, ay, oo, ow) accurately in words.

d. Identify and pronounce sounds for r–controlled vowels accurately in one-syllable words (e.g., ar, or, er).

e. Identify and blend initial letter sounds with common vowel patterns to pronounce one-syllable words (e.g., /g/…/oa/…/t/, goat).

4010-0402 Objective 2: Use knowledge of structural analysis to decode words. a. Identify and read grade level contractions and compound words. b. Identify sound patterns and apply knowledge to decode one-syllable words (e.g., blends,

digraphs, vowel patterns, r-controlled vowels). c. Demonstrate an understanding of representing same sound with different patterns by decoding

these patterns accurately in one-syllable words (e.g., ee, ie, ea, e). d. Use knowledge of root words and suffixes to decode words (i.e., -ful, -ly, -er). e. Use letter patterns to decode words (e.g., phonograms/word families/onset and rime: -ack, -ail,

-ake). 4010-0403 Objective 3: Spell words correctly.

a. Write sounds heard in words in the correct order. b. Hear and write beginning, middle, and ending consonant sounds to spell one -syllable words. c. Spell short vowel words with consonant blends and digraphs (e.g., bl, st, nt, sh, wh, th). d. Spell an increasing number of grade level high-frequency and irregular words correctly (e.g.,

bear, gone, could). e. Learn the spellings of irregular and difficult words (e.g., river, house, animal).

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4010-0404 Objective 4: Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).

a. Use knowledge about spelling to predict the spelling of new words. b. Associate the spelling of new words with that of known words and word patterns. c. Use spelling generalities to assist spelling of new words (e.g., one vowel between two

consonants, silent “e” on the end of a word, two vowels together).

4010-05 Standard V: Fluency? Students develop reading fluency to read aloud grade level text effortlessly without hesitation.

4010-0501 Objective 1: Read aloud grade level text with appropriate speed and accuracy.

a. Read grade level text at a rate of approximately 60 wpm. b. Read grade level text with an accuracy rate of 95-100%.

4010-0502 Objective 2: Read aloud grade level text effortlessly with clarity. a. Read grade level text in three- to four-word phrases using intonation, expression, and

punctuation cues. b. Read with automaticity 100 first grade high-frequency/sight words.

4010-06 Standard VI: Vocabulary? Students learn and use grade level vocabulary to increase

understanding and read fluently.

4010-0601 Objective 1: Learn new words through listening and reading widely. a. Use new vocabulary learned by listening, reading, and discussing a variety of genres. b. Learn the meanings of a variety of grade level words (e.g., words from literature, social studies,

science, math). c. Use resources to learn new words by relating them to known words (e.g., books, charts, word

walls, simple dictionaries). 4010-0602 Objective 2: Use multiple resources to learn new words by relating them to known words and/or concepts. See second, third, fourth, fifth, and sixth grades. 4010-0603 Objective 3: Use structural analysis and context clues to determine meanings of words.

a. Identify meanings of words using the root word and known endings (e.g., car, cars; jump, jumped, jumping).

b. Use context to determine meanings of unknown key words (e.g., The gigantic dog couldn’t fit in his new doghouse.).

4010-07 Standard VII: Comprehension? Students understand, interpret, and analyze narrative

and informational grade level text. 4010-0701 Objective 1: Identify purposes of text.

a. Discuss purpose for reading. b. Discuss author’s purpose.

4010-0702 Objective 2: Apply strategies to comprehend text. a. Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world). b. Ask questions about text read aloud and independently. c. Make predictions using picture clues, title, text, and/or prior knowledge. d. Make inferences and draw conclusions from text.

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4010-0702 Objective 2 (Continued): Apply strategies to comprehend text. e. Identify topic/main idea from text noting details. f. Retell using important ideas/events and supporting details in sequence. g. Compile information from text.

4010-0703 Objective 3: Recognize and use features of narrative and informational text. a. Identify beginning, middle, and end; characters; setting; problem/resolution. b. Identify different genres: nursery rhymes, fairy tales, poems, realistic fiction, fantasy, fables. c. Identify information from pictures, captions, and diagrams. d. Identify multiple facts in grade level informational text. e. Locate facts from informational texts (e.g., picture books, grade level informational books).

4010-08 Standard VIII: Writing? Students write daily to communicate effectively for a variety of purposes and audiences.

4010-0801 Objective 1: Prepare to write by gathering and organizing information and ideas (pre -writing).

a. Generate ideas for writing by reading, discussing literature and informational text, drawing, looking at books, being read to, and reflecting on personal experiences.

b. Select topics from generated ideas. c. Identify audience for writing.

4010-0802 Objective 2: Compose a written draft. a. Draft ideas on paper in an organized manner (e.g., beginning, middle, end) utilizing words and

sentences. b. Select appropriate words to convey meaning.

4010-0803 Objective 3: Revise by elaborating and clarifying a written draft. a. Revise draft to add details. b. Revise draft using descriptive words. c. Write in complete sentences.

4010-0804 Objective 4: Edit written draft for conventions. a. Edit writing for capitals in names, first word of a sentence, and the pronoun “I” and correct

ending punctuation (i.e., periods, question marks). b. Edit for spelling of grade level-appropriate words (e.g., would, down, made, write). c. Edit for standard grammar (i.e., complete sentences). d. Edit for appropriate formatting features (i.e., spacing, margins, titles).

4010-0805 Objective 5: Use fluent and legible handwriting to communicate. a. Print all upper- and lower-case letters of the alphabet and numerals 0-9 using proper form,

proportions, and spacing. b. Write with increasing fluency in forming manuscript letters and numerals. c. Produce legible documents with manuscript handwriting.

4010-0806 Objective 6: Write in different forms and genres. a. Produce personal writing (e.g., journals, lists, friendly notes and letters, personal experiences,

family stories, literature responses). b. Produce traditional and imaginative stories, narrative and formula poetry as a shared writing

activity. c. Produce functional text (e.g., ABC books, lists, labels, signs, how-to books, observations). d. Share writing with others using illustrations to add meaning to published works. e. Publish group and individual products.

Second Grade Language Arts

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Second Grade Language Arts 4020-01 Standard I: Oral Language? Students develop language for the purpose of effectively

communicating through listening, speaking, viewing, and presenting. 4020-0101 Objective 1: Develop language through listening and speaking.

a. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained). b. Listen and demonstrate understanding by responding appropriately (e.g., follow multiple -step

directions, restate, clarify, question, summarize). c. Speak clearly and audibly with expression in communicating ideas. d. Speak in complete sentences with appropriate subject-verb agreement.

4020-0102 Objective 2: Develop language through viewing media and presenting. a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain

information, distinguish between fiction/nonfiction). b. Use a variety of formats (e.g., drama, sharing of books and personal writings, choral readings,

informational reports, retelling experiences, and stories in sequence) in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers).

4020-02 Standard II: Concepts of Print? Students develop an understanding of how printed

language works. See kindergarten and first grade. 4020-03 Standard III: Phonological and Phonemic Awareness? Students develop phonological

and phonemic awareness. See kindergarten and first grade. 4020-04 Standard IV: Phonics and Spelling? Students use phonics and other strategies to

decode and spell unfamiliar words while reading and writing. 4020-0401 Objective 1: Demonstrate an understanding of the relationship between letters and sounds.

a. Identify and pronounce all vowel diphthongs (e.g., oi, oy, aw, au) and consonant digraphs (e.g., ch, sh, th, wh) accurately in words.

b. Identify and pronounce sounds for short and long vowels, using patterns (e.g., cvc, cvvc, cvcv, cvc-silent e), and vowel digraphs (e.g., ea, ee, ie, oa, ai, ay, oo, ow) accurately in two-syllable words.

c. Identify and pronounce r-controlled vowel patterns in words (e.g., ar, or, er). d. Identify and blend letter sounds to pronounce words.

4020-0402 Objective 2: Use knowledge of structural analysis to decode words. a. Identify and read grade level contractions and compound words. b. Identify sound patterns and apply knowledge to decode words (e.g., blends, digraphs, vowel

patterns, r-controlled vowels). c. Demonstrate an understanding of representing the same sound with different patterns by

decoding these patterns accurately in isolation and in text (e.g., ee, ea, ei, e). d. Use knowledge of root words and prefixes (e.g., re, un, mis) and suffixes (e.g., s, es, ed, ing,

est, ly) to decode words. e. Use letter and syllable patterns to pronounce multisyllabic words.

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4020-0403 Objective 3: Spell words correctly. a. Use knowledge of word families, patterns, and common letter combinations to spell new words. b. Spell words with short and long vowel sounds, r-controlled words, words with consonant

blends, consonant and vowel digraphs. c. Spell an increasing number of grade level high-frequency and irregular words correctly (e.g.,

believe, answer). d. Learn the spellings of irregular and difficult words (e.g., because, animals, before, answer,

weight). 4020-0404 Objective 4: Use spelling strategies to achieve accuracy (e.g., prediction, visualization, and association).

a. Use knowledge about spelling to predict the spelling of new words. b. Visualize words while writing. c. Associate the spelling of new words with that of known words and word patterns. d. Use spelling generalities to assist spelling of new words (e.g., one vowel between two

consonants, silent “e” on the end of a word, two vowels together). 4020-05 Standard V: Fluency? Students develop reading fluency to read aloud grade level text

effortlessly without hesitation. 4020-0501 Objective 1: Read aloud grade level text with appropriate speed and accuracy.

a. Read grade level text at a rate of approximately 80 wpm. b. Read grade level text with an accuracy rate of 95-100%.

4020-0502 Objective 2: Read aloud grade level text effortlessly with clarity. a. Read grade level text in three- to four-word phrases using intonation, expression, and

punctuation cues. b. Read with automaticity 200 second grade high-frequency/sight words.

4020-06 Standard VI: Vocabulary? Students learn and use grade level vocabulary to increase

understanding and read fluently. 4020-0601 Objective 1: Learn new words through listening and reading widely.

a. Use new vocabulary learned by listening, reading, and discussing a variety of genres. b. Learn the meaning of a variety of grade level words (e.g., words from literature, social studies,

science, math). 4020-0602 Objective 2: Use multiple resources to learn new words by relating them to known words and/or concepts.

a. Use multiple resources to determine the meanings of unknown words (e.g., simple dictionaries, glossaries).

b. Relate unfamiliar words and concepts to prior knowledge to increase vocabulary (e.g., liquid: milk, water, punch).

4020-0603 Objective 3: Use structural analysis and context clues to determine meanings of words. a. Identify meanings of words using prefixes and suffixes (e.g., do/undo, write/rewrite,

happy/happiness, help/helper/helpful). b. Use context to determine meanings of unknown key words (e.g., The store clerk glared at the

children as they looked at the toys.). c. Use context to determine meanings of synonyms, antonyms, homonyms (e.g., sun/son) and

multiple-meaning words (e.g., ring).

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4020-07 Standard VII: Comprehension? Students understand, interpret, and analyze narrative

and informational grade level text. 4020-0701 Objective 1: Identify purposes of text.

a. Identify purpose for reading. b. Identify author’s purpose.

4020-0702 Objective 2: Apply strategies to comprehend text. a. Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world). b. Ask questions about text read aloud and independently. c. Form mental pictures to aid understanding of text. d. Make and confirm predictions while reading using title, picture clues, text, and/or prior

knowledge. e. Make inferences and draw conclusions from text. f. Identify topic/main idea from text; note details. g. Summarize important ideas/events; summarize supporting details in sequence. h. Monitor and clarify understanding applying fix-up strategies while interacting with text. i. Compile information from text.

4020-0703 Objective 3: Recognize and use features of narrative and informational text. a. Identify characters, setting, sequence of events, problem/resolution. b. Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales. c. Identify information from pictures, captions, diagrams, charts, graphs, and table of contents. d. Identify different structures in texts (e.g., compare/contrast, cause/effect). e. Locate facts from a variety of informational texts (e.g. newspapers, magazines, books, other

resources). 4020-08 Standard VIII: Writing? Students write daily to communicate effectively for a variety

of purposes and audiences. 4020-0801 Objective 1: Prepare to write by gathering and organizing information and ideas (pre -writing).

a. Generate ideas for writing by reading, discussing literature and informational text, and reflecting on personal experiences.

b. Select topics from generated ideas. c. Identify audience, purpose, and form for writing. d. Use simple graphic organizers to organize information.

4020-0802 Objective 2: Compose a written draft. a. Draft ideas on paper in an organized manner utilizing words and sentences (e.g., beginning,

middle, end; main idea; details). b. Use voice in writing (e.g., express feelings, opinions). c. Select appropriate words to convey meaning.

4002-0803 Objective 3: Revise by elaborating and clarifying a written draft. a. Revise draft to add details, strengthen word choice, and reorder content. b. Enhance fluency by using complete sentences. c. Revise writing, considering the suggestions of others.

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4002-804 Objective 4: Edit written draft for conventions. a. Edit writing for capitals in names, first word of a sentence, and the pronoun “I”, correct

punctuation of sentence endings, greetings and closings of letters, dates, and contractions. b. Edit for spelling of grade level-appropriate words. c. Edit for standard grammar (e.g., subject-verb agreement). d. Edit for appropriate formatting features (e.g., margins, indentations, titles).

4020-0805 Objective 5: Use fluent and legible handwriting to communicate. a. Write demonstrating mastery of all upper- and lower-case manuscript letters and numerals

using proper form, proportions, and spacing. b. Increase fluency in forming manuscript letters and numerals. c. Produce legible documents with manuscript handwriting.

4020-0806 Objective 6: Write in different modes and genres. a. Produce personal writing (e.g., journals, friendly notes and letters, personal experiences, family

stories, literature responses). b. Produce traditional and imaginative stories, narrative and formula poetry as an

individual/shared writing activity. c. Produce informational text (e.g., ABC books, how-to books, observations). d. Produce writing to persuade (e.g., express opinions). e. Produce functional texts (e.g., lists, labels, signs). f. Share writing with others using illustrations, graphs, and/or charts to add meaning. g. Publish 4-6 individual products.

Third Grade Language Arts Core

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Third Grade Language Arts

4030-01 Standard I: Oral Language_Students develop language for the purpose of effectivelycommunicating through listening, speaking, viewing, and presenting.

4030-0101 Objective 1: Develop language through listening and speaking.a. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).b. Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step

directions, restate, clarify, question, summarize).c. Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume,

pitch, tone, phrasing, tempo).d. Speak in complete sentences with appropriate subject-verb agreement.

4030-0102 Objective 2: Develop language through viewing media and presenting.a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain

information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form anopinion).

b. Use a variety of formats (e.g., drama, sharing of books, personal writings, choral readings,informational reports) in presenting with various forms of media (e.g., pictures, posters, charts,ads, newspapers).

4030-02 Standard II: Concepts of Print_Students develop an understanding of how printedlanguage works. See kindergarten and first grade.

4030-03 Standard III: Phonological and Phonemic Awareness_Students develop phonologicaland phonemic awareness. See kindergarten and first grade.

4030-04 Standard IV: Phonics and Spelling_Students apply understanding of phonics andother strategies to decode and spell unfamiliar words while reading and writing.

4030-0401 Objective 1: Demonstrate an understanding of the relationship between letters andsounds. See kindergarten, first, and second grade.4030-0402 Objective 2: Use knowledge of structure analysis to decode words. See kindergarten,first, and second grade.4030-0403 Objective 3: Spell words correctly.

a. Use knowledge of word families, patterns, syllabication, and common letter combinations tospell new words.

b. Spell correctly grade level compound words, words with plural endings, and commonphonograms.

c. Spell an increasing number of high-frequency and irregular words correctly (e.g., friend,square, special).

d. Learn the spellings of irregular and difficult words (e.g., electric, planet, trapper, rectangle).4030-0404: Objective 4: Use spelling strategies to achieve accuracy (e.g., prediction, visualization,association).

a. Use knowledge about spelling to predict the spelling of new words.b. Visualize words while writing.c. Associate the spelling of new words with that of known words and word patterns.

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d. Use spelling generalities to assist spelling of new words (e.g., doubling of consonants, “le”endings, adding suffixes).

4030-05 Standard V: Fluency_Students develop reading fluency to read aloud grade level texteffortlessly without hesitation.

4030-0501 Objective 1: Read aloud grade level text with appropriate speed and accuracy.a. Read grade level text at a rate of approximately 100 wpm.b. Read aloud grade level text with an accuracy rate of 95-100%.

4030-0502 Objective 2: Read aloud grade level text effortlessly with clarity.a. Read grade level text in meaningful phrases using intonation, expression, and punctuation

cues.b. Read with automaticity 300 third grade high-frequency/sight words.

4030-06 Standard VI: Vocabulary_Students learn and use grade level vocabulary to increaseunderstanding and read fluently.

4030-0601 Objective 1: Learn new words through listening and reading widely.a. Use new vocabulary learned by listening, reading, and discussing a variety of genres.b. Learn the meaning and properly use a variety of grade level words (e.g., words from literature,

social studies, science, math).4030-0602 Objective 2: Use multiple resources to learn new words by relating them to known wordsand/or concepts.

a. Use multiple resources to determine the meanings of unknown words (e.g., simple dictionaries,glossaries, beginning thesauruses).

b. Relate unfamiliar words and concept to prior knowledge to increase vocabulary (e.g., rotation:planets, spinner, taking turns).

4030-0603 Objective 3: Use structural analysis and context clues to determine meanings of words.a. Identify meanings of words using prefixes and suffixes.b. Use context to determine the meaning of unknown key words (e.g., The ferocious dog growled

at the children.).c. Use context to determine the meanings of synonyms, antonyms, homonyms (e.g., blue, blew)

and multiple-meaning words (e.g., light).

4030-07 Standard VII: Comprehension_Students understand, interpret, and analyze narrativeand informational grade level text.

4030-0701 Objective 1: Identify purposes of text. a. Identify purpose for reading. b. Identify author’s purpose.4030-0702 Objective 2: Apply strategies to comprehend text.

a. Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).b. Generate questions about text (e.g., factual, inferential, evaluative).c. Form mental pictures to aid understanding of text.d. Make and confirm predictions while reading using title, picture clues, text and/or prior

knowledge.e. Make inferences and draw conclusions from text.

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f. Identify topic/main idea from text; note details.g. Summarize important ideas/events; summarize supporting details in sequence.

4030-0702 Objective 2 (Continued): Apply strategies to comprehend text.h. Monitor and clarify understanding applying fix-up strategies while interacting with text.i. Compile information from text.

4030-0703 Objective 3: Recognize and use features of narrative and informational text.a. Identify characters, setting, sequence of events, problem/resolution.b. Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales,

biographies, historical fiction.c. Identify information from pictures, captions, diagrams, charts, graphs, table of contents, index,

and glossary.d. Identify different structures in text (e.g., problem/solution, compare/contrast).e. Locate facts from a variety of informational texts (e.g. newspapers, magazines, books, other

resources).

4030-08 Standard VIII: Writing_Students write daily to communicate effectively for a variety ofpurposes and audiences.

4030-0801 Objective 1: Prepare to write by gathering and organizing information and ideas (pre-writing).

a. Generate ideas for writing by reading, discussing literature and informational text, andreflecting on personal experiences.

b. Select and narrow a topic from generated ideas.c. Identify audience, purpose, and form for writing.d. Use a variety of graphic organizers to organize information.

4030-0802 Objective 2: Compose a written draft.a. Draft ideas on paper in an organized manner utilizing words and sentences (e.g., beginning,

middle, end; main idea; details; characterization; setting; plot).b. Use voice to fit the purpose and audience.c. Use strong verbs and vivid language.d. Identify and use effective leads and strong endings.

4030-0803 Objective 3: Revise by elaborating and clarifying written draft.a. Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.b. Enhance fluency by using a variety of complete sentences (i.e., varied sentence length, simple

and complex sentences).c. Revise writing, considering the suggestions of others.

4030-0804 Objective 4: Edit written draft for conventions.a. Edit writing for correct capitalization and punctuation (i.e., capitals in holidays, titles, dates,

greetings and closings of letters, personal titles, contractions, abbreviations).b. Edit for spelling of grade level-appropriate words.c. Edit for standard grammar (e.g., subject-verb agreement, verb tense, comparatives,

superlatives, pronouns).d. Edit for appropriate formatting features (e.g., margins, indentations, titles).

4030-0805 Objective 5: Use fluent and legible handwriting to communicate.a. Write using upper- and lower-case cursive letters using proper from, proportions, and spacing.b. Develop fluency with cursive handwriting.c. Produce legible documents with cursive handwriting.

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4030-08-6 Objective 6: Write in different forms and genres.a. Produce personal writing (e.g., journals, friendly notes and letters, personal experiences, family

stories, literature responses).b. Produce traditional and imaginative stories, narrative and formula poetry.c. Produce informational text (e.g., explanation of a complex process_math/journals,

observations, content area reports, summaries).d. Produce writing to persuade (e.g., expressing opinions with supporting data).e. Produce functional text (e.g., newspaper and newsletter articles).f. Share writing with others using illustrations, graphs, and/or charts to add meaning.g. Publish 4-6 individual products.

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Fourth Grade Language Arts

4040-01 Standard I: Oral Language_Students develop language for the purpose of effectivelycommunicating through listening, speaking, viewing, and presenting.

4040-0101 Objective 1: Develop language through listening and speaking.a. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).b. Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step

directions, restate, clarify, question, summarize, elaborate formulating an opinion withsupporting evidence).

c. Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume,pitch, tone, phrasing, tempo).

d. Speak using simple and compound sentences with appropriate subject-verb agreement andverb tense.

4040-0102 Objective 2: Develop language through viewing media and presenting.a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain

information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form anopinion, determine presentation’s accuracy).

b. Use a variety of formats in presenting with various forms of media (e.g., pictures, posters,charts, ads, newspapers, graphs, videos, slide shows).

4040-02 Standard II: Concepts of Print_Students develop an understanding of how printedlanguage works. See kindergarten and first grade.

4040-03 Standard III: Phonological and Phonemic Awareness_Students develop phonologicaland phonemic awareness. See kindergarten and first grade.

4040-04 Standard IV: Phonics and Spelling_Students apply understanding of phonics andother strategies to decode and spell unfamiliar words while reading and writing.

4040-0401 Objective 1: Demonstrate an understanding of the relationship between letters andsounds. See kindergarten, first, and second grade.4040-0402 Objective 2: Use knowledge of structure analysis to decode words. See kindergarten,first, and second grade.4040-0403 Objective 3: Spell words correctly.

a. Use knowledge of word families, patterns, syllabication, and common letter combinations tospell new words.

b. Spell words with roots, inflectional endings, prefixes, and suffixes (e.g., faster, disapprove,celebration).

c. Spell an increasing number of high-frequency and irregular words correctly (e.g., explain,course, several).

d. Learn the spellings of irregular and difficult words (e.g., triangle, volcanoes, minerals, county).

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4040-0404 Objective 4: Use spelling strategies to achieve accuracy (e.g., prediction, visualization,association).

a. Use knowledge about spelling to predict the spelling of new words.b. Visualize words while writing.c. Associate spelling of new words from known words and word patterns.d. Use spelling generalities to assist spelling of new words.

4040-05 Standard V: Fluency_Students develop reading fluency to read aloud grade level texteffortlessly without hesitation.

4040-0501 Objective 1: Read aloud grade level text with appropriate speed and accuracy.a. Read grade level text at a rate of approximately 120-150 wpm.b. Read grade level text with an accuracy rate of 95-100%.

4040-0502 Objective 2: Read aloud grade level text effortlessly with clarity.a. Read grade level text in meaningful phrases using intonation, expression, and punctuation

cues.b. Read grade level words with automaticity.

4040-06 Standard VI: Vocabulary_Students learn and use grade level vocabulary to increaseunderstanding and read fluently.

4040-0601 Objective 1: Learn new words through listening and reading widely.a. Use new vocabulary learned by listening, reading, and discussing a variety of genres.b. Learn the meaning and properly use a variety of grade level words (e.g., words from literature,

social studies, science, math).4040-0602 Objective 2: Use multiple resources to learn new words by relating them to known wordsand/or concepts.

a. Use multiple resources to determine the meanings of unknown words (e.g., dictionaries,glossaries, beginning thesauruses).

b. Relate unfamiliar words and concepts to prior knowledge to increase vocabulary (e.g., settlers:Indians, pioneers, farmers).

