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Poudre School District

K-12 LANGUAGE ARTS

K-12 Language Arts Essential Standards, May 6, 2004 1

Table of Contents Introduction ……………………………………………………………………………3 Acknowledgements ……………………………………………………………………4 K-12 Vertical Alignment ………………………………………………………………6 Standard 1: Reading …………………………………………………………...7 Standard 2: Writing and Speaking …………………………………………...12 Standard 3: Language Structure …………………………………………...…18 Standard 4: Thinking and Viewing ………………………………………..…22 Standard 5: Research …………………………………………………………25 Standard 6: Literature and Culture …………………………………………...28 Kindergarten Language Arts Essential Standards …………………………………….32 First Grade Language Arts Essential Standards ………………………………………35 Second Grade Language Arts Essential Standards ……………………………………38 Third Grade Language Arts Essential Standards …………………………………...…41 Fourth Grade Language Arts Essential Standards …………………………………….44 Fifth Grade Language Arts Essential Standards ………………………………………49 Sixth Grade Language Arts Essential Standards ……………………………………...52 Seventh Grade Language Arts Essential Standards …………...………………………55 Eighth Grade Language Arts Essential Standards …………………………………….59 Ninth Grade Language Arts Essential Standards ……………………………………...63 Tenth Grade Language Arts Essential Standards ………………………………….…..68 Eleventh and Twelfth Grade Language Arts Essential Standards …………………..…72 Glossary …………………………………………………………………..……………76 Appendices Poudre School District Supplemental Novels List Grades 4-12 ….……………81 Procedure for Adding Titles ……………………………………………………89 History and Overview of Six+1 Traits Scoring Rubrics ……………………….93 How to Evaluate Writing Using Six-Traits Scoring Rubrics …………………..94 Six-Trait Rubric for Beginning Writers (Primary) ………………………….....95 Six-Trait Rubric for Early Elementary ………………………………………...97 Six-Trait Rubric for Intermediate Elementary …………………………………99 Six-Trait Rubric for Middle School …………………………………………..101 Six-Trait Rubric for High School ……………………………………….……103 Six-Trait Rubric for Literary Analysis Essay ………………………………...105 Six-Trait Rubric for Narrative/Expository Essay …………………………….106 Six-Trait Rubric for Persuasive Essay ……………………………………..…107 Six-Trait Rubric for Research Essay ……………………………………….…108 MLA Works Cited Format ……………………………………………………109 Writing Prompts ………………………………………………………………111 Procedure for Requesting Evaluation by Composition Aides ………………..114 Elementary Language Arts Resources ………………………………………..117 Secondary Language Arts Resources …………………………………………120


Introduction . . . A curriculum is a prediction concerning how people learn, what people should be learning and the contexts that will support learning. Kathy G. Short & Carolyn Burke Creating Curriculum: Teachers and Students as a Community of Learners The purpose of the essential standards is to guide teachers in the following:

Plan learning objectives around specific skills Plan assessments that will test these specific skills Develop grade level curricula to support the learning of these skills

These essential standards:

Are meant to reinforce instruction Will be consistent Will create articulation of skills

Skills described:

Will be mastered at the grade level at which they appear Will not necessarily be tested on CSAP Are considered essential learning in Poudre School District

These essential standards have been created under the following assumptions:

In reading, all students are taught the required curriculum of Open Court Reading (SRA/McGraw-Hill) in kindergarten through six grades Writing instruction has no required curriculum, but should teach writing as a

process, establish a community of writers through the writer’s workshop model, use Six+ 1 Traits for assessment and informing instruction and use reading to reinforce writing through an integrated approach

Resources include:

Vertical alignment of standardized skills Glossary of terms PSD Novels List Procedure for Adding Titles Open Court Supplemental Novels Developmentally appropriate Six-Trait Rubrics Specialized secondary rubrics


During the past decade in Poudre School District, we have been working on establishing a

direction for learning by creating a standards-based, articulated curriculum. Much work was done in 1996 with committees working with our then new state standards and creating Standards in Poudre School District. Work in Summer Standards Institute helped teachers integrate standards-based instruction in to their individual curricula. As the Colorado Model Content Standards were modified and supported with CSAP testing over the past six years, standards and high-stakes assessment were linked and caused us to refocus on our curriculum. In reading, this alignment of standards and assessment was solidified with the mandated curriculum of Open Court, thus creating a K-6 scope-and-sequence for reading. In late August of 2001, a committee began a long year's worth of work on reviewing the writing standards and creating a curriculum framework for writing. It was completed in May of 2002.

Almost immediately after, another committee began work to review, refine and create a combined reading and writing curriculum, the Essential Language Arts Standards. These Essential Standards are linked to Colorado Model Content Standards and CSAP assessment. In May of 2002, McREL (Mid-Continent Regional Educational Laboratories) provided us with a document to help us begin. The document was organized using the Colorado Model Content Standards for Reading and Writing. Under the benchmarks for each grade, McREL's researchers listed indicators of skills from a variety of sources: Colorado Model Content Standards, CSAP released items, NAEP tests, New National Standards and indicators used in top states. Our committee began its work over the summer of 2002 by reviewing and digesting the information provided by McREL, marking indicators that we felt were essential learning objectives. Beginning in September of 2002, the committee met each month to create a K-6 list of Essential Language Arts Standards. As our work progressed, we focused on K-6 and discovered that there were many gaps in essential skills, especially in K-2. After creating a horizontal alignment of standards, we then began work on creating a vertical alignment to make sure there were no gaps or redundancies.

In December of 2003, the 7-12 committee began meeting to continue the work begun the year before. Their work focused on secondary essential standards. The final work of this committee was to review and refine K-12 so that it represented a clear articulation of skills. This work was completed in May of 2004.

This document contains both a vertical and horizontal alignment of skills. The vertical alignment gives a good picture of K-12 articulation of skills. The horizontal alignment will give the grade-level teacher a concise overview of skills required to be taught to mastery at his or her grade level. A glossary of terms and editing symbols follows the horizontal alignment. Words that appear in bold in the text can be found in the glossary. Six-trait rubrics are located in the Appendix.

Skills listed on this document should be mastered at the grade level they appear on the document. We consulted various documents to help us make decisions regarding mastery, but largely relied on released CSAP items and when they were tested. It is our hope that the work that has been completed will be useful for principals and teachers in Poudre School District.


Acknowledgements 2001-02 Writing Committee Vicki Collet, Tavelli Elementary Larre Hanford, Shepardson Elementary Eric Hermann, Cache La Poudre Junior High Amy Otteman-Freeman, Rocky Mountain High Vic Purdy, Webber Junior High Katy Sayers, Poudre High School Ann Sims, Fort Collins High School Nancy Tellez, Preston Junior High Wendy White, Blevins Junior High Nolan Yamaki, Lopez Elementary

2002-03 Essential Standards for Language Arts Committee Vicki Collet, Tavelli Elementary Michelle Folkestad, McGraw Elementary Marsha Gustafson, Staff Development Trainer Joan Keane, Boltz Junior High Tom Tonoli, Reading Specialist & K-6 Language Arts Nolan Yamaki, Lopez Elementary

2003-04 Essential Standards for 7-12 Language Arts CAT Kyla Carter, Fort Collins High School Ron Clark, Rocky Mountain High School Georgiana Jones, Rocky Mountain High School Mary Pierz, Preston Junior High Wendy White, Blevins Junior High

Respectfully submitted, Betty L. Stewart Curriculum Generalist


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LANGUAGE ARTS ESSENTIAL STANDARDS for K-12

VERTICAL ALIGNMENT

K-12 Language Arts Essential Standards, Draft May 6, 2004 6

STANDARD 1: READING Students read and understand a variety of materials

1.1 COMPREHENSION SKILLS: Use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize)

KINDERGARTEN Use beginning, middle & end to tell simple stories Use sequence to retell a familiar story Know that print is read from left to right and top to bottom Use pictures to predict Understand that print conveys meaning Match printed words to spoken words in sequence

FIRST GRADE Use pictures to check meaning Retell in a logical, sequential order including some detail and inference Make logical predictions based on content Monitor reading to make sure the message makes sense

SECOND GRADE Use a variety of comprehension strategies before, during and after reading Select appropriate reading materials based on interest and readability Know that paragraph structure organizes meaning with one main idea and supporting details Use and integrate prior knowledge and context to construct meaning Know sequence of events in narrative and expository texts Identify/explain main idea in texts

THIRD GRADE Identify what is known and needs to be known about a topic before reading about it Apply information and make connections from reading Draw inferences using contextual clues Use information in texts to support main ideas Summarize text passages, focused on literal meaning, supported with details from text

FOURTH GRADE Use skimming and scanning to aid comprehension Use self-monitoring strategies to aid comprehension Understand supporting details Use bold, italics, underlining, subtitles and quotations to aid comprehension

FIFTH GRADE Monitor comprehension and improve understanding by rereading, using context and using reference aids Compare and contrast similar texts Paraphrase key ideas and supporting details in fiction and non-fiction texts Infer and predict about information in a variety of texts and genres

SIXTH GRADE Paraphrase, summarize and synthesize information from a variety of texts and genres with support

*Skills listed on this document should be mastered at the grade level where they appear.


1.1 COMPREHENSION SKILLS: Use a variety of comprehension skills in reading (e.g.,

preview, predict, compare and contrast, self-monitor, summarize) SEVENTH GRADE Compare and contrast different texts

Identify main ideas and important supporting details from the passage Summarize newspaper articles, magazine articles, film, on-line sources, technical writing

and fiction and non-fiction texts for plot or main ideas Draw conclusions and make inferences Identify details to support conclusions or inferences

EIGHTH GRADE Summarize poetry, short stories, plays and novels for plot or main ideas Identify main idea and supporting details in a variety of texts and genres Infer and predict using information from a variety of texts and genres Monitor comprehension by breaking down text into smaller portions, searching for clues,

reading headings and captions and using reference aids NINTH GRADE Practice a full range of strategies (e.g., paraphrasing and summarizing) to comprehend a

variety of texts Use a variety of reading strategies to comprehend texts at the literal and interpretive

levels Identify chronological sequence in literary and expository texts that use flashback and

consistent narrative point of view Monitor comprehension by rereading a portion of text, using reference aids and using

contextual information Make simple inferences based on thematic connections within and between texts

TENTH GRADE Use paraphrasing and summarizing to evaluate a variety of texts Interpret and evaluate literary, expository and technical texts Understand first-person (primary source) historical documents Understand facts and opinions in a variety of texts Use inferences to evaluate and make connections within and between texts

ELEVENTH & TWELFTH GRADES

Use inferences to evaluate and synthesize ideas within texts, between texts, between the reader’s experience and the texts and between the text and world events

1.2 PRIOR KNOWLEDGE: Make connections between texts and prior knowledge and identify knowledge needed before reading about topic

KINDERGARTEN Mastered at first grade FIRST GRADE Use prior knowledge to comprehend texts

SECOND GRADE Make connections between texts and self THIRD GRADE Mastered at fourth grade

FOURTH GRADE Make connections between texts FIFTH GRADE Mastered at sixth grade SIXTH GRADE Make connections between texts and the world

SEVENTH GRADE Make connections between self and texts that represent world cultures EIGHTH GRADE Apply knowledge from personal experience to aid in the understanding of fiction and non-

fiction texts NINTH GRADE Use background knowledge of subject and text structure to make predictions of content

and purpose of texts Use text structure, (e.g., cause/effect) to locate and recall information

TENTH GRADE Apply background knowledge of subject and text structure to understand and make predictions about content and purpose of text


Seek out and synthesize background information about the subject, author, text structure and historical context to make predictions about content and purposes of texts



1.3 READING PURPOSE: Adjust reading strategies for different purposes KINDERGARTEN Mastered at second grade FIRST GRADE Mastered at second grade SECOND GRADE Read for a variety of purposes (e.g. information, writing ideas, directions, enjoyment) THIRD GRADE Read at an appropriate rate

Use organizational patterns to comprehend texts (e.g. chronological order, sequencing, cause and effect)

FOURTH GRADE Mastered at sixth grade FIFTH GRADE Mastered at sixth grade SIXTH GRADE Determine reading purpose and use strategies appropriate to that purpose

Use text structures (e.g., cause and effect, problem/solution and compare/contrast) to locate and recall information

SEVENTH GRADE

Compare texts with similar main ideas and create connections between texts Summarize main ideas Follow sequence in fiction and in non-fiction with support Identify the most appropriate topic sentence for paragraphs

EIGHTH GRADE Apply knowledge of text structures (e.g., cause/effect, problem/solution, compare/contrast) to locate and recall information Sequence events and procedures in fiction and non-fiction with minimal support Establish and adjust purposes for reading, (e.g., discovering, understanding, interpreting, enjoying and solving problems)

NINTH GRADE Sequence ideas independently from materials they have read or viewed Locate and recall information in texts with different text structures (e.g., cause/effect, problem/solution, compare/contrast) Identify key words in prompts to interpret the required responses

TENTH GRADE Identify and understand the use of historical present tense Identify the difference between fact and opinion in a variety of fiction and non-fiction texts

ELEVENTH & TWELFTH

GRADE

Evaluate the validity of opinions and facts expressed Formulate opinions and support them with details from texts and personal experience



1.4 WORD RECOGNITION STRATEGIES: Use a variety of word recognition skills and resource

KINDERGARTEN Recognize patterns of sound in oral language (e.g. rhyming words, beginning sounds) Know letters in own name Recognize own name in print Know the difference between numerals and letters Name all upper and lower case letters

FIRST GRADE Use letter-sound relationships to read, including consonance, short vowel sounds and some long vowel patterns (graphophonics) Use sentence structure and word order to decode unknown words (syntax) Use prior knowledge and context to decode unknown words (semantics)

SECOND GRADE Use knowledge of long vowel patterns, vowel digraphs and consonant digraphs to decode unfamiliar words Read second grade texts with appropriate fluency

THIRD GRADE Use prefixes, suffixes and roots to decode multi-syllabic words Use self-correcting strategies to decode unknown words

FOURTH GRADE Use a variety of word recognition skills and sources FIFTH GRADE Locate meanings and pronunciations of unfamiliar words using dictionaries, glossaries and

other sources with support SIXTH GRADE Locate definitions of unfamiliar words using dictionaries, glossaries and other sources

SEVENTH GRADE

Understanding the meaning of roots, prefixes and suffixes to determine the definition of words

EIGHTH GRADE Apply knowledge of letter-sound correspondence, language structures and context to recognize words

NINTH GRADE Confirm the meaning of figurative, idiomatic and technological language using context clues

TENTH GRADE Use a variety of sources to locate meanings and pronunciations of unfamiliar words independently


Expand independent use of a variety of sources to locate meanings and pronunciations of unfamiliar words



1.5 VOCABULARY: Use information from reading to increase vocabulary and enhance language usage

KINDERGARTEN Become interested in words in the environment FIRST GRADE Use background knowledge to determine word meaning

SECOND GRADE Use context to determine word meaning THIRD GRADE Use word walls and other sources to determine word meaning

FOURTH GRADE Use prefixes, suffixes, and roots to determine word meaning Use new vocabulary in other contexts

FIFTH GRADE Generate synonyms and antonyms to determine word meaning SIXTH GRADE Select appropriate definitions from the dictionary to determine appropriate word meaning

SEVENTH GRADE

Determine word meanings using context clues, word roots and word recognition skills

EIGHTH GRADE Use technical vocabulary of content areas accurately (e.g., science, geography, technology, literature) Practice the use of context clues to confirm meaning of figurative, idiomatic and technical language Independently locate meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries and other sources

NINTH GRADE Use context clues to confirm meaning of figurative, idiomatic and technical language Use structural clues (e.g., roots, affixes, to determine meanings of words) Independently locate meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries and other sources

TENTH GRADE Understand that words have multiple meanings determined by context, roots, prefixes, suffixes Understand that vocabulary expresses cultural and historical aspects of the text (e.g., thong, bodkin, gay, red, suspect)


Understand that vocabulary expresses differences in conversational registers (e.g., formal vs. informal, standard usage vs. slang) Understand that vocabulary is dynamic and that discerning readers understand the subtleties of these changes



STANDARD 2: WRITING AND SPEAKING

Students write and speak for a variety of purposes and audiences

2.1 GENRE: Students write and speak in a variety of genres KINDERGARTEN Use drawing, telling, and emergent writing to create/relate a narrative or to communicate

information FIRST GRADE Write and speak to tell a story, share personal experiences, or relate information

SECOND GRADE Write narrative texts with characters Write friendly letters (e.g., thank you letters) Write brief expository texts creating beginning, middle, and end

THIRD GRADE Write narrative texts with characters and setting (place) Write personal narratives with beginning, middle, and end Write expository paragraphs

FOURTH GRADE Write narrative texts with characters, setting (time & place), problem/solution Write narrative, expository, and descriptive texts

FIFTH GRADE Write simple persuasive texts with clearly stated opinion and supporting details and reasons

SIXTH GRADE Write multi-paragraphed texts Write creative texts (e.g., poetry, plays, short stories)

SEVENTH GRADE

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

EIGHTH GRADE Transition from writing multi-paragraphed texts to essay format Practice writing and speaking in a variety of genres, including expository, persuasive and descriptive essays; letters; narratives; and reports

NINTH GRADE Write basic three to five paragraph essays with an introduction, body and conclusion, in a variety of styles, including personal narrative, exposition, persuasion and description

TENTH GRADE Write and speak in a variety of genres (e.g., expository, narrative, persuasive, technical and descriptive) Write and speak for a variety of purposes (e.g., to synthesize, analyze, evaluate, explain, persuade, inform and entertain) Incorporate material from a variety of appropriate sources in writing and speaking


Incorporate material from a variety of appropriate sources independently in writing and speaking Apply knowledge of genres and purposes to literary analysis



2.2 AUDIENCE AND PURPOSE: Write and speak for a variety of audiences and purposes

KINDERGARTEN Understand the functions of print Give an oral response appropriate to the topic

FIRST GRADE Give a written response appropriate to the topic SECOND GRADE Write for a specific purpose, such as to entertain, inform, and explain THIRD GRADE Understand that writing has voice

FOURTH GRADE Write and speak using appropriate voice for formal and informal purposes Focus writing on the specified topic according to purpose

FIFTH GRADE Write and speak using techniques to persuade an audience Summarize main ideas of a text in writing

SIXTH GRADE Write and speak using techniques to engage an audience SEVENTH GRADE Define the main idea clearly to match audience and purpose

Interpret, then address prompts appropriately to determine if the response should be expository, persuasive or narrative Recognize differences in voice related to audience and purpose

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

NINTH GRADE Use format, style and voice appropriate for audience and purpose to write basic essays Use key words from prompts to compose accurate responses

TENTH GRADE Write to synthesize and explain research (e.g., documented essays) Understand that vocabulary is dynamic and that discerning writers and speakers understand the subtleties of these changes Use the format, voice and style appropriate for audience and purpose Develop main ideas and content fully focused on a prompt with relevant, thorough and effective support


Use appropriate vocabulary for a specific audience Determine appropriate essay formats based on purpose Demonstrate skills in literary analysis by selecting appropriate evaluative methods and collecting and synthesizing support



2.3 WRITING PROCESS: Use the steps of the writing process (e.g., plan, draft, revise, edit, share)

KINDERGARTEN Generate topics for writing and speaking from class writing and experience stories

FIRST GRADE Generate topics through prewriting activities (e.g. brainstorming, webbing, story mapping, drawing, group discussions) Generate a final copy to be shared

SECOND GRADE Write a first draft and edit writing using a check list to look for spelling, capitalization and punctuation errors

THIRD GRADE Know and practice all steps of the writing process Revise and edit writing to produce a second draft to be shared Use basic editing marks to correct first draft, e.g. spelling, capitalization, punctuation, inserting a word or letter

FOURTH GRADE Revise drafts by adding, elaborating, deleting, combining, and rearranging text Edit drafts using more complex editing marks, e.g. paragraphing, transpose, insert apostrophe, etc.

FIFTH GRADE Revise drafts for word choice SIXTH GRADE Revise drafts for varied sentence structure

SEVENTH GRADE Create an outline/web multi-paragraphed plan, produce a rough draft, edit and revise to a final copy Develop ideas and content with a sufficient number of significant details, examples and/or reasons Practice peer editing a variety of student created texts using checklists, rubrics or modeling strategies Create the most appropriate topic sentence for a paragraph

EIGHTH GRADE Practice grade level-appropriate planning, drafting, revising, editing and editing strategies to create oral and written texts Gather and incorporate information from a variety of sources (e.g., interviews, news articles, on-line resources, encyclopedias, into speaking and writing)

NINTH GRADE Use note taking as an additional prewriting strategy Revise essays to vary sentence structures and lengths to enhance flow, rhythm, meaning and clarity Engage in self and peer-editing strategies to create final drafts Develop main ideas and content fully focused on a prompt

TENTH GRADE Use strategies independently to plan, draft, revise and edit writing Revise for consistency in verb tense and person


Apply strategies independently to plan, draft, revise and edit writing for a variety of purposes and audiences



2.4 DEVICES AND WORD CHOICE: Use a variety of devices (e.g. figure of speech, symbolism, dialect, vocabulary) to convey meaning

KINDERGARTEN Mastered at second grade FIRST GRADE Mastered at second grade

SECOND GRADE Use descriptive vocabulary (adjectives)

THIRD GRADE Use active and precise verbs Use a variety of sentence beginnings

FOURTH GRADE Use adverbs Create plot in writing

FIFTH GRADE Create imagery in writing Use similes to communicate a message

SIXTH GRADE Use alliteration, onomatopoeia and rhyme in writing SEVENTH GRADE Incorporate the use of action verbs into writing

Practice the use of figure of speech and visual imagery to enhance meaning in writing and speaking Use a variety of sentence beginnings, sentence structures and sentence lengths

EIGHTH GRADE Choose vocabulary and figures of speech that communicate clearly Recognize the use of stylistic elements (e.g., voice, tone and style)

NINTH GRADE Vary sentence structure and length to enhance meaning, clarity and fluency Use vivid and precise language, including active verbs and concrete nouns

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


Demonstrate control of devices and word choice in writing



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


SECOND GRADE Write several sentences on one topic Use webs to organize writing Organize writing using beginning, middle, and end

THIRD GRADE Use graphic organizers and lists to organize writing Organize writing with a main idea and supporting details

FOURTH GRADE Use paragraph structure, including indenting Take notes from a variety of sources Use chronological sequencing Use appropriate transitions to organize ideas within paragraphs

FIFTH GRADE Organize writing so that there is an introduction, logical arrangement of ideas, and a conclusion Use reasons, relevant details, and supporting examples to develop ideas Use simple outlines

SIXTH GRADE Use transitions to link ideas between paragraphs SEVENTH

GRADE Write with an engaging hook and a natural voice suited to the text’s purpose and audience Organize ideas to create an introduction, a logical arrangement of ideas and a conclusion Use transition words to link ideas and paragraphs Write paragraphs focused on a well supported main idea

EIGHTH GRADE Organize writing to create an inviting introduction, a logical progression of ideas and a purposeful conclusion Use transitions effectively within paragraphs and linking paragraphs Use paragraphing correctly so that each paragraph is differentiated by indenting or blocking and includes one major, focused idea

NINTH GRADE Organize writing to create an engaging introduction, logical and effective development of ideas and satisfying conclusion Use transitional devices (e.g., adverbs, coordinating conjunctions, subordinating conjunctions) Use appropriate transitional expressions to enhance meaning, clarity and fluency Use a variety of text structures (e.g., comparison/contrast, problem/solution) Use support and explanation for main ideas in writing

TENTH GRADE Use comparison/contrast, problem/solution and cause/effect text structures to organize writing and speaking


Collect, evaluate and organize information from a variety of sources to produce research products



2.6 PRODUCT PRESENTATION: Use appropriate strategies to publish writing KINDERGARTEN Writes from left to right and top to bottom

FIRST GRADE Writes with appropriate spacing between words Prints legibly

SECOND GRADE Presents final copy in a variety of formats (e.g. read aloud, deliver book talks, display, publish, mail and perform)

THIRD GRADE

Choose presentation method appropriate to the purpose Create a legible document Write in cursive style

FOURTH GRADE Use word processing to create a legible document FIFTH GRADE Give oral presentations from notes SIXTH GRADE Create polished, revised products in writing and in speaking

SEVENTH GRADE Create legible written texts appropriate to audience and purpose Produce polished and legible hand written and/or computer generated texts in a manner appropriate to audience and purpose

EIGHTH GRADE Produce legible hand written and/or computer generated multi-paragraphed texts that have been edited and proofread for content, spelling, mechanics and grammar

NINTH GRADE Produce legible hand written and/or computer generated essays that have been edited and proofread for content, spelling, mechanics and grammar

TENTH GRADE Adjust presentation strategies according to audience and purpose ELEVENTH &

TWELFTH GRADES

Reflect appropriate manuscript requirements in writing



STANDARD 3: LANGUAGE STRUCTURE Students write and speak using conventional grammar, usage, sentence structure, punctuation,

capitalization and spelling.