4040-0603 Objective 3: Use structural analysis and context clues to determine meanings of words.a. Identify meanings of words using roots and affixes (e.g., disrespectfully).b. Use words, sentences, and paragraphs as context clues to determine meanings of unknown

key words, similes and idioms.c. Use context to determine meanings of synonyms, antonyms, homonyms (e.g.,

there/their/they’re) and multiple-meaning words (e.g., rock).

4040-07 Standard VII: Comprehension_Students understand, interpret, and analyze narrativeand informational grade level text.

4040-0701 Objective 1: Identify purposes of text.a. Identify purpose for reading.b. Identify author’s purpose.

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4040-0702 Objective 2: Apply strategies to comprehend text.a. Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).b. Generate questions about text (e.g., factual, inferential, evaluative).c. Form mental pictures to aid understanding of text.d. Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior

knowledge.e. Make inferences and draw conclusions from text.f. Identify theme/topic/main idea from text; note details.g. Summarize important ideas/events; summarize supporting details in sequence.h. Monitor and clarify understanding applying fix-up strategies while interacting with text.i. Compile, organize, and interpret information from text.

4040-0703 Objective 3: Recognize and use features of narrative and informational text.a. Identify characters, setting, sequence of events, problem/resolution.b. Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales,

biographies, historical fiction.c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table

of contents, index, and glossary.d. Identify different structures in text (e.g., description, problem/solution, compare/contrast,

cause/effect).e. Locate facts from a variety of informational texts (e.g., newspapers, magazines, textbooks,

biographies, other resources).

4040-08 Standard VIII: Writing_Students write daily to communicate effectively for a variety ofpurposes and audiences.

4040-0801 Objective 1: Prepare to write by gathering and organizing information and ideas (pre-writing).

a. Generate ideas for writing by reading, discussing, researching, and reflecting on personalexperiences.

b. Select and narrow a topic from generated ideas.c. Identify audience, purpose, form for writing.d. Use a variety of graphic organizers to organize information.

4040-0802 Objective 2: Compose a written draft.a. Draft ideas on paper in an organized manner utilizing words, sentences, and multiple

paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).b. Use voice to fit the purpose and audience.c. Use strong verbs and precise and vivid language to convey meaning.d. Identify and use effective leads and strong endings.

4040-0803 Objective 3: Revise by elaborating and clarifying a written draft.a. Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.b. Enhance fluency by using transitional words, phrases to connect ideas, and a variety of

complete sentences (i.e., sentence length, simple and complex sentences).c. Revise writing, considering the suggestions of others.

4040-0804 Objective 4: Edit written draft for conventions.a. Edit writing for correct capitalization and punctuation (i.e., words in a series, dialogue, complex

sentences, singular possessives, abbreviations).b. Edit for spelling of grade level-appropriate words.

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4040-0804 Objective 4 (Continued): Edit written draft for conventions.c. Edit for standard grammar (e.g., subject-verb agreement, verb tense, comparatives,

superlatives, pronouns).d. Edit for appropriate formatting features (e.g., margins, indentations, titles).

4040-0805 Objective 5: Use fluent and legible handwriting to communicate.a. Write using upper- and lower-case cursive letters with proper form, proportions, and

spacing.b. Increase fluency with cursive handwriting.c. Produce legible documents with cursive handwriting.

4040-0806 Objective 6: Write in different forms and genres.a. Produce personal writing (e.g., journals, personal experiences, eyewitness accounts, memoirs,

literature responses).b. Produce traditional and imaginative stories, narrative and formula poetry.c. Produce informational text (e.g., book reports, compare and contrast essays, observational

reports, research reports, content area reports, biographies, summaries).d. Produce writing to persuade (e.g., response to newspaper and magazine articles).e. Produce functional texts (e.g. newspaper and newsletter articles, e-mails, simple PowerPoint

presentations).f. Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.g. Publish 6-8 individual products.

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Fifth Grade Language Arts

4050-01 Standard I: Oral Language_Students develop language for the purpose of effectivelycommunicating through listening, speaking, viewing, and presenting.

4050-0101 Objective 1: Develop language through listening and speaking.a. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).b. Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step

directions, restate, clarify, question, summarize, elaborate formulating an opinion withsupporting evidence, interpret verbal and nonverbal messages, note purpose and perspective).

c. Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume,pitch, tone, phrasing, tempo).

d. Speak using complex sentences with appropriate subject-verb agreement, correct verb tenseand syntax.

4050-0102 Objective 2: Develop language through viewing media and presenting.a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, gain

information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form anopinion, determine presentation’s accuracy/bias).

b. Use a variety of formats in presenting with various forms of media (e.g., pictures, posters,charts, ads, newspapers, graphs, videos, slide shows).

4050-02 Standard II: Concepts of Print_Students develop an understanding of how printedlanguage works. See kindergarten and first grade.

4050-03 Standard III: Phonological and Phonemic Awareness_Students developphonological and phonemic awareness. See kindergarten and first grade.

4050-04 Standard IV: Phonics and Spelling_Students use phonics and other strategies todecode and spell unfamiliar words while reading and writing.

4050-0401 Objective 1: Demonstrate an understanding of the relationship between letters andsounds. See kindergarten, first, and second grade.4050-0402 Objective 2: Use knowledge of structure analysis to decode words. See kindergarten,first, and second grade.4050-0403 Objective 3: Spell words correctly.

a. Use knowledge of word families, patterns, syllabication, and common letter combinations tospell new words.

b. Spell multisyllable words with roots, prefixes, and suffixes.c. Spell an increasing number of high-frequency and irregular words correctly (e.g., language,

tongue).d. Learn the spellings of irregular and difficult words (e.g., hundredths, legislative, digestive).

4050-0404 Objective 4: Use spelling strategies to achieve accuracy (e.g., prediction, visualization,association).

a. Use knowledge about spelling to predict the spelling of new words.b. Visualize words while writing.c. Associate spelling of new words with that of known words and word patterns.d. Use spelling generalities to assist spelling of new words.

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4050-05 Standard V: Fluency_Students develop reading fluency to read aloud grade level texteffortlessly without hesitation.

4050-0501 Objective 1: Read aloud grade level text with appropriate speed and accuracy.a. Read grade level text at a rate of approximately 120-150 wpm.b. Read grade level text with an accuracy rate of 95-100%.

4050-0502 Objective 2: Read aloud grade level text effortlessly with clarity.a. Read grade level text in meaningful phrases using intonation, expression, and punctuation

cues.b. Read grade level words with automaticity.

4050-06 Standard VI: Vocabulary_Students learn and use grade level vocabulary to increaseunderstanding and read fluently.

4050-0601 Objective 1: Learn new words through listening and reading widely.a. Use new vocabulary learned by listening, reading, and discussing a variety of genres.b. Learn the meaning and properly use a variety of grade level words (e.g., words from literature,

social studies, science, math).4050-0602 Objective 2: Use multiple resources to learn new words by relating them to known wordsand/or concepts.

a. Use multiple resources to determine the meanings of unknown words (e.g., dictionaries,glossaries, beginning thesauruses).

b. Determine gradients of meanings between related words and concepts (e.g., ambassador:official, representative).

4050-0603 Objective 3: Use structural analysis and context clues to determine meanings of words.a. Identify meanings of words using roots and affixes.b. Use words, sentences, and paragraphs as context clues to determine meaning of unknown key

words, similes, metaphors, idioms, proverbs, and clichés.c. Use context to determine meanings of synonyms, antonyms, homonyms (e.g., your/you’re) and

multiple-meaning words (e.g., beat).

4050-07 Standard VII: Comprehension_Students understand, interpret, and analyze narrativeand informational grade level text.

4050-0701 Objective 1: Identify purposes of text.a. Identify purpose for reading.b. Identify author’s purpose.

4050-0702 Objective 2: Apply strategies to comprehend text.a. Relate prior knowledge to make connections to text (e.g., text to text, text, to self, text to

world).b. Generate questions about text (e.g., factual, inferential, evaluative).c. Form mental pictures to aid understanding of text.d. Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior

knowledge.e. Make inferences and draw conclusions from text.f. Identify theme/topic/main idea from text; note details.g. Summarize important ideas/events; summarize supporting details in sequence.

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4050-0702 Objective 2 (Continued): Apply strategies to comprehend text.h. Monitor and clarify understanding applying fix-up strategies while interacting with text.i. Compile, organize, and interpret information from text.

4050-0703 Objective 3: Recognize and use features of narrative and informational text.a. Identify characters, setting, sequence of events, problem/resolution.b. Compare and contrast elements of different genres: fairy tales, poems, realistic fiction, fantasy,

fables, folk tales, tall tales, biographies, historical fiction, science fiction).c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table

of contents, index, and glossary.d. Identify different structures in text (e.g., description, problem/solution, compare/contrast,

cause/effect, order of importance, time, geographic classification).e. Locate information from a variety of informational text (e.g., newspapers, magazines,

textbooks, biographies, Internet, other resources).

4050-08 Standard VIII: Writing_Students write daily to communicate effectively for a variety ofpurposes and audiences.

4050-0801 Objective 1: Prepare to write by gathering and organizing information and ideas (pre-writing).

a. Generate ideas for writing by reading, discussing, researching, and reflecting on personalexperiences.

b. Select and narrow a topic from generated ideas.c. Identify audience, purpose, and form for writing.d. Use a variety of graphic organizers to organize information from multiple sources.

4050-0802 Objective 2: Compose a written draft.a. Draft ideas on paper in an organized manner utilizing words, sentences, and multiple

paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).b. Use voice to fit the purpose and audience.c. Use strong verbs and precise and vivid language to convey meaning.d. Identify and use effective leads and strong endings.

4050-0803 Objective 3: Revise by elaborating and clarifying a written draft.a. Revise draft to add details, strengthen word choice, clarify main idea and reorder content.b. Enhance fluency by using transitional words, phrases to connect ideas, and a variety of

complete sentences and paragraphs to build ideas (e.g., varied sentence length, simple andcompound sentences).

c. Revise writing, considering the suggestions from others.4050-0804 Objective 4: Edit written draft for conventions.

a. Edit writing for correct capitalization and punctuation (i.e., introductory and dependent clauses,dialogue, singular and plural possessives).

b. Edit for spelling of grade level-appropriate words.c. Edit for standard grammar (e.g., subject-verb agreement, verb tense, irregular verbs).d. Edit for appropriate formatting features (e.g., margins, indentations, titles, headings).

4050-0805 Objective 5: Use fluent and legible handwriting to communicate.a. Write using upper- and lower-case cursive letters using proper form, proportions, and spacing.b. Increase fluency with cursive handwriting.c. Produce legible documents with manuscript or cursive handwriting.

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4050-0806 Objective 6: Write in different forms and genres.a. Produce personal writing (e.g., journals, personal experiences, eyewitness accounts, memoirs,

literature responses).b. Produce traditional and imaginative stories, narrative and formula poetry.c. Produce informational text (e.g., book reports, cause and effect reports, compare and contrast

essays, observational/research reports, content area reports, biographies, historical fiction,summaries).

d. Produce writing to persuade (e.g., essays, editorials, speeches, TV scripts, responses tovarious media).

e. Produce functional texts (e.g., newspaper and newsletter articles, e-mails, simple PowerPointpresentations, memos, agendas, bulletins).

f. Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.g. Publish 6-8 individual products.

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Sixth Grade Language Arts

4060-01 Standard I: Oral Language_Students develop language for the purpose of effectivelycommunicating through listening, speaking, viewing, and presenting.

4060-0101 Objective 1: Develop language through listening and speaking.a. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).b. Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step

directions, restate, clarify, question, summarize, elaborate formulating an opinion withsupporting evidence, interpret verbal and nonverbal messages, note purpose and perspective,identify tone, mood, emotion).

c. Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume,pitch, tone, phrasing, tempo).

d. Speak using complex sentences with appropriate subject-verb agreement, correct verb tense,and syntax.

4060-0102 Objective 2: Develop language through viewing media and presenting.a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain

information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form anopinion, determine presentation’s accuracy/bias, analyze and critique persuasive techniques).

b. Use a variety of formats in presenting with various forms of media (e.g., pictures, posters,charts, ads, newspapers, graphs, videos, slide shows).

4060-02 Standard II: Concepts of Print_Students develop an understanding of how printedlanguage works. See kindergarten and first grade.

4060-03 Standard III: Phonological and Phonemic Awareness_Students develop phonologicaland phonemic awareness. See kindergarten and first grade.

4060-04 Standard IV: Phonics and Spelling_Students use phonics and other strategies todecode and spell unfamiliar words while reading and writing.

4060-0401 Objective 1: Demonstrate an understanding of the relationship between letters andsounds. See kindergarten, first, and second grade.4060-0402 Objective 2: Use knowledge of structure analysis to decode words. See kindergarten,first, and second grade.4060-0403 Objective 3: Spell words correctly.

a. Use knowledge of word families, patterns, syllabication, and common letter combinations tospell new words.

b. Use knowledge of Greek and Latin roots and affixes to spell multisyllable words.c. Spell an increasing number of high-frequency and irregular words correctly (e.g., straight,

soldier, property, particular).d. Learn the spellings of irregular and difficult words (e.g., feudalism, electricity, parallelogram,

microorganism).4060-0404 Objective 4: Use spelling strategies to achieve accuracy (e.g., prediction, visualization,association).

a. Use knowledge about spelling to predict the spelling of new words.b. Visualize words while writing.

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4060-0404 Objective 4 (Continued): Use spelling strategies to achieve accuracy (e.g.,prediction, visualization, association).c. Associate spelling of new words with that of known words and word patterns.d. Use spelling generalities to assist spelling of new words.

4060-05 Standard V: Fluency_Students develop reading fluency to read aloud grade level texteffortlessly without hesitation.

4060-0501 Objective 1: Read aloud grade level text with appropriate speed and accuracy.a. Read grade level text at a rate of approximately 120-150 wpm.b. Read grade level text with an accuracy rate of 95-100%.

4060-0502 Objective 2: Read aloud grade level text effortlessly with clarity.a. Read grade level text in meaningful phrases using intonation, expression, and punctuation

cues.b. Read grade level words with automaticity.

4060-06 Standard VI: Vocabulary_Students learn and use grade level vocabulary to increaseunderstanding and read fluently.

4060-0601 Objective 1: Learn new words through listening and reading widely.a. Use new vocabulary learned by listening, reading, and discussing a variety of genres.b. Learn the meaning and properly use a variety of grade level words (e.g., words from literature,

social studies, science, math).4060-0602 Objective 2: Use resources to learn new words by relating them to known wordsand/or concepts.

a. Use multiple resources to determine the meanings of unknown words (e.g., dictionaries,glossaries, thesauruses).

b. Determine gradients of meanings between related words and concepts (e.g., colonization:exploration, migrate, settlement).

4060-0603 Objective 3: Use structural analysis and context clues to determine meanings of words.a. Identify meanings of words using roots and affixes (i.e., Greek/Latin affixes).b. Use words, sentences, and paragraphs as context clues to determine meanings of unknown

key words, similes, metaphors, idioms, proverbs, clichés, and literary expressions.c. Use context to determine meanings of synonyms, antonyms, homonyms (e.g., through/threw,

principal, principle) and multiple-meaning words (e.g., print).

40060-07 Standard VII: Comprehension_Students understand, interpret, and analyze narrativeand informational grade level text.

4060-0701 Objective 1: Identify purposes of text.a. Identify purpose for reading.b. Identify author’s purpose.

4060-0702 Objective 2: Apply strategies to comprehend text.a. Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).b. Generate questions about text (e.g., factual, inferential, evaluative).c. Form mental pictures to aid understanding of text.

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4060-0702 Objective 2 (Continued): Apply strategies to comprehend text.d. Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior

knowledge.e. Make inferences and draw conclusions from text.f. Identify theme/topic/main idea from text; note details.g. Summarize important ideas/events; summarize supporting details in sequence.h. Monitor and clarify understanding applying fix-up strategies while interacting with text.i. Compile, organize, and interpret information from text.

4060-0703 Objective 3: Recognize and use features of narrative and informational text.a. Identify characters, setting, sequence of events, problem/resolution, theme.b. Compare and contrast elements of different genres: fairy tales, poems, realistic fiction,

fantasy, fables, folk tales, tall tales, biographies, historical fiction, science fiction, myths,legends.

c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, tableof contents, index, and glossary.

d. Identify different structures in text (e.g., description, problem/solution, compare/contrast,cause/effect, order of importance, time, geographic classification).

e. Locate facts from a variety of informational texts (e.g., newspapers, magazines, textbooks,biographies, Internet, other resources).

4060-08 Standard VIII: Writing_Students write daily to communicate effectively for a variety ofpurposes and audiences.

4060-0801 Objective 1: Prepare to write by gathering and organizing information and ideas (pre-writing).

a. Generate ideas for writing by reading, discussing, researching, and reflecting on personalexperiences.

b. Select and narrow a topic from generated ideas.c. Identify audience, purpose, and form for writing.d. Use a variety of graphic organizers to organize information from multiple sources.

4060-0802 Objective 2: Compose a written draft.a. Draft ideas on paper in an organized manner utilizing words, sentences, and multiple

paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).b. Use voice to fit the purpose and audience.c. Use strong verbs and precise and vivid language to convey meaning.d. Identify and use effective leads and strong endings.

4060-0803 Objective 3: Revise by elaborating and clarifying a written draft.a. Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.b. Enhance fluency by using transitional words, phrases to connect ideas, and a variety of

complete sentences and paragraphs to build ideas (e.g., varied sentence length, simple andcompound sentences).

c. Revise writing, considering the suggestions from others.4060-0804 Objective 4: Edit written draft for conventions.

a. Edit writing for correct capitalization and punctuation (i.e., introductory and dependent clauses,dialogue, singular and plural possessives).

b. Edit for spelling of grade level-appropriate words.

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4060-0804 Objective 4 (Continued): Edit written draft for conventions.c. Edit for standard grammar (e.g., subject-verb agreement, verb tense, irregular verbs).d. Edit for appropriate formatting features (e.g., margins, indentations, titles, headings).

4060-0805 Objective 5: Use fluent and legible handwriting to communicate.a. Write using upper- and lower-case cursive letters using proper from, proportions, and spacing.b. Increase fluency with cursive handwriting.c. Produce legible documents with manuscript or cursive handwriting.

4060-0806 Objective 6: Write in different forms and genres.a. Produce personal writing (e.g., journals, personal experiences, eyewitness accounts, memoirs,

literature responses).b. Produce traditional and imaginative stories, narrative and formula poetry.c. Produce informational text (e.g., book reports, cause/effect reports, compare/contrast essays,

observational/research reports, content area reports, biographies, historical fiction,summaries).

d. Produce writing to persuade (e.g., essays, editorials, speeches, TV scripts, responses tovarious media).

e. Produce functional texts (e.g., newspaper and newsletters articles, e-mails, simple PowerPointpresentations, memos, agendas, bulletins, web pages).

f. Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/orgraphs to add meaning.

g. Publish 6-8 individual products.

Language Arts - 4070 - Seventh Grade [1999] Page 1 of 12

Language Arts - Secondary Course Description Language Arts - 4070 - Seventh Grade [1999] Course Description The needs of early adolescents are a fundamental concern to middle-level language arts teachers. Teachers attempt to meet the unique needs of these students by using curriculum concepts such as thematic organization, teaming among teachers, appropriate grouping, and interdisciplinary efforts. At the seventh-grade level, the Utah Core requires intensive formal instruction in reading comprehension strategies as well as comprehensive instruction in writing process. The Core continues to support the development of listening and speaking skills in informal situations, and introduces limited formal speech. Well-trained language arts instructors clearly understand that none of these skills, either the receptive skills of reading, listening, and viewing, or the expressive skills of writing, speaking, and presenting, are used in isolation from the other skills. They must be taught in an integrated, holistic curricular environment. CROSS CURRICULAR CONNECTIONS: Language arts teachers think of themselves as teachers of process more than dispensers of content. The language arts themselves have very little content. They are process skills. It is often helpful, and certainly reasonable, to take for the content of the various papers and presentations that students will create in language arts classes, content from other classes in the Core Curriculum and elsewhere. Listed below are some curricular connections that can be made between language arts and other curricula. These connections are taken from the Core documents of the other content areas specified, and would make useful assignments or choices for students involved in those other content areas. The Core standards and objectives for each of the areas listed below can be accessed on the Internet at http://www.usoe.k12.ut.us/curr. Science (General concept, p. 1): Read, view, and report on the general concept that follows: “;All substances are made of smaller parts and are themselves parts of large wholes. When parts come together, the whole often has properties that are very different from its parts.” Math (5200-02 , p. 3): Identify a math concept, idea, or situation and discuss, read, and write about it. Social Studies (6100-0102 , p. 1): Identify, read about, and if possible visit, view, and describe a place in Utah, e.g. Delicate Arch, the Governor's Mansion, the Wasatch Fault Line. Library Media (6512-0502 , p. 5): Tell stories and give book talks in all forms; e.g., skits, mime, puppet shows, games. Responsible Healthy Lifestyles (7100-0306 , p. 3): Recognize, research, discuss, and report positive and negative health practices that are affected by a variety of persuasive sources; e.g., peers, media, quackery. Character Education: Read, listen, view, and report on the ways in which literature helps us see the broad commonalties we share as humans, as well as the ways in which we are unique. Visual Arts (1100-0302 , p. 3): Explain why a work is considered a success, according to what you have learned in art. Music (1620-0505 , p. 7): Read, listen, view, and report on the different ideas and feelings that music can communicate. School-to-Careers: Produce a position paper presenting your point of view on a business-related issue.

Language Arts - 4070 - Seventh Grade [1999] Page 2 of 12

Core Standards of the Course TOPIC: Reading

STANDARD: 4070 - 01 Students use comprehension strategies before reading. OBJECTIVES:

4070-0101 Establish a purpose prior to reading a text selection.

o Read to learn. o Read for enjoyment. o Read to gather information for decision making. o Read to perform a task.

4070-0102 Preview the text.

o Identify the author's purpose. o Skim the text for general understanding. o Scan for specific information. o Determine text format by noting key features, e.g., headlines, captions, bold print. o Choose strategies to suit identified purpose, e.g., functional, informational, literary.

4070-0103 Activate and build upon prior knowledge.

o Access and review prior knowledge of content. o Build interest or understanding by relating prior knowledge to the main topic.

TOPIC: Reading

STANDARD: 4070 - 02 Students use comprehension strategies during reading to actively construct the meaning of text. OBJECTIVES:

4070-0201 Make text-to-text, text-to-self, and text-to-world connections.

o Relate text to other relevant texts. o Relate text to life situations and experiences. o Relate text to an event or issue in the world. o Use text connections to create mental images spontaneously and purposefully.

4070-0202 Simultaneously and strategically use cueing systems to establish the meaning of unfamiliar words or phrases.

o Use context clues to determine the meaning of unfamiliar words (semantic cueing system).

o Use sentence structure to determine the meaning of unfamiliar words (syntactic cueing system).

o Use letter sound correspondence to determine the pronunciation of unfamiliar words (graphophonic cueing system).

Language Arts - 4070 - Seventh Grade [1999] Page 3 of 12

4070-0203 Build vocabulary by using a variety of strategies.

o Determine word meaning through studies of root, prefix, suffix, and inflectional endings.

o Associate terminology with concepts, e.g., the definition of “democracy” vs. the concept of “democracy.”

o Clarify word meanings using references, e.g., dictionary, thesaurus, glossary. 4070-0204 Use comprehension strategies to deepen and broaden understanding of text.

o Generate literal, interpretive, and applied questions during reading. o Construct meaning in reading by flexibly and consciously using the cueing systems,

e.g., graphophonic, semantic, syntactic. o Make inferences by using prior knowledge and by locating and putting together

information from two or more places in text. o Identify or construct the main idea or theme and distinguish it from detail in text. o Summarize in own words. o Form predictions and confirm, revise, or reject them while reading.

4070-0205 Monitor own comprehension.

o Think of examples. o Create visual images. o Connect information. o Summarize in own words. o Use self-questioning to construct meaning. o Identify the impact that the reading environment has on reading. o Check periodically for comprehension.

4070-0206 Apply additional strategies when understanding breaks down.

o Skip the word or phrase and read on. o Read ahead. o Re-read to clarify information. o Consult outside sources, e.g., people, reference materials, the Internet.

TOPIC: Reading

STANDARD: 4070 - 03 Students use comprehension strategies after reading to reflect on, consolidate, and extend meaning. OBJECTIVES:

4070-0301 Summarize and/or synthesize important information from text.

o Create a graphic representation, e.g., web, diagram, picture, flowchart. o Write a response. o Discuss or debate important information. o Confirm, revise, or reject predictions. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia. o Connect the text to another text, to a situation in life, and/or to an event or issue in

the world.

Language Arts - 4070 - Seventh Grade [1999] Page 4 of 12

TOPIC: Reading

STANDARD: 4070 - 04 Students demonstrate independence in reading. OBJECTIVES:

4070-0401 Read increasingly demanding texts with fluency and understanding.

o Read widely and consistently, e.g. at least 1 hour per night from school assignments and recreational interests.

o Adjust reading rate to purpose and text difficulty. o Create mental images spontaneously and purposefully.

4070-0402 Demonstrate competency in reading self-selected texts.

o Determine when and where to use comprehension strategies before, during, and after reading.

o Read independently for a variety of purposes, e.g., to enjoy, gather information, answer questions, accomplish a task.

o Select and evaluate texts according to personal criteria. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia. TOPIC: Reading

STANDARD: 4070 - 05 Students read functional, informational, and literary texts from different periods, cultures, and genres. OBJECTIVES:

4070-0501 Demonstrate competency in reading and interpreting FUNCTIONAL text.

o Use comprehension strategies before, during, and after reading a functional text, e.g., directions, instruction manuals, a course syllabus, test instructions.

o Preview the text by skimming and noting key features. o Scan for relevant information. o Confirm ongoing meaning by using print and other text features, e.g., graphs,

captions, illustrations, models, diagrams, tables. 4070-0502 Demonstrate competency in reading and interpreting INFORMATIONAL text.

o Use comprehension strategies before, during, and after reading informational text, e.g., school textbooks, essays, reference materials, magazines, newspapers.

o Preview the text by skimming and noting key features, e.g., headings, sub headings, other visual information.

o Identify and use the organization of a text to locate, recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information. o Determine the accuracy, validity, and reliability of information. o Use information gained to create and share responses to text. o Recognize combinations of mode and text organization in a single piece.

Language Arts - 4070 - Seventh Grade [1999] Page 5 of 12

4070-0503 Demonstrate competency in reading and interpreting LITERARY text.

o Use comprehension strategies before, during, and after reading a literary text, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize the features of each literary genre, e.g., poetry line division, condensed language; novel chapter divisions; play dialogue, stage directions.

o Recognize and interpret elements of literature, e.g., plot, theme, character, setting, rhythm, rhyme.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.

TOPIC: Listening

STANDARD: 4070 - 06 Students use comprehension strategies before, during, and after listening. OBJECTIVES:

4070-0601 Use comprehension strategies before listening.

o Establish a purpose for listening, e.g., acquiring information/ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge, including knowledge of speaker and knowledge of subject matter.

o Focus attention, e.g., eliminate distractions, listen selectively, postpone reactions. 4070-0602 Use comprehension strategies to actively construct meaning from auditory sources.

o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Listen actively, e.g., determine organization, ask questions, attend to nonverbal

cues. o Use strategies to facilitate retention of information, e.g., repeat information,

construct mnemonics, use chunking, take notes. o Listen critically, e.g., separate facts from opinions. o Evaluate inferences.

4070-0603 Evaluate and respond after listening to reflect on, consolidate, and extend meaning.

o Summarize key ideas. o Synthesize information to answer questions, solve problems, and communicate

ideas. o Evaluate the usefulness, reliability, and accuracy of information.

TOPIC: Listening

STANDARD: 4070 - 07 Students listen in functional, informational, and literary situations. OBJECTIVES:

4070-0701 Demonstrate competency in listening to and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, being aware of schedule changes.

Language Arts - 4070 - Seventh Grade [1999] Page 6 of 12

o Listen for relevant information. o Confirm ongoing meaning, e.g., ask questions, summarize, predict.

4070-0702 Demonstrate competency in listening to and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after listening to information, e.g., school lectures, community forums, media messages.

o Identify the organization of information heard and use it to recall, construct, and predict, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Determine the accuracy, validity, and reliability of information. o Use information gained to create and share responses to auditory materials. o Recognize combinations of mode and organization in a single piece.

4070-0703 Demonstrate competency in listening to and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after listening to a literary presentation, e.g., poetry reading, play, retold story.

o Recognize and interpret the auditory elements of literature, e.g., sentence fluency, rhythm, rhyme.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Connect the literary presentation to another text, to a situation in life, and/or to an event in the world, where appropriate.

o Share responses to auditory text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.

TOPIC: Viewing

STANDARD: 4070 - 08 Students use comprehension strategies before, during, and after viewing. OBJECTIVES:

4070-0801 Use comprehension strategies before viewing.

o Establish a purpose for viewing, e.g., acquiring information/ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge, including knowledge of media, knowledge of subject. o Focus both visual and auditory attention.

4070-0802 Use comprehension strategies during viewing to actively construct meaning from visual materials.

o Focus attention, e.g., eliminate distractions, listen/watch selectively, postpone reactions.

o Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use strategies according to the organizational pattern to help increase retention of information, e.g., repeat information, construct mnemonics, take notes, use a graphic representation.

o Listen and view critically, e.g., separate fact from opinion. o Evaluate inferences. o Distinguish reality from the constructed representation of reality, e.g., television, the

Internet, drama, movie.

Language Arts - 4070 - Seventh Grade [1999] Page 7 of 12

4070-0803 Evaluate and respond after viewing to reflect on, consolidate, and extend meaning.

o Summarize key ideas. o Synthesize information to clarify thoughts, communicate ideas, and solve problems. o Offer feedback. o Evaluate the usefulness, reliability, and accuracy of information.

TOPIC: Viewing

STANDARD: 4070 - 09 Students view functional, informational, and literary materials from different periods, cultures, and genres. OBJECTIVES:

4070-0901 Demonstrate competency in viewing and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after viewing functional materials, e.g., web sites, maps, schedules, directions.

o Preview by skimming and noting key features, e.g., legends, titles, subtitles. o Confirm ongoing meaning by using print and other visual features, e.g., graphs,

captions, illustrations, labels, models, diagrams, tables. o Confirm ongoing meaning by using auditory features, e.g., dialogue, discussion,

description, volume. 4070-0902 Demonstrate competency in viewing and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after viewing informational materials, e.g., documentaries, photo essays, commercials, multimedia presentations.

o Preview information presented visually by skimming and scanning promotional materials, e.g., advertisements in newspapers, introductory programs, documentary video covers, documentary movie trailers.

o Identify the organization of information presented visually, and use it to recall, construct, and predict, e.g., compare/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information. o Determine the accuracy, validity, and reliability of information viewed. o Use the information gained visually and auditorily to create and share responses. o Recognize combinations of mode and text organization in a single piece.

4070-0903 Demonstrate competency in viewing and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after viewing a literary presentation, e.g., play, movie, poetry reading, choral reading, readers' theater.

o Recognize the elements of each literary genre to increase understanding and appreciation of visual literature, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize and interpret the visual elements of literature, e.g., setting, description. o Compare/contrast the experiences of various cultures that might be reflected in

visual literature. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia.

Language Arts - 4070 - Seventh Grade [1999] Page 8 of 12

TOPIC: Writing

STANDARD: 4070 - 10 Students use process strategies before, during, and after composing. OBJECTIVES:

4070-1001 Use pre-writing strategies to prepare to write.

o Set a purpose for writing. o Identify the intended audience. o Generate ideas for a topic. o Select and focus ideas. o Select a format according to the topic and purpose, e.g., poem, letter, essay,

journal entry. o Gather information from appropriate resources, e.g., interviews, journals,

dictionaries, books, magazines, the Internet, E-mail, CD ROMs, films, audio-visual media, appendices, indices, glossaries, tables of contents.

o Use resources ethically, e.g., observe copyright laws, use correct citations. o Elicit feedback on quality of initial ideas from peers, teachers, family members, and

others. 4070-1002 Use composing strategies to construct a written draft.

o Establish a main idea or identify a central theme for writing. o Select organizational pattern(s) to structure information, e.g., comparison/contrast,

cause/effect, question/answer, problem/solution, description, chronology, process. o Elaborate ideas through the use of detail, e.g., statistics, examples, illustrations,

photos, charts, graphs, tables. o Generate additional ideas as needed. o Use information problem-solving skills, i.e., The Big Six: task definition,

information-seeking strategies, location and access, use of information, synthesis, evaluation.

o Elicit feedback from peers, teachers, family members, and others according to an analytical assessment system, i.e., attend to ideas, organization, voice, word choice, sentence fluency, conventions.

4070-1003 Use revision strategies to improve a written draft.

o Re-examine audience and purpose and adjust draft. o Evaluate own and others' writing according to an analytic assessment, e.g., the

writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

o Use reference books for revision, e.g., thesaurus, different kinds of dictionaries, student handbook, atlas, almanac, Readers' Guide, newspaper, encyclopedia.

o Elicit feedback on writing according to an analytic assessment, e.g., the writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

4070-1004 Edit text to conform to the conventions of standard English that include capitalization, punctuation, usage, and correct spelling.

o Identify and correct errors in usage, e.g., misplaced modifiers, unnecessary fragments, run-on sentences, incorrectly combined sentences, incorrect subject-verb agreement, incorrect adverb usage, incorrect use of the possessive case, incorrectly applied present and future tenses.

Language Arts - 4070 - Seventh Grade [1999] Page 9 of 12

o Identify and correct errors in capitalization, e.g., sentence beginning, proper adjectives and nouns, titles, proper noun phrases.

o Identify and correct errors in punctuation, e.g., appropriate end punctuation, introductory comas, commas in a series, quotation marks with titles of chapters, use of unnecessary commas, capitals with historic periods.

o Identify and correct misspellings of words in the context of sentences. o Evaluate own and others' writing according to standard language usage. o Elicit feedback on standard language usage from peers, teachers, family members,

and others. 4070-1005 Participate in post-writing strategies to make writing public.

o Prepare finished products for publication, e.g., for school assignments in language arts and other content courses, on electronic bulletin boards, for public display, in school and commercial publications.

o Share with peers, teachers, family members, and others TOPIC: Writing

STANDARD: 4070 - 11 Students write functional, informational, and literary texts for various purposes, audiences, and situations. OBJECTIVES:

4070-1101 Demonstrate competency in writing FUNCTIONAL text.

o Use writing process strategies to construct functional text, e.g., to give directions, instructions, report findings.

o Use text features to indicate organization, e.g., headings, sub headings, other visual information.

o Confirm ongoing meaning by using visual text features, e.g., graphs, captions, illustrations, models, diagrams, tables.

4070-1102 Demonstrate competency in writing INFORMATIONAL text.

o Use writing process strategies to construct informational text, e.g., school reports, essays, magazine and newspaper articles.

o Use text features to indicate organization, e.g., headings, sub headings, other visual information.

o Select organizational pattern(s) to indicate important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use accurate, valid, and reliable information. o Use a mix of types of text organization as necessary.

4070-1103 Demonstrate competency in writing LITERARY text.

o Use writing process strategies to construct a literary text, e.g., myth, narrative, essay, poem.

o Use features of each literary genre, e.g., character, plot, meter, setting, chronology. o Use elements of literature, e.g., theme, metaphor, symbolism, types of conflict,

dialogue.

Language Arts - 4070 - Seventh Grade [1999] Page 10 of 12

4070-1104 Demonstrate increased competency in writing.

o Write widely and consistently, e.g., self-selected pieces, assigned papers, letters, notes, E-mail.

o Document writing improvement, e.g., portfolios, analytic assessment records, writing journals.

4070-1105 Write for a variety of purposes, in various rhetorical modes and genres.

o Use narration to recount experiences. o Use description to create sensory imagery. o Write genres for expressive aims, e.g., anecdotes, diary entries, friendly letters,

monologues, journal entries, memoirs. o Write genres for literary aims, e.g., character sketch, description of setting, poetry,

fable, folktale, legend. o Mix modes in a single piece.

4070-1106 Use writing to learn.

o Describe and use the steps in the writing process. o Describe the relationship between reading and writing activities in content-area

classrooms. o Use writing as a learning tool in the content areas, e.g., content journals, learning

logs, free writing, paraphrasing and summarizing, research reports, lab reports, reader response journals, dialogue journals, character journals, social justice notebooks.

TOPIC: Speaking

STANDARD: 4070 - 12 Students use process strategies before, during, and after speaking. OBJECTIVES:

4070-1201 Use strategies to prepare for a speech.

o Set a purpose that reflects the speaker's intentions, e.g., special occasion, information, persuasion.

o Identify attributes of the intended audience. o Activate audience's prior knowledge and provide additional background knowledge

where necessary. o Anticipate possible barriers to communication with audience, e.g., lack of prior

knowledge, firmly-held prior opinions. o Generate or gather ideas in consideration of a topic, e.g., brainstorm, use note-

taking skills, graphic organizers. o Select and focus ideas. o Generate speech text. o Prepare and practice all aspects of delivery.

Language Arts - 4070 - Seventh Grade [1999] Page 11 of 12

4070-1202 Use strategies to deliver an effective speech.

o Activate prior knowledge and provide additional background knowledge if necessary.

o Convey the central ideas and supporting details of the speech clearly. o Use voice and body language to support meaning. o Vary tone, pitch, and pace of speech to aid communication. o Adjust speech to accommodate audience response. o Demonstrate ethical and appropriate use of resources to enhance speech, e.g., the

Internet, library resources, others' ideas. o Use conventions of spoken language that are appropriate to the audience and that

reflect standard usage. 4070-1203 Analyze and evaluate the effectiveness of a speech.

o Elicit feedback on speech from peers, teachers, family members, and others. o Use self-monitoring techniques.

TOPIC: Speaking

STANDARD: 4070 - 13 Students speak in functional, informational, and literary situations for various purposes and audiences. OBJECTIVES:

4070-1301 Demonstrate speaking competency in FUNCTIONAL situations.

o Use speaking process strategies to speak to a functional situation, e.g., giving directions, instructions, answers to questions.

o Use oral features to indicate organization, e.g., labels and headings, transitional indicators.

o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. 4070-1302 Demonstrate speaking competency in INFORMATIONAL situations.

o Use speaking process strategies to address informational situations, e.g., oral school reports, essays, peer teaching experiences.

o Use oral features to indicate organization, e.g., labels and headings, transitional indicators.

o Select organizational pattern(s) to indicate important information, e.g., description, chronology, process.

o Use accurate, valid, and reliable information. o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. o Use a mix of types of organization.

4070-1303 Demonstrate speaking competency in LITERARY situations.

o Use speaking process strategies to present a literary performance, e.g., retold short story, poetry reading.

o Use voice variation to maintain audience interest. o Use the textual indicators of written prose and poetry to aid in interpretation. o Use gestures and/or props to elaborate text.

Language Arts - 4070 - Seventh Grade [1999] Page 12 of 12

4070-1304 Use effective communication strategies in small and large group discussions.

o Use agreed-upon rules for effective discussions. o Initiate discussion by providing appropriate information or asking for information. o Express reactions and opinions and challenge the opinions of others in a

constructive and considerate manner. o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Extend the discussion through clarification, synthesis, and summary of information. o Pose questions for other group members. o Listen attentively to others' ideas and opinions. o Encourage others to participate in the discussion. o Monitor and evaluate the discussion. o Apply additional communication strategies when communication breaks down. o Synthesize and share main ideas outside the discussion group.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, Salt Lake City, Utah 84111.

Language Arts - 4080 - Eighth Grade [1999] Page 1 of 12

Language Arts - Secondary Course Description Language Arts - 4080 - Eighth Grade [1999] Course Description The needs of early adolescents are a fundamental concern to middle-level language arts teachers. Teachers attempt to meet the unique needs of these students by using curriculum concepts such as thematic organization, teaming among teachers, appropriate grouping, and interdisciplinary efforts. At the seventh-grade level, the Utah Core requires intensive formal instruction in reading comprehension strategies as well as comprehensive instruction in writing process. The Core continues to support the development of listening and speaking skills in informal situations, and introduces limited formal speech. Well-trained language arts instructors clearly understand that none of these skills, either the receptive skills of reading, listening, and viewing, or the expressive skills of writing, speaking, and presenting, are used in isolation from the other skills. They must be taught in an integrated, holistic curricular environment. CROSS CURRICULAR CONNECTIONS: Language arts teachers think of themselves as teachers of process more than dispensers of content. The language arts themselves have very little content. They are process skills. It is often helpful, and certainly reasonable, to take for the content of the various papers and presentations that students will create in language arts classes, content from other classes in the Core Curriculum and elsewhere. Listed below are some curricular connections that can be made between language arts and other curricula. These connections are taken from the Core documents of the other content areas specified, and would make useful assignments or choices for students involved in those other content areas. The Core standards and objectives for each of the areas listed below can be accessed on the Internet at http://www.usoe.k12.ut.us/curr. Science (General concept, p. 1): Read, view, and report on the general concept that follows: “;All substances are made of smaller parts and are themselves parts of large wholes. When parts come together, the whole often has properties that are very different from its parts.” Math (5200-02 , p. 3): Identify a math concept, idea, or situation and discuss, read, and write about it. Social Studies (6100-0102 , p. 1): Identify, read about, and if possible visit, view, and describe a place in Utah, e.g. Delicate Arch, the Governor's Mansion, the Wasatch Fault Line. Library Media (6512-0502 , p. 5): Tell stories and give book talks in all forms; e.g., skits, mime, puppet shows, games. Responsible Healthy Lifestyles (7100-0306 , p. 3): Recognize, research, discuss, and report positive and negative health practices that are affected by a variety of persuasive sources; e.g., peers, media, quackery. Character Education: Read, listen, view, and report on the ways in which literature helps us see the broad commonalties we share as humans, as well as the ways in which we are unique. Visual Arts (1100-0302 , p. 3): Explain why a work is considered a success, according to what you have learned in art. Music (1620-0505 , p. 7): Read, listen, view, and report on the different ideas and feelings that music can communicate. School-to-Careers: Produce a position paper presenting your point of view on a business-related issue.

Language Arts - 4080 - Eighth Grade [1999] Page 2 of 12

Core Standards of the Course TOPIC: Reading

STANDARD: 4080 - 01 Students use comprehension strategies before reading. OBJECTIVES:

4080-0101 Establish a purpose prior to reading.

o Read to learn. o Read for enjoyment. o Read to gather information for decision making. o Read to perform a task.

4080-0102 Preview the text.

o Identify the author's purpose. o Skim the text for general understanding. o Scan for specific information. o Determine text format by noting key features, e.g., headlines, captions, bold print. o Choose strategies to suit identified purpose, e.g., functional, informational,

literary. 4080-0103 Activate and build upon prior knowledge.

o Access and review prior knowledge of content. o Build interest or understanding by relating prior knowledge to the main topic.

TOPIC: Reading

STANDARD: 4080 - 02 Students use comprehension strategies during reading to actively construct the meaning of text. OBJECTIVES:

4080-0201 Make text-to-text, text-to-self, and text-to-world connections. Relate text to other relevant texts.

o Relate text to life situations and experiences. o Relate text to an event or issue in the world. o Use text connections to create mental images spontaneously and purposefully.

4080-0202 Simultaneously and strategically use the cueing systems to establish the meaning of unfamiliar words or phrases.

o Use context clues to determine the meaning of unfamiliar words (semantic cueing system).

o Use sentence structure to determine the meaning of unfamiliar words (syntactic cueing system).

o Use letter sound correspondence to determine the pronunciation of unfamiliar words (graphophonic cueing system).

Language Arts - 4080 - Eighth Grade [1999] Page 3 of 12

4080-0203 Build vocabulary by using a variety of strategies.

o Determine word meaning through studies of root, prefix, suffix, and inflectional endings.

o Associate terminology with concepts, e.g., the definition of “democracy” vs. the concept of “democracy.”

o Clarify word meaning using references, e.g., dictionary, thesaurus, glossary. 4080-0204 Use comprehension strategies to deepen and broaden understanding of text.

o Generate literal, interpretive, and applied questions during reading. o Construct meaning in reading by flexibly and consciously using the cueing

systems, e.g., graphophonic, semantic, and syntactic. o Make inferences by using prior knowledge and by locating and putting together

information from two or more places in text. o Identify or construct the main idea or theme and distinguish it from detail in text. o Summarize in own words. o Form predictions and confirm, revise, or reject them while reading.

4080-0205 Monitor own comprehension.

o Think of examples. o Create visual images. o Connect information. o Summarize in own words. o Use self-questioning to construct meaning. o Identify the impact that the reading environment has on reading. o Check periodically for comprehension.

4080-0206 Apply additional strategies when understanding breaks down.

o Skip the word or phrase and read on. o Read ahead. o Re-read to clarify information. o Consult outside sources, e.g., people, reference materials, the Internet.

TOPIC: Reading

STANDARD: 4080 - 03 Students use comprehension strategies after reading to reflect on, consolidate, and extend meaning. OBJECTIVES:

4080-0301 Summarize and/or synthesize important information from text.

o Create a graphic representation, e.g., web, diagram, picture, flowchart. o Write a response. o Discuss or debate important information. o Confirm, revise, or reject predictions. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia. o Connect the text to another text, to a situation in life, and/or to an event or issue

in the world.

Language Arts - 4080 - Eighth Grade [1999] Page 4 of 12

TOPIC: Reading

STANDARD: 4080 - 04 Students demonstrate independence in reading. OBJECTIVES:

4080-0401 Read increasingly demanding texts with fluency and understanding.

o Read widely and consistently, e.g., at least 1 hour per night from school assignments and recreational interests.

o Adjust reading rate to purpose and text difficulty. o Create mental images spontaneously and purposefully.

4080-0402 Demonstrate competency in reading self-selected texts.

o Determine when and where to use comprehension strategies before, during, and after reading.

o Read independently for a variety of purposes, e.g., to enjoy, gather information, answer questions, accomplish a task.

o Select and evaluate texts according to personal criteria. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia. TOPIC: Reading

STANDARD: 4080 - 05 Students read functional, informational, and literary texts from different periods, cultures, and genres. OBJECTIVES:

4080-0501 Demonstrate competency in reading and interpreting FUNCTIONAL text.

o Use comprehension strategies before, during, and after reading a functional text, e.g., directions, instruction manuals, a course syllabus, test instructions.

o Preview the text by skimming and noting key features. o Scan for relevant information. o Confirm ongoing meaning by using print and other text features, e.g., graphs,

captions, illustrations, models, diagrams, tables. 4080-0502 Demonstrate competency in reading and interpreting INFORMATIONAL text.

o Use comprehension strategies before, during, and after reading informational text, e.g., school textbooks, essays, reference materials, magazines, newspapers.

o Preview the text by skimming and noting key features, e.g., headings, sub headings, other visual information.

o Identify and use the organization of a text to locate, recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information. o Determine the accuracy, validity, and reliability of information. o Use information gained to create and share responses to text. o Recognize combinations of mode and text organization in a single piece.

Language Arts - 4080 - Eighth Grade [1999] Page 5 of 12

4080-0503 Demonstrate competency in reading and interpreting LITERARY text.

o Use comprehension strategies before, during, and after reading a literary text, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize the features of each literary genre, e.g., poetry line division, condensed language; novel chapter divisions; play dialogue, stage directions.

o Recognize and interpret elements of literature, e.g., plot, theme, character, setting, rhythm, rhyme.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.

TOPIC: Listening STANDARD: 4080 - 06 Students use comprehension strategies before, during, and after listening.

OBJECTIVES: 4080-0601 Use comprehension strategies before listening.

o Establish a purpose for listening, e.g., acquiring information/ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge, including knowledge of speaker and knowledge of subject matter.

o Focus attention, e.g., eliminate distractions, listen selectively, postpone reactions. 4080-0602 Use comprehension strategies to actively construct meaning from auditory sources.

o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Listen actively, e.g., determine organization, ask questions, attend to nonverbal

cues. o Use strategies to facilitate retention of information, e.g., repeat information,

construct mnemonics, use chunking, take notes. o Listen critically, e.g., separate facts from opinions. o Evaluate inferences.

4080-0603 Evaluate and respond after listening to reflect on, consolidate, and extend meaning.

o Summarize key ideas. o Synthesize information to answer questions, solve problems, and communicate

ideas. o Evaluate the usefulness, reliability, and accuracy of information.

TOPIC: Listening STANDARD: 4080 - 07 Students listen in functional, informational, and literary situations. OBJECTIVES:

4080-0701 Demonstrate competency in listening to and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, being aware of schedule changes.

Language Arts - 4080 - Eighth Grade [1999] Page 6 of 12

o Listen for relevant information. o Confirm ongoing meaning, e.g., ask questions, summarize, predict.