3.1 GRAMMAR AND USAGE: Use conventions of grammar and usage in writing and speaking


SECOND GRADE Use regular plurals in simple sentences Identify adjectives in a sentence

THIRD GRADE Use correct subject/verb agreement FOURTH GRADE Use irregular plurals correctly

Know and use modifiers (e.g., comparative and superlative adjectives and adverbs) Form irregular verbs correctly (e.g., begin, began, begun; lie, lay, lain) Indicate paragraphs in writing by indenting

FIFTH GRADE Use correct verb tense including past, present, future Identify subjects and predicates Identify nouns and verbs accurately and explain the purpose of each

SIXTH GRADE Identify subjects, predicates, pronouns and adjectives accurately and explain the purpose of each Identify homonyms and homophones

SEVENTH GRADE

Identify parts of speech, including nouns, verbs, adjectives, adverbs, pronouns and interjections and explain how each contributes to the meaning of a sentence Identify and apply knowledge of proper, common, concrete and collective nouns and explain how each contributes to the meaning of a sentence Identify and apply knowledge of action, linking and helping verbs and explain how each contributes to the meaning of a sentence Identify and apply knowledge of articles and modifiers Identify and apply knowledge of homonyms and homophones

EIGHTH GRADE Identify and apply knowledge of antecedents and relative, interrogative and demonstrative pronouns and explain how each contributes to the meaning of sentences Identify and apply knowledge of subject/verb agreement, regular and irregular verbs and modifiers

NINTH GRADE Identify and apply knowledge of proper, common, demonstrative and compound adjectives and explain how each contributes to the meaning of a sentence Identify active and passive voice Edit for conventional grammar

TENTH GRADE Use active voice consistently Identify and apply knowledge of appositives to writing Demonstrate control of grammar and usage


Apply knowledge and demonstrate control of grammar and usage as outlined in the 7th – 9th grade Essential Standards



3.2 SENTENCE STRUCTURE: Use correct sentence structure in writing KINDERGARTEN Use simple sentences in speaking

FIRST GRADE Mastered in second grade SECOND GRADE Identify complete sentences THIRD GRADE Write complete simple sentences

FOURTH GRADE Use a variety of sentence beginnings including introductory clauses FIFTH GRADE Identify complex sentences

Write simple compound sentences SIXTH GRADE Identify simple, compound and complex sentences with introductory

and dependent clauses SEVENTH

GRADE Write simple, compound and complex sentences

EIGHTH GRADE Identify compound-complex sentences

NINTH GRADE Write compound-complex sentences TENTH GRADE Identify and correctly use clauses, phrases, properly placed modifiers and parallel structure

Demonstrate control of sentence structure and paragraphs ELEVENTH &

TWELFTH GRADES

Apply knowledge and demonstrate control of sentence structure as outlined in the 7th – 9th grade Essential Standards



3.3 PUNCTUATION: Use conventions of punctuation in writing KINDERGARTEN Mastered at first grade

FIRST GRADE Use periods to end sentences SECOND GRADE Use question marks and exclamation marks to end sentences

Use period in common abbreviations (e.g., Mr., Mrs., Ms., St., Rd., Ft.) THIRD GRADE Use commas for day, month, and year; greetings and closings in friendly letters; and cities

and states Use apostrophes in contractions

FOURTH GRADE Use apostrophes to show singular possession Use end-of-sentence punctuation correctly in dialogue Use commas for items in a series and before quotation marks in dialogue

FIFTH GRADE Use commas to separate DEPENDENT CLAUSES and after introductory words Punctuate simple dialogue correctly, including quotation marks, end marks, and commas (“Ouch,” said Jane.”)

SIXTH GRADE Use semi-colons correctly to create complex sentences Use apostrophes correctly in plural possessives (students’ notebooks)

SEVENTH GRADE

Use apostrophes correctly in contractions (she'd), in place of omitted letters or numbers (class of '99), to form plurals (A's), to express time or amount (tomorrow's school lesson, lost an entire day's work) Use commas correctly to set off dialogue, in compound and complex sentences and in direct address

EIGHTH GRADE Use apostrophes correctly to form possessives in compound nouns (sister-in-law's) and with indefinite pronouns (everyone's) Use commas correctly in a series, in dates, addresses, direct address, letters, introductory words/phrases, in dialogue and in compound and complex sentences

NINTH GRADE Use apostrophes correctly to form plural possessives (Joneses' great grandfather, children's book) and to show shared possession (Joe, Barry and Sally's band; Joe's, Barry's and Sally's air guitars) Use underlining/italics correctly

TENTH GRADE Use semicolons, colons, dashes and ellipses correctly Demonstrate control of punctuation in all forms of writing


Apply knowledge and demonstrate control of punctuation as outlined in the 7th – 9th grade Essential Standards

3.4 CAPITALIZATION: Use conventions of capitalization in writing KINDERGARTEN Capitalize own name

FIRST GRADE Capitalize sentence beginnings and the pronoun “I”

SECOND GRADE Capitalize simple abbreviations (for example: Mr., Mrs., Ms., Dr.), greeting and closing of friendly letters, and simple proper nouns

THIRD GRADE Capitalize simple titles and holidays (Miss Jones, Fourth of July)

FOURTH GRADE Capitalize proper nouns and proper adjectives (Hawaiian climate) Capitalize geographic names (Boston, Tokyo)

FIFTH GRADE Use capitalization correctly in simple dialogue SIXTH GRADE Use capitalization correctly in outlines



3.4 CAPITALIZATION: Use conventions of capitalization in writing SEVENTH

GRADE Use capitals correctly in direct quotations and proper complex nouns

EIGHTH GRADE Use capitals correctly in words showing family relationships (Aunt Amy, my aunt) NINTH GRADE Use capitals correctly in titles of books, periodicals, poems, stories, essays, speeches,

plays, historical documents, movies, radio and television programs, etc. Use capitals correctly in indirect quotations

TENTH GRADE Use capitals correctly in the names of historical events and periods, special events, holidays and other calendar items and time zones Use capitals correctly in the names of organizations, teams, business firms, institutions, government bodies and buildings Demonstrate control of capitalization in writing


Apply knowledge and demonstrate control of capitalization as outlined in the 7th – 9th grade Essential Standards

3.5 SPELLING: Use conventions of spelling in writing KINDERGARTEN Spell simple words

Use letter/sound relationships in emergent writing Copy the 26 letters of the alphabet

FIRST GRADE Spell grade-level appropriate words correctly SECOND GRADE Use dictionaries and other resources to spell words, with support THIRD GRADE Use age-appropriate spelling with phonetic spelling for difficult words

Identify, use, and spell regular plurals FOURTH GRADE Spell frequently used words using phonics rules and exceptions

Identify age-appropriate root words, prefixes, and suffixes FIFTH GRADE Identify irregular plurals SIXTH GRADE Identify incorrectly spelled age-appropriate words and use accurate spelling

Use resources to correctly spell plural forms SEVENTH

GRADE Identify and apply knowledge of homophones to form correct spelling

EIGHTH GRADE Use resources (e.g., spell checkers, dictionaries) to monitor spelling NINTH GRADE Edit for spelling in writing

Identify and apply knowledge of root words to assist in spelling

TENTH GRADE Apply knowledge of spelling rules and vocabulary to accurately evaluate spell check responses (e.g., sea/see, their/there, form/from) Demonstrate control of spelling in writing


Apply knowledge and demonstrate control of spelling as outlined in the 7th – 9th grade Essential Standards



STANDARD 4: THINKING AND VIEWING Students apply thinking skills in their reading, writing, speaking, listening and viewing

4.1 THINKING AND ANALYTICAL SKILLS: Use thinking and analytical skills in writing, reading, speaking, listening and viewing

KINDERGARTEN Mastered at first grade FIRST GRADE Differentiate between non-fiction and fiction

SECOND GRADE Mastered at third grade THIRD GRADE Understand oral directions

FOURTH GRADE Draw conclusions and make inferences Determine author’s purpose

FIFTH GRADE Compare and contrast ideas from various texts or parts of texts SIXTH GRADE Use details to support explanations of texts

SEVENTH GRADE

Explain the main idea of passages or sections of passages and identify details in the text to support the explanation

EIGHTH GRADE Analyze various fictional texts based on plot and character development, description of setting, realism of dialogue and use of vocabulary Use relevant details to support analysis of main ideas in a variety of texts

NINTH GRADE Analyze main ideas in a variety of texts and use relevant details to support the analysis Practice making predictions, drawing conclusions and analyzing texts Use two-column notes (dialectical notes) as an approach to understanding texts

TENTH GRADE Make predictions, draw conclusions and analyze texts ELEVENTH &

TWELFTH GRADES

Make accurate predictions, draw conclusions and analyze texts

4.2 PROBLEM SOLVING: Use reading, writing, speaking, listening and viewing to define and solve problems

KINDERGARTEN Mastered at first grade FIRST GRADE Make predictions based on details in text

Recognize conflict SECOND GRADE Suggest solutions to a conflict THIRD GRADE Mastered at fourth grade FOURTH GRADE Identify problems and generate possible solutions FIFTH GRADE Draw conclusions from various texts in various genres SIXTH GRADE Mastered at seventh grade

SEVENTH GRADE

Use reading, writing and listening skills to solve problems, list possible solutions and provide support for the solutions

EIGHTH GRADE Identify and begin to use higher-level questioning skills as an approach to learning (see Bloom & Costa in glossary)

NINTH GRADE Use higher-level and inquiry questioning skills as an approach to understanding texts (see Bloom & Costa) Practice collaboration skills to draw conclusions, evaluate, discuss and solve problems

TENTH GRADE Use reading and writing to define a problem, evaluate opinions and/or propose solutions ELEVENTH &

TWELFTH GRADES

Independently practice collaboration to gather and to share information with others (e.g., Socratic Seminar, Shared Inquiry)



4.3 OPINIONS: Recognize, express and support opinions orally and in writing

KINDERGARTEN Mastered at first grade FIRST GRADE Express opinions

SECOND GRADE Identify specific facts THIRD GRADE Identify opinions

FOURTH GRADE Form and express opinions in response to written texts FIFTH GRADE Form and express opinions in response to visual texts SIXTH GRADE Form and express opinions in response to oral texts

SEVENTH GRADE

Identify opinions stated in a variety of texts

EIGHTH GRADE Identify opinions stated and implied in a variety of texts Compare opinions stated in texts to personal opinions Defend personal opinions in speaking and writing

NINTH GRADE Differentiate fact from opinion in a variety of texts Express personal opinions in speaking and writing in an articulate manner

TENTH GRADE Recognize, express and defend personal opinions in speaking and writing in an articulate manner


Compare and analyze the opinions of others and formulate and defend personal opinions in an articulate manner

4.4 AUTHOR'S POINT OF VIEW: Know the purpose, perspective and historical and cultural influences of a speaker, author or director

KINDERGARTEN Mastered at fourth grade FIRST GRADE Mastered at fourth grade

SECOND GRADE Identify how characters and setting of a text are different from student’s experience THIRD GRADE Identify narrator of a story

FOURTH GRADE Recognize differences between characters and setting in different texts FIFTH GRADE Recognize author's attitude about the subject of the text SIXTH GRADE Compare authors’ attitudes about the subject from a variety of texts

SEVENTH GRADE

Identify the difference between the authors of texts and the narrators of texts (e.g., the director of a film vs. the narrator in a film)

EIGHTH GRADE Recognize an author’s or speaker’s perspective and purpose, separating fact from opinion NINTH GRADE Identify an author’s purpose in a variety of texts

Identify the historical/cultural context from information presented texts TENTH GRADE Understand historical perspective in a variety of texts ELEVENTH &

TWELFTH GRADES

Evaluate, synthesize and analyze the author’s purpose Identify historical/cultural context in a variety of texts



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

KINDERGARTEN Mastered at third grade FIRST GRADE Mastered at third grade

SECOND GRADE Mastered at third grade THIRD GRADE Understand that rubrics and checklists are used to evaluate student work

FOURTH GRADE Use simple checklists to revise and evaluate work FIFTH GRADE Use simple rubrics to evaluate work SIXTH GRADE Use simple rubrics and checklists to assist in peer editing

SEVENTH GRADE

Make predictions and draw conclusions by identifying details in texts to support them

EIGHTH GRADE Compare details from more than one text to make predictions and formulate conclusions NINTH GRADE Analyze information from a variety of texts to formulate conclusions and personal opinions TENTH GRADE Evaluate the reliability, accuracy and relevance of a variety of texts

Analyze the quality of a text based on the author’s use of vocabulary, use of characterization, character development, plot development and description of setting


Use a variety of criteria to evaluate the literary quality of texts (e.g., purpose, concept, theme development, historical perspective, dialogue)



STANDARD 5: RESEARCH Students read to locate, select and make use of relevant information from a variety of media, reference and

technological sources

5.1 RESOURCES: Understand the structure organization and use of resources to gather information for research

KINDERGARTEN Know what an author and illustrator do Know some organizational features of printed text (e.g. front cover, title)

FIRST GRADE Gather and organize information from a variety of experiences (e.g., personal observations, science experiments, field trips, and classroom visitors) Alphabetize to the first letter

SECOND GRADE Alphabetize to the second letter Use dictionaries, glossaries, and other sources for research, with support

THIRD GRADE Use a variety of informational resources to locate information, with support *Alphabetize to the third letter

FOURTH GRADE Know how pull-down menus organize electronic information Understand what computer icons represent Understand the function of key word searches Use passwords, entry menu features, pull-down menus, icons, and key word searches

FIFTH GRADE Locate information in text using changes in print (boldface, italics) Find information to support ideas

SIXTH GRADE Locate information in text using chapter previews, summaries, prefaces, annotations, and appendices Gather information for research using encyclopedias, atlases, non-fiction books, and electronic media

SEVENTH GRADE

Identify and use organizational features of text, (e.g., table of contents, index, glossary, bold headings, introductory sections) Identify author’s purpose in texts Use library databases and organizational features of electronic information (e.g., e-mail, on-line sources, CD/DVD) to locate information Locate information from a bibliography or works cited page Use text features (e.g. quotation marks, italics, parentheses, footnotes) to locate information

EIGHTH GRADE Use organizational features of texts to locate relevant information (e.g., annotations, citations, bibliographic references) Locate and select relevant information from reliable and accurate sources, including on-line sources

NINTH GRADE Use organizational features of printed text to locate information (e.g., prefaces, afterwards, appendices) Use organizational features of electronic information (e.g., keyword searches, internet search engines, library and interlibrary catalog databases) to locate relevant information Recognize bias in a variety of texts Locate meanings, pronunciations and derivations of unfamiliar words independently using dictionaries, glossaries and other sources

TENTH GRADE Identify and analyze bias in a variety of texts Use a variety of sources to gather information for research independently (e.g., print sources, electronic sources, personal interviews) Evaluate information in resources for specific needs


Analyze information for credibility, validity and bias



5.2 ORGANIZATION OF INFORMATION: Use a variety of strategies to organize information

KINDERGARTEN Mastered at first grade FIRST GRADE Use lists and logs to record observations and report events sequentially

SECOND GRADE Identify graphs, charts, tables and illustrations as ways to record observations and report events

THIRD GRADE Use resources to locate information about a topic Sort information as it relates to a specific topic and specific purpose

FOURTH GRADE Take simple notes from relevant sources (e.g., guest speakers, periodicals, on-line searches) FIFTH GRADE Frame questions to direct research with support

Organize knowledge using a variety of formats (e.g., graphic organizers, informal outlining, note taking, and summaries)

SIXTH GRADE Mastered at seventh grade SEVENTH

GRADE Use graphic organizers, (e.g., Venn diagram, outline, time line) to summarize and synthesize information and ideas from texts

EIGHTH GRADE Summarize and organize information about a topic in a variety of ways (e.g., graphic organizers, Venn diagram, outline, timeline) from various references, technical sources and media

NINTH GRADE Use note taking strategies to collect and synthesize information from a variety of resources TENTH GRADE Summarize and organize information from references, technical sources and media for

specific needs ELEVENTH &

TWELFTH GRADES

Recognize the persuasive nature of research and gather information from a variety of sources with the intent of defending a position

5.3 DOCUMENTATION: Document information sources KINDERGARTEN Mastered at third grade

FIRST GRADE Mastered at third grade SECOND GRADE Mastered at third grade THIRD GRADE List resources used by title

FOURTH GRADE Give credit for research information by author and title of resources FIFTH GRADE Use a simplified bibliography form for listing sources SIXTH GRADE Practice giving credit for others' work using a bibliography form

SEVENTH GRADE

Define and refrain from plagiarism Understand the concept of copyright limitations

EIGHTH GRADE Continue to define and refrain from plagiarism Give credit for others’ ideas, images or information by listing sources using MLA style

NINTH GRADE Continue to define and refrain from plagiarism Practice the use of MLA works cited style to document sources used to create research products

TENTH GRADE Continue to define and refrain from plagiarism Use MLA style to document authors and sources of information used in research projects Use parenthetical documentation to cite sources within research products


Continue to define and refrain from plagiarism Accurately use MLA style or other styles required to document resources in research independently



5.4 RESEARCH PRODUCTS: Communicate the results of research KINDERGARTEN Mastered at first grade

FIRST GRADE Write a concluding statement in expository texts (Birds have wings.) SECOND GRADE Mastered at fifth grade THIRD GRADE Mastered at fifth grade

FOURTH GRADE Mastered at fifth grade

FIFTH GRADE Use technology to present information in various forms (e.g., overhead transparencies, PowerPoint presentations)

SIXTH GRADE Organize information from various sources into simple outlines SEVENTH

GRADE Create posters, PowerPoint presentations oral presentations and other texts synthesizing information found during a research process.

EIGHTH GRADE Summarize and organize information about a topic in a variety of ways, (e.g., graphic organizers, Venn diagram, outline, timeline) from references, technical sources and media

NINTH GRADE Produce a documented report and/or media presentation with cited sources TENTH GRADE Produce a documented essay with cited sources and parenthetical documentation ELEVENTH &

TWELFTH GRADES

Produce texts that represents a balance of factual information and personal analysis and evaluation with cited sources and parenthetical documentation



STANDARD 6: LITERATURE AND CULTURE Students read and recognize literature as a record of human experience

6.1 LITERARY TERMINOLOGY: Recognize and use literary terminology KINDERGARTEN Identify characters and events in a story

FIRST GRADE Determine regular beats (rhythms) and similarities of sound in poetry (rhyme) SECOND GRADE Identify characters and setting (place) in a favorite story THIRD GRADE Identify physical and personality traits in characters

FOURTH GRADE Identify main characters and supporting characters in a story Understand how characters change Compare characters within or between texts

FIFTH GRADE Identify problem/solution (conflict/resolution) and sequence in fiction SIXTH GRADE Understand poetic devices, including alliteration, simile, onomatopoeia, and rhyme scheme

Analyze characters, setting (time and place), problem/solution, and sequence in fiction SEVENTH

GRADE Identify foreshadowing, simile, personification, onomatopoeia, alliteration and flashback accurately and explain how each literary technique adds meaning to texts

EIGHTH GRADE Identify setting, character, conflict, plot, resolution, dialect, point of view and metaphor accurately and explain how each literary technique adds meaning to texts Apply knowledge of literary terminology including foreshadowing, simile, personification, onomatopoeia, alliteration and flashback and explain how each literary technique adds meaning to texts

NINTH GRADE Identify theme, allusion, aside, symbolism, imagery, soliloquy, iambic pentameter, tragedy, irony (dramatic, situational, verbal), paradox and tone accurately and explain how each literary technique adds meaning to texts Apply knowledge of literary terminology including setting, character, conflict, plot, resolution, dialect, point of view and metaphor and explain how each literary technique adds meaning to texts

TENTH GRADE Accurately identify theme, poetic forms (e.g., ballad, sonnet, heroic couplet), and poetic devises (e.g., assonance, consonance, rhyme, meter) and explain how each literary technique adds meaning to texts Define and identify argumentative terms (e.g., band wagon, testimonial, circular thinking, ad hoc) Apply knowledge of literary terminology including allusion, aside, symbolism, imagery, soliloquy, iambic pentameter, tragedy, irony (dramatic, situational, verbal) and paradox and explain how each literary technique adds meaning to texts


Apply knowledge of theme, poetic forms and poetic devices and explain how each literary technique adds meaning to texts Refrain from using logical fallacies when creating texts



6.2 READING GENRES: Read a variety of literary and informational texts KINDERGARTEN Mastered at first grade

FIRST GRADE Respond to a variety of grade-level appropriate traditional literature SECOND GRADE Read, respond to, and gain meaning from fiction, non-fiction, and poems THIRD GRADE Read, respond to, and gain meaning from a variety of literature (e.g. folk tales, legends,

directions) FOURTH GRADE Read and respond to myths

Read and respond to content-area reading FIFTH GRADE Read and respond to a variety of fiction, including short stories, novels and plays

Read and respond to non-fiction, including procedural and informational texts SIXTH GRADE Read stories and magazine articles

Know defining characteristics of fiction, non-fiction, autobiography, and poetry SEVENTH

GRADE Read, discuss and analyze a variety of fiction and non-fiction texts from the menu offered on the PSD Novels List

EIGHTH GRADE Read, discuss and analyze a variety of fiction and non-fiction texts from the menu offered on the PSD Novels List including required texts The Diary of Anne Frank or Night

NINTH GRADE Read, discuss and analyze a variety of fiction and non-fiction texts from the menu offered on the PSD Novels List including the required texts The Odyssey, Romeo and Juliet and To Kill A Mockingbird

TENTH GRADE Read, discuss and analyze a variety of fiction and non-fiction texts from the menu offered on the PSD Novels List including the required texts The Merchant of Venice or Julius Caesar or The Tempest

ELEVENTH & TWELFTH

GRADE

Read, discuss and analyze a variety of fiction and non-fiction texts from the menu offered on the PSD Novels List focusing on U.S. literature, British literature including the required texts The Scarlet Letter or The Crucible and Huckleberry Finn

6.3 CULTURE: Read to learn about culture KINDERGARTEN Mastered at third grade

FIRST GRADE Mastered at third grade SECOND GRADE Mastered at third grade THIRD GRADE Compare tales from different cultures by character types or observation of the use of

natural phenomena (i.e. seasons, constellations, land formations, animal behaviors) FOURTH GRADE Know similarities and differences among stories

Understand ways in which stories reflect the ethnic background of the author and the culture in which they were written

FIFTH GRADE Read and respond to literature that represents a variety of points of view from places, people, and events that are unfamiliar

SIXTH GRADE Compare and contrast multiple stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written

SEVENTH GRADE

Compare and contrast multiple texts and the ways in which those texts reflect the ethnic background of the authors and the cultures in which they were written, including mythology