4080-0702 Demonstrate competency in listening to and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after listening to information, e.g., school lectures, community forums, media messages.

o Identify the organization of information heard and use to recall, construct, and predict, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Determine the accuracy, validity, and reliability of information. o Use the information gained to create and share responses to auditory materials. o Recognize combinations of mode and organization in a single piece.

4080-0703 Demonstrate competency in listening to and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after listening to a literary presentation, e.g., poetry reading, play, retold story.

o Recognize and interpret the auditory elements of literature, e.g., sentence fluency, rhythm, rhyme.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Connect the literary presentation to another text, to a situation in life, and/or to an event or issue in the world, where appropriate.

o Share responses to auditory text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.

TOPIC: Viewing STANDARD: 4080 - 08 Students use comprehension strategies before, during, and after viewing.

OBJECTIVES: 4080-0801 Use comprehension strategies before viewing.

o Establish a purpose for viewing, e.g., acquiring information/ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge, including knowledge of media and knowledge of subject.

o Focus both visual and auditory attention. 4080-0802 Use comprehension strategies during viewing to actively construct meaning from visual material.

o Focus attention, e.g., eliminate distractions, listen/watch selectively, postpone reactions.

o Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use strategies according to organizational pattern to help increase retention of information, e.g., repeat information, construct mnemonics, take notes, use graphic representations.

o Listen and view critically, e.g., separate fact from opinion. o Evaluate inferences. o Distinguish reality from the constructed representation of reality, e.g., television,

the Internet, drama, movie.

Language Arts - 4080 - Eighth Grade [1999] Page 7 of 12

4080-0803 Evaluate and respond after viewing to reflect on, consolidate, and extend meaning.

o Summarize key ideas. o Synthesize information to clarify thoughts, communicate ideas, and solve

problems. o Offer feedback. o Evaluate the usefulness, reliability, and accuracy of information.

TOPIC: Viewing

STANDARD: 4080 - 09 Students view functional, informational, and literary materials from different periods, cultures, and genres. OBJECTIVES:

4080-0901 Demonstrate competency in viewing and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after viewing functional materials, e.g., web sites, maps, schedules, directions.

o Preview by skimming and noting key features, e.g., legends, titles, subtitles. o Confirm ongoing meaning by using print and other visual features, e.g., graphs,

captions, illustrations, labels, models, diagrams, tables. o Confirm ongoing meaning by using auditory features, e.g., dialogue, discussion,

description, volume, background. 4080-0902 Demonstrate competency in viewing and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after viewing informational materials, e.g., documentaries, photo essays, commercials, multimedia presentations.

o Preview information presented visually by skimming and scanning promotional materials, e.g., advertisements in newspapers, introductory programs, documentary video covers, documentary movie trailers.

o Identify the organization of information presented visually and use it to recall, construct, and predict, e.g., compare/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information. o Determine the accuracy, validity, and reliability of information viewed. o Use information gained visually and auditorily to create and share responses. o Recognize combinations of mode and organization in a single piece.

4080-0903 Demonstrate competency in viewing and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after viewing a literary presentation, e.g., play, movie, poetry reading, choral reading, readers' theater.

o Recognize the elements of each literary genre to increase understanding and appreciation of visual literature, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize and interpret the visual elements of literature, e.g., setting, description. o Compare/contrast the experiences of various cultures that might be reflected in

visual literature. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia.

Language Arts - 4080 - Eighth Grade [1999] Page 8 of 12

TOPIC: Writing

STANDARD: 4080 - 10 Students use process strategies before, during, and after composing. OBJECTIVES:

4080-1001 Use pre-writing strategies to prepare to write.

o Set a purpose for writing. o Identify the intended audience. o Generate ideas for a topic. o Select and focus ideas. o Select a format according to the topic and purpose, e.g., poem, letter, essay,

journal entry. o Gather information from appropriate resources, e.g., interviews, journals, books,

magazines, the Internet, E-mail, CD ROMs, films, audio-visual media, dictionaries, appendices, indices, glossaries, tables of contents.

o Use resources ethically, e.g., observe copyright laws, use correct citations. o Elicit feedback on the quality of initial ideas from peers, teachers, family

members, and others. 4080-1002 Use composing strategies to construct a written draft.

o Establish a main idea or identify a central theme for writing. o Use an organizational pattern to structure information, e.g., comparison/contrast,

cause/effect, question/answer, problem/solution, description, chronology, process.

o Elaborate ideas through the use of detail, e.g., statistics, examples, illustrations, photos, charts, graphs, tables.

o Use information problem-solving skills, i.e., The Big Six: task definition, information-seeking strategies, location and access, use of information, synthesis, evaluation.

o Generate additional ideas as needed. o Elicit feedback from peers, teachers, family members, and others according to an

analytical assessment system, e.g., revise for ideas, organization, voice, word choice, sentence fluency, conventions.

4080-1003 Use revision strategies to improve a written draft.

o Re-examine audience and purpose and adjust draft. o Evaluate own and others' writing according to an analytic assessment, e.g., the

writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

o Use reference books for revision, e.g., thesaurus, different kinds of dictionaries, student handbook, atlas, almanac, Readers' Guide, newspaper, encyclopedia.

o Elicit feedback on writing according to an analytic assessment, e.g., the writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

Language Arts - 4080 - Eighth Grade [1999] Page 9 of 12

4080-1004 Edit text to conform to the conventions of standard English that include capitalization, punctuation, usage, and correct spelling.

o Identify and correct errors in usage, e.g., misplaced modifiers, unnecessary fragments, incorrectly combined sentences, run-on sentences, incorrect use of superlative adverbs, incorrect use of object pronoun after preposition, incorrect pronoun agreement, incorrect subject-verb agreement with relative clause, incorrect subject-verb agreement with indefinite pronoun, incorrect use of past, present, and present perfect tenses.

o Identify and correct errors in capitalization, e.g., proper nouns, titles with names. o Identify and correct errors in punctuation, e.g., apostrophe to form possessive,

commas in parenthetical expressions, quotation marks with titles, unnecessary commas, commas with an introductory element, semicolon with independent clauses, commas before coordinating conjunction.

o Identify and correct misspellings of words in the context of sentences. o Evaluate own and others' writing according to standard language usage. o Elicit feedback on standard language usage from peers, teachers, family

members, and others. 4080-1005 Participate in post-writing strategies to make writing public.

o Prepare finished products for publication, e.g., for school assignments in language arts and other content courses, on electronic bulletin boards, for public display, in school and commercial publications.

o Share with peers, teachers, family members, and others. TOPIC: Writing

STANDARD: 4080 - 11 Students write functional, informational, and literary texts for various purposes, audiences, and situations. OBJECTIVES:

4080-1101 Demonstrate competency in writing FUNCTIONAL text.

o Use writing process strategies to construct functional text, e.g., to give directions, instructions, report findings.

o Use features to indicate organization, e.g., headings, sub headings, other visual information.

o Confirm ongoing meaning by using visual text features, e.g., graphs, captions, illustrations, models, diagrams, tables.

4080-1102 Demonstrate competency in writing INFORMATIONAL text.

o Use writing process strategies to construct informational text, e.g., school reports, essays, magazine and newspaper articles.

o Use text features to indicate organization, e.g., headings, sub headings, other visual information.

o Select organizational pattern(s) to indicate important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use accurate, valid, and reliable information. o Use a mix of types of text organization as necessary.

Language Arts - 4080 - Eighth Grade [1999] Page 10 of 12

4080-1103 Demonstrate competence in writing LITERARY text.

o Use writing process strategies to construct a literary text, e.g., myth, essay, poetry, narrative.

o Use the features of each literary genre, e.g., character, plot, meter, setting, chronology.

o Use the elements of literature, e.g., theme, metaphor, symbolism, types of conflict, dialogue.

4080-1104 Write increasingly demanding texts.

o Write widely and consistently, e.g., self-selected pieces, assigned papers, letters, notes, E-mail.

o Document writing improvement, e.g., portfolios, analytic assessment records, writing journals.

4080-1105 Write for a variety of purposes, in various rhetorical modes and genres.

o Use narration to recount experiences. o Use description to create sensory imagery. o Write genres for expressive aims, e.g., anecdotes, diary entries, friendly letters,

monologues, journal entries, memoirs. o Write genres for literary aims, e.g., character sketch, description of setting,

poetry, fable, folktale, legend. o Mix modes in a single piece.

4080-1106 Use writing to learn.

o Describe and use the steps in the writing process. o Describe the relationship between reading and writing activities in content-area

classrooms. o Use writing as a learning tool in the content areas, e.g., content journals, learning

logs, free writing, paraphrasing, summarizing, research reports, lab reports, reader response journals, dialogue journals, character journals, social justice notebooks.

TOPIC: Speaking STANDARD: 4080 - 12 Students use process strategies before, during, and after speaking.

OBJECTIVES: 4080-1201 Use strategies to prepare for a speech.

o Set a purpose that reflects the speaker's intentions, e.g., special occasion, information, persuasion.

o Identify attributes of the intended audience. o Activate audience's prior knowledge and provide additional background

knowledge where necessary. o Anticipate possible barriers to communication with audience, e.g., lack of prior

knowledge, firmly-held prior opinions. o Generate or gather ideas in consideration of a topic, e.g., brainstorm, use note-

taking skills, graphic organizers. o Select and focus ideas. o Generate speech text. o Prepare and practice all aspects of delivery.

Language Arts - 4080 - Eighth Grade [1999] Page 11 of 12

4080-1202 Use strategies to deliver an effective speech.

o Activate prior knowledge and provide additional background knowledge if necessary.

o Convey the central ideas and supporting details of the speech clearly. o Use voice and body language to support meaning. o Vary tone, pitch, and pace of speech to aid communication. o Adjust speech to accommodate audience response. o Demonstrate ethical and appropriate use of resources to enhance speech, e.g.,

the Internet, library resources, others' ideas. o Use conventions of spoken language that are appropriate to the audience and

that reflect standard usage. 4080-1203 Analyze and evaluate the effectiveness of a speech.

o Elicit feedback on speech from peers, teachers, family members, and others. o Use self-monitoring techniques.

TOPIC: Speaking STANDARD: 4080 - 13 Students speak in functional, informational, and literary situations for various purposes and audiences.

OBJECTIVES: 4080-1301 Demonstrate speaking competency in FUNCTIONAL situations.

o Use speaking process strategies to speak in a functional situation, e.g., giving directions, instructions, answers to questions.

o Use oral features to indicate organization, e.g., labels and headings, transitional indicators.

o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. 4080-1302 Demonstrate speaking competency in INFORMATIONAL situations.

o Use speaking process strategies to address informational situations, e.g., oral school reports, essays, peer-teaching experiences.

o Use oral features to indicate organization, e.g., labels and headings, transitional indicators.

o Select organizational patterns to indicate important information, e.g., question/answer, description, chronology, process.

o Use accurate, valid, and reliable information. o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. o Use a mix of types of organization.

4080-1303 Demonstrate speaking competency in LITERARY performances.

o Use speaking process strategies to present a literary performance, e.g., retold short story, poetry reading.

o Use voice variation to maintain audience interest. o Use the textual indicators of written prose and poetry to aid in interpretation. o Use gestures and/or props to elaborate text.

Language Arts - 4080 - Eighth Grade [1999] Page 12 of 12

4080-1304 Use effective communication strategies in small and large group discussions.

o Use agreed-upon rules for effective discussions. o Initiate discussion by providing appropriate information or asking for information. o Express reactions and opinions and challenge the opinions of others in a

constructive and considerate manner. o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Extend the discussion through clarification, synthesis, and summary of

information. o Pose questions for other group members. o Listen attentively to others' ideas and opinions. o Encourage others to participate in the discussion. o Monitor and evaluate the discussion. o Apply additional communication strategies when communication breaks down. o Synthesize and share main ideas outside the discussion group.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, Salt Lake City, Utah 84111.

Language Arts - 4090 - Ninth Grade [1999] Page 1 of 12

Language Arts - Secondary Course Description Language Arts - 4090 - Ninth Grade [1999] Course Description Students in grades nine and ten are beginning to move into the world of the later adolescent. As they begin these years, they are expanding their interests and beginning to look for areas of expertise and interest. They are looking forward to high school and, later on, to the world of work or post-high school training. At this level, though reading comprehension skills remain an important focus, the Utah Core begins a more intensive emphasis on the writing process and, in particular, the important skills of informational and persuasive writing. It continues to support the development of listening and speaking skills in informal situations, and introduces informational and persuasive formal speech. Well-trained language arts instructors clearly understand that none of these skills, either the receptive skills of reading, listening, and viewing, or the expressive skills of writing, speaking, and presenting, are used in isolation from the other skills. They must be taught in an integrated, holistic curricular environment. CROSS CURRICULAR CONNECTIONS: Language arts teachers think of themselves as teachers of process more than dispensers of content. The language arts themselves have very little content. They are process skills. It is often helpful, and certainly reasonable, to take for the content of the various papers and presentations that students will create in language arts classes, content from other classes in the Core Curriculum and elsewhere. Listed below are some curricular connections that can be made between language arts and other curricula. These connections are taken from the Core documents of the other content areas specified, and would make useful assignments or choices for students involved in those other content areas. The Core standards and objectives for each of the areas listed below can be accessed on the Internet at http://www.usoe.k12.ut.us/curr. Science (3520-0803 , p. 28): Read, view, discuss, and then report, either orally or in writing, on the influence of humans on an ecosystem. Math (5300-02, p. 30): Write a deductive argument using a formal or informal discussion and justifying each step. Social Studies (6200-0102 , p.17): Read literature that reveals the importance of “place” on people's lives in stories, e.g., Huckleberry Finn , The Old Man and the Sea , A Wrinkle in Time . Library Media (6512-0301 p. 2): Prior to writing a piece of informational prose, practice using location skills, including alphabetizing skills, searching with keyword search terms, narrowing or broadening keywords based on search success, truncation, and Boolean and proximity searching. Responsible Healthy Lifestyles , (7150-0310 , p. 9): Read, observe, discuss, and then report, either orally or in writing, findings about health practices associated with less illness and longer life expectancy. Character Education: Read, observe, discuss, and report, either orally or in writing, about the effects responsible human behavior has on the theme in a piece of literature. Visual Arts (1200-0103 , p. 41): Read, observe, discuss, and report, either orally or in writing, on the ways in which artists use illusion in visual art and in literature. Music (1800-0501 p. 32): Read, observe, discuss, and report, either orally or in writing, on why certain musical experiences and activities may be preferred to others. School-to-Careers : Read, observe, discuss, and then report, either orally or in writing, on a client/customer problem and its solution.

Language Arts - 4090 - Ninth Grade [1999] Page 2 of 12

Core Standards of the Course TOPIC: Reading

STANDARD: 4090 - 01 Students use comprehension strategies before, during, and after reading.

OBJECTIVES: 4090-0101 Use comprehension strategies before reading to be prepared to learn from text.

o Establish a purpose prior to reading a text selection. o Preview the text by skimming and noting key features. o Activate prior knowledge, including knowledge of content, knowledge of text

structure, and knowledge of strategies to use with a given text. o Build interest or understanding by relating the main topic or theme to prior

knowledge. 4090-0102 Use comprehension strategies during reading to actively construct the meaning of text.

o Connect the text to another text, to a situation in life, and/or to an event or issue in the world.

o Create mental images spontaneously and purposefully. o Determine word meaning through studies of root, prefix, suffix, and inflection. o Build vocabulary by adding concepts rather than memorizing definitions. o Generate literal, interpretive, and applied questions during reading. o Construct meaning in reading by flexibly and consciously using the cueing systems,

e.g., graphophonic, semantic, syntactic. o Make inferences by using prior knowledge and by locating and putting together

information from two or more places in the text. o Identify or construct the main idea and distinguish it from detail in text. o Monitor own comprehension and apply additional strategies when understanding

breaks down, e.g., skip the word or phrase and read on; think of an example; think of a visual image; read ahead; connect information; re-read and clarify information; summarize in own words.

o Form predictions and confirm, revise, or reject them while reading. 4090-0103 Use comprehension strategies after reading to reflect and learn with text.

o Summarize and/or synthesize important information from text. o Connect the text to another text, to a situation in life, and/or to an event or issue in

the world. o Confirm, revise, or reject predictions from information read. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia. TOPIC: Reading

STANDARD: 4090 - 02 Students read functional, informational, and literary texts from different periods, cultures, and genres.

OBJECTIVES: 4090-0201 Demonstrate competency in reading and interpreting FUNCTIONAL text.

o Use comprehension strategies before, during, and after reading a functional text, e.g., directions, instruction manuals, a course syllabus, test instructions.

Language Arts - 4090 - Ninth Grade [1999] Page 3 of 12

o Preview the text by skimming and noting key features. o Scan for relevant information. o Confirm ongoing meaning by using print and other text features, e.g., graphs,

captions, illustrations, models, diagrams, tables. 4090-0202 Demonstrate competency in reading and interpreting INFORMATIONAL text.

o Use comprehension strategies before, during, and after reading informational text, e.g., school textbooks, essays, reference materials, magazines, newspapers.

o Preview the text by skimming and noting key features, e.g., headings, sub headings, other visual information.

o Identify the organization of a text and use it to locate, recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information. o Determine the accuracy, validity, and reliability of information. o Use information gained to create and share responses to text. o Recognize combinations of mode and text organization in a single piece.

4090-0203 Demonstrate competency in reading and interpreting LITERARY text.

o Use comprehension strategies before, during, and after reading a literary text, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize the features of each literary genre to increase understanding and appreciation of literature, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize and interpret the elements of literature, e.g., metaphor, symbolism, types of conflict, dialogue.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.

4090-0204 Read increasingly demanding texts with fluency and understanding.

o Read widely and consistently, e.g., at least 1_ hours per night from school assignments and recreational interests.

o Adjust reading rate to purpose and text difficulty. o Create mental images spontaneously and purposefully.

4090-0205 Demonstrate competency in reading self-selected texts.

o Determine when and where to use comprehension strategies before, during, and after reading.

o Read independently for a variety of purposes, e.g., to enjoy, gather information, answer questions, accomplish a task.

o Select and evaluate texts according to personal criteria. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia.

Language Arts - 4090 - Ninth Grade [1999] Page 4 of 12

TOPIC: Listening

STANDARD: 4090 - 03 Students use comprehension strategies before, during, and after listening. OBJECTIVES:

4090-0301 Use comprehension strategies before listening.

o Establish a purpose for listening, e.g., acquiring information or ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge of speaker and subject matter. o Focus attention, e.g., eliminate distractions, listen selectively, postpone reactions.

4090-0302 Use comprehension strategies to actively construct meaning.

o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Listen actively, e.g., determine organization, ask questions, attend to nonverbal

cues. o Use strategies to facilitate retention of information, e.g., repeat information,

construct mnemonics, take notes. o Listen critically, e.g., separate facts from opinions. o Evaluate inferences.

4090-0303 Evaluate and respond after listening to reflect on, consolidate, and extend meaning.

o Summarize key ideas. o Synthesize information to answer questions, solve problems, communicate ideas. o Evaluate the usefulness, reliability, and accuracy of information.

TOPIC: Listening

STANDARD: 4090 - 04 Students listen in functional, informational, and literary situations. OBJECTIVES:

4090-0401 Demonstrate competency in listening to and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.

o Listen for relevant information. o Confirm ongoing meaning, e.g., ask questions, summarize, predict.

4090-0402 Demonstrate competency in listening to and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after listening to informational materials, e.g., school lectures, community forums, media messages.

o Identify the organization of information heard and use it to recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Determine the accuracy, validity, and reliability of information. o Use information gained to create and share responses to auditory materials. o Recognize combinations mode and organization in a single piece.

Language Arts - 4090 - Ninth Grade [1999] Page 5 of 12

4090-0403 Demonstrate competency in listening to and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after listening to a literary presentation, e.g., poetry reading, play, retold story.

o Recognize and interpret the auditory elements of literature, e.g., sentence fluency, rhythm, rhyme, alliteration.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Connect the presentation to other literary presentations, to a situation in life, and/or to an event or issue in the world, where appropriate.

o Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.

TOPIC: Viewing

STANDARD: 4090 - 05 Students use comprehension strategies before, during, and after viewing. OBJECTIVES:

4090-0501 Use comprehension strategies before viewing to be prepared to learn from visual materials.

o Establish a purpose for viewing, e.g., acquiring information or ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge, e.g., knowledge of media, knowledge of subject. o Focus both visual and auditory attention.

4090-0502 Use comprehension strategies during viewing to actively construct meaning from visual materials.

o Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.

o Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use strategies according to the organizational pattern to help increase retention of information, e.g., repeat information, construct mnemonics, take notes, use graphic representations.

o Listen and view critically, e.g., separate fact from opinion. o Evaluate inferences. o Distinguish reality from the constructed representation of reality, e.g., television, the

Internet, drama, movie. 4090-0503 Evaluate and respond after viewing to reflect on, consolidate, and extend meaning.

o Summarize key ideas. o Synthesize information to clarify thoughts, communicate ideas, and solve problems. o Offer feedback. o Evaluate the usefulness, reliability, and accuracy of information.

Language Arts - 4090 - Ninth Grade [1999] Page 6 of 12

TOPIC: Viewing

STANDARD: 4090 - 06 Students view functional, informational, and literary materials from different periods, cultures, and genres. OBJECTIVES:

4090-0601 Demonstrate competency in viewing and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after viewing functional materials, e.g., web sites, maps, schedules, directions.

o Preview by skimming and noting key features, e.g., legends, titles, subtitles. o Confirm ongoing meaning by using print and other visual features, e.g., graphs,

captions, illustrations, labels, models, diagrams, tables. o Confirm ongoing meaning by using auditory features, e.g. dialogue, discussion

description, volume. 4090-0602 Demonstrate competency in viewing and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after viewing informational materials, e.g., documentaries, photo essays, multimedia materials.

o Preview information presented visually by skimming and scanning promotional materials, e.g., advertisements in newspapers, introductory programs, documentary video covers, documentary movie trailers.

o Identify the organization of information presented visually and use it to recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information, e.g., in computer presentations, on web sites. o Determine the accuracy, validity, and reliability of information viewed. o Use information gained visually to create and share responses to visual

presentations. o Recognize combinations of mode and organization in a single piece.

4090-0603 Demonstrate competency in viewing and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after viewing a literary presentation, e.g., play, movie, readers' theater.

o Recognize the elements of each literary genre to increase understanding and appreciation of visual literature, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize and interpret the visual elements of literature, e.g., setting, description. o Compare and/or contrast the experiences of various cultures that might be

reflected in visual literature. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia.

Language Arts - 4090 - Ninth Grade [1999] Page 7 of 12

TOPIC: Writing

STANDARD: 4090 - 07 Students use composing strategies before writing. OBJECTIVES:

4090-0701 Establish a purpose for writing.

o Write to learn. o Write to express an opinion. o Write to convey information. o Write to express creativity. o Write to persuade. o Write to record experiences. o Write to give instructions and directions.

4090-0702 Select a topic.

o Establish a main idea or identify a central theme for writing. o Generate ideas for a topic. o Narrow topic according to purpose and audience.

4090-0703 Analyze the intended audience.

o Identify audience attributes. o Identify format to address topic and purpose according to audience needs, e.g.,

poem, letter, essay, journal entry, play, short story, memo, lab report, directions, memoir, piece of information, reply to a test question, instructions.

o Select ideas according to purpose and topic to meet audience needs. 4090-0704 Activate prior knowledge.

o Review prior knowledge of topic. o Use prior knowledge of and experience with the topic to organize ideas. o Build own interest or understanding by relating prior knowledge to the topic.

4090-0705 Identify, select, and prioritize ideas and supporting evidence.

o Determine purpose and need for information. o Identify, select, and prioritize potential information sources, e.g., dictionaries,

interviews, journals, books, magazines, the Internet, E-mail, CD ROMs, films, audio-visual media, appendices, indices, glossaries, tables of contents, newspapers, atlases, encyclopedias.

o Use information problem-solving skills, i.e., The Big Six: task definition, information-seeking strategies, location and access, use of information, synthesis, evaluation.

o Use technology to manage information efficiently and effectively. o Use resources ethically, e.g., observe copyright laws, use correct citation.

Language Arts - 4090 - Ninth Grade [1999] Page 8 of 12

TOPIC: Writing

STANDARD: 4090 - 08 Students use composing strategies to construct a written draft OBJECTIVES:

4090-0801 Establish a main idea or identify a central theme for writing.

o Create a relational organization of ideas, e.g., web, map, outline, database. o Generate the main idea or central theme. o Generate sub-ideas or sub-themes, e.g., sub headings, chapter titles, paragraph

breaks, story elements. o Determine an organizational pattern that fits the purpose, main idea, or central

theme, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

4090-0802 Elaborate main ideas and supporting ideas through the use of detail.

o Generate examples. o Use statistics, graphs, and tables. o Supplement ideas with graphics, e.g., illustrations and photos, hypertext.

4090-0803 Generate additional ideas as needed.

o Connect prior knowledge and new information to expand understanding of topic. o Review organization of information. o Seek additional information sources.

4090-0804 Elicit feedback during composing.

o Use an analytical process to monitor composing, e.g., ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

o Seek feedback from peers, teachers, and family members. o Use an analytical process to provide feedback to peers, e.g., others' ability to

select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

TOPIC: Writing

STANDARD: 4090 - 09 Students revise and edit to improve a written draft. OBJECTIVES:

4090-0901 Use revision strategies to improve a written draft.

o Re-examine audience and purpose and adjust draft. o Evaluate own and others' writing according to an analytic assessment, e.g., the

writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

o Use reference books for revision, e.g., thesaurus, different kinds of dictionaries, student handbook, atlas, encyclopedia, almanac.

Language Arts - 4090 - Ninth Grade [1999] Page 9 of 12

o Elicit feedback on writing according to an analytic assessment, e.g., the writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

4090-0902 Edit text to conform to the conventions of standard English that include capitalization, punctuation, usage, and correct spelling.

o Identify and correct errors in usage, e.g., incorrectly combined sentences, misplaced modifiers, run-on sentences, unnecessary fragments, incorrect use of adverbs, incorrect pronoun antecedent, incorrect use of present and past tenses.

o Identify and correct errors in capitalization, e.g., lower case with common nouns, capitalization of title name.

o Identify and correct errors in punctuation, e.g., comma before coordinating conjunction, unnecessary commas, commas with nonrestrictive elements, semicolon with independent clauses.

o Identify and correct misspellings of words in the context of sentences. o Evaluate own and others' writing according to standard language usage. o Elicit feedback on standard language usage from peers, teachers, family members,

and others. 4090-0903 Participate in post-writing strategies to make writing public.

o Prepare finished products for publication, e.g., for school assignments in language arts and other content courses, on electronic bulletin boards, for public display, in school and commercial publications.

o Share with peers, teachers, family members, and others. TOPIC: Writing

STANDARD: 4090 - 10 Students write functional, informational, and literary texts for various purposes, audiences, and situations. OBJECTIVES:

4090-1001 Demonstrate competency in writing FUNCTIONAL text.

o Use writing process strategies to construct functional text, e.g., to give process directions, construction instructions, report findings.

o Use features to indicate organization, e.g., headings, sub headings, other visual information.

o Confirm ongoing meaning by using multiple text features, e.g., graphs, captions, illustrations, models, diagrams, tables.

4090-1002 Demonstrate competency in writing INFORMATIONAL text.

o Use writing process strategies to construct informational text, e.g., school reports, essays, magazine and newspaper articles.

o Use features to indicate organization, e.g., headings, sub headings, other visual information.

o Select organizational pattern(s) to indicate important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use accurate, valid, and reliable information. o Use a mix of types of text organization as necessary.

Language Arts - 4090 - Ninth Grade [1999] Page 10 of 12

4090-1003 Demonstrate competency in writing LITERARY text.

o Use writing process strategies to construct a literary text, e.g., myth, essay, poetry. o Use the features of each literary genre, e.g., character, plot, meter, setting,

chronology. o Use the elements of literature, e.g., theme, metaphor, symbolism, types of conflict,

dialogue. 4090-1004 Write increasingly demanding texts.

o Write widely and consistently for school assignments and personal interests. o Demonstrate competency in writing self-selected pieces.

4090-1005 Write for a variety of purposes, in various rhetorical modes and genres.

o Use exposition to inform, explain, or clarify, e.g., business letters, directions, lab reports and observations, manual instructions, research reports, news articles, summaries.

o Use persuasion to convince, e.g., advertisements, debate scripts, letters of complaint, editorials, speeches.

o Mix modes in a single piece. 4090-1006 Use writing to learn.

o Describe and use the steps in the writing process. o Describe the relationship between reading and writing activities in content-area

classrooms. o Use writing as a learning tool in the content areas, e.g., content journals, learning

logs, free writing, paraphrasing, summarizing, research reports, lab reports, reader response journals, dialogue journals, character journals, social justice notebooks.

TOPIC: Speaking

STANDARD: 4090 - 11 Students use process strategies before, during, and after speaking. OBJECTIVES:

4090-1101 Use strategies to prepare for a speech.

o Set a purpose that reflects the speaker's intentions, e.g., special occasion, information, persuasion, speeches.

o Identify attributes of the intended audience. o Activate audience's prior knowledge and provide additional background knowledge

where necessary. o Anticipate possible barriers to communication with audience, e.g., lack of prior

knowledge, firmly-held prior opinions. o Generate or gather ideas in consideration of a topic, e.g., brainstorm, use note-

taking skills, graphic organizers. o Select and focus ideas. o Generate speech text. o Prepare and practice all aspects of delivery.

Language Arts - 4090 - Ninth Grade [1999] Page 11 of 12

4090-1102 Use strategies to deliver an effective speech.

o Activate audience's prior knowledge or schemata and provide additional background knowledge if necessary.

o Convey the central ideas and supporting details of the speech clearly. o Use voice, body language, and props to support meaning. o Vary tone, pitch, and pace of speech to aid communication. o Adjust speech to accommodate audience response. o Demonstrate ethical and appropriate use of resources to enhance speech, e.g., the

Internet, library resources, others' ideas. o Use conventions of spoken language that are appropriate to the audience and that

reflect standard usage. 4090-1103 Analyze and evaluate the effectiveness of a speech.

o Elicit feedback on speech from peers, teachers, family members, and others. o Use self-monitoring techniques.

TOPIC: Speaking

STANDARD: 4090 - 12 Students speak in functional, informational, and literary situations for various purposes and audiences. OBJECTIVES:

4090-1201 Demonstrate speaking competency in FUNCTIONAL situations.

o Use speaking process strategies to speak in a functional situation, e.g., giving directions, instructions, answers to questions.

o Use oral features to indicate organization, e.g., labels and headings, transitional indicators.

o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. 4090-1202 Demonstrate speaking competency in INFORMATIONAL situations.

o Use speaking process strategies to address informational situations, e.g., oral school reports, essays, peer-teaching experiences.

o Use oral features to indicate organization, e.g., labels and headings, transitional indicators.

o Use an organizational pattern to indicate important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use accurate, valid, and reliable information. o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. o Use a mix of types of organization.

4090-1203 Demonstrate speaking competency in LITERARY situations.

o Use speaking process strategies to address a literary performance, e.g., retold short story, poetry reading, readers' theater, prose recitation.

o Use voice variation to maintain audience interest.

Language Arts - 4090 - Ninth Grade [1999] Page 12 of 12

o Use gestures and/or props to elaborate text. o Use the textual indicators of written prose and poetry to aid in interpretation.

4090-1204 Use effective communication strategies in small and large group discussions.

o Use agreed-upon rules for effective discussions. o Initiate discussion by providing appropriate information or asking for information. o Express reactions and opinions and challenge the opinions of others in a

constructive and considerate manner. o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Extend the discussion through clarification, synthesis, and summary of information. o Pose questions for other group members. o Listen attentively to others' ideas and opinions. o Encourage others to participate in the discussion. o Monitor and evaluate the discussion. o Apply additional communication strategies when communication breaks down. o Synthesize and share main ideas outside the discussion group.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, Salt Lake City, Utah 84111.

Language Arts - 4100 - Tenth Grade [1999] Page 1 of 12

Language Arts - Secondary Course Description Language Arts - 4100 - Tenth Grade [1999] Course Description Students in grades nine and ten are beginning to move into the world of the later adolescent. As they begin these years, they are expanding their interests and beginning to look for areas of expertise and interest. They are looking forward to high school and, later on, to the world of work or post-high school training. At this level, though reading comprehension skills remain an important focus, the Utah Core begins a more intensive emphasis on writing process and, in particular, the important skills of informational and persuasive writing. It continues to support the development of listening and speaking skills in informal situations, and introduces informational and persuasive formal speech. Well-trained language arts instructors clearly understand that none of these skills, either the receptive skills of reading, listening, and viewing, or the expressive skills of writing, speaking, and presenting, is used in isolation from the other skills. They must be taught in an integrated, holistic curricular environment. CROSS CURRICULAR CONNECTIONS: Language arts teachers think of themselves as teachers of process more than dispensers of content. The language arts themselves have very little content. They are process skills. It is often helpful, and certainly reasonable, to take for the content of the various papers and presentations that students will create in language arts classes, content from other classes in the Core Curriculum and elsewhere. Listed below are some curricular connections that can be made between language arts and other curricula. These connections are taken from the Core documents of the other content areas specified, and would make useful assignments or choices for students involved in those other content areas. The Core standards and objectives for each of the areas listed below can be accessed on the Internet at http://www.usoe.k12.ut.us/curr. Science (General concept, p. 37) : Read about, view, discuss, and report, either orally or in writing, on a specific change in the technology, methods, or practice of science in your lifetime. Math (5350-04, p. 48): Find applications of mathematics in newspapers, magazines, television, radio, or other sources, and present these applications in writing or orally as picture books, collages, or displays. Social Studies (6220-0103 , p. 26): Read and compare/contrast a variety of written material, including primary and secondary sources. Library Media (6512-0402 , p. 4): While conducting research, evaluate and select information in terms of authority, completeness, relevance, format, point of view, reliability, and timeliness: Apply an understanding of the difference between primary and secondary sources. Distinguish between fact and opinion. Recognize propaganda and the presence of bias or prejudice. Recognize gratuitous violence in forms of popular culture. Responsible Healthy Lifestyles (7150-0409 , p. 10): Read about, discuss, observe, and report, either in writing or orally, on the major causes of and treatments for a disease such as cancer, heart and lung diseases, arthritis. Character Education : Look at a theme in a piece of literature and explore the human values that are reflected in it. What kinds of choices did the characters make around those values? Did their choices respect and honor themselves and others? Visual Arts (1130-0102 , p. 13): Discuss in writing or orally the processes involved in one or more art forms: stitchery, weaving, macrame, tie dying, applique, batik, soft sculpture, basketry.

Language Arts - 4100 - Tenth Grade [1999] Page 2 of 12

Music (1760-0504 , p.30): Research and report, orally or in writing, on the contributions of composers, performers, technicians, craftsmen, and others in developing and promoting music. School-to-Careers : Read about, discuss, observe, and report, either orally or in writing, on methods of persuasion used in presentations.

Core Standards of the Course TOPIC: Reading

STANDARD: 4100 - 01 Students use comprehension strategies before, during, and after reading. OBJECTIVES:

4100-0101 Use comprehension strategies before reading to be prepared to learn with text.

o Establish a purpose prior to reading a text selection. o Preview the text by skimming and noting key features. o Activate prior knowledge, including knowledge of content, knowledge of text

organization, and knowledge of strategies to use with a given text. o Build interest or understanding by relating the main topic or theme to prior

knowledge. 4100-0102 Use comprehension strategies during reading to actively construct the meaning of text.

o Connect the text to another text, to a situation in life, and/or to an event or issue in the world, where appropriate.

o Create mental images spontaneously and purposefully. o Determine word meaning through studies of root, prefix, suffix, and inflection. o Build vocabulary by adding concepts rather than memorizing definitions. o Generate literal, interpretive, and applied questions during reading. o Construct meaning in reading by flexibly and consciously using the cueing

systems, e.g., graphophonic, semantic, syntactic. o Make inferences by using prior knowledge and by locating and putting together

information from two or more places in the text. o Identify or construct the main idea and distinguish it from detail in text. o Monitor own comprehension and apply additional strategies when understanding

breaks down, e.g., skip the word or phrase and read on; think of an example; think of a visual image; read ahead; connect information; re-read and clarify information; summarize in own words.

o Form predictions and confirm, revise, or reject them while reading. 4100-0103 Use comprehension strategies after reading to reflect and learn with text.

o Summarize and/or synthesize important information from text. o Connect the text to another text, to a situation in life, and/or to an event or issue

in the world. o Confirm, revise, or reject predictions from information read. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia.

Language Arts - 4100 - Tenth Grade [1999] Page 3 of 12

TOPIC: Reading

STANDARD: 4100 - 02 Students read functional, informational, and literary texts from different periods, cultures, and genres. OBJECTIVES:

4100-0201 Demonstrate competency in reading and interpreting FUNCTIONAL text.

o Use comprehension strategies before, during, and after reading a functional text, e.g., directions, instruction manuals, a course syllabus, test instructions.

o Preview the text by skimming and noting key features. o Scan for relevant information. o Confirm ongoing meaning by using print and other text features, e.g., graphs,

captions, illustrations, models, diagrams, tables. 4100-0202 Demonstrate competency in reading and interpreting INFORMATIONAL text.

o Use comprehension strategies before, during, and after reading informational text, e.g., school textbooks, essays, reference materials, magazines, newspapers.

o Preview the text by skimming and noting key features, e.g., headings, sub headings, other visual information.

o Identify the organization of a text and use to locate, recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information. o Determine the accuracy, validity, and reliability of information. o Use information gained to create and share responses to text. o Recognize combinations of mode and text organization in a single piece.

4100-0203 Demonstrate competency in reading and interpreting LITERARY text.

o Use comprehension strategies before, during, and after reading a literary text, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize the features of each literary genre to increase understanding and appreciation of literature, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize and interpret the elements of literature, e.g., theme, metaphor, symbolism, types of conflict, dialogue.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.

4100-0204 Read increasingly demanding texts with fluency and understanding.

o Read widely and consistently, e.g., at least 1_ hours per night from school assignments and recreational interests.

o Adjust reading rate to purpose and text difficulty. o Create mental images spontaneously and purposefully.

Language Arts - 4100 - Tenth Grade [1999] Page 4 of 12

4100-0205 Demonstrate competency in reading self-selected texts.

o Determine when and where to use comprehension strategies before, during, and after reading.

o Read independently for a variety of purposes, e.g., to enjoy, gather information, answer questions, accomplish a task.

o Select and evaluate texts according to personal criteria. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia. TOPIC: Listening

STANDARD: 4100 - 03 Students use comprehension strategies before, during, and after listening. OBJECTIVES:

4100-0301 Use comprehension strategies before listening.

o Establish a purpose for listening, e.g., acquiring information or ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge of speaker and subject matter. o Focus attention, e.g., eliminate distractions, listen selectively, postpone reactions.

4100-0302 Use comprehension strategies to actively construct meaning from auditory sources.

o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Listen actively, e.g., determine organization, ask questions, attend to nonverbal

cues. o Use strategies to facilitate retention of information, e.g., repeat information,

construct mnemonics, take notes. o Listen critically, e.g., separate facts from opinions. o Evaluate inferences.

4100-0303 Evaluate and respond after listening to reflect on, consolidate, and extend meaning.

o Summarize key ideas. o Synthesize information to answer questions, solve problems, communicate ideas. o Evaluate the usefulness, reliability, and accuracy of information.

TOPIC: Listening

STANDARD: 4100 - 04 Students listen in functional, informational, and literary situations. OBJECTIVES:

4100-0401 Demonstrate competency in listening to and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.

o Listen for relevant information. o Confirm ongoing meaning, e.g., ask questions, summarize, predict.

Language Arts - 4100 - Tenth Grade [1999] Page 5 of 12

4100-0402 Demonstrate competency in listening to and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after listening to informational materials, e.g., school lectures, community forums, media messages.

o Identify the organization of information heard and use it to recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Determine the accuracy, validity, and reliability of information. o Use information gained to create and share responses to auditory materials. o Recognize combinations of different modes and organizations in a single piece.

4100-0403 Demonstrate competency in listening to and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after listening to a literary presentation, e.g., poetry reading, play, retold story.

o Recognize and interpret the auditory elements of literature, e.g., sentence fluency, rhythm, rhyme, alliteration.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Connect the literary presentation to another text, to a situation in life, and/or to an event or issue in the world, where appropriate.

o Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.

TOPIC: Viewing

STANDARD: 4100 - 05 Students use comprehension strategies before, during, and after viewing. OBJECTIVES:

4100-0501 Use comprehension strategies before viewing to be prepared to learn from visual materials.

o Establish a purpose for viewing, e.g., acquiring information or ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge, e.g., knowledge of media, knowledge of subject. o Focus both visual and auditory attention.

4100-0502 Use comprehension strategies during viewing to actively construct meaning from visual materials. .

o Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.

o Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use strategies according to the organizational pattern to help increase retention of information, e.g., repeat information, construct mnemonics, take notes.

o Listen and view critically, e.g., separate fact from opinion. o Evaluate inferences. o Distinguish reality from the constructed representation of reality, e.g., television,

the Internet, drama, movie.

Language Arts - 4100 - Tenth Grade [1999] Page 6 of 12

4100-0503 Evaluate and respond after viewing to reflect on, consolidate, and extend meaning.

o Summarize key ideas. o Synthesize information to clarify thoughts, communicate ideas, and solve

problems. o Offer feedback. o Evaluate the usefulness, reliability, and accuracy of information.

TOPIC: Viewing

STANDARD: 4100 - 06 Students view functional, informational, and literary materials from different periods, cultures, and genres. OBJECTIVES:

4100-0601 Demonstrate competency in viewing and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after viewing functional materials, e.g., web sites, maps, schedules, directions.

o Preview by skimming and noting key features, e.g., legends, titles, subtitles. o Confirm ongoing meaning by using print and other visual features, e.g., graphs,

captions, illustrations, labels, models, diagrams, tables. o Confirm ongoing meaning by using auditory features, e.g., dialogue, discussion,

description, volume. 4100-0602 Demonstrate competency in viewing and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after viewing informational materials, e.g., documentaries, photo essays, multimedia materials.

o Preview information presented visually by skimming and scanning promotional materials, e.g., advertisements in newspapers, introductory programs, documentary movie trailers, documentary video covers.

o Identify the organization of information presented visually and use it to recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information, e.g., in computer presentations, on web sites. o Determine the accuracy, validity, and reliability of information viewed. o Use information gained visually to create and share responses to visual

presentations. o Recognize combinations of modes and organizations in a single piece.

4100-0603 Demonstrate competency in viewing and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after viewing a literary presentation, e.g., play, movie, readers' theater.

o Recognize the elements of each literary genre to increase understanding and appreciation of visual literature, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize and interpret the visual elements of literature, e.g., setting, description. o Compare and/or contrast the experiences of various cultures that might be

reflected in visual literature. o Share responses to visual literary experiences through small group and whole

class discussions, e.g., movie clubs, pair share, film circles, think/pair/share groups.

Language Arts - 4100 - Tenth Grade [1999] Page 7 of 12

TOPIC: Writing

STANDARD: 4100 - 07 Students use composing strategies before writing OBJECTIVES:

4100-0701 Establish a purpose for writing.

o Write to learn. o Write to express an opinion. o Write to convey information. o Write to express creativity. o Write to persuade. o Write to record experiences. o Write to give instructions and directions.

4100-0702 Select a topic.

o Establish a main idea or identify a central theme for writing. o Generate ideas for a topic. o Narrow topic according to purpose and audience.

4100-0703 Analyze the intended audience.

o Identify audience attributes. o Identify format to address topic and purpose according audience needs, e.g.,

poem, letter, memo, lab report, directions, essay, journal entry, play, short story, memoir, information, test answers, directions.

o Select ideas according to purpose and topic to meet audience needs. 4100-0704 Activate prior knowledge.

o Mentally review prior knowledge of topic. o Use prior knowledge of and experience with the topic to organize ideas. o Build interest or understanding by relating prior knowledge to the topic.

4100-0705 Identify, select, and prioritize ideas and supporting evidence.

o Determine purpose and need for information. o Identify, select, and prioritize potential information sources, e.g., dictionaries,

interviews, journals, books, magazines, the Internet, E-mail, CD ROMs, films, audio-visual media, appendices, indices, glossaries, and tables of contents.

o Use information problem-solving skills, i.e., The Big Six: task definition, information-seeking strategies, location and access, use of information, synthesis, evaluation.

o Evaluate, interpret, organize, and synthesize information. o Use technology to manage information efficiently and effectively. o Use resources ethically, e.g., observe copyright laws, use correct citation.

Language Arts - 4100 - Tenth Grade [1999] Page 8 of 12

TOPIC: Writing

STANDARD: 4100 - 08 Students use composing strategies to construct a written draft. OBJECTIVES:

4100-0801 Establish a main idea or identify a central theme for writing.

o Create a relational organization of ideas, e.g., web, map, outline, database. o Generate the main idea or central theme. o Generate sub-ideas or sub-themes, e.g., sub headings, chapter titles, paragraph

breaks, story elements. o Determine an organizational pattern that fits the main idea or central theme, e.g.,

comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

4100-0802 Elaborate main ideas and supporting ideas through the use of detail.

o Generate examples. o Use statistics, graphs, and tables. o Supplement ideas with graphics, e.g., illustrations and photos, hypertext.

4100-0803 Generate additional ideas as needed.

o Connect prior knowledge and new information to expand understanding of topic. o Review organization of information. o Seek additional information sources.

4100-0804 Elicit feedback during composing.

o Use an analytical process to monitor composing, e.g., ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

o Seek feedback from peers, teachers, and family members. o Use an analytical process to provide feedback to peers, e.g., ideas, organization,

voice, word choice, sentence fluency, conventions. TOPIC: Writing

STANDARD: 4100 - 09 Students revise and edit to improve a written draft. OBJECTIVES:

4100-0901 Use revision strategies to improve a written draft.

o Re-examine audience and purpose and adjust draft. o Evaluate own and others' writing according to an analytic assessment, e.g., the

writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

o Use reference books for revision, e.g., thesaurus, different kinds of dictionaries, student handbook, atlas, encyclopedia, almanac.

Language Arts - 4100 - Tenth Grade [1999] Page 9 of 12

o Elicit feedback on writing according to an analytic assessment, e.g., the writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

4100-0902 Edit text to conform to the conventions of standard English that include capitalization, punctuation, usage, and correct spelling.

o Identify and correct errors in usage, e.g., run-on sentences, unnecessary fragments, incorrect adverb usage, incorrect pronoun antecedent agreement, incorrect subject-verb agreement, incorrect subject-verb agreement with collective noun, misplaced modifiers, incorrect use of present and past tenses.

o Identify and correct errors in capitalization, e.g., lower case with common nouns, capitalization of proper adjectives.

o Identify and correct errors in punctuation, e.g., unnecessary commas, comma with introductory element, beginning and ending in direct quotation, commas with parenthetical expressions.

o Identify and correct misspellings of words in the context of sentences. o Evaluate own and others' writing according to standard language usage. o Elicit feedback on standard language usage from peers, teachers, family

members, and others. 4100-0903 Participate in post-writing strategies to make writing public.

o Prepare finished products for publication, e.g., for school assignments in language arts and other content courses, on electronic bulletin boards, for public display, in school and commercial publications

o Share with peers, teachers, family members, and others. TOPIC: Writing

STANDARD: 4100 - 10 Students write functional, informational, and literary texts for various purposes, audiences, and situations. OBJECTIVES:

4100-1001 Demonstrate competency in writing FUNCTIONAL text.

o Use writing process strategies to construct functional text, e.g., to give process directions, construction instructions, report findings.

o Use features to indicate organization, e.g., headings, sub headings, other visual information.

o Confirm ongoing meaning by using multiple text features, e.g., graphs, captions, illustrations, models, diagrams, tables.

4100-1002 Demonstrate competency in writing INFORMATIONAL text.

o Use writing process strategies to construct informational text, e.g., school reports, essays, magazine and newspaper articles.

o Use features to indicate organization, e.g., headings, sub headings, other visual information.

o Select an organizational pattern(s) to indicate important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use accurate, valid, and reliable information. o Use a mix of types of text organization as necessary.