EIGHTH GRADE Understand different expressions of the American experience reflected in a variety of American Literature

NINTH GRADE Understand different expressions of world literature, including classic and contemporary authors and mythology

TENTH GRADE Understand world cultures and traditions expressed in a variety of texts and genres, including both classical and contemporary texts


Understand how historical context shapes and informs the literature of the era Understand American, British and Asian/Pacific cultures and traditions expressed in a variety of texts and genres, including both classical and contemporary texts



6.4 LITERARY ANALYSIS: Use a variety of strategies to understand and analyze texts KINDERGARTEN See Standard 6.1

FIRST GRADE See Standard 6.1 SECOND GRADE See Standard 6.1 THIRD GRADE See Standard 6.1

FOURTH GRADE See Standard 6.1 FIFTH GRADE See Standard 6.1 SIXTH GRADE See Standard 6.1

SEVENTH GRADE

Define theme as it appears in such texts as myths, fables, fairy tales, etc. Identify flat and round characters Define direct and indirect characterization Understand and identify conflict in a variety of texts

EIGHTH GRADE Identify the theme in texts Understand how figure of speech supports meaning in a given context in a variety of texts

NINTH GRADE Read a given text, identify the theme and provide support from the text to support the analysis of theme

TENTH GRADE Use literary skills to synthesize and evaluate similarities in themes within various texts Recognize and ridicule logical fallacies


Recognize and use a variety of literary analysis strategies, (e.g., historical, feminist, post-modern, formal, reader response)




LANGUAGE ARTS ESSENTIAL STANDARDS for K-12

HORIZONTAL ALIGNMENT


Poudre School District LANGUAGE ARTS

ESSENTIAL STANDARDS for KINDERGARTEN

If no specific skills are listed under a benchmark, then skills are taught to mastery at another level. STANDARD 1: READING

Students read and understand a variety of materials

1.1 BENCHMARK: COMPREHENSION SKILLS Students will use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Use beginning, middle & end to tell simple stories o Use sequence to retell a familiar story o Know that print is read from left to right and top to bottom o Use pictures to predict o Understand that print conveys meaning o Match printed words to spoken words in sequence

1.2 BENCHMARK: PRIOR KNOWLEDGE

Make connections between texts and prior knowledge and identify knowledge needed before reading about topics

1.3 BENCHMARK: READING PURPOSE Adjust reading strategies for different purposes

1.4 BENCHMARK: WORD RECOGNITION STRATEGIES Use a variety of word recognition skills and resources o Recognize patterns of sound in oral language (e.g., rhyming words, beginning sounds) o Know letters in own name o Recognize own name in print o Know the difference between numerals and letters o Name all upper and lower case letters

1.5 BENCHMARK: VOCABULARY

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


Students write and speak for a variety of purposes and audiences 2.1 BENCHMARK: GENRE

Students write and speak in a variety of genres o Use drawing, telling, and emergent writing to create/relate a narrative or to communicate information

2.2 BENCHMARK: AUDIENCE AND PURPOSE

Write and speak for a variety of audiences and purposes o Understand the functions of print o Give an oral response appropriate to the topic



2.3 BENCHMARK: WRITING PROCESS Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Generate topics for writing and speaking from class writing and experience stories

2.4 BENCHMARK: DEVICES AND WORD CHOICE

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

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

2.6 BENCHMARK: PRODUCT PRESENTATION Use appropriate strategies to publish writing o Writes from left to right and top to bottom

STANDARD 3: LANGUAGE STRUCTURE

Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization and spelling

3.1 BENCHMARK: GRAMMAR AND USAGE

Use conventions of grammar and usage in writing and speaking

3.2 BENCHMARK: SENTENCE STRUCTURE Use correct sentence structure in writing o Use simple sentences in speaking

3.3 BENCHMARK: PUNCTUATION

Use conventions of punctuation in writing

3.4 BENCHMARK: CAPITALIZATION Use conventions of capitalization in writing o Capitalize own name

3.5 BENCHMARK: SPELLING

Use conventions of spelling in writing o Spell simple words o Use letter/sound relationships in emergent writing o Copy the 26 letters of the alphabet

STANDARD 4: THINKING AND VIEWING

Students apply thinking skills to their reading, writing, speaking, listening and viewing 4.1 BENCHMARK: THINKING AND ANALYTICAL SKILLS

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

4.2 BENCHMARK: PROBLEM SOLVING Use reading, writing, speaking, listening and viewing to define and solve problems

4.3 BENCHMARK: OPINIONS Recognize, express and support opinions orally and in writing

4.4 BENCHMARK: AUTHOR’S POINT OF VIEW Know the purpose, perspective and historical and cultural influences of a speaker, author or director



4.5 BENCHMARK: EVALUATION Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy)

STANDARD 5: RESEARCH Students read to locate, select and make use of relevant information from a variety of media, reference and

technological sources

5.1 BENCHMARK: RESOURCES Understand the structure, organization and use of resources to gather information for research o Know what an author and illustrator do o Know some organizational features of printed text (e.g., front cover, title)

5.2 BENCHMARK: ORGANIZATION OF INFORMATION

Use a variety of strategies to organize information

5.3 BENCHMARK: DOCUMENTATION Document information sources

5.4 BENCHMARK: RESEARCH PRODUCTS Communicate the results of research


6.1 BENCHMARK: LITERARY TERMINOLOGY

Recognize and use literary terminology o Identify characters and events in a story

6.2 BENCHMARK: READING GENRES

Read a variety of literary and informational texts

6.3 BENCHMARK: CULTURE Read to learn about culture

6.4 BENCHMARK: LITERARY ANALYSIS Use a variety of strategies to understand and analyze texts




ESSENTIAL STANDARDS for FIRST GRADE



1.1 BENCHMARK: COMPREHENSION SKILLS Students will use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Use pictures to check meaning o Retell in a logical, sequential order including some detail and inference o Make logical predictions based on content o Monitor reading to make sure the message makes sense


Make connections between texts and prior knowledge and identify knowledge needed before reading about topic o Use prior knowledge to comprehend text

1.3 BENCHMARK: READING PURPOSE

Adjust reading strategies for different purposes

1.4 BENCHMARK: WORD RECOGNITION STRATEGIES Use a variety of word recognition skills and resources o Use letter-sound relationships to read, including CONSONANCE, short vowel sounds and some long

vowel patterns (graphophonics) o Use sentence structure and word order to decode unknown words (syntax) o Use prior knowledge and context to decode unknown words (semantics)


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



Write and speak in a variety of genres o Write and speak to tell a story, share personal experiences or relate information


Write and speak for a variety of audiences and purposes o Give a written response appropriate to the topic

2.3 BENCHMARK: WRITING PROCESS

Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Generate topics through prewriting activities (e.g., brainstorming, webbing, story mapping, drawing,

group discussions) o Generate a final copy to be shared



2.4 BENCHMARK: DEVICES AND WORD CHOICE Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning


2.6 BENCHMARK: PRODUCT PRESENTATION Use appropriate strategies to publish writing o Writes with appropriate spacing between words o Prints legibly



3.1 BENCHMARK: GRAMMAR AND USAGE Use conventions of grammar and usage in writing and speaking

3.2 BENCHMARK: SENTENCE STRUCTURE Use correct sentence structure in writing o Identify complete sentences


Use conventions of punctuation in writing o Use periods to end sentences

3.4 BENCHMARK: CAPITALIZATION

Use conventions of capitalization in writing o Capitalize sentence beginnings and the pronoun “I”


Use conventions of spelling in writing o Spell grade-level appropriate words correctly



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

4.2 BENCHMARK: PROBLEM SOLVING

Use reading, writing, speaking, listening and viewing to define and solve problems o Make predictions based on details in text o Recognize conflict

4.3 BENCHMARK: OPINIONS

Recognize, express and support opinions orally and in writing o Express opinions



4.4 BENCHMARK: AUTHOR’S POINT OF VIEW Know the purpose, perspective and historical and cultural influences of a speaker, author or director


STANDARD 5: RESEARCH Students read to locate, select and make use of relevant information from a variety of media, reference and technological sources 5.1 BENCHMARK: RESOURCES

Understand the structure, organization and use of resources to gather information for research o Gather and organize information from a variety of experiences (e.g., personal observations, science

experiments, field trips, and classroom visitors) o Alphabetize to the first letter


Use a variety of strategies to organize information o Use lists and logs to record observations and report events sequentially

5.3 BENCHMARK: DOCUMENTATION

Document information sources

5.4 BENCHMARK: RESEARCH PRODUCTS Communicate the results of research o Write a concluding statement in expository texts (Birds have wings.)

STANDARD 6: LITERATURE AND CULTURE

Students read and recognize literature as a record of human experience 6.1 BENCHMARK: LITERARY TERMINOLOGY

Recognize and use literary terminology o Determine regular beats (rhythms) and similarities of sound in poetry (rhyme)


Read a variety of literary and informational texts o Respond to a variety of grade-level appropriate traditional literature

6.3 BENCHMARK: CULTURE

Read to learn about culture 6.4 BENCHMARK: LITERARY ANALYSIS

Use a variety of strategies to understand and analyze texts




LANGUAGE ARTS ESSENTIAL STANDARDS for SECOND GRADE

If no specific skills are listed under a benchmark, then skills are taught to mastery at another level.


1.1 BENCHMARK: COMPREHENSION SKILLS

Students will use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Use a variety of comprehension strategies before, during and after reading o Select appropriate reading materials based on interest and readability o Know that paragraph structure organizes meaning with one main idea and supporting details o Use and integrate prior knowledge and context to construct meaning o Know sequence of events in narrative and expository texts o Identify/explain main idea in text


Make connections between texts and prior knowledge and identify knowledge needed before reading about topic o Make connections between text and self


Adjust reading strategies for different purposes o Read for a variety of purposes (e.g., information, writing ideas, directions, enjoyment)

1.4 BENCHMARK: WORD RECOGNITION STRATEGIES

Use a variety of word recognition skills and resources o Use knowledge of long vowel patterns, vowel digraphs and consonant digraphs to decode unfamiliar

words o Read second grade texts with appropriate fluency


Use information from reading to increase vocabulary and enhance language usage o Use context to determine word meaning



Write and speak in a variety of genres o Write narrative texts with characters o Write friendly letters (e.g., thank you letters) o Write brief expository texts creating beginning, middle and end


Write and speak for a variety of audiences and purposes o Write for a specific purpose, such as to entertain, inform and explain



2.3 BENCHMARK: WRITING PROCESS Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Write a first draft and edit writing using a check list to look for spelling, capitalization and punctuation

errors 2.4 BENCHMARK: DEVICES AND WORD CHOICE

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

2.5 BENCHMARK: ORGANIZATION

Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast) o Write several sentences on one topic o Use webs to organize writing o Organize writing using beginning, middle and end

2.6 BENCHMARK: PRODUCT PRESENTATION

Use appropriate strategies to publish writing o Presents final copy in a variety of formats (e.g., read aloud, deliver book talks, display, publish, mail

and perform)



3.1 BENCHMARK: GRAMMAR AND USAGE Use conventions of grammar and usage in writing and speaking o Use regular plurals in simple sentences o Identify adjectives in a sentence

3.2 BENCHMARK: SENTENCE STRUCTURE

Use correct sentence structure in writing o Write simple sentences


Use conventions of punctuation in writing o Use question marks and exclamation marks to end sentences o Use period in common abbreviations (e.g., Mr., Mrs., Ms., St., Rd., Ft.)


Use conventions of capitalization in writing o Capitalize simple abbreviations (e.g., Mr., Mrs., Ms., Dr.), greeting and closing of friendly letters, and

simple proper nouns 3.5 BENCHMARK: SPELLING

Use conventions of spelling in writing o Use dictionaries and other resources to spell words, with support



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



4.2 BENCHMARK: PROBLEM SOLVING Use reading, writing, speaking, listening and viewing to define and solve problems o Suggest solutions to a conflict


Recognize, express and support opinions orally and in writing o Identify specific facts

4.4 BENCHMARK: AUTHOR’S POINT OF VIEW

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


STANDARD 5: RESEARCH

Students read to locate, select and make use of relevant information from a variety of media, reference and technological sources

5.1 BENCHMARK: RESOURCES Understand the structure, organization and use of resources to gather information for research o Alphabetize to the second letter o Use dictionaries, glossaries, and other sources for research, with support


Use a variety of strategies to organize information o Identify graphs, charts, tables and illustrations as ways to record observations and report events


Document information sources

5.4 BENCHMARK: RESEARCH PRODUCTS Communicate the results of research



Recognize and use literary terminology o Identify characters and setting (place) in a favorite story


Read a variety of literary and informational texts o Read, respond to, and gain meaning from fiction, non-fiction and poems


Read to learn about culture





ESSENTIAL STANDARDS for THIRD GRADE



Students will use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Identify what is known and needs to be known about a topic before reading about it o Apply information and make connections from reading o Draw inferences using contextual clues o Use information in texts to support main ideas o Summarize text passages, focused on literal meaning, supported with details from text


Make connections between texts and prior knowledge and identify knowledge needed before reading about topic

1.3 BENCHMARK: READING PURPOSE Adjust reading strategies for different purposes o Read at an appropriate rate o Use organizational patterns to comprehend texts (e.g., chronological order, sequencing, cause and

effect) 1.4 BENCHMARK: WORD RECOGNITION STRATEGIES

Use a variety of word recognition skills and resources o Use prefixes, suffixes and roots to decode multi-syllabic words o Use self-correcting strategies to decode unknown words


Use information from reading to increase vocabulary and enhance language usage o Use word walls and other sources to determine word meaning



Write and speak in a variety of genres o Write narrative texts with characters and setting (place) o Write personal narratives with beginning, middle and end o Write basic expository paragraphs


Write and speak for a variety of audiences and purposes o Understand that writing has voice


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

word or letter *Skills listed on this document should be mastered at the grade level where they appear.



Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning o Use active and precise verbs o Use a variety of sentence beginnings


Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast) o Use graphic organizers and lists to organize writing o Organize writing with a main idea and supporting details

2.6 BENCHMARK: PRODUCT PRESENTATION Use appropriate strategies to publish writing o Choose presentation method appropriate to the purpose o Create a legible document o Write in cursive style


Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling

3.1 BENCHMARK: GRAMMAR AND USAGE Use conventions of grammar and usage in writing and speaking o Use correct subject/verb agreement


Use correct sentence structure in writing o Write complete simple sentences


Use conventions of punctuation in writing o Use commas for day, month and year; greetings and closings in friendly letters; and cities and states o Use apostrophes in contractions


Use conventions of capitalization in writing o Capitalize simple titles and holidays (Miss Jones, Fourth of July)


Use conventions of spelling in writing o Use age-appropriate spelling with phonetic spelling for difficult words o Identify, use and spell regular plurals



Use thinking and analytical skills in writing, reading, speaking, listening and viewing o Understand oral directions


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



4.3 BENCHMARK: OPINIONS Recognize, express and support opinions orally and in writing o Identify opinions


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

4.5 BENCHMARK: EVALUATION

Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy) o Understand that rubrics and checklists are used to evaluate student work



5.1 BENCHMARK: RESOURCES Understand the structure, organization and use of resources to gather information for research o Use a variety of informational resources to locate information, with support o Alphabetize to the third letter


Use a variety of strategies to organize information o Use resources to locate information about a topic o Sort information as it relates to a specific topic and specific purpose


Document information sources o List resources used by title

5.4 BENCHMARK: RESEARCH PRODUCTS

Communicate the results of research



Recognize and use literary terminology o Identify physical and personality traits in characters


Read a variety of literary and informational texts o Read, respond to, and gain meaning from a variety of literature (e.g., folk tales, legends, directions)


Read to learn about culture o Compare tales from different cultures by character types or observation of the use of natural

phenomena (e.g., seasons, constellations, land formations, animal behaviors) 6.4 BENCHMARK: LITERARY ANALYSIS





LANGUAGE ARTS

ESSENTIAL STANDARDS for FOURTH GRADE



1.1 BENCHMARK: COMPREHENSION SKILLS Students will use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Use skimming and scanning to aid comprehension o Use self-monitoring strategies to aid comprehension o Understand supporting details o Use bold, italics, underlining, subtitles and quotations to aid comprehension


Make connections between texts and prior knowledge and identify knowledge needed before reading about topic o Make connections between texts


Adjust reading strategies for different purposes

1.4 BENCHMARK: WORD RECOGNITION STRATEGIES Use a variety of word recognition skills and resources o Use a variety of word recognition skills and sources


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



Write and speak in a variety of genres o Write narrative texts with characters, setting (time & place), problem/solution o Write narrative, expository, and descriptive texts


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


Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Revise drafts by adding, elaborating, deleting, combining, and rearranging text o Edit drafts using more complex editing marks, e.g., paragraphing, transpose, insert apostrophe, etc.



2.4 BENCHMARK: DEVICES AND WORD CHOICE Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning o Use adverbs o Create plot in writing


Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast) o Use paragraph structure, including indenting o Take notes from a variety of sources o Use chronological sequencing o Use appropriate transitions to organize ideas within paragraphs


Use appropriate strategies to publish writing o Use word processing to create a legible document



3.1 BENCHMARK: GRAMMAR AND USAGE Use conventions of grammar and usage in writing and speaking o Use irregular plurals correctly o Know and use modifiers (e.g., comparative and superlative adjectives and adverbs) o Form irregular verbs correctly (e.g., begin, began, begun; lie, lay, lain) o Indicate paragraphs in writing by indenting


Use correct sentence structure in writing o Use a variety of sentence beginnings including introductory clauses


Use conventions of punctuation in writing o Use apostrophes to show singular possession o Use end-of-sentence punctuation correctly in dialogue o Use commas for items in a series and before quotation marks in dialogue


Use conventions of capitalization in writing o Capitalize proper nouns and proper adjectives (Hawaiian climate) o Capitalize geographic names (Boston, Tokyo)

3.5 BENCHMARK: SPELLING Use conventions of spelling in writing o Spell frequently used words using phonics rules and exceptions o Identify age-appropriate root words, prefixes and suffixes



Use thinking and analytical skills in writing, reading, speaking, listening and viewing o Draw conclusions and make inferences o Determine author’s purpose



4.2 BENCHMARK: PROBLEM SOLVING Use reading, writing, speaking, listening and viewing to define and solve problems o Identify problems and generate possible solutions


Recognize, express and support opinions orally and in writing o Form and express opinions in response to written texts


Know the purpose, perspective and historical and cultural influences of a speaker, author or director o Recognize differences between characters and setting in different texts


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


Students read to locate, select, and make use of relevant information from a variety of media, reference and technological sources

5.1 BENCHMARK: RESOURCES

Understand the structure, organization and use of resources to gather information for research o Know how pull-down menus organize electronic information o Understand what computer icons represent o Understand the function of key word searches o Use passwords, entry menu features, pull-down menus, icons, and key word searches


Use a variety of strategies to organize information o Take simple notes from relevant sources (e.g., guest speakers, periodicals, on-line searches)


Document information sources o Give credit for research information by author and title of resources


Communicate the results of research



Recognize and use literary terminology o Identify main characters and supporting characters in a story o Understand how characters change o Compare characters within or between texts


Read a variety of literary and informational texts o Read and respond to myths o Read and respond to content-area reading



6.3 BENCHMARK: CULTURE Read to learn about culture o Know similarities and differences among stories o Understand ways in which stories reflect the ethnic background of the author and the culture in which

they were written 6.4 BENCHMARK: LITERARY ANALYSIS





ESSENTIAL STANDARDS for FIFTH GRADE



1.1 BENCHMARK: COMPREHENSION SKILLS Students will use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Monitor comprehension and improve understanding by rereading, using context and using reference

aids o Compare and contrast similar texts o Paraphrase key ideas and supporting details in fiction and non-fiction texts o Infer and predict about information in a variety of texts & genres


Make connections between texts and prior knowledge and identify knowledge needed before reading about topic

1.3 BENCHMARK: READING PURPOSE Adjust reading strategies for different purposes

1.4 BENCHMARK: WORD RECOGNITION STRATEGIES Use a variety of word recognition skills and resources o Locate meanings and pronunciations of unfamiliar words using dictionaries, glossaries and other

sources 1.5 BENCHMARK: VOCABULARY

Use information from reading to increase vocabulary and enhance language usage o Generate synonyms and antonyms to determine word meaning



Students write and speak in a variety of genres o Write simple persuasive texts with clearly stated opinion and supporting details and reasons


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


Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Revise drafts for word choice


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



2.5 BENCHMARK: ORGANIZATION Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast) o Organize writing so that there is an introduction, logical arrangement of ideas, and a conclusion o Use reasons, relevant details, and supporting examples to develop ideas o Use simple outlines


Use appropriate strategies to publish writing o Give oral presentations from notes



3.1 BENCHMARK: GRAMMAR AND USAGE Use conventions of grammar and usage in writing and speaking o Use correct verb tense including past, present, future o Identify subjects and predicates o Identify nouns and verbs accurately and explain the purpose of each


Use correct sentence structure in writing o Identify complex sentences o Write simple compound sentences


Use conventions of punctuation in writing o Use commas to separate DEPENDENT CLAUSES and after introductory words o Punctuate simple dialogue correctly, including quotation marks, end marks, and commas (“Ouch,” said

Jane.”) 3.4 BENCHMARK: CAPITALIZATION

Use conventions of capitalization in writing o Use capitalization correctly in simple dialogue


Use conventions of spelling in writing o Identify irregular plurals



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


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


Recognize, express and support opinions orally and in writing o Form and express opinions in response to visual texts




Know the purpose, perspective and historical and cultural influences of a speaker, author or director o Recognize author's attitude about the subject of the text


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



5.1 BENCHMARK: RESOURCES Understand the structure, organization and use of resources to gather information for research o Locate information in text using changes in print (boldface, italics) o Find information to support ideas


Use a variety of strategies to organize information o Frame questions to direct research with support o Organize knowledge using a variety of formats (e.g., graphic organizers, informal outlining, note

taking, and summaries) 5.3 BENCHMARK: DOCUMENTATION

Document information sources o Use a simplified bibliography form for listing sources


Communicate the results of research o Use technology to present information in various forms (e.g., overhead transparencies, Power Point

presentations)



Recognize and use literary terminology o Identify problem/solution (conflict/resolution) and sequence in fiction


Read a variety of literary and informational texts o Read and respond to a variety of fiction, including short stories, novels and plays o Read and respond to non-fiction, including procedural and informational texts


Read to learn about culture o Read and respond to literature that represents a variety of points of view from places, people, and

events that are unfamiliar

6.4 BENCHMARK: LITERARY ANALYSIS Use a variety of strategies to understand and analyze text




ESSENTIAL STANDARDS for SIXTH GRADE



1.1 BENCHMARK: COMPREHENSION SKILLS Students will use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Paraphrase, summarize and synthesize information from a variety of texts & genres with support


Make connections between texts and prior knowledge and identify knowledge needed before reading about topic o Make connections between texts and the world


Adjust reading strategies for different purposes o Determine reading purpose and use strategies appropriate to that purpose o Use text structures (e.g., cause and effect, problem/solution and compare/contrast) to locate and recall

information 1.4 BENCHMARK: WORD RECOGNITION STRATEGIES

Use a variety of word recognition skills and resources o Locate definitions of unfamiliar words using dictionaries, glossaries and other sources


Use information from reading to increase vocabulary and enhance language usage o Select appropriate definitions from the dictionary to determine appropriate word meaning



Students write and speak in a variety of genres o Write multi-paragraphed texts o Write creative texts (e.g., poetry, plays, short stories)


Write and speak for a variety of audiences and purposes o Write and speak using techniques to engage an audience


Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Revise drafts for varied sentence structure


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



2.5 BENCHMARK: ORGANIZATION Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast) o Use transitions to link ideas between paragraphs


Use appropriate strategies to publish writing o Create polished, revised products in writing and in speaking



3.1 BENCHMARK: GRAMMAR AND USAGE Use conventions of grammar and usage in writing and speaking o Identify subjects, predicates, pronouns and adjectives accurately and explain the purpose of each o Identify homonyms and homophones


Use correct sentence structure in writing o Identify simple, compound and complex sentences with introductory and dependent clauses

3.3 BENCHMARK: PUNCTUATION Use conventions of punctuation in writing o Use semi-colons correctly to create complex sentences o Use apostrophes correctly in plural possessives (students’ notebooks)


Use conventions of capitalization in writing o Use capitalization correctly in outlines


Use conventions of spelling in writing o Identify incorrectly spelled age-appropriate words and use accurate spelling o Use resources to correctly spell plural forms



Use thinking and analytical skills in writing, reading, speaking, listening and viewing o Use details to support explanations of texts


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

4.3 BENCHMARK: OPINIONS Recognize, express and support opinions orally and in writing o Form and express opinions in response to oral texts

4.4 BENCHMARK: AUTHOR’S POINT OF VIEW Know the purpose, perspective and historical and cultural influences of a speaker, author or director o Compare authors’ attitudes about the subject from a variety of texts



4.5 BENCHMARK: EVALUATION Use a variety of criteria to evaluate information (e.g. reliability, accuracy, relevancy) o Use simple rubrics and checklists to assist in peer editing



5.1 BENCHMARK: RESOURCES Understand the structure, organization and use of resources to gather information for research o Locate information in text using chapter previews, summaries, prefaces, annotations, and appendices o Gather information for research using encyclopedias, atlases, nonfiction books, and electronic media


Use a variety of strategies to organize information

5.3 BENCHMARK: DOCUMENTATION Document information sources o Practice giving credit for others’ work using a bibliography form


Communicate the results of research o Organize information from various sources into simple outlines


Students read and recognize literature as a record of human experience 6.1 BENCHMARK: LITERARY TERMINOLOGY

Recognize and use literary terminology o Understand poetic devices, including alliteration, simile, onomatopoeia, and rhyme scheme o Analyze characters, setting (time and place), problem/solution, and sequence in fiction


Read a variety of literary and informational texts o Read stories and magazine articles o Know defining characteristics of fiction, non-fiction, autobiography, and poetry


Read to learn about culture o Compare and contrast multiple stories and the ways in which those stories reflect the ethnic

background of the author and the culture in which they were written 6.4 BENCHMARK: LITERARY ANALYSIS

Use a variety of strategies to understand and analyze text




ESSENTIAL STANDARDS FOR SEVENTH GRADE



1.1 BENCHMARK: COMPREHENSION SKILLS Students will use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Compare and contrast different texts o Identify main ideas and important supporting details from the passage o Summarize newspaper articles, magazine articles, film, on-line sources, technical writing and

fiction and non-fiction texts for plot or main ideas o Draw conclusions and make inferences o Identify details to support conclusions or inferences


Make connections between texts and prior knowledge and identify knowledge needed before reading about a topic o Make connections between texts and the world

1.3 BENCHMARK: READING PURPOSE Adjust reading strategies for different purposes o Compare texts with similar main ideas and create connections between texts o Summarize main ideas o Follow sequence in fiction and in non-fiction with support o Identify the most appropriate topic sentence for paragraphs


Use a variety of word recognition skills and resource o Understanding the meaning of roots, prefixes and suffixes to determine the definition of

words

1.5 BENCHMARK: VOCABULARY Use information from reading to increase vocabulary and enhance language usage o Determine word meanings using context clues, word roots and word recognition skills

STANDARD 2: WRITING AND SPEAKING Students write and speak for a variety of purposes and audiences

2.1 BENCHMARK: GENRE

Students write and speak in a variety of genres o Write multi-paragraphed texts in a variety of genres (e.g., personal narrative, poetry, fiction,

exposition, persuasion and description) o Speak in a variety of formats including discussion, planned presentations, impromptu

presentations and drama o Write paragraphs with indented first lines that focus on one specific topic and include a topic

sentence, body and a closing sentence *Skills listed on this document should be mastered at the grade level where they appear.

Draft K-12 Essential Language Arts Standards, May 6, 2004 55


Write and speak for a variety of audiences and purposes o Define the main idea clearly to match audience and purpose o Interpret, then address prompts appropriately to determine if the response should be

expository, persuasive or narrative o Recognize differences in voice related to audience and purpose


Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Create an outline/web multi-paragraphed plan, produce a rough draft, edit and revise to a final

copy o Develop ideas and content with a sufficient number of significant details, examples and/or

reasons o Practice peer editing a variety of student created texts using checklists, rubrics or modeling

strategies o Create the most appropriate topic sentence for a paragraph


Use a variety of devices (e.g., figure of speech, symbolism, dialect, vocabulary) to convey meaning o Incorporate the use of action verbs into writing o Practice the use of figure of speech and visual imagery to enhance meaning in writing and

speaking o Use a variety of sentence beginnings, sentence structures and sentence lengths


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


Use appropriate strategies to publish writing o Create legible written texts appropriate to audience and purpose o Produce polished and legible hand written and/or computer generated texts in a manner

appropriate to audience and purpose

STANDARD 3: LANGUAGE STRUCTURE Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization and spelling


Use conventions of grammar and usage in writing and speaking o Identify parts of speech, including nouns, verbs, adjectives, adverbs, pronouns and

interjections and explain how each contributes to the meaning of a sentence o Identify and apply knowledge of proper, common, concrete and collective nouns and explain

how each contributes to the meaning of a sentence o Identify and apply knowledge of action, linking and helping verbs and explain how each

contributes to the meaning of a sentence o Identify and apply knowledge of articles and modifiers o Identify and apply knowledge of homonyms and homophones

*Skills listed on this document should be mastered at the grade level where they appear. Draft K-12 Essential Language Arts Standards, May 6, 2004 56


Use correct sentence structure in writing o Write simple, compound and complex sentences



o Use commas correctly to set off dialogue, in compound and complex sentences and in direct address

o Use apostrophes correctly in contractions (she'd), in place of omitted letters or numbers (class of '99), to form plurals (A's), to express time or amount (tomorrow's school lesson, lost an entire day's work)


Use conventions of capitalization in writing o Use capitals correctly in direct quotations and proper complex nouns


Use conventions of spelling in writing o Identify and apply knowledge of homophones to form correct spelling



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

support the explanation 4.2 BENCHMARK: PROBLEM SOLVING

Use reading, writing, speaking, listening and viewing to define and solve problems o Use reading, writing and listening skills to solve problems, list possible solutions and provide

support for the solutions 4.3 BENCHMARK: OPINIONS

Recognize, express and support opinions orally and in writing o Identify opinions stated in a variety of texts


Know the purpose, perspective and historical and cultural influences of a speaker, author or director o Identify the difference between the authors of texts and the narrator of texts (e.g., the director

of a film vs. the narrator in a film) 4.5 BENCHMARK: EVALUATION

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




Understand the structure, organization and use of resources to gather information for research



o Identify and use organizational features of texts (e.g., table of contents, index, glossary, bold headings and introductory sections)

o Identify author’s purpose in texts o Use library databases and organizational features of electronic information (e.g., e-mail, on-

line sources, CD/DVD) to locate information o Locate information from a bibliography or works cited page o Use text features (e.g., quotation marks, italics, parentheses, footnotes) to locate information


Use a variety of strategies to organize information o Use graphic organizers (e.g., Venn diagram, outline, time line) to summarize and synthesize

information and ideas from texts 5.3 BENCHMARK: DOCUMENTATION

Document information sources o Define and refrain from plagiarism o Understand the concept of copyright limitations


Communicate the results of research o Create posters, PowerPoint presentations, oral presentations and other texts synthesizing

information found during a research process



Recognize and use literary terminology o Identify foreshadowing, simile, personification, onomatopoeia, alliteration and flashback

accurately and explain how each literary technique adds meaning to the texts 6.2 BENCHMARK: READING GENRES

Read a variety of literary and informational texts o Read, discuss and analyze a variety of fiction and non-fiction texts from the menu offered on

the PSD Novels List 6.3 BENCHMARK: CULTURE

Read to learn about culture o Compare and contrast multiple texts and the ways in which those texts reflect the ethnic

background of the authors and the cultures in which they were written, including mythology 6.4 BENCHMARK: LITERARY ANALYSIS

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




ESSENTIAL STANDARDS FOR EIGHTH GRADE

If no specific skills are listed under a benchmark, then skills are taught to mastery at another level STANDARD 1: READING


1.1 BENCHMARK: COMPERHENSION SKILLS Students will use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Summarize poetry, short stories, plays and novels for plot or main ideas o Identify main idea and supporting details in a variety of texts and genres o Infer and predict using information from a variety of texts and genres o Monitor comprehension by breaking down text into smaller portions, searching for clues, reading headings and captions and using reference aids


Make connections between texts and prior knowledge and identify knowledge needed before reading about a topic o Apply knowledge from personal experience to aid in the understanding of fiction and non-fiction texts


Adjust reading strategies for different purposes o Apply knowledge of text structures (e.g., cause/effect, problem/solution, compare/contrast) to locate and recall information o Sequence events and procedures in fiction and non-fiction with minimal support o Establish and adjust purposes for reading (e.g., discovering, understanding, interpreting, enjoying and solving problems)


Use a variety of word recognition skills and resource o Apply knowledge of letter-sound correspondence, language structures and context to recognize word


Use information from reading to increase vocabulary and enhance language usage o Use technical vocabulary of content areas accurately (e.g., science, geography, technology, literature) o Practice the use of context clues to confirm meaning of figurative, idiomatic and technical language o Independently locate meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries and other sources



2.1 BENCHMARK: GENRE Students write and speak in a variety of genres o Transition from writing multi-paragraphed texts to essay format o Practice writing and speaking in a variety of genres, including expository, persuasive and descriptive essays; letters; narratives; and reports




Write and speak for a variety of audiences and purposes o Create oral and written texts appropriate for a variety of audiences, purposes and content areas

(e.g., science, history, music, art, technology and literature)

2.3 BENCHMARK: WRITING PROCESS Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Practice grade level-appropriate planning, drafting, revising, editing and editing strategies to create oral and written texts o Gather and incorporate information from a variety of sources (e.g., interviews, news articles, on-line resources, encyclopedias, into speaking and writing)


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


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


Use appropriate strategies to publish writing o Produce legible handwritten and/or computer generated multi-paragraphed texts that have been edited and proofread for content, spelling, mechanics and grammar




Use conventions of grammar and usage in writing and speaking

o Identify and apply knowledge of subject/verb agreement, regular and irregular verbs and

o Identify and apply knowledge of antecedents and relative, interrogative and demonstrative pronouns and explain how each contributes to the meaning of a sentences

modifiers

3.2 BENCHMARK: SENTENCE STRUCTURE Use correct sentence structure in writing o Identify compound-complex sentences



o Use apostrophes correctly to form possessives in compound nouns (sister-in-law's) and with indefinite pronouns (everyone's) o Use commas correctly in a series, in dates, addresses, direct address, letters, introductory words/phrases, in dialogue and in compound and complex sentences



Use conventions of capitalization in writing o Use capitals correctly in words showing family relationships (Aunt Amy, my aunt)


Use conventions of spelling in writing o Use resources (e.g., spell checkers, dictionaries) to monitor spelling


Students apply thinking skills to their reading, writing, speaking, listening and viewing

4.1 BENCHMARK: THINKING AND ANALYTICAL SKILLS Use thinking and analytical skills in writing, reading, speaking, listening and viewing o Analyze various fictional texts based on plot and character development, description of setting, realism of dialogue and use of vocabulary o Use relevant details to support analysis of main ideas in a variety of texts


Use reading, writing, speaking, listening and viewing to define and solve problems o Identify and begin to use higher-level questioning skills as an approach to learning (see Bloom & Costa in glossary)


Recognize, express and support opinions orally and in writing o Identify opinions stated and implied in a variety of texts o Compare opinions stated in texts to personal opinions o Defend personal opinions in speaking and writing


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


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




Understand the structure, organization and use of resources to gather information for research o Use organizational features of texts to locate relevant information (e.g., annotations, citations, bibliographic references) o Locate and select relevant information from reliable and accurate sources, including on-line sources


Use a variety of strategies to organize information o Summarize and organize information about a topic in a variety of ways (e.g., graphic organizers, Venn diagram, outline, timeline) from various references, technical sources and media


5.3 BENCHMARK: DOCUMENTATION Document information sources o Continue to define and refrain from plagiarism o Give credit for others’ ideas, images or information by listing sources using MLA style


Communicate the results of research o Summarize and organize information about a topic in a variety of ways, (e.g., graphic organizers, Venn diagram, outline, timeline) from references, technical sources and media


Students read and recognize literature as a record of human experience

6.1 BENCHMARK: LITERARY TERMINOLOGY Recognize and use literary terminology o Identify setting, character, conflict, plot, resolution, dialect, point of view and metaphor accurately and explain how each literary technique adds meaning to the texts o Apply knowledge of literary terminology including foreshadowing, simile, personification, onomatopoeia, alliteration and flashback and explain how each literary technique adds meaning to texts


Read a variety of literary and informational texts o Read, discuss and analyze a variety of fiction and non-fiction texts from the menu offered on the PSD Novels List including required texts The Diary of Anne Frank or Night


Read to learn about culture o Understand different expressions of the American experience reflected in a variety of American Literature

6.4 BENCHMARK: LITERARY ANALYSIS

Use a variety of strategies to understand and analyze texts o Identify the theme in texts o Understand how figure of speech supports meaning in a given context in a variety of texts




ESSENTIAL STANDARDS FOR NINTH GRADE

If no specific skills are listed under a benchmark, then skills are taught to mastery at another level.



Use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Practice a full range of strategies (e.g., paraphrasing and summarizing) to comprehend a variety of texts o Use a variety of reading strategies to comprehend texts at the literal and interpretive levels o Identify chronological sequence in literary and expository texts that use flashback and consistent narrative point of view o Monitor comprehension by rereading a portion of text, using reference aids and using contextual information o Make simple inferences based on thematic connections within and between texts


Make connections between texts and prior knowledge and identify knowledge needed before reading about a topic o Use background knowledge of subject and text structure to make predictions of content and purpose of texts o Use text structure (e.g., cause/effect) to locate and recall information


Adjust reading strategies for different purposes o Sequence ideas independently from materials they have read or viewed o Locate and recall information in texts with different text structures (e.g., cause /effect, problem/solution, compare/contrast) o Identify key words in prompts to interpret the required responses


Use a variety of word recognition skills and resource o Confirm the meaning of figurative, idiomatic and technological language using context clues


Use information from reading to increase vocabulary and enhance language usage o Use context clues to confirm meaning of figurative, idiomatic and technical language o Use structural clues (e.g., roots, affixes, to determine meanings of words) o Independently locate meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries and other sources



2.1 BENCHMARK: GENRE Students write and speak in a variety of genres



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


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


Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Use note taking as an additional prewriting strategy o Revise essays to vary sentence structures and lengths to enhance flow, rhythm, meaning and clarity o Engage in self and peer-editing strategies to create final drafts o Develop main ideas and content fully focused on a prompt


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


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


Use appropriate strategies to publish writing o Produce legible handwritten and/or computer generated essays that have been edited and proofread for content, spelling, mechanics and grammar




Use conventions of grammar and usage in writing and speaking o Identify and apply knowledge of proper, common, demonstrative and compound adjectives and explain how each contributes to the meaning of a sentence o Identify active and passive voice o Edit for conventional grammar


Use correct sentence structure in writing o Write compound-complex sentences



3.3 BENCHMARK: PUNCTUATION Use conventions of punctuation in writing

o Use underlining/italics correctly

o Use apostrophes correctly to form plural possessives (Joneses' great grandfather, children's book) and to show shared possession (Joe, Barry and Sally's band; Joe's, Barry's and Sally's air guitars)


Use conventions of capitalization in writing o Use capitals correctly in titles of books, periodicals, poems, stories, essays, speeches,

plays, historical documents, movies, radio and television programs, etc. o Use capitals correctly in indirect quotations


Use conventions of spelling in writing o Edit for spelling in writing o Identify and apply knowledge of root words to assist in spelling



4.1 BENCHMARK: THINKING AND ANALYTICAL SKILLS Use thinking and analytical skills in writing, reading, speaking, listening and viewing o Analyze main ideas in a variety of texts and use relevant details to support the analysis o Practice making predictions, drawing conclusions and analyzing texts o Use two-column notes (dialectical notes) as an approach to understanding texts


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


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


Know the purpose, perspective and historical and cultural influences of a speaker, author or director o Identify an AUTHOR’S PURPPOSE in a variety of texts o Identify the historical/cultural context from information presented texts


Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy) o Analyze information from a variety of texts to formulate conclusions and personal opinions



STANDARD 5: RESEARCH Students read to locate, select and make use of relevant information from a variety of media,

reference and technological sources

5.1 BENCHMARK: RESOURCES Understand the structure, organization and use of resources to gather information for research o Use organizational features of printed text to locate information (e.g., prefaces, afterwards, appendices) o Use organizational features of electronic information (e.g., keyword searches, Internet search engines, library and interlibrary catalog databases) to locate relevant information o Recognize bias in a variety of texts o Locate meanings, pronunciations and derivations of unfamiliar words independently using dictionaries, glossaries and other sources


Use a variety of strategies to organize information o Use note taking strategies to collect and synthesize information from a variety of resources


Document information sources o Continue to define and refrain from plagiarism o Practice the use of MLA works cited style to document sources used to create research products


Communicate the results of research o Produce a documented report and/or media presentation with cited sources



6.1 BENCHMARK: LITERARY TERMINOLOGY Recognize and use literary terminology o Identify theme, allusion, aside, symbolism, imagery, soliloquy, iambic pentameter, tragedy, irony (dramatic, situational, verbal), paradox and tone accurately and explain how each literary technique adds meaning to texts o Apply knowledge of literary terminology including setting, character, conflict, plot, resolution, dialect, point of view and metaphor and explain how each literary technique adds meaning to texts


Read a variety of literary and informational texts o Read, discuss and analyze a variety of fiction and non-fiction texts from the menu offered on the PSD Novels List including the required texts The Odyssey, Romeo and Juliet and To Kill A Mockingbird


Read to learn about culture o Understand different expressions of world literature, including classic and contemporary authors and mythology


6.4 BENCHMARK: LITERARY ANALYSIS Use a variety of strategies to understand and analyze texts o Read a given text, identify the theme and provide support from the text to support the

analysis of theme




ESSENTIAL STANDARDS FOR TENTH GRADE

If no specific skills are listed under a benchmark, then skills are taught to mastery at another level



Use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) o Use paraphrasing and summarizing to evaluate a variety of texts o Interpret and evaluate literary, expository and technical texts o Understand first-person (primary source) historical documents o Understand facts and opinions in a variety of texts o Use inferences to evaluate and make connections within and between texts


Make connections between texts and prior knowledge and identify knowledge needed before reading about a topic o Apply background knowledge of subject and text structure to understand and make predictions about content and purpose of text


Adjust reading strategies for different purposes o Identify and understand the use of historical present tense o Identify the difference between fact and opinion in a variety of fiction and non- fiction texts


Use a variety of word recognition skills and resource o Use a variety of sources to locate meanings and pronunciations of unfamiliar words independently


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



2.1 BENCHMARK: GENRE Students write and speak in a variety of genres o Write and speak in a variety of genres (e.g., expository, narrative, persuasive, technical and descriptive) o Write and speak for a variety of purposes (e.g., to synthesize, analyze, evaluate, explain, persuade, inform and entertain) o Incorporate material from a variety of appropriate sources in writing and speaking



Write and speak for a variety of audiences and purposes o Write to synthesize and explain research (e.g., documented essays) o Understand that vocabulary is dynamic and that discerning writers and speakers understand the subtleties of these changes o Use the format, voice and style appropriate for audience and purpose o Develop main ideas and content fully focused on a prompt with relevant, thorough and effective support


Use the steps of the writing process (e.g., plan, draft, revise, edit, share) o Use strategies independently to plan, draft, revise and edit writing o Revise for consistency in verb tense and person


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


Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast) o Use comparison/contrast, problem/solution, cause/effect text structures to organize writing and speaking


Use appropriate strategies to publish writing o Adjust presentation strategies according to audience and purpose




Use conventions of grammar and usage in writing and speaking o Use active voice consistently o Identify and apply knowledge of appositives to writing o Demonstrate control of grammar and usage

3.2 BENCHMARK: SENTENCE STRUCTURE Use correct sentence structure in writing

o Identify and correctly use clauses, phrases, properly placed modifiers and parallel structure

o Demonstrate control of sentence structure and paragraphs

3.3 BENCHMARK: PUNCTUATION Use conventions of punctuation in writing o Use semicolons, colons, dashes and ellipses correctly o Demonstrate control of punctuation in all forms of writing



3.4 BENCHMARK: CAPITALIZATION Use conventions of capitalization in writing

o Use capitals correctly in the names of historical events and periods, special events, holidays and other calendar items and time zones o Use capitals correctly in the names of organizations, teams, business firms, institutions, government bodies and buildings o Demonstrate control of capitalization in writing

3.5 BENCHMARK: SPELLING Use conventions of spelling in writing

o Apply knowledge of spelling rules and vocabulary to accurately evaluate spell check responses (e.g., sea/see, their/there, form/from) o Demonstrate control of spelling in writing



4.1 BENCHMARK: THINKING AND ANALYTICAL SKILLS Use thinking and analytical skills in writing, reading, speaking, listening and viewing o Make predictions, draw conclusions and analyze texts


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


Recognize, express and support opinions orally and in writing o Recognize, express and defend personal opinions in speaking and writing in an articulate manner


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


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

setting

STANDARD 5: RESEARCH Students read to locate, select and make use of relevant information from a variety of media,

reference and technological sources

5.1 BENCHMARK: RESOURCES Understand the structure, organization and use of resources to gather information for research o Identify and analyze bias in a variety of texts o Use a variety of sources to gather information for research independently (e.g., print sources, electronic sources, personal interviews) o Evaluate information in resources for specific needs


5.2 BENCHMARK: ORGANIZATION OF INFORMATION Use a variety of strategies to organize information o Summarize and organize information from references, technical sources and media for specific needs


Document information sources o Continue to define and refrain from plagiarism o Use MLA style to document authors and sources of information used in research projects o Use parenthetical documentation to cite sources within research products


Communicate the results of research o Produce a documented essay with cited sources and parenthetical documentation



6.1 BENCHMARK: LITERARY TERMINOLOGY Recognize and use literary terminology o Accurately identify theme; poetic forms (e.g., ballad, sonnet and heroic couplet) and poetic devises (e.g., assonance, consonance, rhyme, meter) and explain how each literary technique adds meaning to texts o Define and identify argumentative terms (e.g., band wagon, testimonial, circular thinking, ad hoc) o Apply knowledge of literary terminology including allusion, aside, symbolism, imagery, soliloquy, iambic pentameter, tragedy, irony (dramatic, situational, verbal) and paradox and explain how each literary technique adds meaning to texts


Read a variety of literary and informational texts o Read, discuss and analyze a variety of fiction and non-fiction texts from the menu offered on the PSD Novels List including the required texts The Merchant of Venice or Julius Caesar or The Tempest


Read to learn about culture o Understand world cultures and traditions expressed in a variety of texts and genres, including both classical and contemporary texts

6.4 BENCHMARK: LITERARY ANALYSIS

Use a variety of strategies to understand and analyze texts o Use literary skills to synthesize and evaluate similarities in themes within various texts o Recognize and ridicule logical fallacy




LANGUAGE ARTS ESSENTIAL STANDARDS FOR ELEVENTH & TWELFTH GRADES

If no specific skills are listed under a benchmark, then skills are taught to mastery at another level

STANDARD 1: READING


1.1 BENCHMARK: COMPREHENSION SKILLS Use a variety of comprehension skills in reading (e.g., preview, predict, compare and

contrast, self-monitor, summarize) o Use inferences to evaluate and synthesize ideas within texts, between texts, between the reader’s experience and the texts and between the text and world events