Language Arts - 4100 - Tenth Grade [1999] Page 10 of 12

4100-1003 Demonstrate competency in writing LITERARY text.

o Use writing process strategies to construct a literary text, e.g., myth, essay, poetry.

o Use the features of each literary genre, e.g., character, plot, setting, meter. o Use the elements of literature, e.g., theme, metaphor, symbolism, types of

conflict, dialogue. 4100-1004 Write increasingly demanding texts.

o Write widely and consistently for school assignments and personal interests. o Demonstrate competency in writing self-selected pieces.

4100-1005 Write for a variety of purposes, in various rhetorical modes and genres.

o Use exposition to inform, explain, or clarify, e.g., business letters, directions, lab reports and observations, manual instructions, research reports, news articles, summaries.

o Use persuasion to convince, e.g., advertisements, debate scripts, letters of complaint, editorials, speeches.

o Mix modes in a single piece. 4100-1006 Use writing to learn.

o Describe and use the steps in the writing process. o Describe the relationship between reading and writing activities in content-area

classrooms. o Use writing as a learning tool in the content areas, e.g., content journals, learning

logs, free writing, paraphrasing, summarizing, research reports, lab reports, reader response journals, dialogue journals, character journals, social justice notebooks.

TOPIC: Speaking

STANDARD: 4100 - 11 Students use process strategies before, during, and after speaking. OBJECTIVES:

4100-1101 Use strategies to prepare for a speech.

o Set a purpose that reflects the speaker's intentions, e.g., special occasion, information, persuasion, speeches.

o Identify attributes of the intended audience. o Activate audience's prior knowledge and provide additional background

knowledge where necessary. o Anticipate possible barriers to communication with audience, e.g., lack of prior

knowledge, firmly-held prior opinions. o Generate or gather ideas in consideration of a topic, e.g., brainstorm, use note-

taking skills, graphic organizers. o Select and focus ideas. o Generate speech text. o Prepare and practice all aspects of delivery.

Language Arts - 4100 - Tenth Grade [1999] Page 11 of 12

4100-1102 Use strategies to deliver an effective speech.

o Activate audience's prior knowledge and provide additional background knowledge if necessary.

o Convey the central ideas and supporting details of the speech clearly. o Use voice, body language, and props to support meaning. o Vary tone, pitch, and pace of speech to aid communication. o Adjust speech to accommodate audience response. o Demonstrate ethical and appropriate use of resources to enhance speech, e.g.,

the Internet, library resources, others' ideas. o Use conventions of spoken language that are appropriate to the audience and

that reflect standard usage. 4100-1103 Analyze and evaluate the effectiveness of a speech.

o Elicit feedback on speech from peers, teachers, family members, and others. o Use self-monitoring techniques.

TOPIC: Speaking

STANDARD: 4100 - 12 Students speak in functional, informational, and literary situations for various purposes and audiences. OBJECTIVES:

4100-1201 Demonstrate speaking competency in FUNCTIONAL situations.

o Use speaking process strategies to speak in a functional situation, e.g., giving directions, instructions, answers to questions.

o Use oral features to indicate organization, e.g., labels and headings, transitional indicators.

o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. 4100-1202 Demonstrate speaking competency in INFORMATIONAL situations.

o Use speaking process strategies to address an informational situation, e.g., oral school reports, essays, peer-teaching experiences.

o Use oral features to indicate organization, e.g., labels and headings, transitional indicators.

o Use an organizational pattern to indicate important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use accurate, valid, and reliable information. o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. o Use a mix of types of organization.

4100-1203 Demonstrate speaking competency in LITERARY performances.

o Use speaking process strategies to address a literary performance, e.g., poetry reading, readers' theater, prose recitation.

o Use voice variation to maintain audience interest.

Language Arts - 4100 - Tenth Grade [1999] Page 12 of 12

o Use gestures and/or props to elaborate text. o Use the textual indicators of written prose and poetry to aid in interpretation.

4100-1204 Use effective communication strategies in small and large group discussions.

o Use agreed-upon rules for effective discussions. o Initiate discussion by providing appropriate information or asking for information. o Express reactions and opinions and challenge the opinions of others in a

constructive and considerate manner. o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Extend the discussion through clarification, synthesis, and summary of

information. o Pose questions for other group members. o Listen attentively to others' ideas and opinions. o Encourage others to participate in the discussion. o Monitor and evaluate the discussion. o Apply additional communication strategies when communication breaks down. o Synthesize and share main ideas outside the discussion group.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, Salt Lake City, Utah 84111.

Language Arts - 4110 - Eleventh Grade [1999] Page 1 of 10

Language Arts - Secondary Course Description Language Arts - 4110 - Eleventh Grade [1999] Core Standards of the Course TOPIC: Reading

STANDARD: 4110 - 01 Students use comprehension strategies before, during, and after reading. OBJECTIVES:

4110-0101 Use comprehension strategies before reading to be prepared to learn with text.

o Establish a purpose prior to reading a text selection. o Preview the text by skimming and noting key features. o Activate prior knowledge, including knowledge of content, knowledge of text

organization, and knowledge of strategies to use with a given text. o Build interest or understanding by relating the main topic or theme to prior

knowledge. 4110-0102 Use comprehension strategies during reading to actively construct the meaning of text.

o Connect the text to another text, to a situation in life, and/or to an event or issue in the world.

o Create mental images spontaneously and purposefully. o Determine word meaning through studies of root, prefix, suffix, and inflection. o Build vocabulary by adding concepts rather than memorizing definitions. o Generate literal, interpretive, and applied questions during reading. o Construct meaning in reading by flexibly and consciously using the cueing

systems, e.g., graphophonic, semantic, syntactic. o Make inferences by using prior knowledge and by locating and putting together

information from two or more places in the text. o Identify or construct the main idea and distinguish it from detail in text. o Monitor own comprehension and apply additional strategies when understanding

breaks down, e.g., skip the word or phrase and read on; think of an example; think of a visual image; read ahead; connect information; re-read and clarify information; summarize in own words.

o Form predictions and confirm, revise, or reject them while reading. 4110-0103 Use comprehension strategies after reading to reflect and learn with text.

o Summarize and/or synthesize important information from text. o Connect the text to another text, to a situation in life, and/or to an event or issue

in the world. o Confirm, revise, or reject predictions from information read. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia.

Language Arts - 4110 - Eleventh Grade [1999] Page 2 of 10

TOPIC: Reading

STANDARD: 4110 - 02 Students read functional, informational, and literary texts from different periods, cultures, and genres. OBJECTIVES:

4110-0201 Demonstrate competency in reading and interpreting FUNCTIONAL text.

o Use comprehension strategies before, during, and after reading a functional text, e.g., directions, instruction manuals, a course syllabus, test instructions.

o Preview the text by skimming and noting key features. o Scan for relevant information. o Confirm ongoing meaning by using print and other text features, e.g., graphs,

captions, illustrations, models, diagrams, tables. 4110-0202 Demonstrate competency in reading and interpreting INFORMATIONAL text.

o Use comprehension strategies before, during, and after reading informational text, e.g., school textbooks, essays, reference materials, magazines, newspapers.

o Preview the text by skimming and noting key features, e.g., headings, sub headings, other visual information.

o Identify the organization of a text and use it to locate, recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information. o Determine the accuracy, validity, and reliability of information. o Use information gained to create and share responses to text. o Recognize that types of text organization may be mixed in a single piece.

4110-0203 Demonstrate competency in reading and interpreting LITERARY texts.

o Use comprehension strategies before, during, and after reading a literary text, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize the features of each literary genre to increase understanding and appreciation of literature, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize and interpret the elements of literature, e.g., metaphor, symbolism, rising and falling action.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Share responses to text, e.g., small group and whole class discussions, book clubs, visual presentations, written response, multimedia.

4110-0204 Read increasingly demanding texts with fluency and understanding.

o Read widely and consistently, e.g., at least 2 hours per night from school assignments and recreational interests.

o Adjust reading rate to purpose and text difficulty. o Create mental images spontaneously and purposefully, if needed.

Language Arts - 4110 - Eleventh Grade [1999] Page 3 of 10

4110-0205 Demonstrate competency in reading self-selected texts.

o Determine when and where to use comprehension strategies before, during, and after reading.

o Read independently for a variety of purposes, e.g., to enjoy, gather information, answer questions, accomplish a task.

o Select and evaluate texts according to personal criteria. o Share responses to text, e.g., small group and whole class discussions, book

clubs, visual presentations, written response, multimedia.

TOPIC: Listening

STANDARD: 4110 - 03 Students use comprehension strategies before, during, and after listening. OBJECTIVES OBJECTIVES:

4110-0301 Use comprehension strategies before listening.

o Establish a purpose for listening, e.g., acquiring information or ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge of speaker and subject matter. o Focus attention, e.g., eliminate distractions, listen selectively, postpone reactions.

4110-0302 Use comprehension strategies to actively construct meaning from auditory sources.

o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Listen actively, e.g., determine organization, ask questions, attend to nonverbal

cues. o Use strategies to facilitate retention of information, e.g., repeat information,

construct mnemonics, take notes. o Listen critically, e.g., separate facts from opinions, evaluate inferences.

4110-0303 Evaluate and respond after listening to reflect on, consolidate, and extend meaning.

o Summarize key ideas. o Synthesize information to answer questions, solve problems, communicate ideas. o Evaluate the usefulness, reliability, and accuracy of information.

TOPIC: Listening

STANDARD: 4110 - 04 Students listen in functional, informational, and literary situations. OBJECTIVES:

4110-0401 Demonstrate competency in listening to and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after listening to functional information, e.g., following directions and test instructions, understanding PA announcements, attending to schedule changes.

o Listen for relevant information. o Confirm ongoing meaning, e.g., ask questions, summarize, predict.

Language Arts - 4110 - Eleventh Grade [1999] Page 4 of 10

4110-0402 Demonstrate competency in listening to and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after listening to informational materials, e.g., school lectures, community forums, media messages.

o Identify the organization of information heard and use to recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Determine the accuracy, validity, and reliability of information heard. o Use information gained to create and share responses to auditory materials. o Recognize different combinations of mode and organization in a single piece.

4110-0403 Demonstrate competency in listening to and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after listening to a literary presentation, e.g., poetry reading, play, retold story.

o Recognize and interpret the auditory elements of literature, e.g., alliteration, onomatopoeia, internal rhyme.

o Compare and/or contrast the experiences of various cultures that might be reflected in the literature.

o Connect the literary presentation to another presentation, to a situation in life, and/or to an event or issue in the world, where appropriate.

TOPIC: Viewing

STANDARD: 4110 - 05 Students use comprehension strategies before, during, and after viewing. OBJECTIVES:

4110-0501 Use comprehension strategies before viewing.

o Establish a purpose for viewing, e.g., acquiring information and/or ideas, seeking enjoyment, providing understanding.

o Activate prior knowledge, e.g., knowledge of media, knowledge of subject. o Focus both visual and auditory attention.

4110-0502 Use comprehension strategies during viewing to actively construct meaning from visual materials.

o Focus attention, e.g., eliminate distractions, listen and watch selectively, postpone reactions.

o Use visual and auditory skills to determine organization, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use strategies according to the organizational pattern to help increase retention of information, e.g., repeat information, construct mnemonics, take notes, use a graphic representation.

o Listen and view critically, e.g., separate fact from opinion. o Evaluate inferences. o Distinguish reality from the constructed representation of reality, e.g., television,

the Internet, drama, movie. 4110-0503 Evaluate and respond after viewing to reflect and learn from visual materials.

o Summarize key ideas.

Language Arts - 4110 - Eleventh Grade [1999] Page 5 of 10

o Synthesize information to clarify thoughts, communicate ideas, and solve problems.

o Offer feedback. o Evaluate the usefulness, reliability, and accuracy of information.

TOPIC: Viewing

STANDARD: 4110 - 06 Students view functional, informational, and literary materials from different periods, cultures, and genres. OBJECTIVES:

4110-0601 Demonstrate competency in viewing and interpreting FUNCTIONAL materials.

o Use comprehension strategies before, during, and after viewing functional materials, e.g., web sites, maps, schedules, directions.

o Preview by skimming and noting key features, e.g., legends, titles, subtitles. o Confirm ongoing meaning by using print and other visual features, e.g., graphs,

captions, illustrations, labels, models, diagrams, tables. o Confirm ongoing meaning by using auditory features, e.g. dialogue, discussion,

description, volume. 4110-0602 Demonstrate competency in viewing and interpreting INFORMATIONAL materials.

o Use comprehension strategies before, during, and after viewing informational materials, e.g., documentaries, photo essays, multimedia materials.

o Preview information presented visually by skimming and scanning promotional materials, e.g., advertisements in newspapers, introductory programs, documentary movie trailers, documentary video covers.

o Identify the organization of information presented visually and use it to recall, construct, and predict important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Scan for relevant information, e.g., in computer presentations, on web sites. o Determine the accuracy, validity, and reliability of information viewed. o Use information gained visually to create and share responses to visual

presentations. o Recognize combinations of modes and organizations in a single piece.

4110-0603 Demonstrate competency in viewing and interpreting LITERARY materials.

o Use comprehension strategies before, during, and after viewing a literary presentation, e.g., play, movie, readers' theater.

o Recognize the elements of each literary genre to increase understanding and appreciation of visual literature, e.g., myth, essay, poetry, young adult literature, classics.

o Recognize and interpret the visual elements of literature, e.g., setting, description. o Compare and/or contrast the experiences of various cultures that might be

reflected in visual literature. o Connect the visual text to another text, to a situation in life, and/or to an event or

issue in the world, where appropriate.

Language Arts - 4110 - Eleventh Grade [1999] Page 6 of 10

TOPIC: Writing

STANDARD: 4110 - 07 Students use process strategies before, during, and after composing. OBJECTIVES:

4110-0701 Use pre-writing strategies to prepare to write.

o Set a purpose for writing. o Identify the intended audience. o Generate ideas for a topic. o Select and focus ideas. o Select a format according to the topic and purpose, e.g., poem, letter, essay,

journal entry. o Gather information from appropriate resources, e.g., interviews, journals,

dictionaries, books, magazines, the Internet, E-mail, CD ROMs, films, audio-visual media, appendices, indices, glossaries, and tables of contents.

o Use resources ethically, e.g., observe copyright laws, use correct citations. o Elicit feedback on quality of initial ideas from peers, teachers, family members,

and others. 4110-0702 Use composing strategies to construct a written draft.

o Establish a main idea or identify a central theme for writing. o Select organizational pattern(s) to structure information, e.g.,

comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Elaborate ideas through the use of detail, e.g., statistics, examples, illustrations, photos, charts, graphs, tables.

o Use information problem-solving skills, i.e., The Big Six: task definition, information-seeking strategies, location and access, use of information, synthesis, evaluation.

o Generate additional ideas as needed. o Elicit feedback from peers, teachers, family members, and others according to an

analytical assessment system, e.g., revise for ideas, organization, voice, word choice, sentence fluency, conventions.

4110-0703 Use revision strategies to improve a written draft.

o Re-examine audience and purpose and adjust draft. o Evaluate own and others' writing according to an analytic assessment, e.g., the

writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice, authentic voice, appropriate conventions.

o Use reference books for revision, e.g., thesaurus, different kinds of dictionaries, student handbook, atlas, almanac, Readers' Guide, newspaper, encyclopedia.

o Elicit feedback on writing according to an analytic assessment, e.g., the writer's ability to select, elaborate, and organize ideas, achieve sentence fluency, use appropriate and effective word choice authentic voice, and appropriate conventions.

Language Arts - 4110 - Eleventh Grade [1999] Page 7 of 10

4110-0704 Edit text to conform to the conventions of standard English that include capitalization, punctuation, usage, and correct spelling.

o Identify and correct errors in usage, e.g., run-on sentences, unnecessary fragments, incorrect use of adverbs, incorrect pronoun-antecedent agreement, incorrect subject-verb agreement, incorrect subject-verb agreement with collective noun, misplaced modifiers, incorrect use of present and past tenses.

o Identify and correct errors in capitalization, e.g., lower case with common nouns, capitalization of proper adjectives.

o Identify and correct errors in punctuation, e.g., unnecessary commas, comma with introductory element, beginning and ending in direct quotation, commas with parenthetical expression.

o Identify and correct misspellings of words in the context of sentences. o Evaluate own and others' writing according to standard language usage. o Elicit feedback on standard language usage from peers, teachers, family

members, and others. 4110-0705 Participate in post-writing strategies to make writing public.

o Prepare finished products for publication, e.g., for school assignments in language arts and other content courses, on electronic bulletin boards, for public display, in school or commercial publications.

o Share with peers, teachers, family members, and others. TOPIC: Writing

STANDARD: 4110 - 08 Students write functional, informational, and literary texts for various purposes, audiences, and situations. OBJECTIVES:

4110-0801 Demonstrate competency in writing FUNCTIONAL text.

o Use writing process strategies to construct functional text, e.g., to give process directions, construction instructions, report findings.

o Use features to indicate organization, e.g., headings, sub headings, other visual information.

o Confirm ongoing meaning by using multiple text features, e.g., graphs, captions, illustrations, models, diagrams, tables.

4110-0802 Demonstrate competency in writing INFORMATIONAL text.

o Use writing process strategies to construct informational text, e.g., school reports, essays, magazine and newspaper articles.

o Use features to indicate organization, e.g., headings, sub headings, other visual information.

o Select organizational pattern(s) to indicate important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use accurate, valid, and reliable information. o Use a mix of types of text organization as necessary.

Language Arts - 4110 - Eleventh Grade [1999] Page 8 of 10

4110-0803 Demonstrate competency in writing LITERARY text.

o Use writing process strategies to construct a literary text, e.g., myth, essay, poetry, short story.

o Use the features of each literary genre, e.g., character, plot, setting, meter. o Use the elements of literature, e.g., theme, metaphor, symbolism, types of

conflict, dialogue. 4110-0804 Write increasingly demanding texts.

o Write widely and consistently, for school assignments and personal interests. o Demonstrate competency in writing self-selected pieces.

4110-0805 Write for a variety of purposes, in various rhetorical modes and genres

o Use exposition to inform, explain, or clarify, e.g., business letters, directions, lab reports and observations, manual instructions, research reports, news articles, summaries.

o Use persuasion to convince, e. g., advertisements, debate scripts, letters of complaint, editorials, speeches.

4110-0806 Use writing to learn.

o Describe and use the steps in the writing process. o Describe the relationship between reading and writing activities in content-area

classrooms. o Use writing as a learning tool in the content areas, e.g., content journals, learning

logs, free writing, paraphrasing and summarizing, research reports, lab reports, reader response journals, dialogue journals, character journals, social justice notebooks.

TOPIC: Presenting

STANDARD: 4110 - 09 Students use process strategies before, during, and after presenting. OBJECTIVES:

4110-0901 Use strategies to prepare for a presentation.

o Set a purpose that reflects the presenter's intentions, e.g., information, persuasion, special occasion.

o Identify attributes of the intended audience. o Activate audience's prior knowledge and provide additional background

knowledge where necessary. o Anticipate possible barriers to communication with audience, e.g., lack of prior

knowledge, firmly-held prior opinions. o Generate or gather ideas in consideration of a topic, e.g., brainstorm, use note-

taking skills, graphic organizers. o Select and focus ideas. o Generate presentation text. o Prepare and practice all aspects of delivery.

Language Arts - 4110 - Eleventh Grade [1999] Page 9 of 10

4110-0902 Use strategies to deliver an effective presentation.

o Activate audience's prior knowledge and provide additional background knowledge if necessary.

o Convey the central ideas and supporting details of the presentation clearly. o Use voice, body language, and technology to support meaning. o Vary tone, pitch, pace, and use of technology in presentation to aid

communication. o Adjust presentation to accommodate audience response. o Demonstrate ethical and appropriate use of resources to enhance presentation,

e.g., the Internet, library resources, others' ideas. o Use conventions of spoken language that are appropriate to the audience and

that reflect standard usage. 4110-0903 Analyze and evaluate the effectiveness of a presentation.

o Elicit feedback on presentation from peers, teachers, family members, and others.

o Use self-monitoring techniques.

TOPIC: Presenting

STANDARD: 4110 - 10 Students present in functional, informational, and literary situations for various purposes and audiences OBJECTIVES:

4110-1001 Demonstrate competency in presenting in FUNCTIONAL situations.

o Use presentation process strategies to present in a functional situation, e.g., giving directions, instructions, answers to questions.

o Use oral and visual features to indicate organization, e.g., overhead transparencies, LCD materials, computer graphics.

o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. 4110-1002 Demonstrate competency in presenting in INFORMATIONAL situations.

o Use presentation process strategies to address an informational situation, e.g., oral school reports, essays, peer-teaching experiences.

o Use oral and visual features to indicate organization, e.g., labels and headings, transitional indicators.

o Use an oral or visual organizational pattern to indicate important information, e.g., comparison/contrast, cause/effect, question/answer, problem/solution, description, chronology, process.

o Use accurate, valid, and reliable information. o Confirm ongoing meaning by observing audience reaction. o Apply additional strategies when understanding breaks down, e.g., repeat

information, use a different illustration. o Use a mix of types of organization.

Language Arts - 4110 - Eleventh Grade [1999] Page 10 of 10

4110-1003 Demonstrate competency in presenting in LITERARY situations.

o Use presentation process strategies to address a literary performance, e.g., recitation of poetry, prose, drama.

o Use voice and visual variation to maintain audience interest. o Use graphic illustrations to elaborate text. o Use the textual indicators of written prose and poetry to aid in interpretation.

4110-1004 Use effective presentation strategies in small and large group presentations.

o Use agreed-upon rules for effective presentations. o Initiate discussion by providing appropriate information or asking for information. o Express reactions and opinions and challenge the opinions of others in a

constructive and considerate manner. o Maintain focus, e.g., filter distractions, listen selectively, postpone reactions. o Extend the presentation through clarification, synthesis, and summary of

information. o Pose questions for other group members. o Listen attentively to others' ideas and opinions. o Encourage others to participate in the discussion. o Monitor and evaluate the presentation. o Apply additional communication strategies when communication breaks down. o Synthesize and share main ideas outside the presentation group.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, Salt Lake City, Utah 84111.

Language Arts - 4120 - College Preparation (12) [1999] Page 1 of 15

Language Arts - Secondary Course Description Language Arts - 4120 - College Preparation (12) [1999] Course Description This course continues the development of thinking, reading, writing, speaking, and listening skills as identified in the preface. Students further improve all aspects of their communication skills. Students are introduced to a greater variety of literature, including practical as well as traditional literary material. They continue to decode (read the lines), to infer (read between the lines), to interpret (read beyond the lines), and to identify and appreciate effective use of language. They improve their expressive and receptive vocabularies; i.e., the words they use in speaking and writing and the words they understand when reading and listening. They continue their development of investigative and library reference skills. Students continue to develop the listening process to become responsive listeners; e.g., paraphrasing, using sequential dialogue, and summarizing. Students have multiple opportunities to practice writing, to increase fluency, to generate ideas, and to begin to emphasize correctness in finished pieces. All phases of the writing process are employed, where appropriate, to enhance meaning and communication for various audiences. Oral composing, emphasizing both responsive listening and effective speaking, augments the written composing process. To develop skills and confidence in expressing meaning, students speak in pairs, in small groups, in class discussions, and in presentations. Reading is a primary component of the communication process, but the choice of reading material for discussion is left to the discretion of the district, school, and classroom teacher. No lists of recommended reading are included in the core. This is an elective course which may be offered to honors students.

Core Standards of the Course TOPIC: Paper #1: Fictional Narrative Using Any Genre

STANDARD: 4120 - 01 The students will read and make valid inferences from a literary work. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4120-0101 Through reading selections and discussions, the students will: Share their own opinions, reactions, and impressions of the literature. 4120-0102 Through reading selections and discussions, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4120-0103 Through reading selections and discussions, the students will: Make valid inferences about characters, real or imaginary, based on various methods of characterization.

Language Arts - 4120 - College Preparation (12) [1999] Page 2 of 15

4120-0104 Through reading selections and discussions, the students will: Identify stereotypes. 4120-0105 Through reading selections and discussions, the students will: Identify characters that exhibit growth or decline. 4120-0106 Through reading selections and discussions, the students will: Identify mood and tone by example. 4120-0107 Through reading selections and discussions, the students will: Identify and support major and minor themes. 4120-0108 Through reading selections and discussions, the students will: Define unfamiliar vocabulary in context. 4120-0109 Before drafting, the students will: Choose a literary work to analyze. 4120-0110 Before drafting, the students will: Determine an appropriate audience. 4120-0111 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

TOPIC: Paper #2: Analysis of a Societal Issue

STANDARD: 4120 - 01 The students will find and use information from the library media center and other locations to analyze and rank potential solutions to a societal issue. (listening, speaking, reading, critical thinking, prewriting) [EXAMPLE: If the topic were disposal of nuclear waste, the analysis paper should identify important criteria for judging solutions to the problem such as longevity of the solution, cost, environmental hazards, etc., and then rank the criteria in order of importance.] OBJECTIVES:

4120-0101 Using information sources, the students will: Choose a societal issue. 4120-0102 Using information sources, the students will: Read an encyclopedia article for a brief overview of the topic. 4120-0103 Using information sources, the students will: Formulate questions to explore the topic. 4120-0104 Using information sources, the students will: Determine search terms or key words to locate additional information.