Make connections between texts and prior knowledge and identify knowledge needed before reading about a topic

o Seek out and synthesize background information about the subject, author, text structure and historical context to make predictions about content and purposes of texts


Adjust reading strategies for different purposes o Evaluate the validity of opinions and facts expressed o Formulate opinions and support them with details from texts and personal experience


Use a variety of word recognition skills and resource o Expand independent use of a variety of sources to locate meanings and pronunciations of unfamiliar words


Use information from reading to increase vocabulary and enhance language usage

o Understand that vocabulary is dynamic and that discerning readers understand the

o Understand that vocabulary expresses differences in conversational registers (e.g., formal vs. informal, standard usage vs. slang)

subtleties of these changes

STANDARD 2: WRITING AND SPEAKING Students write and speak for a variety of purposes and audiences

2.1 BENCHMARK: GENRE

Students write and speak in a variety of genres

o Incorporate material from a variety of appropriate sources independently in writing and speaking

o Apply knowledge of genres and purposes to literary analysis

2.2 BENCHMARK: AUDIENCE AND PURPOSE Write and speak for a variety of audiences and purposes

o Use appropriate vocabulary for a specific audience *Skills listed on this document should be mastered at the grade level where they appear.


o Determine appropriate essay formats based on purpose o Demonstrate skills in literary analysis by selecting appropriate evaluative methods and

collecting and synthesizing support

2.3 BENCHMARK: WRITING PROCESS Use the steps of the writing process (e.g., plan, draft, revise, edit, share)

o Apply strategies independently to plan, draft, revise and edit writing for a variety of purposes and audiences


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

o Demonstrate control of devices and word choice in writing


o Collect, evaluate and organize information from a variety of sources to produce research products


Use appropriate strategies to publish writing o Reflect appropriate manuscript requirements in writing




Use conventions of grammar and usage in writing and speaking o Apply knowledge and demonstrate control of grammar and usage as outlined in the 7th-9th

grade Essential Standards

3.2 BENCHMARK: SENTENCE STRUCTURE Use correct sentence structure in writing

o Apply knowledge and demonstrate control of sentence structure as outlined in the 7th-9th grade Essential Standards


Use conventions of punctuation in writing o Apply knowledge and demonstrate control of punctuation as outlined in the 7th-9th grade

Essential Standards 3.4 BENCHMARK: CAPITALIZATION Use conventions of capitalization in writing

o Apply knowledge and demonstrate control of capitalization as outlined in the 7th-9th grade Essential Standards

3.5 BENCHMARK: SPELLING Use conventions of spelling in writing

o Apply knowledge and demonstrate control of spelling as outlined in the 7th-9th grade Essential Standards



STANDARD 4: THINKING AND VIEWING Students apply thinking skills to their reading, writing, speaking, listening and viewing

4.1 BENCHMARK: THINKING AND ANALYTICAL SKILLS

Use thinking and analytical skills in writing, reading, speaking, listening and viewing o Make accurate predictions, draw conclusions and analyze texts


Use reading, writing, speaking, listening and viewing to define and solve problems o Independently practice collaboration to gather and to share information with others (e.g., Socratic Seminar, Shared Inquiry)


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


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

o Evaluate, synthesize and analyze the author’s purpose o Identify historical/cultural context in a variety of texts


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

o Use a variety of criteria to evaluate the literary quality of texts (e.g., purpose, concept, theme development, historical perspective, dialogue)




Understand the structure, organization and use of resources to gather information for research

o Analyze information for credibility, validity and bias

5.2 BENCHMARK: ORGANIZATION OF INFORMATION Use a variety of strategies to organize information

o Recognize the persuasive nature of research and gather information from a variety of sources with the intent of defending a position


Document information sources o Continue to define and refrain from plagiarism o Accurately use MLA style or other styles required to document resources in research, independently


Communicate the results of research o Produce texts that represents a balance of factual information and personal analysis and

evaluation with cited sources and parenthetical documentation





Recognize and use literary terminology

o Refrain from using logical fallacies when creating texts

o Apply knowledge of theme, poetic forms and poetic devices and explain how each literary technique adds meaning to texts


Read a variety of literary and informational texts o Read, discuss and analyze a variety of fiction and non-fiction texts from the menu

offered on the PSD Novels List focusing on U.S. literature, British literature including the required texts The Scarlet Letter or The Crucible and Huckleberry Finn


Read to learn about culture

o Understand American, British and Asian/Pacific cultures and traditions expressed in a o Understand how historical context shapes and informs the literature of the era

variety of texts and genres, including both classical and contemporary texts


o Recognize and use a variety of literary analysis strategies (e.g., historical, feminist, post- modern, formal, reader response)



GLOSSARY Author’s Purpose: The intention or reason for writing a text (e.g. to persuade, to entertain, to describe, to explain). Assonance: similar vowel sounds in stressed syllables that end with different consonant sounds. Assonance differs from rhyme in that rhyme is a similarity of vowel and consonant. "Lake" and "fake" demonstrate rhyme; "lake" and "fate" demonstrate assonance. Bloom’s Taxonomy: Benjamin Bloom created this taxonomy for categorizing the level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize questions. Students are using critical thinking skills when answering and writing questions on the comprehension, application, analysis, synthesis and evaluation levels.

1. Knowledge --- Skills demonstrated include observation and recall of information; knowledge of dates, events, places; knowledge of major ideas; mastery of subject matter. Question Cues include list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

2. Comprehension --- Skills demonstrated include understanding information; grasp meaning; translate knowledge into new context; interpret facts, compare, contrast; order, group, infer causes. Question clues include summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend.

3. Application --- Skills demonstrated include use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge. Question clues include apply, demonstrate, calculate, complete, illustrate, show, solve.

4. Analysis --- Skills demonstrated include seeing patterns, organization of parts, recognition of hidden meanings and identification of components. Question clues include analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer.

5. Synthesis -- Skills demonstrated include use old ideas to create new ones; generalize from given facts; relate knowledge from several areas; predict, draw conclusions. Question clues include combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite.

6. Evaluation --- Skills demonstrated include compare and discriminate between ideas; assess value of theories, presentations; make choices based on reasoned argument; verify value of evidence; recognize subjectivity. Question clues include assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize.

(Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York; Toronto: Longmans, Green.) Characterization: the method an author uses to reveal characters and their personalities.

1. Direct characterization: when an author tells us directly what a character is like or what a person’s motives are

2. Indirect characterization: when an author shows us a character but allows us to interpret for ourselves the kind of person we’re meeting

Clauses: A clause is a group of related words that has both a subject and a predicate.

1. Independent clause: a clause that presents a complete thought and can stand as a sentence (e.g., A whole group of boys went swimming)

2. Dependent clause: a clause that does not present a complete thought and cannot stand as a sentence (e.g., when I go to town on Saturday)

Costa’s Levels of Questioning: Arthur L. Costa describes three levels of questioning. For students to be thinking critically, they need to be on levels 2 and 3.

1. Gathering and Recalling Information (input) --- completing, counting, defining, describing, identifying, listing, matching, naming, observing, reciting, scanning, selecting

2. Making Sense Out of Information Gathered (processing) --- analyzing, categorizing, classifying, comparing, contrasting, distinguishing, experimenting, explaining, grouping, inferring, making analogies, organizing, sequencing, synthesizing


3. Applying and Evaluating Actions in Novel Situations (output) --- applying a principle, evaluating, extrapolating, forecasting, generalizing, hypothesizing, imagining, judging, model building, predicting, speculating

Consonance: the use at the ends of verses of words in which the final consonants in the stressed syllables agree but the vowels that precede them differ (e.g., add/read, bill/ball, born/burn). Dénouement: resolution of or undoing of the central "problem" or complication of the story. Editing: Often the final step in the writing process where the writer works on turning a revised writing piece into a clear, stylistic and accurate copy. Editing deals with the line-by-line changes the writer makes to improve the smoothness, readability and accuracy of the writing. When editing and editing, writers should pay special attention to the traits of sentence fluency, word choice and correct conventions. Essay: a multi-paragraph composition in which ideas on a special topic are presented, explained, argued for or described in an interesting way. Flat character: a character that is constructed around a single idea or quality; a character with a one-dimensional personality and predictable behavior who does not change over the course of action in a text. Fiction: Stories created from the writer's imagination or invented. Novels and short stories are fiction. Figurative language: language that goes beyond the normal meaning of the words used. See figure of speech. Figure of speech: is a literary device used to create a special effect or feeling by making some type of interesting or creative comparison. Some common figures of speech include:

1. Antithesis: an opposition, or contrast, of ideas: "It was the best of times, it was the worst of times . . ." Charles Dickens, A Tale of Two Cities

2. Hyperbole: an exaggeration or overstatement: "I have seen this river so wide it had only one bank." Mark Twain, Life on the Mississippi.

3. Metaphor: a comparison of two unlike things in which no word of comparison (as or Like) is used: "A green plant is a machine that runs on solar energy." Scientific American.

4. Metonymy: the substituting of one word for another related word: "The White House has decided to create more public service jobs." (White House is substituted for president.)

5. Personification: a literary device in which the author speaks of or describes an animal, object, or idea as if it were a person: "The wind danced across the meadow."

6. Simile: a comparison of two unlike things using the words like or as: "She stood in front of the altar, shaking like a freshly caught trout." Maya Angelou, I Know Why the Caged Bird Sings.

7. Understatement: a way of emphasizing an idea by talking about it in a restrained manner: "Aunt Polly is prejudiced against snakes." (She was terrified of them.) Mark Twain, Adventures of Tom Sawyer.

Genre: A genre is a category or type of literature. Literature is commonly divided into three major genres: poetry, prose and Drama. Each major genre is in turn divided into smaller genres, as follows:

1. Poetry: Lyric Poetry, Concrete Poetry, Dramatic Poetry, Narrative Poetry and Epic Poetry 2. Prose: Fiction (novels, short Stories) and nonfiction (biography, autobiography, letters,

essays and reports) 3. Drama: serious drama and tragedy, comic drama, melodrama and farce

Historic present tense: this verb tense expresses actions that occurred in the past using present tense forms. It is used with authors to express the concept that the ideas in their books live on, even after they have died. "Emily Dickinson personifies death as a gentle friend in the line, 'Because I would not stop for death, He kindly stopped for me.'" Iambic pentameter: the form that 90% of all verse is written in. An iamb is five iambic feet strung together (e.g., úpon). Pentameter means that the line has five feet (or ten syllables), which may or may not rhyme as the poet prefers/intends.


Interpret: A reading process that builds from inference; reading that relies on prediction, drawing conclusions and making connections among ideas, events, characters or other texts. Irony: The contrast between appearance and reality. Irony surprises the reader or audience with the unexpected. This surprise comes from the contrast between the truth and what merely appears to be true. There are three basic types of irony.

1. Verbal Irony: The incongruity between what a speaker says and what the words actually mean. Situational Irony: The contrast between what a character expects and what actually happens.

2. Dramatic Irony: The contrast between what a character knows and what the reader or audience knows.

Literal type of reading: A reading process that is exact and conveys the precise meaning of text with minimal inference; e.g. recalling details, following directions or sequencing events. Mode (Form): The way a piece of writing is organized or structured. Usually a writer selects the mode of writing that best fits the audience and purpose of the writing. The following describe specific modes of writing.

1. descriptive: A form of writing with its purpose being the picturing of a scene or setting. Though often used apart for its own sake, it is more frequently integrated with other forms of writing, especially with narrative writing. descriptive writing is most successful when its details are carefully selected according to some purpose and to define a point of view, when its images are concrete and clear and when it makes discreet use of words of color, sound and motion.

2. Expository: A form of writing with the purpose of explaining the nature of an object, an idea or a theme. Exposition may exist apart from the other modes of writing, but frequently two or more of the modes are blended: description aiding exposition, persuasion being supported by exposition, narration reinforcing by example an exposition. The following are some of the methods used in exposition: identification, definition, classification, illustration, comparison/contrast and analysis.

3. Narrative: A form of writing with the purpose of retelling an event or a series of events. Narration may exist by itself, but is most likely integrated with description. The main purpose of narration is to interest and entertain, but it may be used to instruct and inform. There are two forms of narration:

Simple narration: non-fiction, which usually tells about an event or events that the writer has experienced. The writing contains a clear beginning, middle and end and is generally chronological in its arrangement of details, a newspaper account of a fire or a memoir

Narrative with plot: fiction, with characters, setting, plot, problem and solution. The writing is less often chronological and more often arranged according to a preconceived artistic principle determined by the nature of the plot and type of story intended

4. Persuasive: A form of writing organized with a beginning, middle and end in which the writer clearly states an opinion on a topic that is specific, timely and debatable (people have differing opinions about it). In persuasive writing, the writer's opinion is supported with specific points that contain example, reason and/or detail. The purpose of persuasive writing is to convince a reader that this opinion is worthy of his or her consideration. It is often combined with exposition. It differs from exposition technically in its aim, exposition simply making an explanation.

Non-fiction: texts created based on the writer's observations or experiences that really happened. Documentaries, essays and research reports are examples of non-fiction. Paraphrase: a type of summary that is written in your own words. It is particularly good for clarifying the meaning of a difficult or symbolic piece of writing (some poems, proverbs, documents). Because it often includes your interpretation, it is sometimes longer than the original. Plagiarism: literary theft that occurs when a writer steals details, plot or language from another writer and uses it as his or her own without giving credit for the work to the original author or source. To avoid Draft K-12 Essential Language Arts Standards, May 6, 2004 78

plagiarism, document everything you borrow, not only direct quotations and paraphrases but also information and ideas. Plot: the series of related events in a story or play, sometimes called the story line. Most short-story plots contain the following elements: exposition (tells us who the characters are and introduces their conflict), complications (situations which arise as the characters take steps to resolve their conflicts), climax (that exciting or suspenseful moment when the outcome of the conflict is imminent) and resolution or dénouement (when the story's problems are all resolved and the story ends). Point of view: the vantage point from which the writer tells a story. In broad terms, there are four main points of view: first person, third-person limited, third person omniscient and third-person objective.

1. In first-person point of view, one of the characters in the story tells the story, using first-person pronouns (e.g., I and we. With this point of view, the reader can know only what the narrator knows.

2. In the third-person limited point of view, an unknown narrator (usually thought of as the author) tells the story, but this narrator zooms in to focus on the thoughts and feelings of only one character. This point of view gets its name because the narrator refers to all the characters as he, she and they. Like the first-person point of view, however, this point of view also limits us to the perceptions of one character, but in this case, the narrator can tell us many things about the character that the character himself might be unaware of.

3. In the omniscient point of view, an omniscient or "all-knowing" narrator tells the story. Third-person pronouns (he, she and they) are also used. However, this narrator, instead of focusing on one character, often tells us everything about many characters: their motives, weaknesses, hopes, childhoods and sometimes even their futures. This narrator can also comment directly on the character's actions.

4. In the objective point of view, a narrator who is totally impersonal and objective tells the story, with no comment on any characters or events. The objective point of view is like the point of view of a movie camera: it is totally impersonal and what we know is only what the camera might see. The narrator never gives any direct revelation of the characters' thoughts or motives.

Product: a text produced to share with a public audience (e.g., a written paragraph or essay, film, on-line journal, oral presentation, PowerPoint presentation, outline). Purpose: the specific reason a person has for writing; the goal of writing. Revision: a step in the writing process when the writer reviews an early draft with the purpose of improving the way ideas are expressed in the writing. When revising, the writer should pay special attention to the traits of ideas organization and voice. Round character: a character that is developed with enough detail to represent a complex and multi-faceted personality; a realistic, believable character that is a blend of both good and bad traits and who changes over the course of action in the story or novel either physically or psychologically or both. Sentence: a sentence is made up of one or more words that express a complete thought. A sentence begins with a capital letter and ends with a period, question mark or exclamation point.

1. simple sentence: a sentence with only one complete thought (INDEPENDENT CLAUSE). It may have either a simple or compound subject or either a simple or compound predicate (e.g., My face and hair look and feel terrible.)

2. compound sentence: a sentence made up of two or more simple sentences (also called independent clauses) that are joined by a coordinate conjunction, punctuation or both, e.g., I try to avoid illness, but the flu bug always finds me.

3. complex sentence: a sentence that contains one independent clause and one or more dependent clauses (e.g., Even though I feel down, I plan to carry on.)

4. compound-complex sentence: a sentence that contains two or more independent clauses and one or more dependent clauses (e.g., The Statute of Liberty was sculpted by Frédéric-Auguste Bartholdi, but the internal framework was designed by Alexandre-Gustave Eiffel, who later designed the Eiffel Tower in Paris.)


Summary: a document that captures the major ideas of a text in your own words. The opening sentence should be a clear statement of the main idea of the original selection. Stick to the essential information (e.g., names, dates, times, places). Try to state each important idea in one clear sentence. Use a concluding sentence that ties all of your thoughts together and brings the summary to an effective end. Syntax: the order and relationship of words in a sentence. Text: applying the National Council of Teachers of English definition, text is expanded from just words on paper (books, newspaper articles, magazine articles, etc.) to include film, oral presentations, drama, media resources, on-line sources, music video, PowerPoint, etc. Theme: the statement about life that a writer is trying to get across in a text. In most cases, the theme will be implied rather than directly spelled out. Longer texts may have several themes. Thesis statement: a statement of the purpose, intent, or main idea of an essay. A well-written thesis statement may be used as map to plan main-body paragraphs in an essay. NOTE: Glossary definitions were written after reviewing the following resources:

Burke, Jim. Reading Reminders: Tools, Tips, and Techniques. Portsmouth, NH: Heinemann, 2000.

Elements of Literature, Fifth Course. Austin, Texas; Holt, Reinhart and Winston;1997.

Holman, C. Hugh. Handbook to Literature, Fourth Edition. Indianapolis; Bobbs-Merrill; 1983.

Quirk, Randolph, and Sidney Greenbaum. A Concise Grammar of Contemporary English. New York:

Harcourt Brace Jovanovich, 1973.

Sebranek, Patrick, Dave Kemper and Verne Meyer. Write Source 2000, A Guide to Writing, Thinking

and Learning. Wilmington, Massachusetts; Write Source; 1999.


Poudre School District Supplemental Novels

Titles on this list represent novels that are taught to whole sections of students in a focused study. Teachers may select novels to teach from the menu of titles at the grade level they are teaching. Titles on this list may be taught at or above the grade level they appear on the list, but not in grades below. This list was created to support students in their study of literature so that they will not have to repeat novels. It was also created to support colleagues in Poudre School District so that they can prepare units of study for students without the worry of students already having studied the novels.

Fourth Grade

Title Title Title 100 Dresses George Washington’s Socks Phantom Tollbooth Fourth Grade Celebrity Girl in the Shower Sadako and the 1000 Paper

Cranes Amber Brown Sees Red Grasshopper Summer Sara Plain and Tall Apple and the Arrow Great Grain Shiloh Autobiography of Bill Peet Great Gilly Hopkins Skinny Bones Baby Gulliver’s Travels Soup for President Be A Perfect Person in 3 days Half Magic St. George & the Dragon Bear Stone Hawk’s Hill Stealing Home Ben & Me Help! I’m A Prisoner in the

Library Stone Fox

Best Christmas Pageant Ever How to Eat Fried Worms Strider Biography of Jane Goodall Hundred Penny Box Stuart Little Buffalo Before Breakfast I Have a Dream Summer of the Monkeys Bunnicula Incredible Journey Summer of the Swans Cabin Faced West Indian in the Cupboard Tales of a Fourth Grade Nothing Call It Courage Kid in the Red Jacket Taste of Blackberries Castle Diary King Arthur The Pace Charlotte’s Web Legend of Sleepy Hollow The Pinballs Chocolate Fever Little Fox The Wishgiver Chocolate Touch Little House on the Prairie There’s A Boy in the Girl’s

Bathroom Coming of Gray Owl Little Princess Trouble River Cricket in Times Square Magic Brocade Trouble With Tuck Dear Mr. Henshaw Midnight Fox Tucket’s Gold Dollhouse Murders Misty of Chincoteague Village of the Blue Stone Ellie Breader Hates Mr. G Moki War With Grandpa Encyclopedia Brown Mouse and the Motorcycle Where the Red Fern Grows Fire on the Mountain Mr. Poppers Penguins Zeely Flunking of Joshua T. Bates Mr. Wolf and Me Follow My Leader My Mother, the Mayor Frederick Douglass Fights for Freedom

Naya Nuki-Shoshoni Girl

From the Mixed Up Files of Mrs. Basil E. Frankweiler

Om-Kas-Toe

Fudge-a-mania Out of Darkness Gentle Ben Owl in the Shower Gentleman, Outlaw, & Me Owls in the Family


Fifth Grade

Title Title “Orphan Train” Series Shades of Gray Barn Sherlock Holmes Baseball Fever Sing Down the Moon Behind Rebel Lines Snow Treasure Blizzard Soldier’s Heart Borrowers Spies on the Devil’s Belt By Secret Railway Sticks Caddie Woodlawn The Wanderer Castle in the Attic Treasure Island Charlie & the Chocolate Factory Tuck Everlasting Charlie Skedaddle View from Saturday Double Life of Pocahontas Waiting for Anya Early Thunder Walk Two Moons Enormous Egg War Comes to Willie Freeman Esperanza Rising The Watsons Go To Birmingham Family Apart Who Comes with Cannons Ginger Pye Girl With the Silver Eyes Harriet Tubman, Conductor… Historical Fiction/Social Studies Units Homesick: My Own Story House of Dies Drear Jacob’s Ladder James & the Giant Peach Jean Fritz Books Lion, Witch, & the Wardrobe Matilda Molly’s Pilgrim My Brother Sam is Dead Nothing’s Fair in Fifth Grade On My Honor Pedro’s Journal Pinballs Rascal Red Wall Riddle of Pencroft Farm Rifles for Waite Runaway to Freedom


Sixth Grade Title Title

Sixth Grade Secret Magic Bicycle Banner In The Sky Magnificent Mummy Maker Because of Winn Dixie Maniac Magee BFG Monkey Thief Big Lie Mrs. Frisby and the Rats of Nimh Black Beauty Night of the Twisters Black Cauldron Number the Stars Black Stallion Our Own May Amelia Blue Willow Prince and the Pauper Bogart Rescue Josh McGuire Brian’s Winter Sara Bishop Bridge to Terabithia Secret of Platform 13 Canyon Winter Something Upstairs Confessions of Charlotte Doyle Soup Daniel’s Story Sparrow Hawk Red Devil’s Arithmetic Spirit House Dogsong Stepping on the Cracks Door in the Wall Tale of Two Cities (adaptation) Far North Temple Grab Hands and Run Flight #116 is Down The River Freak the Mighty The Witches Fredrich Tiger Rising Frozen Fire True Confessions of Charlotte Boyle Girl Who Owned the City Under the Blood Red Sky Grey King Walk Across China Hatchet Westing Game Hay Meadow White Fang Iceberg Hermit Woodsong In the Old Days Wringer Incident at Hawk’s Hill Wrinkle in Time Island of the Blue Dolphins Year Down Under Journey Home Journey to Topaz Julie of the Wolves Katarina Last of the Really Great Wangdoodles Listen Ear Lupita Mana’na


Seventh Grade

District adopted text ~~~ Elements of Literature, First Course, Holt, Rinehart, and Wilson Required: a unit on mythology plus one additional novel are minimum required texts

Title Ancient One Big Wave Bloomability Call of the Wild Children of the River Day No Pigs Would Die Endless Steppe Gathering Blue Hunchback of Notre Dame Kiss the Dust Let the Circle Be Unbroken Roll of Thunder, Hear My Cry Sounder Tangerine Walk About Warriors Don’t Cry Watership Down Z for Zachariah

Eighth Grade

District adopted text ~~~ Elements of Literature, Second Course, Holt, Rinehart, and Wilson Required texts: Night or Diary of Anne Frank