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4120-0105 Using information sources, the students will: Locate materials by using indexing systems (print or electronic) such as library media catalogs, magazine indexes, newspaper indexes, etc. 4120-0106 Using information sources, the students will: Find relevant, current, and accurate information from various sources that answers predetermined questions. 4120-0107 Using information sources, the students will: Obtain materials through interlibrary cooperation, if necessary. 4120-0108 Using information sources, the students will: Evaluate information. 4120-0109 Using information sources, the students will: Synthesize, summarize, and paraphrase information from various sources. 4120-0110 Using information sources, the students will: Define unfamiliar words. 4120-0111 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

TOPIC: Paper #3: Solution Paper

STANDARD: 4120 - 01 The students will study the solutions to the societal issue identified in the analysis paper and make conclusions and recommendations concerning the solutions. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4120-0101 Using information sources, the students will: Identify specific evidence that relates to proposed solutions, either supporting or refuting them. 4120-0102 Using information sources, the students will: Evaluate the informative value, comprehensiveness, and reliability of the evidence. 4120-0103 Using information sources, the students will: Decide which solution is best based on the evidence. 4120-0104 Using information sources, the students will: Determine the implications or ramifications of adopting the best solution. 4120-0105 Using information sources, the students will: Understand the vocabulary necessary to complete the assignment.

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4120-0106 Using information sources, the students will: Analyze the audience to determine if the conclusions and recommendations will be positively or negatively received. 4120-0107 Using information sources, the students will: Choose the most effective way to present the material to the audience. (For a hostile audience, provide the refutation first, the support later; for a warm audience, provide the support first, the refutation later.) 4120-0108 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

TOPIC: Paper #4: Comparison/Contrast

STANDARD: 4120 - 01 The students will analyze the similarities and differences between two literary selections. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4120-0101 Through reading selections and discussions, the students will: Analyze noteworthy works of literature (poems, short stories, plays) by the same or by different authors. 4120-0102 Through reading selections and discussions, the students will: Share their own opinions, reactions, and impressions of the literature. 4120-0103 Through reading selections and discussions, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4120-0104 Through reading selections and discussions, the students will: Identify and explain similarities; e.g., themes, plots, characters, style, etc. 4120-0105 Through reading selections and discussions, the students will: Identify and explain differences; e.g., themes, plots, characters, style, etc. 4120-0106 Through reading selections and discussions, the students will: Make inferences about how writers use literary techniques such as styles, irony, symbolism, etc. 4120-0107 Before drafting, the students will: Choose two literary selections to compare/contrast. 4120-0108 Before drafting, the students will: Determine an appropriate audience. 4120-0109 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

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TOPIC: Paper #5: Critical Response

STANDARD: 4120 - 01 Students will interpret a writer's intent in any type of work. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4120-0101 Through reading selections and discussions, the students will: Examine a wide selection of materials (news articles, poetry, essays, etc.). 4120-0102 Through reading selections and discussions, the students will: Share their own opinions, reactions, and impressions of the literature. 4120-0103 Through reading selections and discussions, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4120-0104 Through reading selections and discussions, the students will: Recognize dominant impressions created by the writer (sarcasm, criticism, praise, affection, etc.). 4120-0105 Through reading selections and discussions, the students will: Identify the techniques used to create this impression (diction, organization, tone). 4120-0106 Before drafting, the students will: Select a work for analysis. 4120-0107 Before drafting, the students will: Determine an appropriate audience. 4120-0108 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

TOPIC: Paper #1: Fictional Narrative Using Any Genre

STANDARD: 4120 - 02 Students will compose a fictional narrative using any genre; i.e., short story, poetry, or drama. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4120-0201 While drafting, the students will: Use appropriate voice. 4120-0202 While drafting, the students will: Develop realistic settings. 4120-0203 While drafting, the students will: Develop nonstereotypical characters.

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4120-0204 While drafting, the students will: Develop significant themes. 4120-0205 While drafting, the students will: Use connotative and denotative language to enhance meaning. 4120-0206 While drafting, the students will: Use major literary devices when appropriate; i.e., symbolism, irony, metaphor. 4120-0207 While drafting, the students will: Use vivid, concrete language when describing settings, characters, and actions. 4120-0208 While revising, the students will: Participate in response groups for peer evaluation. 4120-0209 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4120-0210 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Paper #2: Analysis of a Societal Issue

STANDARD: 4120 - 02 The students will compose a paper analyzing a societal issue. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4120-0201 Before drafting, the students will: Produce a comprehensive, factual, and informative analysis. 4120-0202 While drafting, the students will: Use appropriate voice. 4120-0203 While drafting, the students will: Synthesize and organize information. 4120-0204 While drafting, the students will: Use new words correctly. 4120-0205 While drafting, the students will: Include documentation of cited information; e.g., footnotes, endnotes, internal citations. 4120-0206 While drafting, the students will: Prepare a bibliography.

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4120-0207 While drafting, the students will: Produce charts, illustrations, or graphs when appropriate. 4120-0208 While drafting, the students will: Make sentence structure clear, strong, and direct. 4120-0209 While revising, the students will: Participate in response groups for peer evaluation. 4120-0210 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4120-0211 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Paper #3: Solution Paper

STANDARD: 4120 - 02 Students will compose a solution paper on a societal issue including conclusions and recommendations. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4120-0201 While drafting, the students will: Restate the solutions to the societal issue and define the criteria by which each will be evaluated. 4120-0202 While drafting, the students will: Use appropriate voice 4120-0203 While drafting, the students will: Provide ample evidence to demonstrate how each solution meets the criteria. 4120-0204 While drafting, the students will: Use concise, clear language. 4120-0205 While drafting, the students will: Define technical language. 4120-0206 While drafting, the students will: Include documentation of cited information; e.g., footnotes, endnotes, internal citations. 4120-0207 While drafting, the students will: Prepare a simple bibliography. 4120-0208 While drafting, the students will: Produce charts, illustrations, or graphs when appropriate. 4120-0209 While revising, the students will: Participate in response groups for peer evaluation.

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4120-0210 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4120-0211 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Paper #4: Comparison/Contrast

STANDARD: 4120 - 02 Students will compose an essay comparing and contrasting selected elements from works of literature. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4120-0201 While drafting, the students will: Identify and explain similarities in two or more works of literature; e.g., themes, plots, characters, etc. 4120-0202 While drafting, the students will: Identify and explain differences in two or more noteworthy works of literature; e.g., theme, plots, characters, etc. 4120-0203 While drafting, the students will: Make supported generalizations about the effectiveness of the writers' use of devices such as theme, characterization, etc. 4120-0204 While revising, the students will: Participate in response groups for peer evaluation. 4120-0205 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4120-0206 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Paper #5: Critical Response

STANDARD: 4120 - 02 Students will write a critical response to the dominant impression created in a work. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4120-0201 While drafting, the students will: Use appropriate voice. 4120-0202 While drafting, the students will: Identify and explain a dominant impression created by the author of the work selected.

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4120-0203 While drafting, the students will: Make supported inferences about a dominant impression created by the writer's techniques (diction, organization, tone). 4120-0204 While revising, the students will: Participate in response groups for peer evaluation. 4120-0205 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4120-0206 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Paper #1: Fictional Narrative Using Any Genre

STANDARD: 4120 - 03 The students will write a final draft of a fictional narrative. (listening, speaking, reading, critical thinking, writing, editing, publishing) OBJECTIVES:

4120-0301 While editing and publishing, the students will: Correct fragments and run-ons. 4120-0302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4120-0303 While editing and publishing, the students will: Use the proper form of pronouns. 4120-0304 While editing and publishing, the students will: Use correct subject-verb agreement. 4120-0305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4120-0306 While editing and publishing, the students will: Use specific words and details. 4120-0307 While editing and publishing, the students will: Eliminate slang and jargon. 4120-0308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4120-0309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4120-0310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable.

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4120-0311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4120-0312 While editing and publishing, the students will: Use transitions between paragraphs. 4120-0313 While editing and publishing, the students will: Use correct capitalization. 4120-0314 While editing and publishing, the students will: Use standard spelling. 4120-0315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4120-0316 While editing and publishing, the students will: Correct faulty parallelism. 4120-0317 While editing and publishing, the students will: Eliminate redundancies. 4120-0318 While editing and publishing, the students will: Share the final draft.

TOPIC: Paper #2: Analysis of a Societal Issue

STANDARD: 4120 - 03 The students will produce a final draft of a paper analyzing a societal issue. (listening, speaking, reading, critical thinking, editing, publishing) OBJECTIVES:

4120-0301 While editing and publishing, the students will: Correct fragments and run-ons. 4120-0302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4120-0303 While editing and publishing, the students will: Use the proper form of pronouns. 4120-0304 While editing and publishing, the students will: Use correct subject-verb agreement. 4120-0305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4120-0306 While editing and publishing, the students will: Use specific words and details. 4120-0307 While editing and publishing, the students will: Eliminate slang and jargon.

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4120-0308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4120-0309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4120-0310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4120-0311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4120-0312 While editing and publishing, the students will: Use transitions between paragraphs. 4120-0313 While editing and publishing, the students will: Use correct capitalization. 4120-0314 While editing and publishing, the students will: Use standard spelling. 4120-0315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4120-0316 While editing and publishing, the students will: Correct faulty parallelism. 4120-0317 While editing and publishing, the students will: Eliminate redundancies. 4120-0318 While editing and publishing, the students will: Share the final draft.

TOPIC: Paper #3: Solution Paper

STANDARD: 4120 - 03 Students will produce a final draft of a solution paper on a societal issue including conclusions and recommendations. (listening, speaking, reading, critical thinking, editing, publishing) OBJECTIVES:

4120-0301 While editing and publishing, the students will: Correct fragments and run-ons. 4120-0302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4120-0303 While editing and publishing, the students will: Use the proper form of pronouns. 4120-0304 While editing and publishing, the students will: Use correct subject-verb agreement.

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4120-0305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4120-0306 While editing and publishing, the students will: Use specific words and details. 4120-0307 While editing and publishing, the students will: Eliminate slang and jargon. 4120-0308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4120-0309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4120-0310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4120-0311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4120-0312 While editing and publishing, the students will: Use transitions between paragraphs. 4120-0313 While editing and publishing, the students will: Use correct capitalization. 4120-0314 While editing and publishing, the students will: Use standard spelling. 4120-0315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4120-0316 While editing and publishing, the students will: Correct faulty parallelism. 4120-0317 While editing and publishing, the students will: Eliminate redundancies. 4120-0318 While editing and publishing, the students will: Share the final draft.

TOPIC: Paper #4: Comparison/Contrast

STANDARD: 4120 - 03 The students will write a final draft of a comparison and contrast paper. (listening, speaking, critical thinking, editing, publishing) OBJECTIVES:

4120-0301 While editing and publishing, the students will: Correct fragments and run-ons.

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4120-0302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4120-0303 While editing and publishing, the students will: Use the proper form of pronouns. 4120-0304 While editing and publishing, the students will: Use correct subject-verb agreement. 4120-0305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4120-0306 While editing and publishing, the students will: Use specific words and details. 4120-0307 While editing and publishing, the students will: Eliminate slang and jargon. 4120-0308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4120-0309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4120-0310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4120-0311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4120-0312 While editing and publishing, the students will: Use transitions between paragraphs. 4120-0313 While editing and publishing, the students will: Use correct capitalization. 4120-0314 While editing and publishing, the students will: Use standard spelling. 4120-0315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4120-0316 While editing and publishing, the students will: Correct faulty parallelism. 4120-0317 While editing and publishing, the students will: Eliminate redundancies. 4120-0318 While editing and publishing, the students will: Share the final draft.

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TOPIC: Paper #5: Critical Response

STANDARD: 4120 - 03 Students will write a final draft of a response to a dominant impression created in a work. (listening, speaking, reading, critical thinking, editing, publishing) OBJECTIVES:

4120-0301 While editing and publishing, the students will: Correct fragments and run-ons. 4120-0302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4120-0303 While editing and publishing, the students will: Use the proper form of pronouns. 4120-0304 While editing and publishing, the students will: Use correct subject-verb agreement. 4120-0305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4120-0306 While editing and publishing, the students will: Use specific words and details. 4120-0307 While editing and publishing, the students will: Eliminate slang and jargon. 4120-0308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4120-0309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4120-0310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4120-0311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4120-0312 While editing and publishing, the students will: Use transitions between paragraphs. 4120-0313 While editing and publishing, the students will: Use correct capitalization. 4120-0314 While editing and publishing, the students will: Use standard spelling. 4120-0315 While editing and publishing, the students will: Eliminate inconsistencies in tense.

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4120-0316 While editing and publishing, the students will: Correct faulty parallelism. 4120-0317 While editing and publishing, the students will: Eliminate redundancies. 4120-0318 While editing and publishing, the students will: Share the final draft.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, Salt Lake City, Utah 84111.

Language Arts - 4125 - Applied Communication [1999] Page 1 of 27

Language Arts - Secondary Course Description Language Arts - 4125 - Applied Communication [1999] Course Description Applied Communication, Level 12, is a series of 8 modules of print and video that help students develop and refine job- related communication skills: reading, writing, listening, speaking, problem solving, visual, and nonverbal skills. It can be offered as an elective course. In this course, communication skills are taught in a setting that models the challenges and responsibilities of the workplace. This activity- oriented approach is designed to appeal to a variety of learning styles, especially to students who are motivated by hands-on instruction. Students don't just talk about communication. They learn and practice communication in conversations and meetings and through memos, letters, reports, charts, and graphs. Applied Communication strengthens the academic foundations of the curriculum. It is designed for use with students who have at least an eighth- grade level of reading ability and is not a remedial course. As North America continues to experience unprecedented economic and industrial change, few workers can afford to prepare for a single life-long vocation. Today's technology-rich world rewards flexible workers--people with the skills that will help them adapt to workplace challenges. Of these vital skills, many business leaders consider communication the most important for a student to attain. With good communication skills, workers are better able to interpret and influence their environment--to function as team members, share expertise, and take advantage of further training. Applied Communication was created by 43 state and provincial education agencies and the Agency for Instructional Technology (AIT) to teach the communication skills all students will need in the workplace of today and tomorrow. In order to use this course effectively, a teacher must have access to the video tapes, student manuals, instructor's manuals developed for each module, and must use them in conjunction with this document. Reading is a primary component of the communication process, but the choice of reading material for discussion is left to the discretion of the district, school, and classroom teacher. No lists of recommended reading are included in the core.

Core Standards of the Course TOPIC: Module #8: Communicating with Supervisors

STANDARD: 4125 - 11 Students will develop their worker- supervisor communication skills. (listening speaking, reading, critical thinking, prewriting) OBJECTIVES:

4125-1101 Through reading, discussion, and observation, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing.

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4125-1102 Through reading, discussion, and observation, the students will: Comprehend technical words and concepts that pertain to a particular occupation. 4125-1103 Through reading, discussion, and observation, the students will: Restate or paraphrase a written selection to confirm understanding of what was read. 4125-1104 Through reading, discussion, and observation, the students will: Read and understand forms, diagrams, memos, and letters. 4125-1105 Through reading, discussion, and observation, the students will: Adjust reading strategies to purpose and type of reading (skimming and scanning). 4125-1106 Through reading, discussion, and observation, the students will: Recognize visual cues to meaning. 4125-1107 Through reading, discussion, and observation, the students will: Determine when more information is needed and ask appropriate questions to gain information. 4125-1108 Through reading, discussion, and observation, the students will: Listen attentively to take accurate notes. 4125-1109 Through reading, discussion, and observation, the students will: Analyze information gathered from various sources (oral presentations, audiotapes, VCRs). 4125-1110 Through reading, discussion, and observation, the students will: Recognize nonverbal cues that influence the meaning of oral communication. 4125-1111 Through reading, discussion, and observation, the students will: Summarize and take notes from various sources. 4125-1112 Through reading, discussion, and observation, the students will: Identify and define components of the communication process. 4125-1113 Through reading, discussion, and observation, the students will: Identify the characteristics of effective worker- supervisor communication. 4125-1114 Through reading, discussion, and observation, the students will: Identify barriers that hinder an effective worker- supervisor communication.

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4125-1115 Through reading, discussion, and observation, the students will: Recognize differences in supervisory styles and identify worker communication strategies appropriate for each style. 4125-1116 Through reading, discussion, and observation, the students will: Identify ways to discuss a problem with a supervisor. 4125-1117 Through reading, discussion, and observation, the students will: Apply assertiveness skills in worker-supervisor communication.

TOPIC: Module #8: Communicating with Supervisors

STANDARD: 4125 - 12 Students will summarize the contents of a speech in writing. (listening speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4125-1201 Before drafting, the students will: Listen attentively to the speaker in Lesson 6, Module 8, Student Worktext. 4125-1202 Before drafting, the students will: Summarize the main points of the speech. 4125-1203 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming listing, mapping, clustering, webbing, etc. 4125-1204 Before drafting, the students will: Choose an appropriate organizational structure. 4125-1205 While drafting, the students will: Use appropriate voice. 4125-1206 While drafting, the students will: Explain major points of the speech or presentation. 4125-1207 While revising, the students will: Participate in response groups for peer evaluation. 4125-1208 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4125-1209 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

Language Arts - 4125 - Applied Communication [1999] Page 4 of 27

TOPIC: Module #8: Communicating with Supervisors

STANDARD: 4125 - 13 Students will produce, through the editing procedure, a final draft of a summary of a speech. (listening, speaking, reading, writing, critical thinking, editing, publishing OBJECTIVES:

4125-1301 While editing and publishing, the students will: Correct fragments and run-ons. 4125-1302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4125-1303 While editing and publishing, the students will: Use the proper form of pronouns. 4125-1304 While editing and publishing, the students will: Use correct subject-verb agreement. 4125-1305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4125-1306 While editing and publishing, the students will: Use specific words and details. 4125-1307 While editing and publishing, the students will: Eliminate slang and jargon. 4125-1308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4125-1309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4125-1310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4125-1311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4125-1312 While editing and publishing, the students will: Use transitions between paragraphs. 4125-1313 While editing and publishing, the students will: Use correct capitalization. 4125-1314 While editing and publishing, the students will: Use standard spelling. 4125-1315 While editing and publishing, the students will: Eliminate inconsistencies in tense.

Language Arts - 4125 - Applied Communication [1999] Page 5 of 27

4125-1316 While editing and publishing, the students will: Correct faulty parallelism. 4125-1317 While editing and publishing, the students will: Eliminate redundancies. 4125-1318 While editing and publishing, the students will: Share the final draft.

TOPIC: Module #9: Presenting your Point of View

STANDARD: 4125 - 21 Students will develop their ability to analyze methods of persuasion in presentations. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4125-2101 Through reading, discussion, and observation, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4125-2102 Through reading, discussion, and observation, the students will: Comprehend technical words and concepts that pertain to a particular occupation. 4125-2103 Through reading, discussion, and observation, the students will: Restate or paraphrase a written selection to confirm understanding of what was read. 4125-2104 Through reading, discussion, and observation, the students will: Read and understand forms, diagrams, memos, and letters. 4125-2105 Through reading, discussion, and observation, the students will: Adjust reading strategies to purpose and type of reading (skimming and scanning). 4125-2106 Through reading, discussion, and observation, the students will: Recognize visual cues to meaning. 4125-2107 Through reading, discussion, and observation, the students will: Determine when more information is needed and ask appropriate questions to gain information. 4125-2108 Through reading, discussion, and observation, the students will: Listen attentively to take accurate notes. 4125-2109 Through reading, discussion, and observation, the students will: Analyze information gathered from various sources (oral presentations, audiotapes, VCRs).

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4125-2110 Through reading, discussion, and observation, the students will: Recognize nonverbal cues that influence the meaning of oral communication. 4125-2111 Through reading, discussion, and observation, the students will: Summarize and take notes from various sources. 4125-2112 Through reading, discussion, and observation, the students will: Identify and define components of the communication process. 4125-2113 Through reading, discussion, and observation, the students will: Find, read, understand, and use information from books, manuals, computer printouts, and other printed matter or electronic sources such as video terminals. 4125-2114 Through reading, discussion, and observation, the students will: Identify relevant information in oral messages. 4125-2115 Through reading, discussion, and observation, the students will: Determine when more information is needed and ask appropriate questions to gain information. 4125-2116 Through reading, discussion, and observation, the students will: Use higher-order thinking skills to communicate effectively in the workplace and elsewhere. 4125-2117 Through reading, discussion, and observation, the students will: Move rapidly and effectively from one mode of communication to another. 4125-2118 Through reading, discussion, and observation, the students will: Communicate in a clear and concise manner. 4125-2119 Through reading, discussion, and observation, the students will: Interpret written or oral communication in relation to its context and the writer's or presenter's point of view. 4125-2120 Through reading, discussion, and observation, the students will: Participate in formal and informal group discussions and decision making. 4125-2121 Before drafting, the students will: Analyze information supplied in Lesson 6, Module 9, Student Worktext. 4125-2122 Before drafting, the students will: Assess the intended audience. 4125-2123 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

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TOPIC: Module #9: Presenting your Point of View

STANDARD: 4125 - 22 Students will present orally and in writing a position paper outlining their point of view on a business-related issue. (listening, speaking, reading, critical thinking, prewriting, writing, responding, revising) OBJECTIVES:

4125-2201 While drafting, the students will: Use appropriate voice. 4125-2202 While drafting, the students will: Use logical persuasive methods. 4125-2203 While drafting, the students will: Anticipate counter arguments and refute them. 4125-2204 While revising, the students will: Participate in response groups for peer evaluation. 4125-2205 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4125-2206 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Module #9: Presenting your Point of View

STANDARD: 4125 - 23 Students will produce, through the editing process, an effective position paper presenting their point of view on a business-related issue. (listening, speaking, reading, writing, critical thinking, prewriting, editing, publishing) OBJECTIVES:

4125-2301 While editing and publishing, the students will: Correct fragments and run-ons. 4125-2302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4125-2303 While editing and publishing, the students will: Use the proper form of pronouns. 4125-2304 While editing and publishing, the students will: Use correct subject-verb agreement. 4125-2305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable.

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4125-2306 While editing and publishing, the students will: Use specific words and details. 4125-2307 While editing and publishing, the students will: Eliminate slang and jargon. 4125-2308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4125-2309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4125-2310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4125-2311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4125-2312 While editing and publishing, the students will: Use transitions between paragraphs. 4125-2313 While editing and publishing, the students will: Use correct capitalization. 4125-2314 While editing and publishing, the students will: Use standard spelling. 4125-2315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4125-2316 While editing and publishing, the students will: Correct faulty parallelism. 4125-2317 While editing and publishing, the students will: Eliminate redundancies. 4125-2318 While editing and publishing, the students will: Share the final draft.

TOPIC: Module #10: Communicating with Clients and Customers STANDARD: 4125 - 31 Students will develop their ability to analyze client/customer problems and arrive at possible solutions. (reading, viewing, listening, critical thinking, prewriting)

OBJECTIVES: 4125-3101 Through reading selections and discussions, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4125-3102 Through reading selections and discussions, the students will: Comprehend technical words and concepts that pertain to a particular occupation.