Title Across Five Aprils Anthony Burns April Morning Autobiography of Miss Jane Pittmann Deathwatch Diary of Anne Frank (required) Downriver Glory Fields I Am Regina I Never Saw Another Butterfly Light in the Forest Martian Chronicles Midsummer Night’s Dream Night (required) O Pioneers Out of the Dust Outsiders Streams to the River, Rivers to the Sea The Giver The Pearl The Pigman Two Old Women Walden


When the Legends Die Wind from an Enemy Sky Words by Heart

Ninth Grade District adopted text ~~~ Elements of Literature, Third Course, Holt, Rinehart, and Wilson Required texts: Romeo & Juliet and To Kill a Mockingbird

Title

Animal Farm Bless the Beast and the Children Blood In, Blood Out Chocolate War Christmas Carol Color of Water Education of Little Tree Fahrenheit 451 Great Expectations I Know Why the Caged Bird Sings Killing Mr. Griffin Lord of the Flies Odyssey Romeo & Juliet (required) Summer of My German Soldier Sword and the Stone To Kill A Mockingbird (required) Twelve Angry Men


Tenth Grade

District adopted text ~~~ The Language of Literature, McDougal Littell Required texts: Merchant of Venice or Julius Caesar or The Tempest Title

All Quiet on the Western Front Antigone Bluest Eye Cyrano Death of a Salesman Dicey’s Song East of Eden Gathering of Old Men Girl with the Pearl Earring Good Earth Holes Homecoming I Am the Clay I Heard the Owl Call My Name Illusions Julius Caesar (required) Lesson Before Dying Like Water for Chocolate Merchant of Venice (required) Nervous Condition Old Man and the Sea Ordinary People Place Where The Sea Remembers Power of One Shane Skeleton Man Star Girl Story of a Shipwrecked Sailor That Was Then, This is Now The Contender The Maze The Tempest (required) Wizard of Earth Sea


Eleventh Grade

District adopted text ~~~ Elements of Literature, Fifth Course, Literature of the United States, Holt, Rinehart, and Wilson Required texts: The Scarlet Letter or The Crucible and The Adventures of Huckleberry Finn

Title Black Boy Catch 22 Catcher in the Rye Desert Solitaire Fallen Angels Farewell to Manzanar Grapes of Wrath Great Gatsby Heart of Darkness House on Mango Street Huckleberry Finn (required) Laughing Boy My Antonia Of Mice and Men Piano Lesson A Raisin in the Sun Scarlet Letter (required) Separate Peace Slaughterhouse 5 Snow Falling on Cedars The Chosen The Crucible (required) Their Eyes Were Watching God Things They Carried Tortilla Curtain Welcome to the Monkey House


Twelfth Grade

District adopted text ~~~ England in Literature, Macbeth Edition, Scott Foresman

Title Title 2001: A Space Odyssey Razor’s Edge Agamemnon Richard III All the Pretty Horses Sense and Sensibility Beloved Siddhartha Canterbury Tales Sun Also Rises Christmas Carol Tale of Two Cities Crime and Punishment Taming of the Shrew Cry, the Beloved Country Tess of the D’Ubervilles Crystal Cave The Mirror David Copperfield The Miser Davita’s Harp Time Machine Everyman West Side Story Farewell to Arms Where the Heart Is Fathers and Sons Wuthering Heights For Whom the Bell Tolls Yellow Raft, Blue Water Frankenstein Zen and the Art of Motorcycle Maintenance Giants in the Earth Glass Menagerie Hamlet Hard Times I Have Lived a Thousand Years Illiad Importance of Being Earnest Invisible Man Jane Eyre Joy Luck Club MacBeth Maggie: A Girl of the Streets Metamorphosis Montana 1948 Othello Pride and Prejudice Prince of Tides


PROCEDURE FOR ADDING TITLES TO THE POUDRE SCHOOL DISTRICT

LANGUAGE ARTS NOVELS LIST 1. Schools will discuss the selection of novels they wish to add to the Poudre School District Language Arts

Novels List. Schools should prepare a rationale (see form and sample attached) and be prepared to defend the selection of the supplemental novel at its individual site. The process for challenging books begins at the individual school; therefore each school has the responsibility for selection of titles. Funds for the purchase of the new supplemental novels must come from departments or school budgets or grants. Supplemental novels are not purchased with district funds.

2. When the school department or committee makes the selection, a request form (see below) must be completed with an accompanying rationale. The request form and completed rationale will be sent to the director of curriculum.

3. The director of curriculum will review the request. The request will be reviewed looking for appropriate grade level and curricular connections. The director of curriculum will also make sure that there are no conflicts with other subject areas or grades levels. Questions or problems will be worked out with the school contact. When all issues are resolved, then the novel will be approved for addition to the list. Even though a novel is approved, teachers should still be prepared with alternative selections for parents and students who request this.

4. When the director of curriculum has finished its review, the bottom of the request form will then be completed and signed and returned to the school. Another copy of the request will be kept with records and the PSD Novels List will be updated.

REQUEST FOR ADDING TITLES

TO LANGUAGE ARTS NOVELS LIST

DATE: ___________________________

__________________________________ (School) requests that the novel (s) __________ _____________________________________________ by ___________________________ be added to the PSD Language Arts Novels List for grade (s) _________. A rationale for each novel on this request form is attached. It is understood that if the novel is approved, the school is prepared to defend the selection of the novel and assume the responsibility of the cost of purchasing the novel. The completed request form and rationale should be sent to the director of curriculum. Submitted by: Name, Title This request was approved by the director of curriculum on _____________ (date) This request denied because of the following reasons:

_____________________________ _______________________

Director of Curriculum Date


RATIONALE FORM FOR ADDITION OF TITLES TO POUDRE SCHOOL DISTRICT

LANGUAGE ARTS NOVELS LIST

A rationale is the articulation of the reasons for using a particular literary work. Minimally, your rationale should include: 1. The bibliographic citation.

A rationale should begin with a complete bibliographic citation including author's name, complete

book title, publisher, publication date, and edition.

2. The grade level and audience. The rationale should articulate the type of class and the range of grade levels at which it will be taught.

It should be stated whether it is going to be used for individual study, small-group work, or whole-

class study, along with an explanation of reasons for why the book is being used. Alternative

selections will also be described here.

3. A brief summary of the work. There are a number of reasons for summarizing a book in the rationale. Writing a summary requires an

in-depth look at the book. The summary provides an overview of the book for anyone who chooses to

read it, and it can also reflect aspects of a work that the teacher considers most important and aspects

that relate to it being selected as a supplemental support for other curriculum.

4. Possible objections. List topics or passages that might be objectionable for certain audiences. The reflective process of

developing a rationale is an opportunity for teachers to examine potential problems, address the

problems, and then establish a teaching framework that supports the book's quality.

5. Objectives, teaching methods and assignments. Reading a book is not an isolated educational experience; as a part of the total program, the book

should be consistent with the ongoing objectives of the class. One of the significant arguments for any

work is the ways in which it will open new perspectives to its readers. In determining the reasons for

using a book, teachers should also consider the potential impact it will have on students' behavior or attitudes.

Sample rationales follow.


EAST OF EDEN RATIONALE

Bibliography: Steinbeck, John, David Wyatt (Introduction). East of Eden. New York: Penguin, 1992. ISBN: 0140186395 Intended Audience: This novel would be used with advanced students in Pre-AP World Literature and Composition at Rocky Mountain High School. Summary of the Work: “East of Eden” (http://www.ac.wwu.edu/~stephan/Steinbeck/east.html) February 22, 2001

This magnificent novel—considered by many to be Steinbeck's best—is the story of the Trasks and the Hamiltons, two families drawn by the current that brought settlers to the rich farmlands of California. As he traces the families through three generations, Steinbeck retells the Biblical story of Adam and of Cain and Abel, and his characters are forced to re-enact the ancient drama of exile to the east of an always elusive Eden. "A moving, crying pageant, with wilderness strength"

—Carl Sandburg

“East of Eden” (http://www.steinbeck.org/world/eastof.html) February 22, 2001 John Steinbeck's East of Eden was published for the first time by Viking Press in September 1952, ten years before the writer was awarded the Nobel Prize for Literature, and has never been out of print since. In November 1952 East of Eden was number one on the fiction best-seller list. In A Journal of a Novel: The East of Eden Letter, the writer's diary of East of Eden, Steinbeck calls the novel "...the story of my country and the story of me." The book spans the history of the nation from the Civil War to World War I and tells the story of two American families, The Hamiltons, Steinbeck's maternal relatives, are the "Universal Family" and the fictional Trasks are the "Universal Neighbors." Steinbeck's inspiration for the novel comes from the Bible, the fourth chapter of the book of Genesis, verses one through sixteen, which recounts the story of Cain and Abel. Steinbeck chose the title, East of Eden, from Genesis, Chapter 4, verse 16.

The novel was originally addressed to Steinbeck's young sons, Thom and John IV (then 6 ½ and 4 ½ respectively). Steinbeck wanted to describe the Salinas Valley for them in detail: the sights, sounds, smells, and colors. Steinbeck called East of Eden "a sort of autobiography of the Salinas Valley." East of Eden begins in 1862 and covers three generations and 56 years. The book ends in Salinas, California, in 1918.

The theme of East of Eden: "All novels, all poetry, are built on the never-ending contest in ourselves of good and evil." Steinbeck called this book "The big one as far as I'm concerned. Always before I held something back for later. Nothing is held back here." East of Eden is an allegorical/realistic novel, a daring combination of biography and fiction. Relationship of the Book to the Program: This novel was chosen to challenge advanced learners. It will be used with pre-AP 10th grade students. This novel will reinforce common pre-AP learnings as described in the PSD Pre-AP General Course Description. (See attached.) Its Biblical themes and issues will be examined and linked to mythology as well as the Judeo/Christian principles. Comparison of class and socio-economic division, imagery and symbolism will also be a part of study of this novel. Some historical connections to Steinbeck's life and the Salinas Valley will be examined. This complicated and complex novel will be a good addition to the canon. Potential Problems with the Work: This novel revolves around themes of hatred, deceit, and good vs. evil. There are scenes of murder and violence, rape and prostitution. However, these adult issues are dealt with in a manner that causes the reader to question the cycles of families and life and death and loyalty. They are never promoted as the right way to live or to pursue life. Alternative novels might be Of Mice and Men, Cannery Row, or Tortilla Curtain. These novels deal with similar issues; yet do not have as many scenes of violence, death, prostitution, or rape.


http://www.ac.wwu.edu/~stephan/Steinbeck/east.html

RATIONALE FOR ADDITION OF The Maze and Stargirl TO LANGUAGE ARTS

CANON OF SUPPLEMENTAL NOVELS

1. The bibliographic citation. Hobbs, Will. The Maze. New York; Morrow; 1998. Spinelli, Jerry. Stargirl. New York; Knopf; 2000.

2. The grade level and audience. These novels will be used with our at-risk tenth graders in the Voyager Program at Rocky Mountain High School. We will have three sections using these texts as whole class studies.

3. A brief summary of the work. The Maze: After escaping from a detention center, 14-year old Rick Walker finds himself in the Maze of Canyon Lands, Utah, where he is befriended by a bird biologist who is re-introducing condors to the wild. During his time in the Maze, Rick is challenged in many ways and makes decisions that will help him face the maze of life. Stargirl: The new girl in Mica High School captures everyone's attention with her eccentricities, especially Leo Borlock, who wishes Stargirl, was more normal. The novel chronicles the ups and downs of high school social acceptance as the amazing Stargirl bunny hops in and out of the popularity circle. Readers view this dance through the eyes of Leo Borlock whose honest perspective reflects the confusion involved in wanting to be accepted, yet wanting to be an individual. There are a number of reasons for summarizing a book in the rationale. Writing a summary requires an in-depth look at the book. The summary provides an overview of the book for anyone who chooses to read it, and it can also reflect aspects of a work that the teacher considers most important and aspects that relate to its educational significance.

4. Possible objections. Both of these novels have been recommended by the Institute for Educational Development. Both authors have won awards in the field of Young Adolescent Fiction. Neither book contains passages that would be considered offensive to readers.

5. Objectives, teaching methods and assignments. The students in the Voyager Program are selected based on reading and writing scores in the range of the 35th percentile. These are students who have poor reading skills, and most hate to read. It is crucial that we select novels for these students that are engaging and accessible. Both of these novels meet this criteria. Students want lots of action, suspense, and humor. Both novels contain action. There is plenty of suspense in The Maze. Reading Stargirl almost causes the reader to laugh out loud. The stories are powerful with main characters who are positive role models. The reading level is challenging, yet not overwhelming for our students. Therefore, to meet our objectives of getting students to read and enjoy what they read, these books help us accomplish our teaching objectives


HISTORY AND OVERVIEW OF SIX+1 TRAIT WRITING

In the early 1980’s, creative teachers in school districts across the country decided there must be a better way to gather useful information about student writing performance than with single scores or standardized tests. They wanted an instrument that would provide accurate, reliable feedback to students and teachers that would help guide instruction. When an exhaustive search didn’t produce such a tool, they rolled up their sleeves and began the difficult process of creating an analytic scoring system that would be valid, honest, and practical.

After evaluating thousands of papers at all grade levels, the teachers identified common characteristics of good writing. These qualities became the framework for the Six+1 Traits analytical model. The model uses common language to identify the traits year to year as we refine our idea of what “good” writing looks like by using the scoring guides.

Not everyone uses all of the Six+1 Traits: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. Some use four; some use more. These same six or seven characteristics show up on everyone’s list in one form or another. These Six+1 Traits s are the foundation for the NWREL’s writing assessment model and the basis for the descriptive criteria we use to define the qualities of good writing at different levels of achievement. Once teachers know the traits well and have good consistency between rates and amongst groups, the link to instruction becomes clear. This is where the real fun begins.

The Six+1 Traits writing model is now used in virtually every state in the country not to mention Great Britain, France, South America, China, Venezuela, Bahrain, Australia, Turkey, and the Middle East. It’s the model or the source of the model used to score student papers in numerous state assessments and district assessments in virtually every state. Teachers from primary though college have embraced the Six+1 Traits model and not just English teachers, either. The traits are used by teachers of mathematics, science, social studies, foreign language, art, music – anyone for whom writing is an important part of instruction.

We at Northwest Regional Educational Laboratory (NWREL) are proud to be part of the six-trait analytical writing experience. The link to instruction has become so real and so powerful that master teachers continue to utilize and refine the model after years of application while other educators are just beginning to discover it for themselves. We continue this good work by updating scoring criteria, developing new instructional materials, and attending to staff development needs of educators across the globe. Please contact us if you have any questions. We’d love to help. http://www.nwrel.org

Getting Started With Six+1 Traits Writing Although there is no one "right" way to begin the marriage of assessment and instruction in your classroom, what follows are some "words of wisdom" shared by teachers and schools across the country and world. They are not in any hierarchical order so browse away, select a few that are most pressing for you and your students right away and go for it. 1. Find and store good stuff 2. Identify books and look for trait connections 3. Browse through student papers 4. Review some old favorite lessons and activities 5. Create editing lessons on the word processor 6. Select strong/weak pairs of student papers to contrast 7. Yikes! These papers could use revision 8. Build student writing files 9. Make writing time a thoughtful, non-threatening time for students 10. Let students be the teachers


How to Evaluate Writing Using Six+1 Traits Scoring Rubrics

1. Read the student's paper all the way through at least once. If you are having trouble making sense of the paper, try reading it aloud. Otherwise, you may focus too much on the trait of conventions without attending to the other traits.

2. As you begin scoring, focus on ONE trait at a time. Use the student friendly guide you will be using with your students, but keep the NWREL master rubric close by to refer to if needed.

3. If the paper seems to be a high paper in that trait, begin by reading the "5" descriptors. If the paper seems low, begin reading the "1" descriptors.

4. As you read descriptors, check the boxes that justify the score you want to give the paper. If you have checks in both the "5" range and "3" range, for example, consider scoring the paper a "4". If you have more checks in the "3" range then score it a "3".

5. If you are working with a grade-level team to score papers, spend some time aligning with two or three NWREL papers or student papers. To do this, make sure each grader has the same paper. Take some time to individually read and score the anchor paper. Then spend some time talking for a few minutes about your scoring. Share scores for each trait, giving specific explanations regarding the reasons behind your scores.

Always go back to the rubric to justify scores. This is what brings consistent alignment. If the paper is "pretty good," explain why. If the paper needs work, explain what you would suggest to the student for focused revision.

More often than not you will be quite close in your assessment. If you are not close, read the paper together again as a group, discuss the paper, and then re-vote to see if the scores come closer. Usually a little discussion is all that's needed to come to agreement within the majority. It's O.K. for a few people to disagree! The rule is this: If you disagree with the majority vote, you need to be able to explain why --- using the language of the rubric in clear, specific, trait language. Agree to disagree, use the majority vote as a consensus score and move on. Don't focus on the "right" score as much as a "defensible" score. Remember that this is a continuum-based scoring scale and differences of one point are still considered "agreement."

Repeat this alignment process anytime you leave and come back after a group break or if someone new joins your group. If you are having trouble scoring a paper, ask a partner to read and score it also, and then discuss the scores.

6. Repeat this process for each trait you want to score. Remember you don't have to score every trait every time. Score only those traits that you have taught. (For example, if you've just finished a lesson or focus activity on voice, score the student papers only for that trait.) You can build to all six traits over time.

7. Write down or circle the appropriate scores. Find specific language in the scoring guide that justifies the score you give. Near the numerical score at the bottom, write one commendation comment that points out strengths you identified in the paper. Then write one "work on" comment, giving the student a focus for revision in their next piece of writing. Make sure these comments are concise and not overwhelming. Think of the comments as ways to encourage and coach your students in their writing.

8. Use numbers from the rubrics instead of letter grades to give students feedback. The numbers should have a specific meaning and connection for students who are using the traits and practicing scoring papers on their own. If a student gets 4's and 5's in one or more traits, but lower scores in other traits, it provides an easy reference point of where revision or editing should take place for the next draft.

9. Be honest. If students receive mostly 1's and 2's on their papers, it creates a sense of relative strengths and weaknesses that are honest, accurate, and helpful. False scores, no matter how tempting (the student tries hard, this is the best thing they have done so far, etc.), are misleading about the real performance level. Find other ways to record good work habits, willingness to try, timeliness, as part of your good grading overall. The writing performance criteria can't help to assess attitude --- important as it may be!


SIX-TRAIT ASSESSMENT FOR BEGINNING WRITERS 1 2 3 4 5 EXPERIMENTING EMERGING DEVELOPING CAPABLE EXPERIENCED

IDEAS Uses scribbles for writing Dictates labels or a story Shapes that look like letters Line forms that imitate text Writes letters randomly

IDEAS Some recognizable words present Labels pictures Uses drawings that show detail Pictures are supported by some words

IDEAS Attempts a story or to make a point Illustration supports the writing Meaning of the general idea recognizable/understandable Some ideas clear but some are still fuzzy

IDEAS Writing tells a story or makes a point Illustration (if present) enhances the writing Idea is generally on topic Details are present but not developed (lists)

IDEAS Presents a fresh/original idea Topic is narrowed and focused Develops one clear, main idea Uses interesting, important details for support Writer understands topic well

ORGANIZATION

Ability to order or group not yet present No sense of beginning or end Connections between ideas are confusing

ORGANIZATION No title (if requested) Experiments with beginnings Begins to group like words/pictures Transition or evidence of sequencing are haphazard

ORGANIZATION A title is present (if requested) Limited transitions present Beginning but no ending except “The End” Attempts at sequencing and transitions

ORGANIZATION An appropriate title is present (if requested) Attempts transitions from sentence to sentence Beginning works well and attempts an ending Logical sequencing Key ideas begin to surface

ORGANIZATION An original title is present (if requested) Transitions connect main ideas The opening attracts An effective ending is tried Easy to follow Important ideas stand out

VOICE Communicates feeling with size, color, shape, line in drawing or letter imitation Work is similar to everyone else’s Unclear response to task Awareness of audience not present

VOICE Hints of voice present in words and phrases Looks different from most others Energy/mood is present Treatment of topic predictable Audience is fuzzy—could be anybody, anywhere

VOICE Expresses some predictable feelings Moments of individual sparkle, but then hides Repetition of familiar ideas reduces energy Awareness that the writing will be read by someone else Reader has limited connection to writer

VOICE Writing is individual and expressive Individual perspective becomes evident Personal treatment of a standard topic Writes to convey a story or idea to the reader

VOICE Uses text to elicit a variety of emotions Takes some risks to say more than what is expected Point of view is evident Writes with a clear sense of audience Cares deeply about the topic


1 2 3 4 5 EXPERIMENTING EMERGING DEVELOPING CAPABLE EXPERIENCED

WORD CHOICE Writes letters in strings Imitates word patterns Pictures stand for words and phrases Copies environmental print

WORD CHOICE Recognizable words Environmental words use correctly Attempts at phrases Functional language

WORD CHOICE General or ordinary words Attempts new words but they don’t always fit Settles for the word or phrase that “will do” Big words used only to impress reader Relies on slang, clichés or repetition

WORD CHOICE Uses favorite words correctly Experiments with new and different words with some success Tries to choose words for specificity Attempts to use descriptive words to create images

WORD CHOICE Everyday words used well Precise, accurate, fresh, original words Creates vivid images in a natural way Avoids repetition, clichés or vague language Attempts at figurative language

SENTENCE FLUENCY Mimics letters and words across the page Words stand alone Patterns for sentences not in evidence Sentence sense not yet present

SENTENCE FLUENCY Strings words together into phrases Attempts simple sentences Short, repetitive sentence patterns Dialogue present but not understandable

SENTENCE FLUENCY Uses simple sentences Sentences tend to begin the same Experiments with other sentence patterns Reader may have to reread to follow the meaning Dialogue present but needs interpretation

SENTENCE FLUENCY Simple and compound sentences present and effective Attempts complex sentences Not all sentences begin the same Sections of writing have rhythm and flow

SENTENCE FLUENCY Consistently uses sentence variety Sentence structure is correct and creative Variety of sentence beginnings Natural rhythm, cadence and flow Sentences have texture that clarify the important idea

CONVENTIONS Writes letter strings (pre- phonetic: dmRxzz) Attempts to create standard letters Attempts spacing of words, letters, symbols or pictures Attempts to write left to right Attempts to write top/down Punctuation, capitalization etc. not making sense, yet Student interpretation needed to understand text/pictures

CONVENTIONS Attempts semi-phonetic spelling (MTR, UM, KD, etc.) Uses mixed upper and lower case letters Uses spaces between letters and words Consistently writes left to right Consistently makes effective use of top to bottom spacing Random punctuation Nonstandard grammar is common

CONVENTIONS Uses phonetic spelling (MOSTR, HUMN, KLOSD, etc.) on personal words Spelling of high frequency words still spotty Uses capitals at the beginning of sentences Usually uses end punctuation correctly (.!?) Experiments with other punctuation Long paper may be written as one paragraph Attempts standard grammar

CONVENTIONS Transitional spelling on less frequent words (MONSTUR, HUMUN,CLOSSED, etc.) Spelling of high frequency words usually correct Capitals at the beginning of sentences and variable use on proper nouns End punctuation is correct (.!?) and other punctuation is attempted (such as commas) Paragraphing variable but present Noun/pronoun agreement, verb tenses, subject/verb agreement

CONVENTIONS High frequency words are spelled correctly and very close on other words Capitals used for obvious proper nouns as well as sentence beginnings Basic punctuation is used correctly and/or creatively Indents consistently to show paragraphs Shows control over standard grammar


SIX-TRAITS RUBRIC

Early Elementary

IDEAS ~My Message~

ORGANIZATION ~From Beginning to End~

VOICE ~Putting Myself in My

Writing~ 5 Ready to Share Your writing makes sense. The reader learns a lot from reading

your writing. Your writing is really clear. It has

good, juicy details! You know a lot about your topic.

5 Ready to Share Your writing has an opening that

hooks the reader in! The middle of your writing

connects to the beginning and end, all parts fit together. Your ending really makes the

reader feel good or think hard.

5 Ready to Share Your writing clearly shows what you think. The reader feels like you are speaking right to him or her. Some of your writing made the reader feel like laughing or crying. The reader could understand your thoughts and feelings.

3 Halfway home! The reader gets the general idea, but

something's missing. Are there some details you've left out? The writing tells, but doesn't show

the reader what you mean. Can you add some description to make a clear picture for the reader?

3 Halfway home! Your opening is OK, but may not

hook every reader. Some ideas need to be put in

different order (first to last, best to worst, top to bottom). The ending leaves the reader

confused or disappointed.

3 Halfway home! The reader can see a little about what you think, but you need to put more of your own ideas and feelings into the writing. Sometimes the reader feels like you are speaking to him or her. Your topic is OK, but it's hard for the reader to know how you feel or think about it.

1 Just beginning Your writing is confusing or doesn't

make sense. What is your main idea? Your main idea may be too BIG!

Remember to write a lot about a little. Take some more time to think or

draw to help you focus on a main idea.

1 Just beginning Your opening is confusing. Write

a good hook that relates to your main idea. Your ideas are mixed up. Think

about what ideas should go first & which ideas go together. Your writing just stops. What do

you want the reader to feel or think after reading your writing?

1 Just beginning Your writing doesn't speak to the reader. Add more about your own personal ideas or experience. Your topic seems to be one that you don't feel strongly about. Can you select another topic?


WORDS

~Playing With Language~ FLUENCY

~Listening to the Sound~ CONVENTIONS

~Editing~ 5 Ready to Share

Your words paint a picture. Your words make the message

clear! The reader enjoys the way

your words sound and feel.

5 Ready to Share Your paper is easy to

read out loud. Some of your sentences

are long and stretchy and some are short and snappy.

Readers love the sound of your paper --- its got rhythm!

Your sentences begin in several different ways.

5 Ready to Share Words are spelled correctly. You used capitals to begin

sentences and to indicate proper names.

You used periods, exclamation points, and question marks in just the right spots.

Your work has been edited and proofread; it's ready to share outside the classroom.

3 Halfway home! Some of your words and

phrases are good, but some need work. Look at some of your words and try to replace them with better words.

The reader can't see a picture or understand a clear message. Use your imagination and add words to paint a picture or make the message clear.

3 Halfway home! Your paper is pretty easy

to read out loud if the reader takes it slow. Work on some of the hard spots.

Your sentences are all about the same length. Make some long and stretchy and some short and snappy.

A lot of your sentences begin the same way. Write some different sentence openers.

3 Halfway home! Not all words are spelled

correctly. You may have left out a period

or question mark. Some words need capitals or

you may have capitals in the wrong place.

You need to do some more editing; your paper not quite ready to publish or share outside the classroom.

1 Just beginning Some of your words are

vague, unclear. Replace them. Some of your words don't

make sense when they are read. Read your paper out loud and replace those words with better words.

Choose words that will paint a picture, words that relate to your senses.

1 Just beginning Your paper is hard to

read out loud. Some of your sentences

don't make sense. Review each sentence to make sure the say what you want to say.

Some of your sentences run on, and it's hard to tell where one ends and another begins. Make sure your punctuation is in place.

Some of your sentences are short and choppy. Review them and see if you can combine some of them into long and stretchy sentences.

1 Just beginning Mistakes in your paper make it difficult to read. Correct some things before you share your work. Review your punctuation. Have you put periods at the end of sentences? Are question marks and exclamation points in the right places? Review your capitals. Have you placed capitals at the beginning of sentences and for proper names? Check your spelling.

COMMENTS: TOTAL SCORE ______/30


SIX-TRAITS RUBRIC Intermediate Elementary

IDEAS and CONTENT ~What you have to say~

ORGANIZATION ~Gives writing direction~

VOICE ~Personality, flavor, style~

5 Focused, Clear, Specific You know a lot about this topic, and when the reader reads it, they find out some new or little-known information. Your writing shows what was happening rather than telling. Your paper was filled with interesting tidbits that make reading it lively and fun. Your topic was small enough to handle. The reader could easily understand the main idea of your writing.

5 Clear and Compelling Direction Your beginning gets the reader's attention and gives clues about what is coming. Every idea adds a little more detail to the main idea or story. All your details are in the right place. Your paper ended in a good spot and didn't drag on too long. You left your reader with something to think about.

5 Really Individual & Powerful Your paper has your personal stamp on it. It reflects a lot about who you are and what you think. No one else would write this paper the way you did. Readers can tell you are talking right to them and that you are not afraid to say what you really think. Your paper reflects a writer with confidence and sincerity. Your paper is full of feelings and ideas, therefore, the reader can feel what you feel and understand what you think.

3 Some really good parts, some still need work

Some of the things you wrote are new ideas, but others are things everyone knows already. You used some pretty general

details like: "Her hat was nice," or "It was a sunny day." Add details that will make the reader see what happened! Your topic seemed too big and

caused you to get bogged down telling a little about a lot. Select a smaller topic and tell a lot about a little. Some of your ideas were very clear

but some were confusing. Review your writing and make sure all your ideas connect to one main idea.

3 Some really smooth parts, others need work

You have a beginning, but it doesn't grab the reader or give clues about what's coming. Work on your beginning. Sometimes it's not clear how the details connect to the main idea or story line. Review your details and drop those that don’t relate to the main idea or story. Some of your details are not in the right places. Review your details and make sure you have them in the right places. You wrote a lot about some details and not enough about others. Make sure you have a balance. Your conclusion is rough. You may have gone on too long or ended too quickly. Rewrite your conclusion so that you leave the reader with something to think about.

3 Individuality Fades In and Out Although the reader understands what you mean, your paper doesn’t make them feel like laughing, crying, or pounding the table. Your writing is on the edge of being funny, excited, scary or downright honest. Add some more personal ideas and details to make it happen. Your writing is pleasant, but it shows very little about the unique person you are. You’ve done a lot of telling and not enough showing. Explain how you felt or what you thought about the topic.

1 Needs work You haven't shared a lot of information. Think about a topic that you know more about and really like and write about that topic. Your writing needs more details, description, and ideas to make it clear for your reader. Do some prewriting to help you find some clear details or to find a new topic.

1 Needs work Your paper doesn't have a clear beginning or end. Think about your main idea and write a beginning that will hook your reader in. Your details don’t fit the main idea. Review your paper and make the details fit your main idea, even if you have to change your main idea. Did you forget your conclusion? Remember, try to leave the reader thinking about your main idea.

1 Needs work Your paper reflects a writer that is not comfortable sharing what he truly thinks or feels. It is hard to tell who wrote this paper. Add more specific ideas and details. If you can’t tell what you really think or feel about this topic, select a topic you have strong feelings about that you are willing to share.


WORD CHOICE ~Playing With Language~

SENTENCE FLUENCY ~Listening to the Sound~

CONVENTIONS ~Editing~

5 Extremely Clear, Visual, and Accurate All the words in your paper fit. Each one seems just right. Your words are colorful, snappy, vital, brisk, and fresh, with no overdone, vague, or flowery language. Your writing contains lots of energetic verbs! Some of the words and phrases in your writing are so vivid that the reader won’t be able to forget them.

5 Varied and Natural The sentences in your paper are

clear and delightful to read aloud. Some of your sentences are long

and stretchy, and some are short and snappy. Your sentence beginnings vary

and show how ideas connect. Your have good “sentence

sense” because your paper flows. You have stated your ideas

clearly, without using too many words.

5 Mostly Correct There are very few errors in your paper. It is ready to publish.

o You have used capitals correctly. o You have used periods, commas,

exclamation marks, and quotation marks in just the right way.

o Your spelling is accurate. o Every paragraph is indented to

show where new ideas begin. o Your grammar/usage is consistent

and shows control.

3 Correct but not striking You used every day words pretty well, but you need to stretch for new or better ways to say things. Your writing contains a lot of clichés. Replace them with new, fresh, and original words and phrases. You went a little overboard and tried to impress the reader with words that are too flowery or incorrectly used. Your words aren’t really specific. Add some more descriptive words and phrases. Instead of saying, “The sun went down,” say “The sun sagged into the treetops.”

3 Routine and Functional Some of your sentences are smooth and natural, but others are hard to read. Your sentence beginnings are mostly alike. Remember to write a variety of sentence openers. You need to add some linking words as sentence openers (therefore, later, for this reason, when this happened). Some of your sentences need to be combined; others need to be cut in two. You have used more words than necessary in places. Trim some of the deadwood.

3 About halfway home! A number of mistakes in your paper need to be cleaned up before it will be ready to publish. Spelling is correct on simple words, but may not always be right on harder words. Most sentences and proper nouns begin with capitals, but a few have been overlooked. Paragraphs are present, but not all begin in the right places. A few problems with grammar, punctuation, and/or spelling make it difficult for the reader to understand all parts of your paper. Your paper reads like a first draft. Take some time to do some more editing and proofreading.

1 Needs work A lot of your word and phrases

are vague: “We liked to do things.” What are things? Your words don’t make pictures.

Choose more specific words that will show, not tell. You used some words in the

wrong place. You repeated some of the same

words over and over. Replace those words with some interesting synonyms.

1 Needs work The reader has to go back, stop, and read over to try to understand your sentences. Read your paper out loud and do some editing by adding words that may be missing and taking out words that don’t belong. The reader has a hard time telling where one sentence ends and another begins. Add end punctuation where necessary. Sentence patterns in your paper are repetitive. Add a variety of sentence openers and make some sentences long and stretchy and some short and snappy.

1 Needs work Mistakes in your paper make it difficult to read. Correct some things before you share your work. Spelling errors are common. Use a dictionary and/or spell check. You have used capitals incorrectly. Check to see if you have capitals for proper nouns and at the beginning of sentences. Paragraphs are missing or incorrectly indented. Review your writing to put in correct paragraph breaks. Spend a lot of time editing before sharing this paper.

COMMENTS: TOTAL SCORE ______/30


SIX-TRAITS RUBRIC Middle School

IDEAS ~ The Message ~

ORGANIZATION ~The Internal Structure~

VOICE ~Person Behind the Words~

5 Strong Your ideas are meaningful, purposeful and focused. Your ideas are clear and informative. Your writing shows more than it tells. Your writing contains interesting tidbits, specific details, and vivid description. Your writing is captivating and shows the reader that you have extensive knowledge about the topic.

5 Strong Your writing exhibits clear purpose and direction. Every part of your paper adds to the whole. Your paper is organized in a logical way, but with flair. There are clear transitions and connections from idea to idea, paragraph to paragraph. Movement and pacing of your writing is smooth. Your opening hooks the reader and keeps them hooked. The ending lingers in the reader’s mind.

5 Strong Your paper reflects a confident, thoughtful individual with strong conviction who knows a lot about this topic. The writing reflects a writer willing to take risks and shares ideas and experience that no other person could bring to the topic. Your paper was written to be read and makes the reader feel what you were seeing, feeling, and/or thinking. The topic springs to life.

3 Developing Your paper appears to be a good, solid first draft, but needs more in-depth analysis and/or supporting details. Your writing contains a lot of general statements. Reinforce them with specific reasons, details, and fact. Your topic may be too big. How can you narrow your focus? More of your ideas lean toward the obvious and are too predictable. Can you add some unique ideas on the topic. Your writing does more telling than showing.

3 Developing Your writing is easy to follow, most of the time, but has some bumpy spots. Work on making more connections between ideas and paragraphs. Your writing is organized, but appears to be formula writing (5-paragraph theme). Your paper has a recognizable introduction and ending. Work on revising them to hook the reader and to leave him thinking about what you wrote. Your pacing is irregular. Review your writing and see if there are places you need to add more details or if there are places you have too much information. Your ideas are not arranged in a consistent, clear order. Review your organization strategy: time order, order of importance, order of location, cause and effect, problem solution.

3 Developing Some of your personality is evident in this paper, but not much. Most of what you wrote is expected and guarded. What details and thoughts can you add to make the writing reflect more of your experience and/or ideas? Some of your details and ideas grab the reader, but then your writing moves back to what is expected, what is general. Review the strong sections of your paper and revise others that are lacking those personal details and/or ideas.

1 Not Yet Your paper reflects a writer who is struggling or exploring with the topic. Spend some time in prewriting to clarify your topic. Then match ideas and details to that topic and write a new draft. Your paper contains random thoughts not connected to the main idea. Review your draft and see if you need to change your topic to match the ideas in your paper.

1 Not Yet Your paper lacks organizational structure and makes it difficult for the reader to follow your ideas. Decide on an organizational structure and use it to frame your ideas. The pacing of your paper is rough. Add more details in places or cut out unnecessary information in others. Your paper has no clear sense of beginning. Write an opening that will hook your reader and reinforce your topic. Your paper has just stopped or has a conclusion that doesn’t satisfy the reader. Review your conclusion and write one that will linger on the reader’s mind.

1 Not Yet Your paper does not give any hint of the individual ideas or experiences of the writer. Who were you writing this paper for? Consider your audience and add details that would appeal to that audience. Your paper is very mechanical/technical and leaves the reader with no sense of who the writer is and/or what the writer cares about. Consider selecting a new topic, one that you know a lot about and care a lot about.


WORDS ~Language That Brings

It to Life~

FLUENCY ~Rhythm and Flow~

CONVENTIONS ~Mechanical Correctness~

5 Strong Your writing reflects deliberate, striking, dynamic word choice. It is wordsmithery at its best! Your words are energetic and appealing, creating sensory details that make the reader see what you are saying. Powerful verbs make the meaning specific, precise, appealing and original. Your words and phrases are vivid and dynamic.

5 Strong Your sentences have varied and

purposeful beginnings. Your have crafted your sentences, not

merely assembled them, from long and flowing to short and snappy.

Your sentence structure is powerful and graceful and has wonderful cadence.

You have used parallel structure correctly.

You have incorporated dialogue that is natural.

If you used fragments, they were used for stylistic effect and did not detract from the meaning of the paper.

Your paper is delightful to read aloud.

5 Strong Your writing reflects a writer in control of

spelling, punctuation and grammar. Your paragraphing complements organization. The grammar in your paper contributes to

clarity and style. Punctuation in your paper smoothly guides

the reader. The paper shows evidence of editing and

proofing and is ready to share with a broad audience.

3 Developing Your writing leans a bit

on clichés or the word list of the week. Don’t depend on the thesaurus to help you choose interesting words.

Some of your words are too “flowery” or over done. Revise for simplicity and sincerity.

Some of your words are too general. Select some words that are more precise, i.e. “good,” “nice,” vs. mouth-watering and pristine.

Your writing contains a good verb or two, but add more to make your writing lively.

3 Developing Your paper contains a lot of simple

sentences that are well constructed. Work on writing sentences of different types and/or lengths.

Your connections between sentences are rough.

Your transitions are too predictable and formulaic. Work on burying your transitions and varying your sentence openings.

Repetitive patterns in your writing make the writing appear mechanical.

Your paper lacks energy and flow. Can you improve it by using parallel structure or dialogue to give it rhythm and balance.

3 Developing You have done well on simple punctuation,

spelling and grammar. You have attempted paragraphing, but you need to review your paragraphs to make sure they are all correctly indand punctuated. You have some consistent errors in spelling.

Use a dictionary or spell-check. There are some minor problems with

grammar/usage, but generally problems don’t obsmeaning. Your terminal punctuation is basically correct

but work on punctuation inside of sentences. There is some evidence of editing.

Were you in a hurry?

1 Not yet Some of your words are

not used correctly. You repeat a lot of the

same words, which makes reading your writing monotonous.

You have not used a variety of words to make your meaning precise and clear.

Revise putting in more specific nouns and verbs to give your writing energy.

1 Not yet Some of your sentences contain

awkward phrasing. A lot of your sentences are run-ons or

fragments. Make sure that you have complete sentences.

Some of your sentences are short and choppy. Can you connect any sentences with punctuation or connecting words?

Your sentence structure makes it difficult to read your paper aloud. Revise for a smooth cadence.

1 Not yet Your paper contains numerous errors that

make it difficult to read and understand. Your paragraphing is random or not present.

Review your writing and put in paragraphs by indenting. Spelling errors are frequent. Punctuation is missing or used incorrectly. Grammar/usage problems make it difficult

to understand your ideas. Spend time editing/proofing and this paper

will be much better!

COMMENTS: TOTAL SCORE ________ /30


SIX-TRAITS RUBRIC High School


IDEAS & CONTENT ORGANIZATION VOICE 5 Strong

Paper is clear and focused. It holds the reader's attention. Relevant anecdotes and details enrich the central theme. Topic is narrow and manageable. Relevant, telling, quality details give the

reader important information that goes beyond the obvious or predictable.

Reasonably accurate details are present to support the main ideas.

Writer seems to be writing from knowledge or experience, ideas are fresh and original.

Reader's questions are anticipated and answered.

5 Strong The organization enhances and showcases the central idea or theme and is compelling and moves the reader through the text. An inviting introduction draws the reader

in; a satisfying conclusion leaves the reader with a sense of closure and resolution.

Thoughtful transitions clearly show how ideas connect.

Details seem to fit where they're placed; sequencing is logical and effective.

Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up the pace and move on.

Organization flows so smoothly the reader hardly thinks about it; the choice of structure matches the purpose and audience.

5 Strong The writer speaks directly to the reader in a way that is individual, compelling and engaging and crafts the writing with an awareness and respect for the audience and the purpose for writing. The tone of the writing adds interest to

the message and is appropriate for the purpose and audience.

The writer takes a risk by revealing who he or she is consistently throughout the piece.

Expository or persuasive writing reflects a strong commitment to the topic by showing why the reader needs to know this and why he or she should care.

Narrative writing is honest, personal, and engaging and makes the reader think about and react to the author's ideas and point of view.

3 Developing The writer is beginning to define the topic, even though development is still basic or general. Topic is fairly broad; however, you can

see where the writer is headed. Writer not yet focused topic beyond the obvious.

Ideas are reasonably clear, though they may not be detailed, personalized, accurate, or expanded enough to show in depth understanding or strong sense of purpose.

Writer seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics.

Reader is left with questions. More information needed to "fill in the blanks."

3 Developing The organizational structure is strong enough to move the reader through the text without too much confusion. The paper has a recognizable introduction

and conclusion. The introduction may not create a strong sense of anticipation; the conclusion may not tie-up all loose ends.

Transitions often work well; at other times, connections between ideas are fuzzy.

Sequencing shows some logic, but not under control enough that it consistently supports the ideas, or it is so predictable and rehearsed that the structure takes attention away from the content.

Pacing is fairly well controlled, though the writer sometimes lunges ahead too quickly or spends too much time on details that do not matter.

The organization sometimes supports the main point or storyline; at other times, the reader feels an urge to slip in a transition or move things around.

3 Developing The writer seems sincere but not fully engaged or involved making writing pleasant or even personable, but not compelling. The writer seems aware of an audience

but discards personal insights in favor of obvious generalities.

The writing communicates in an earnest, pleasing, yet safe manner.

Only one or two moments here or there intrigue, delight, or move the reader.

Expository or persuasive writing lacks consistent engagement with the topic to build credibility.

Narrative writing is reasonably sincere, but doesn't reflect unique or individual perspective on the topic.

1 In Progress As yet, the paper has no clear sense of purpose or central theme and contains sketchy or missing details. The writing reflects more than one of these problems: The writer is still in search of a topic, is

brainstorming, or has not yet decided what the main idea of the piece will be.

Information is limited or unclear or repetitive or the length is not adequate for development.

Ideas may read like a collection of disconnected, random thoughts with no discernable point.

1 In Progress The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure. The writing reflects more than one of these problems: There is no real lead to set-up what follows,

no real conclusion to wrap things up. Connections between ideas are confusing or

not even present. Sequencing needs lots and lots of work. Pacing feels awkward; the writer slows to a

crawl when the reader wants to get on with it, and vice versa.

Problems with organization make it hard for the reader to get a grip on the main point or story line.

1 In Progress The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience. As a result, the writing reflects one or more of the following problems:

The writer is not concerned with the audience or is a complete mismatch for the reader.

The writer speaks in a kind of monotone that flattens all potential highs or lows of the message.

The writing is "risk-free" or lifeless or mechanical or may be overly technical or jargonistic.

Development of the topic is so limited that no point of view is present.

WORD CHOICE SENTENCE FLUENCY CONVENTIONS 5 Strong

Words convey the intended message in a precise, interesting, and natural way and are powerful and engaging. Words are specific and accurate. It is easy

to understand just what the writer means. Striking words and phrases often catch the

reader's eye and linger in the reader's mind.

Language and phrasing is natural, effective, and appropriate for the audience.

Lively verbs add energy while refreshing nouns and modifiers add depth.

Choices in language enhance the meaning and clarify understanding.

Precision is obvious because the writer has taken care to put just the right word or phrase in just the right spot.

5 Strong The writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading. Sentences are constructed in a way that

underscores and enhances the meaning. Sentences vary in length as well as

structure. Fragments, if used, add style. Dialogue, if present sounds natural.

Purposeful and varied sentence beginnings add variety and energy.

The use of creative and appropriate connectives between sentences and thoughts shows how each relates to, and builds upon, the one before it.

The writing has cadence; the writer has thought about the sound of the words as well as the meaning.

5 Strong The writer demonstrates a good grasp of standard writing conventions and uses conventions effectively to enhance readability. This paper is ready to publish. Spelling is generally correct, even on

more difficult words. The punctuation is accurate, even

creative, and guides the reader through the text.

A thorough understanding and consistent application of capitalization skills are present.

Grammar and usage are correct and contribute to clarity and style.

Paragraphing tends to be sound and reinforces the organizational structure.

3 Developing The language is functional, even if it lacks much energy. It is easy to figure out the writer's meaning on a general level. Words are adequate and correct in a

general sense, and they support the meaning by not getting in the way.

Familiar words and phrases communicate but rarely capture the reader's imagination.

Attempts at colorful language show a willingness to stretch and grow but sometimes reach beyond the audience (thesaurus overload!).

Despite a few successes, the writing is marked by passive verbs, everyday nouns, and mundane modifiers.

The words may be refined in a couple of places, but the language looks more like the first thing that popped into the writer's mind.

3 Developing The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid. Although sentences may not seem

artfully crafted or musical, they get the job done in a routine fashion.

Sentences are usually constructed correctly; they hang together; they are sound.

Sentence beginnings are not all alike; some variety is attempted.

The reader sometimes has to hunt for clues that show how sentences interrelate (connecting words and phrases like however, therefore, on the other hand, etc.).

Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy, or gangly.

3 Developing The writer shows reasonable control over a limited range of standard writing conventions. Moderate editing would be required to polish the text for publication. Spelling is usually correct or

reasonably phonetic on common words, but more difficult words are problematic.

End punctuation is usually correct; internal punctuation is sometimes missing/wrong.

Most words are capitalized correctly; control over more sophisticated capitalization skills may be spotty.

Problems with grammar or usage are not serious enough to distort meaning but may not be correct or accurately applied all of the time.

Paragraphing is attempted but may run together or begin in the wrong places.

1 In Progress The writer demonstrates a limited vocabulary or has not searched for words to convey specific meaning. The writing reflects one or more of the following problems: Words are so nonspecific and distracting

that only a very limited meaning comes through.

Audience has not been considered. Language is used incorrectly making the message secondary to the misfires with the words.

Limited vocabulary and/or misused parts of speech seriously impair understanding.

Words and phrases are so unimaginative and lifeless that they detract from the meaning.

Jargon or clichés distract or mislead. Redundancy may distract the reader.

1 In Progress The reader has to practice quite a bit in order to give this paper a fair interpretive reading. The writing reflects more than one of the following problems: Sentences are choppy, incomplete,

rambling or awkward. Phrasing does not sound natural. The patterns may create a sing-song rhythm, or a chop-chop cadence that causes the reader to loose interest.