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4125-3103 Through reading selections and discussions, the students will: Restate or paraphrase a written selection to confirm understanding of what was read. 4125-3104 Through reading selections and discussions, the students will: Read and understand forms, diagrams, memos, and letters. 4125-3105 Through reading selections and discussions, the students will: Adjust reading strategies to purpose and type of reading (skimming and scanning). 4125-3106 Through reading selections and discussions, the students will: Recognize visual cues to meaning. 4125-3107 Through reading selections and discussions, the students will: Determine when more information is needed and ask appropriate questions to gain information. 4125-3108 Through reading selections and discussions, the students will: Listen attentively to take accurate notes. 4125-3109 Through reading selections and discussions, the students will: Analyze information gathered from various sources (oral presentations, audiotapes, VCRs). 4125-3110 Through reading selections and discussions, the students will: Recognize nonverbal cues that influence the meaning of oral communication. 4125-3111 Through reading selections and discussions, the students will: Summarize and take notes from various sources. 4125-3112 Through reading selections and discussions, the students will: Identify and define components of the communication process. 4125-3113 Through reading selections and discussions, the students will: Identify relevant information in oral messages. 4125-3114 Through reading selections and discussions, the students will: Demonstrate courtesy when listening. 4125-3115 Before drafting, the students will:Analyze the intended audience. 4125-3116 Before drafting, the students will:Analyze information supplied in Lesson 5, Module 10, Student Worktext.

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4125-3117 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

TOPIC: Module #10: Communicating with Clients and Customers

STANDARD: 4125 - 32 Students will produce a letter detailing the solution to a client/customer problem. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4125-3201 While drafting, the students will: Use appropriate voice. 4125-3202 While drafting, the students will: Use proper business letter format. 4125-3203 While revising, the students will: Participate in response groups for peer evaluation. 4125-3204 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4125-3205 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Module #10: Communicating with Clients and Customers

STANDARD: 4125 - 33 Students will produce, through the editing process, a final draft of a letter detailing the solution to a client/customer problem. (listening, speaking, reading, writing, critical thinking, editing, publishing OBJECTIVES:

4125-3301 While editing and publishing, the students will: Correct fragments and run-ons. 4125-3302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4125-3303 While editing and publishing, the students will: Use the proper form of pronouns. 4125-3304 While editing and publishing, the students will: Use correct subject-verb agreement. 4125-3305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4125-3306 While editing and publishing, the students will: Use specific words and details.

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4125-3307 While editing and publishing, the students will: Eliminate slang and jargon. 4125-3308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4125-3309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4125-3310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4125-3311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4125-3312 While editing and publishing, the students will: Use transitions between paragraphs. 4125-3313 While editing and publishing, the students will: Use correct capitalization. 4125-3314 While editing and publishing, the students will: Use standard spelling. 4125-3315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4125-3316 While editing and publishing, the students will: Correct faulty parallelism. 4125-3317 While editing and publishing, the students will: Eliminate redundancies. 4125-3318 While editing and publishing, the students will: Share the final draft.

TOPIC: Module #11: Making and Responding to Requests

STANDARD: 4125 - 41 Students will develop their ability to analyze a business- related need. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4125-4101 Through reading selections and discussions, students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4125-4102 Through reading selections and discussions, students will: Comprehend technical words and concepts that pertain to a particular occupation.

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4125-4103 Through reading selections and discussions, students will: Restate or paraphrase a written selection to confirm understanding of what was read. 4125-4104 Through reading selections and discussions, students will: Read and understand forms, diagrams, memos, and letters. 4125-4105 Through reading selections and discussions, students will: Adjust reading strategies to purpose and type of reading (skimming and scanning). 4125-4106 Through reading selections and discussions, students will: Recognize visual cues to meaning. 4125-4107 Through reading selections and discussions, students will: Determine when more information is needed and ask appropriate questions to gain information. 4125-4108 Through reading selections and discussions, students will: Listen attentively to take accurate notes. 4125-4109 Through reading selections and discussions, students will: Analyze information gathered from various sources (oral presentations, audiotapes, VCRs). 4125-4110 Through reading selections and discussions, students will: Recognize nonverbal cues that influence the meaning of oral communication. 4125-4111 Through reading selections and discussions, students will: Summarize and take notes from various sources. 4125-4112 Through reading selections and discussions, students will: Identify and define components of the communication process. 4125-4113 Through reading selections and discussions, students will: Review written correspondence, descriptions, directions, and explanations. 4125-4114 Before drafting, the students will: Analyze the intended audience. 4125-4115 Before drafting, the students will: Use prewriting strategies; e.g. outlining, brainstorming, listing, mapping, clustering, webbing, etc.

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TOPIC: Module #11: Making and Responding to Requests

STANDARD: 4125 - 42 Students will write a letter or an informed report requesting a response to a business-related need. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4125-4201 While drafting, the students will: Use appropriate voice. 4125-4202 While drafting, the students will: Use proper business letter or report format. 4125-4203 While drafting, the students will: Provide complete and well-organized information. 4125-4204 While revising, the students will: Participate in response groups for peer evaluation. 4125-4205 While revising, the students will: Analyze and clarify the letter to improve its meaning and communication. 4125-4206 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Module #11: Making and Responding to Requests

STANDARD: 4125 - 43 Students will produce, through the editing process, a letter or informal report requesting a response to a business-related need. (listening, speaking, reading, writing, critical thinking, editing, publishing OBJECTIVES:

4125-4301 While editing and publishing, the students will: Correct fragments and run-ons. 4125-4302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4125-4303 While editing and publishing, the students will: Use the proper form of pronouns. 4125-4304 While editing and publishing, the students will: Use correct subject-verb agreement. 4125-4305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4125-4306 While editing and publishing, the students will: Use specific words and details.

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4125-4307 While editing and publishing, the students will: Eliminate slang and jargon. 4125-4308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4125-4309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4125-4310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4125-4311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4125-4312 While editing and publishing, the students will: Use transitions between paragraphs. 4125-4313 While editing and publishing, the students will: Use correct capitalization. 4125-4314 While editing and publishing, the students will: Use standard spelling. 4125-4315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4125-4316 While editing and publishing, the students will: Correct faulty parallelism. 4125-4317 While editing and publishing, the students will: Eliminate redundancies. 4125-4318 While editing and publishing, the students will: Share the final draft.

TOPIC: Module #12: Communicating to Solve Interpersonal Conflicts

STANDARD: 4125 - 51 Students will develop their ability to resolve conflicts with a client, customer, or co-worker. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4125-5101 Through reading selections and discussions, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4125-5102 Through reading selections and discussions, the students will: Comprehend technical words and concepts that pertain to a particular occupation.

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4125-5103 Through reading selections and discussions, the students will: Restate or paraphrase a written selection to confirm understanding of what was read. 4125-5104 Through reading selections and discussions, the students will: Read and understand forms, diagrams, memos, and letters. 4125-5105 Through reading selections and discussions, the students will: Adjust reading strategies to purpose and type of reading (skimming and scanning). 4125-5106 Through reading selections and discussions, the students will: Recognize visual cues to meaning. 4125-5107 Through reading selections and discussions, the students will: Determine when more information is needed and ask appropriate questions to gain information. 4125-5108 Through reading selections and discussions, the students will: Listen attentively to take accurate notes. 4125-5109 Through reading selections and discussions, the students will: Analyze information gathered from various sources (oral presentations, audiotapes, VCRs). 4125-5110 Through reading selections and discussions, the students will: Recognize nonverbal cues that influence the meaning of oral communication. 4125-5111 Through reading selections and discussions, the students will: Summarize and take notes from various sources. 4125-5112 Through reading selections and discussions, the students will: Identify and define components of the communication process. 4125-5113 Through reading selections and discussions, the students will: Identify causes of interpersonal conflict; e.g., not listening, different values, different attitudes, access to different facts, different perceptions.) 4125-5114 Through reading selections and discussions, the students will: Identify the relationship between problems at work and poor communication. 4125-5115 Through reading selections and discussions, the students will: Identify ways to prevent differences from leading to conflict.

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4125-5116 Through reading selections and discussions, the students will: Analyze the different messages given when verbal and nonverbal messages conflict. 4125-5117 Through reading selections and discussions, the students will: Identify ways to handle different types of on- the-job criticism. 4125-5118 Before drafting, the students will: Analyze the intended audience. 4125-5119 Before drafting, the students will: Analyze the simulation information supplied in Lessons 5 and 6, Module 12, Student Worktext. 4125-5120 Before drafting, the students will: Select a problem-solving approach. 4125-5121 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

TOPIC: Module #12: Communicating to Solve Interpersonal Conflicts

STANDARD: 4125 - 52 Students will write a memo suggesting a resolution to a conflict with a client, customer, or co- worker. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4125-5201 While drafting, the students will: Use appropriate voice. 4125-5202 While drafting, the students will: Use proper business memo format. 4125-5203 While revising, the students will: Participate in response groups for peer evaluation. 4125-5204 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4125-5205 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

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TOPIC: Module #12: Communicating to Solve Interpersonal Conflicts

STANDARD: 4125 - 53 Students will produce, through the editing process, a final draft of a memo suggesting the resolution to a conflict with a client, customer, or co- worker. (listening, speaking, reading, writing, critical thinking, prewriting, editing, publishing) OBJECTIVES:

4125-5301 While editing and publishing, the students will: Correct fragments and run-ons. 4125-5302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4125-5303 While editing and publishing, the students will: Use the proper form of pronouns. 4125-5304 While editing and publishing, the students will: Use correct subject-verb agreement. 4125-5305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4125-5306 While editing and publishing, the students will: Use specific words and details. 4125-5307 While editing and publishing, the students will: Eliminate slang and jargon. 4125-5308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4125-5309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4125-5310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4125-5311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4125-5312 While editing and publishing, the students will: Use transitions between paragraphs. 4125-5313 While editing and publishing, the students will: Use correct capitalization. 4125-5314 While editing and publishing, the students will: Use standard spelling. 4125-5315 While editing and publishing, the students will: Eliminate inconsistencies in tense.

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4125-5316 While editing and publishing, the students will: Correct faulty parallelism. 4125-5317 While editing and publishing, the students will: Eliminate redundancies. 4125-5318 While editing and publishing, the students will: Share the final draft.

TOPIC: Module #13: Evaluating Performance

STANDARD: 4125 - 61 Students will develop their ability to evaluate their own job performance. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4125-6101 Through reading, discussion, and observation, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4125-6102 Through reading, discussion, and observation, the students will: Comprehend technical words and concepts that pertain to a particular occupation. 4125-6103 Through reading, discussion, and observation, the students will: Restate or paraphrase a written selection to confirm understanding of what was read. 4125-6104 Through reading, discussion, and observation, the students will: Read and understand forms, diagrams, memos, and letters. 4125-6105 Through reading, discussion, and observation, the students will: Adjust reading strategies to purpose and type of reading (skimming and scanning). 4125-6106 Through reading, discussion, and observation, the students will: Recognize visual cues to meaning. 4125-6107 Through reading, discussion, and observation, the students will: Determine when more information is needed and ask appropriate questions to gain information. 4125-6108 Through reading, discussion, and observation, the students will: Listen attentively to take accurate notes. 4125-6109 Through reading, discussion, and observation, the students will: Analyze information gathered from various sources (oral presentations, audiotapes, VCRs).

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4125-6110 Through reading, discussion, and observation, the students will: Recognize nonverbal cues that influence the meaning of oral communication. 4125-6111 Through reading, discussion, and observation, the students will: Summarize and take notes from various sources. 4125-6112 Through reading, discussion, and observation, the students will: Identify and define components of the communication process. 4125-6113 Through reading, discussion, and observation, the students will: Identify the purpose of a job description and the employer's expectations. 4125-6114 Through reading, discussion, and observation, the students will: Identify methods of measuring job performance. 4125-6115 Through reading, discussion, and observation, the students will: Identify why performance evaluations are important. 4125-6116 Before drafting, the students will: Analyze the intended audience. 4125-6117 Before drafting, the students will: Analyze simulation information supplied in Lessons 8 and 9, Module 13, Student Worktext. 4125-6118 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

TOPIC: Module #13: Evaluating Performance

STANDARD: 4125 - 62 Students will participate in writing and responding to a performance evaluation, with an action plan and a progress chart. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4125-6201 While drafting, the students will: Use appropriate voice. 4125-6202 While drafting, the students will: Include all information that is relevant to the job evaluation and plan of response. 4125-6203 While drafting, the students will: Use appropriate business format. 4125-6204 While revising, the students will: Participate in response groups for peer evaluation.

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4125-6205 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4125-6206 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Module #13: Evaluating Performance

STANDARD: 4125 - 63 Students will produce, through the editing process, a final draft of a performance evaluation with an action plan and a progress chart. (Listening, speaking, reading, critical thinking, editing, publishing.) OBJECTIVES:

4125-6301 While editing and publishing, the students will: Correct fragments and run-ons. 4125-6302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4125-6303 While editing and publishing, the students will: Use the proper form of pronouns. 4125-6304 While editing and publishing, the students will: Use correct subject-verb agreement. 4125-6305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4125-6306 While editing and publishing, the students will: Use specific words and details. 4125-6307 While editing and publishing, the students will: Eliminate slang and jargon. 4125-6308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4125-6309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4125-6310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4125-6311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4125-6312 While editing and publishing, the students will: Use transitions between paragraphs.

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4125-6313 While editing and publishing, the students will: Use correct capitalization. 4125-6314 While editing and publishing, the students will: Use standard spelling. 4125-6315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4125-6316 While editing and publishing, the students will: Correct faulty parallelism. 4125-6317 While editing and publishing, the students will: Eliminate redundancies. 4125-6318 While editing and publishing, the students will: Share the final draft.

TOPIC: Module #14: Upgrading, Retraining, and Changing Jobs

STANDARD: 4125 - 71 Students will analyze effective methods for upgrading, retraining, or changing jobs. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4125-7101 Using reading selections, discussion, and observation, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4125-7102 Using reading selections, discussion, and observation, the students will: Comprehend technical words and concepts that pertain to a particular occupation. 4125-7103 Using reading selections, discussion, and observation, the students will: Restate or paraphrase a written selection to confirm understanding of what was read. 4125-7104 Using reading selections, discussion, and observation, the students will: Read and understand forms, diagrams, memos, and letters. 4125-7105 Using reading selections, discussion, and observation, the students will: Adjust reading strategies to purpose and type of reading (skimming and scanning). 4125-7106 Using reading selections, discussion, and observation, the students will: Recognize visual cues to meaning. 4125-7107 Using reading selections, discussion, and observation, the students will: Determine when more information is needed and ask appropriate questions to gain information.

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4125-7108 Using reading selections, discussion, and observation, the students will: Listen attentively to take accurate notes. 4125-7109 Using reading selections, discussion, and observation, the students will: Analyze information gathered from various sources (oral presentations, audiotapes, VCRs). 4125-7110 Using reading selections, discussion, and observation, the students will: Recognize nonverbal cues that influence the meaning of oral communication. 4125-7111 Using reading selections, discussion, and observation, the students will: Summarize and take notes from various sources. 4125-7112 Using reading selections, discussion, and observation, the students will: Identify and define components of the communication process. 4125-7113 Using reading selections, discussion, and observation, the students will: Identify possible needs to change jobs. 4125-7114 Using reading selections, discussion, and observation, the students will: Assess personal attitudes and skills and analyze how they affect job performance. 4125-7115 Using reading selections, discussion, and observation, the students will: Identify the impact of communication skills on job success and promotions. 4125-7116 Using reading selections, discussion, and observation, the students will: Identify resources for upgrading, retraining, and changing jobs. 4125-7117 Using reading selections, discussion, and observation, the students will: Gather information to keep up-to-date by reading professional journals, identifying professional organizations, identifying inservice training courses. 4125-7118 Before drafting, the students will: Analyze the information in the Student Worktext. 4125-7119 Before drafting, the students will: Analyze the intended audience. 4125-7120 Before drafting, the students will: Summarize information from self-analysis. 4125-7121 Before drafting, the students will: Use prewriting strategies; e.g, outlining brainstorming, listing, mapping, clustering, webbing, etc.

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TOPIC: Module #14: Upgrading, Retraining, and Changing Jobs

STANDARD: 4125 - 72 Students will write a self-evaluation summary that relates information about upgrading, retraining, or changing jobs to their own career goals. (listening, speaking, reading, critical thinking, writing, responding, revising) OBJECTIVES:

4125-7201 While drafting, the students will: Use an appropriate voice. 4125-7202 While drafting, the students will: Summarize accurately. 4125-7203 While revising, the students will: Participate in response groups for peer evaluation. 4125-7204 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4125-7205 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Module #14: Upgrading, Retraining, and Changing Jobs

STANDARD: 4125 - 73 Students will produce, through the editing process, a self-evaluation summary that relates career goals to upgrading, retraining, or changing jobs. (listening, speaking, reading, critical thinking, editing, publishing OBJECTIVES:

4125-7301 While editing and publishing, the students will: Correct fragments and run-ons. 4125-7302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4125-7303 While editing and publishing, the students will: Use the proper form of pronouns. 4125-7304 While editing and publishing, the students will: Use correct subject-verb agreement. 4125-7305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4125-7306 While editing and publishing, the students will: Use specific words and details.

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4125-7307 While editing and publishing, the students will: Eliminate slang and jargon. 4125-7308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4125-7309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4125-7310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4125-7311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4125-7312 While editing and publishing, the students will: Use transitions between paragraphs. 4125-7313 While editing and publishing, the students will: Use correct capitalization. 4125-7314 While editing and publishing, the students will: Use standard spelling. 4125-7315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4125-7316 While editing and publishing, the students will: Correct faulty parallelism. 4125-7317 While editing and publishing, the students will: Eliminate redundancies. 4125-7318 While editing and publishing, the students will: Share the final draft.

TOPIC: Module #15: Improving the Quality of Communication

STANDARD: 4125 - 81 Students will learn to solve job-related problems through simulation of a real workplace experience. (listening, speaking, reading, critical thinking, prewriting) OBJECTIVES:

4125-8101 Through reading, discussion, and observation, the students will: Practice affective listening skills to become responsive listeners; i.e., paraphrasing, using sequential dialogue, and summarizing. 4125-8102 Through reading, discussion, and observation, the students will: Comprehend technical words and concepts that pertain to a particular occupation.

Language Arts - 4125 - Applied Communication [1999] Page 25 of 27

4125-8103 Through reading, discussion, and observation, the students will: Restate or paraphrase a written selection to confirm understanding of what was read. 4125-8104 Through reading, discussion, and observation, the students will: Read and understand forms, diagrams, memos, and letters. 4125-8105 Through reading, discussion, and observation, the students will: Adjust reading strategies to purpose and type of reading (skimming and scanning). 4125-8106 Through reading, discussion, and observation, the students will: Recognize visual cues to meaning. 4125-8107 Through reading, discussion, and observation, the students will: Determine when more information is needed and ask appropriate questions to gain information. 4125-8108 Through reading, discussion, and observation, the students will: Listen attentively to take accurate notes. 4125-8109 Through reading, discussion, and observation, the students will: Analyze information gathered from various sources (oral presentations, audiotapes, VCRs). 4125-8110 Through reading, discussion, and observation, the students will: Recognize nonverbal cues that influence the meaning of oral communication. 4125-8111 Through reading, discussion, and observation, the students will: Summarize and take notes from various sources. 4125-8112 Through reading, discussion, and observation, the students will: Identify and define components of the communication process. 4125-8113 Before drafting, the students will: Analyze the simulation information in Module #15, Student Worktext. 4125-8114 Before drafting, the students will: Assess the intended audience. 4125-8115 Before drafting, the students will: Use prewriting strategies; e.g., outlining, brainstorming, listing, mapping, clustering, webbing, etc.

Language Arts - 4125 - Applied Communication [1999] Page 26 of 27

TOPIC: Module #15: Improving the Quality of Communication

STANDARD: 4125 - 82 Students will write a solution to a problem arising from a simulated workplace experience. listening, speaking, reading, writing, critical thinking, editing, publishing OBJECTIVES:

4125-8201 While drafting, the students will: Use appropriate voice. 4125-8202 While drafting, the students will:Use appropriate business format. 4125-8203 While revising, the students will: Participate in response groups for peer evaluation. 4125-8204 While revising, the students will: Analyze and clarify the paper to improve its meaning and communication. 4125-8205 While revising, the students will: Make necessary structural, syntactical, and graphic changes for improvement.

TOPIC: Module #15: Improving the Quality of Communication

STANDARD: 4125 - 83 Students will produce, through the editing process, a final draft of a report, letter, or memo summarizing a solution to a problem arising from a simulated workplace experience. (listening, speaking, reading, writing, critical thinking, editing, publishing OBJECTIVES:

4125-8301 While editing and publishing, the students will: Correct fragments and run-ons. 4125-8302 While editing and publishing, the students will: Use adjectives and adverbs correctly. 4125-8303 While editing and publishing, the students will: Use the proper form of pronouns. 4125-8304 While editing and publishing, the students will: Use correct subject-verb agreement. 4125-8305 While editing and publishing, the students will: Create and punctuate more sophisticated sentences by using sentence combining techniques where applicable. 4125-8306 While editing and publishing, the students will: Use specific words and details. 4125-8307 While editing and publishing, the students will: Eliminate slang and jargon.

Language Arts - 4125 - Applied Communication [1999] Page 27 of 27

4125-8308 While editing and publishing, the students will: Define unfamiliar terms for the audience. 4125-8309 While editing and publishing, the students will: Correct misplaced phrases and clauses. 4125-8310 While editing and publishing, the students will: Punctuate the final draft correctly, especially dialogue if applicable. 4125-8311 While editing and publishing, the students will: Paragraph the final draft appropriately. 4125-8312 While editing and publishing, the students will: Use transitions between paragraphs. 4125-8313 While editing and publishing, the students will: Use correct capitalization. 4125-8314 While editing and publishing, the students will: Use standard spelling. 4125-8315 While editing and publishing, the students will: Eliminate inconsistencies in tense. 4125-8316 While editing and publishing, the students will: Correct faulty parallelism. 4125-8317 While editing and publishing, the students will: Eliminate redundancies. 4125-8318 While editing and publishing, the students will: Share the final draft.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, Salt Lake City, Utah 84111.

deerrhymes with

bear rhymes with

gear

tear

cheer

chair

hair

stare

stair

earpear

Rhyme Time!

Susan

Peter

EdmundLucy

Pevensie children

The White Witch

Aslan

The Land of Narnia

Be brave

Good will win

What is the writer trying

to say?

Where does the story take

place?

Who are the characters?

Arrival at Professor Kirke's

Discovery of the

Wardrobe

What happens in the story?

Professor Kirke

Mr. Tumnus

Peter becomes King of NarniaThe

sacrifice

AslanProfessor Kirke's house

Winter in

Narnia

The Lion, the Witch and the Wardrobe by C.S. Lewis

Use this word in a sentence:

Add a word or picture clue to

help you remember:

clown

very silly

The idea of teaching a cat to ice skate is absurd.

Tell what this word means:

absurd

Book Comparison

These Happy Golden Years

Laura Ingalls Wilder

Other works

Theme

Tone, mood, style

Message to the reader

My Antonia

Willa Cather

Other works

Theme

Tone, mood, style

Message to the reader

Conclusions

What do the author's lives

have in common?

How are the themes similar or different?

How are the tone, mood,

and style alike or different?

How are the books'

messages alike or different?

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How are the t...Cather's book is more issue-oriented (for example, immigrants).

Message...Be thankful for the simple things and appreciate family.

Message...Strength, humor, and goodness help one to overcome trials and misfortunes.

ThemeLife may change, but it just gets better.

Writing a Speech

What's your topic?

Who's your audience?

Design a catchy

opening

Build the body

Ending the speech

What do you want to speak

about?

Research

Purpose

Interests

Why are you speaking to

them?

Needs

Put your audience at

ease

Grab their attention

Introduce topic

Lead smoothly to

body

Keep speech to 3 or 4 main

points

Address main points in logical

sequence

Support main points

Summarize main points

Add some zest

Tie everything together

Educate

Persuade

Motivate

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is a

means

was

who was

who was the son of

and

by

unfortunately

consequently

Achilles heel

noun, figure of speech

a weakness or vulnerability

sentences

Clarence loved the

social scene, but his lack of fashion

sense was his Achilles heel.

Rags tried to be a good dog, but

his love for chewing proved

to be his Achilles heel.

mythic source

Achilles

hero of the

Trojan War

killed by Paris who shot an

arrow into his heel

Peleus (mortal)

the nymph Thetis

Thetis tried to make her son

immortal

dipping him in the River Styx when he was a

baby

she held him by the heel, so that

part of him could still be injured

Others see her...

Looks like ...

Feels like ...

Jem thinks she's too young to play with him

Calpurnia teaches her to read to keep her

quiet

Boo leaves hidden toys for her and Jem

Only wears jeans

ScragglySkinny little

girl

Admires older brother

Not very brave

Superstitious

Scout To Kill a

Mockingbird

Loving and caring

Acts like ...

Defends Jem to FatherKnows how

to read before going

to schoolRuns from

Boo's house

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