There is little to no "sentence sense" present.

Many sentences begin the same way and may follow the same monotonous pattern (subject-verb-object).

Endless connectives (and, and so, but then, etc.) or a complete lack of connectives create a massive jumble of language.

The text does not invite expressive oral reading.

1 In Progress Errors repeatedly distract the reader and make the text difficult to read. Extensive editing would be required to polish the text for publication. The writing reflects more than one of these problems: Spelling errors are frequent, even on

common words. Punctuation is often missing or

incorrect. Capitalization is random and only the

easiest rules show awareness of correct use.

Errors in grammar or usage are very noticeable, frequent, and affect meaning.

Paragraphing is missing, irregular, or so frequent that it has no relationship to the organizational structure of the text.

The reader must read once to decode, then again for meaning.

COMMENTS: TOTAL SCORE ________/ 30


Literary Analysis Essay A literary analysis essay analyzes some aspect of a work of literature such as symbolism, character, setting or theme. This type of essay must include specific examples and quotations from the text to support the thesis. Name _______________________________Date: _____________ Grade: _________

Evaluated Trait

Advanced Proficient Basic Totals

Ideas and Content

_____ points

* Thesis statement concise * Body clearly supports thesis * Ideas supported with explanations and specific examples * Quotations fit explanations * Insight and analysis present * Clear direct interpretation

* Thesis needs strengthening and focus * Does not provide consistent support for ideas * Some details are vague * Insight, analysis present at times

* Thesis is missing or does not fit essay * No textual support * Writing consists of plot summary only – no analysis

Voice

_____ points

* Creative presentation of ideas * Unique sound to topic, idea

* Pleasant to read but cautious tone *Typical topic idea

* No risks taken * Weak idea, no passion

Organization

_____ points

* Original title * Intro. contains lead and clear thesis statement * Transitions used to link paragraphs and ideas within paragraphs * Clear topic sentence in each body paragraph * Conclusion links ideas back to intro.

* Lead present in intro. but uninteresting * Not clear how details tie in *Transitions do not fully link ideas * Some topic sentences exist, clarity needed * New ideas in conclusion, conclusion is preachy

* No clear beginning, middle or end * No transitions * No topic sentences * Writing is scrambled, jumbled

Word Choice

_____ points

* Formal voice is used * Varied word choice and specific language * Vocab exceeds grade level, used correctly * Active verbs, precise nouns, precise modifiers

* Formal voice varies * Some vague words * Age appropriate vocab * Some wordiness

* No formal voice (first and second person throughout) * Misused, vague words * Limited, word choice

Sentence Fluency

_____ points

* Sentence structure is varied * Flow is smooth and natural * Sentences are economized, concise

* Some sentence variation in length and structure * Flow is smooth and natural at times * Sentences wordy and/or awkward at times

* Simple sentence structure throughout * Fragments and run-ons throughout the paper * Wordiness impedes understanding

Conventions

_____ points

* Grammatical errors do not impede meaning * Spelling is accurate * Proofreading errors are eliminated * Punctuation errors do not impede meaning *Quotes, citations formatted correctly

* Grammar makes reader stumble * Spelling distracts reader * Proofreading distracts reader * Punctuation distracts reader *Some quotes, citations formatted correctly

* Grammar and/or spelling errors hinder meaning * Multiple usage errors * Grammar errors constantly cause reader confusion

Additional Comments:


Narrative/Expository Essay A narrative/expository essay tells a story with a conflict, problem or question as the heart of the story. It creates a strong sense of time and place. Important details and key points are sequenced purposefully. The plot is well developed with important events and realistic characters. The writing informs the reader with new information and clear explanations that reflect the writer’s knowledge of the topic. Name ________________________________Date: _____________ Grade: ________

Evaluated Trait Advanced Proficient Basic Totals

Ideas and Content

_____ points

* Narrow topic that explores and event/person significant to the writer * Relevant description and dialogue “show” scenes and create characters * Ideas are fresh and original, explaining how person/event changed the writer * Essay shows insight into the writer’s experience

* Topic is fairly broad * Writer generally stays on topic * More telling than showing * Support attempted * Reasonably clear ideas, more in-depth explanation desired * Difficulty from general to specific, reader has ?s

* Writer is still in search of a topic * Information is limited, unclear * Length inadequate for development * Ideas are simple and/or repetitive * Repetitious, disconnected, random thoughts

Voice

_____ points

* Reader feels strong interaction with writer * Tone and voice add original twist to message * Honest, personal narrative * Strong commitment to topic in expository

* Earnest, pleasing communication * Personal insights are discarded in favor of safe generalities * Narratives seem sincere * Expository lacks consistent engagement

* Monotonous, risk-free style * Lifeless, mechanical writing * Writer is not connected to audience * Mismatch for intended reader * No point of view

Organization

_____ points

* Inviting intro. draws reader in * Satisfying conclusion clarifies impact and focus * Transitions are smooth between sentences and paragraphs * Sequencing is logical and effective

* Recognizable intro. and conclusion * Transitions often work well * Sequencing shows logic, yet structure takes away from content

* No real lead * Connections between ideas are confusing * Sequencing needs work * Problems with organization make it hard to find the main point

Word Choice

_____ points

* Words are specific, accurate * Words and phrases create lingering pictures * Language is natural and not over done * Striking words and phrases catch the reader’s eye * Lively verbs, precise nouns, accurate modifiers

* Words accurate, correct in a general sense * Attempts at colorful lang. with familiar words * Passive verbs, everyday nouns and adjectives, lack of interesting adverbs * Occasionally refined words and phrases * Little sparkle

* Language is vague * “Blah, blah, blah” * Words are used incorrectly * Limited vocab, misused parts of speech * Jargons, clichés, persistent redundancy * Words just don’t work in the piece

Sentence Fluency

_____ points

* Easy flow, rhythm, cadence * Sentences enhance meaning * Sentences vary in length and structure * Purposeful, varied sentence beginnings * Creative, appropriate connectives

* Comprehensible but routine sentences * Sentences usually constructed correctly * Sentence beginnings not all alike, some variety * Reader has to hunt for clues * Parts of text easy to read aloud, others choppy

* Sentences are choppy, incomplete, rambling or awkward * Phrasing does not sound natural * Sentences begin the same way * Endless connectives * Does not invite oral reading

Conventions

_____ points

* Grammar and usage are correct * Spelling is generally correct * Writer may successfully manipulate conventions for style * Punctuation and capitalization are accurate * Paragraphing is sound

* Spelling usually correct or reasonably phonetic on common words * Paragraphing attempted * Punctuation and capitalization usually correct * Problems with grammar and usage not serious

* Frequent spelling errors * Punctuation and capitalization are missing, incorrect or random * Grammar and usage errors very noticeable * Paragraphing missing



Persuasive Essay A persuasive essay develops an argument showing evidence to support a strong opinion.

Name ______________________________________Date: _____________ Grade: ________

Evaluated

Trait Advanced Proficient Basic Totals

Ideas and Content

_____ points

* Narrow, specific focus * Thesis statement with arguable position and preview of main arguments * Clearly knowledgeable writer * New ideas * Many showing details

* Sometimes clear/ sometimes fuzzy * Does not rely solely on opinion * Unsupportable or misleading info. eliminated * Info. is redundant or old * Some vague details included

* Does not know the topic * Vague details * Lack of evidence * Multiple stands taken in the paper

Voice

_____ points

* Persuasive/formal style * Passionate but not over emotional * Wit/Creative presentation of ideas * Personality abounds, unique sound * Not afraid to state opinion confidently

* Personality shown here and there, not consistent * Pleasant to read but cautious tone * No clear passion for writer’s stand * Some vague evidence

* No risks taken * Weak writing, no stand * Vague details and evidence

Organization

_____ points

* Strong intro. with lead-in * Final, memorable conclusion * Transitions link ideas and paragraphs * Well-structured argument * Well-supported evidence * Nothing new in conclusion

* Multi-paragraph structure * Not clear how all details tie in * Conclusion is not original or it lacks focus * Weak lead-in * Ideas are tied together * Conclusion ties back to lead with nothing new

* No shaping * Unclear beginning and ending * Scrambled/ jumbled writing * Paragraph breaks non-existent or randomly motivated * New ideas introduced in conclusion

Word Choice

_____ points

* Words fit style * Varied word choice * Word choice used to help develop unique showing * Nothing vague

* Reader pauses due to confusing or inaccurate words * Lacks specificity * More telling than showing

* Misused, vague words * No pictures created with words * Limited word choice * Inappropriate language

Sentence Fluency

_____ points

* Sentence structure is varied * Flow is smooth and natural * Sentences are economized, concise

* Mostly simple sentences * Halting sentences * Extraneous wording in sentences * Few run-ons/ fragments

* Repetition in sentence structure * Fragments and run-ons abound * General flow confusion

Conventions

_____ points

* Grammatical errors do not impede meaning * Spelling is accurate

* Grammar makes reader stumble

* Proofreading errors are eliminated * Punctuation errors do not impede meaning

* Spelling distracts reader * Proofreading distracts reader * Punctuation distracts reader




Research Essay In the research paper, students will learn the skills of researching, paraphrasing, and citing information continuing to improve and develop writing skills attained in previous writing assignments. In a research paper, plagiarism will result in a grade of “zero” for the entire paper. Name ______________________________________Date: _____________ Grade: ________

Evaluated Trait

Advanced Proficient Basic Totals

Ideas and Content * Multiple stands taken in

the paper

_____ points

* Clear and focused topic * Specific examples used to support ideas * Research demonstrates knowledge/ understanding of topic * Insight and analysis present * Ideas and sentence structure original – no plagiarism

* Sometimes clear/ sometimes fuzzy * Does not provide consistent support * Unsupportable or misleading info. eliminated * Info. is redundant or dated * Some vague details

*Does not know the topic * Vague details * Lack of evidence

Voice

_____ points

* Creative presentation of ideas * Unique sound to topic, idea

* Pleasant to read but cautious tone *Typical topic idea

* No risks taken * Weak idea, no passion

Research

Skills/ Presentation _____ points

* Correct citation format * Correct works cited page format * Correct pagination * Traditional fonts and font style

* Inconsistency in citation

* Variety of sources used * Quality sources used

* Inconsistency in works cited page * Inconsistency in source quality *Limited sources

* Incorrect citation format * Incorrect works cited page * Incorrect pagination * Unusual fonts * No source variation * Unacceptable sources

Organization

_____ points

* Original title * Intro. contains lead and clear, argumentative thesis * Transitions used to link paragraphs and ideas within paragraphs * Clear topic sentence in each body paragraph * Conclusion links ideas back to intro.

*Multi-paragraph structure *Weak lead-in * Not clear how details tie in *Transitions do not fully link ideas * Some topic sentences exist, clarity needed * New ideas in conclusion

* No clear beginning, middle or end * No transitions * Writing is scrambled, jumbled * No shaping * No thesis statement

Word Choice _____ points

* Formal voice is used * Words are specific, accurate * Vocab exceeds grade level, used correctly * Active verbs, precise nouns, precise modifiers

* Formal voice varies * Some vague, dead words * Age appropriate vocab * Some wordiness * Imprecise nouns or incorrectly placed modifiers

* No formal voice (first and second person throughout) * Misused, vague words * Limited, word choice

Sentence Fluency

_____ points

* Sentence structure is varied

* Awkward phrasing impedes meaning

* Sentences are economized, concise * Purposeful, varied sentence beginnings

* Some sentence variation in length and structure * Extraneous wording in sentences * Sentences wordy and/or awkward at times

* Simple sentence structure throughout

* Wordiness impedes understanding

Conventions

* Grammatical errors do not impede meaning * Spelling is accurate * Proofreading errors are eliminated * Punctuation errors do not impede meaning *Quotes, citations formatted correctly

* Grammar makes reader stumble * Spelling distracts reader * Proofreading distracts reader * Punctuation distracts reader *Some quotes, citations formatted correctly


_____ points



MLA Works Cited Format

The references you make in your text to other sources are very brief --- usually only the author's last name and page number. For complete information about the source, your readers will refer to the list of works cited that you provide at the end of your paper.

5. Do not indent the first line of each entry, but indent all subsequent lines one-half

inch (or five spaces). Double-space throughout.

Key Points 1. List only the works you have cited in the text of your paper, not everything you have

read (unless your teacher requires additional sources).

2. Begin the list on a new numbered page after the last page of the paper or any

endnotes. Center the heading Works Cited. Do not use quotation marks,

underlining, or a period with the heading.

3. Begin each entry with the author's name, last name first (or the corporate name or

the title of the work if no author is stated). Give any authors after the first in normal

order. If the work has no stated author, list the works alphabetically, by the first

main word of each entry.

4. Do not number the entries.

6. Separate the main parts of each entry --- author, title, publishing information ---

with a period.

7. Capitalize all words in titles of books and articles except a, an, the, coordinating

conjunctions, to in an infinitive, and prepositions unless they begin or end the title

or subtitle.

8. Underline the titles of books and names of journals and magazines. Use italics only

if your teacher approves and if your printer makes a clear distinction from regular

type. Otherwise, underline all titles as in the examples in this section.

9. In publication information for journals, newspapers and magazines, abbreviate all

months except May, June and July.

10. Give inclusive page numbers for articles and sections of books, but do not use "p."

("pp.") or the word page (pages) before page numbers in any reference.

Source:

Raimes, Ann. Keys for Writers: a Brief Handbook. Boston: Houghton Mifflin, 1996: 75-6, 94, 103.


Last Page of Document

Works Cited

A Glorious Accident. Mod. Wim Kayser. With Oliver Sacks. PBS. WNET, New York,

12 June 1994. (television or radio program)

Browne, Malcolm W. "Mozart Makes the Brain Hum, a Study Finds." New York Times

14 Oct. 1993, B9. New York Times On disc. CD-ROM. UMI-ProQuest. 1994.

(magazine article on CD-ROM)

College Entrance Examination Board. Introducing the New SAT: The College Board's

Official Guide. New York: College Entrance Examination Board, 1993. (book

written by a business organization or corporation)

Des Pres, Terrence. "Poetry and Politics." The Writer in Our World. Ed.

ReginaldGibbons. Boston: Atlantic Monthly, 1996. 17-29. (work in an

anthology or reference book)

Gates, Henry Louis, Jr., Ed. Classic Slave Narratives. New York: NAL, 1987. (edited

book)

Gonzalez-Crussi, Frank. "Hearing Pleasures." Health Mar. 1989: 65+. (magazine

article)

Grohol, John M. "Psychology and Support Groups Newsgroup Pointer." 16 Feb. 1995.

Online posting. Newsgroup alt.support. Usenet. 24 Feb. 1995. (public online

posting)

Pitt, Brad. Interview. Today. NBC, WNBC, New York. 21 Feb. 1995. (published or

broadcast interview)

Schindler's List. Dir. Steven Spielberg. Perf. Liam Neeson and Ben Kingsley.

Universal, 1993. (film or video)

Stack, Steven, and Jim Gundlach. "The Effect of Country Music on Suicide." Social

Forces 71 (1992): 211-18. (magazine article with two authors)


WRITING PROMPTS

As a school, you will have to decide whether you will do an impromptu writing where all students are given a prompt and then write (short constructed response), or a revised writing where they are allowed to create one draft and then revise (extended writing). I suggest that you do a revised writing. Use the student friendly six-trait rubrics to assess this writing. Also, you will want to have 3rd - 6th grade work in a timed situation. For third grade the CSAP time is 50 minutes + 10, and for 4th - 6th it is 55 minutes + 10.

K-2 Prompts: Use the same prompt for the entire grade. For primary teachers, the writing assessment should not be as rigid as in grades 3-6 regarding time and exact format. Teachers should support their students as they work through the prompts with instructions and encouragement. Try to have all students complete the prompt during the same week to make the all-school assessment more valid. PRE-WRITING. Teachers should help their students in both pre-writing and writing using these prompts. Give each child a copy of the prompt along with crayons and pencils. Read the directions aloud and show students where to draw on the page. Encourage students to add details as they are drawing that may later help them in their writing. After students have finished with their drawings, teachers may wish to give them the opportunity to talk about what they have drawn. They can do this by describing the drawing to a partner, a small group or the whole class. This talking will also help them generate ideas for their writing.

WRITING. You might consider just taking the second graders into the prompt without pre-writing support. Use your best judgment in this. Read the second part of the prompt aloud so that children are clear about what they will be writing. The prompts are easily adapted to different levels of writing development. You may wish to brainstorm as a class a list of possible responses and write them on chart paper or on the chalkboard. When students are writing, they can refer to the list for ideas or for help with spelling. Children can also refer to the word banks on many pages to guide them as they are writing.

3rd Grade Prompts: For third grade, the CSAP prompt could ask students to write short personal narratives, friendly letters, or brief expository pieces (how-to, informational paragraphs). I've organized prompts in narrative and expository categories. EXPOSITORY. #1 Tell about your favorite game. Write a paragraph explaining why it is your favorite game to play. #2 A lot of people in our country have a hard time learning to relax. Think about how you relax. What do you do when you need to relax? Describe at least two ways that you relax and explain how they work for you. NARRATIVE. #1 Imagine that you have invented a magic potion. Write a story that tells what happens when someone uses your potion.

#2 In the Disney movie Toy Story, we watch the adventures of Woody and Buzz who are toys that seem real. Write a story about a toy that seems real. 4th Grade Prompts: EXPOSITORY. #1 Think about one of your friends. Tell at least three things about this friend that makes him or her a good friend. #2 "So today's the first day of the fourth grade," he said, "the year they separate the sheep from the goats."

from Keep Ms. Sugarman in the Fourth Grade by Elizabeth Levy

This quote talks about school separating people. Explain how schools separate people.

#3 Imagine your favorite aunt is thinking about moving to Colorado. Write a letter to your aunt explaining why Colorado is a great place to live. Give her at least two good reasons.


NARRATIVE. #1 Laura feels like she doesn't have many friends at her new school. She sometimes stays after school kicking a soccer ball around with some kids trying to make friends, but they never ask her over to play. Making new friends in school isn't easy. Write a story about Laura making a new friend at school. #2 When the regular teacher is gone and a substitute comes, students often misbehave. Write a story about a class that pulls some tricks when a substitute teacher comes. 5th Grade Prompts: EXPOSITORY. #1 Think of something you have made with your own hands. Write an explanation telling someone else how you made the object. Make your explanation so clear and complete that someone with little to no experience could follow your directions and make the same thing. #2 Pretend your class is putting together a time capsule. It may not be opened by anyone for 100 years. This time capsule will tell people in the future what life on earth was like in 2003. You can choose one thing to go inside. Explain what you will choose and why. #3 Think of the most valuable thing that you have that was not bought in a store. Explain why this thing is important to you.

#2 Some school districts have year-round school. This means students go to school for nine weeks and then have a week or to off and then go to school for another nine weeks. Summer vacations are shorter in year-round schools with only about four weeks off rather than the 12 weeks we have off. Do you think year-round schools are a good or bad idea. Write a letter to the local school board telling them your opinion and give at least two reasons you think this way.

6th Grade Prompts:

#4 Think of your favorite animal. Explain what qualities this animal has that makes it important to you. PERSUASIVE. #1 People worry too much about ___________________. Fill in the blank with any topic you like. Then, write a paper that supports your statement. Convince others to agree with you.

#3 Some beaches have rules such as, no dogs, no kite flying, no swimsuits. What do you think? Should beaches have rules? State your opinion clearly and support it with at least two good ideas or reasons.

#2 Choose one film or book that you have recently seen or read and liked. Write a recommendation to convince others to see the film or read the book. (Hint: Don't summarize the book or film, instead, tell reasons why the reader should read or see it.)

EXPOSITORY. #1 Isaac Newton was a mathematician who discovered the Law of Gravitation (gravity). The discovery started with an apple falling from a tree! How do you think the apple taught Newton about gravity? Do you think Newton's discovery of gravity was important. Explain.

#2 Many parents worry about helping their students be successful in school. Create a piece of writing that could become a how-to brochure for parents: How to Help Your Child Succeed in School. #3 We live in a time when new things are being invented every day. Think of an invention that has been especially helpful or one that has been harmful to people. Write a paper that explains why this invention is either helpful or harmful. #4 In the 1800s, many children began to work at the age of 10, some in factories or mills. Today we have child labor laws, protecting children from harsh work conditions. Imagine you lived during the 1800s. Would your rather be working or going to school? Explain why or why not. PERSUASIVE. #1 "The most important quality any person can have is a sense of humor." Do you agree or disagree with this statement. Write a paper in which you take a clear stand, and explain your position supported with clear reason, details, and facts.


#3 Some teachers say cell phones and pagers should be banned from school. Some parents say kids need them. What do you think? Write a paper that states your opinion and has good reasons why cell phones should or should not be allowed in class. #4 Some people say that, in emergencies, women and children should be saved first. The Titanic is a good example of this. It hit an iceberg in 1912 and only 700 of the 2,224 people survived. Many of the people who survived were the women and children because the men put them into lifeboats first. Do you think "women and children first" is a good idea? Why or why not?

RESOURCES Some good resources for more prompts follow.

GRADES K-3

Lunsford, Susan. Literture-Based Mini-Lessons to Teach Writing: 15 Engaging Lessons that Help Your Students Write Happily Ever After. New York; Scholastic; 1998. (ISBN 0-59043372-5) Grades 1-3

Sweeney, Alyse. 50 Fun-Filled Draw & Write Prompts. New York; Scholastic; 2000. (ISBN 0-439-10615-X) Grades K-2

GRADES 3-6 Daley, Patrick and Michael S. Dahlie. 50 Debate Prompts for Kids. New York; Scholastic; 2001. (ISBN 0-439-05179-7)

Grades 5 and up Marx, Pamela. Quick Writes: More than 60 Short Writing Activities from Practical to the Poetic. Glenview, IL; Good Year

Books; 1999. (ISBN 0-673-58743-X) Grades 6-8 Ohanian, Susan. 145 Wonderful WritingPrompts from Favorite Literature. New York; Scholastic; 1998. (ISBN 0-590-

01973-2) Grades 4-8 Sweeney, Jacqueline. Prompt a Day! 625 Thought-Provoking Writing Prompts Linked to Each Day of the

School Year. New York; Scholastic; 1998. (ISBN 0-590-18738-4) Grades 3-6


POUDRE SCHOOL DISTRICT PROCEDURE FOR REQUESTING EVALUATION BY

COMPOSITION AIDES

The Composition Aide Program of the Poudre School District provides professional readers for elementary and secondary teachers from all disciplines. The program is designed to:

Increase the frequency of student writing; Provide students with an expanded audience and evaluation of their writing; Provide teachers with assistance in writing evaluation, focusing on six-traits assessment; Provide formative assessment of writing so that teachers and schools can adjust instruction to fit

student needs. Since its beginning in 1967, the Composition Aide Program has developed a partnership between the classroom teacher and the professional reader that provides constructive evaluation with the purpose of strengthening and supporting writing instruction. Over the past three years, this program has grown beyond serving secondary language arts teachers to serving elementary schools and other disciplines with support in evaluating writing. Our Poudre School District composition aides are skilled experts, having evaluated over 15,000 papers during the 2003-04 school year. They are trained to use six-trait rubrics, but may also evaluate papers using teacher created rubrics. The use of NWREL Six-Trait rubrics and anchor papers contribute to a process of evaluation that is accurate and reliable. The final responsibility for assigning points or a grade to the student writing rests with the classroom teacher, yet the composition aide offers an objective analysis that follows the criteria of the teacher and the standards of the school district and the State of Colorado. This "outside" evaluation of the students' papers enlarges the audience and promotes consistency of evaluation and expectation across the district. The process for accessing the Composition Aide Program follows. Elementary Schools and All Other Disciplines. Teachers may make requests for grader evaluation using district six-trait rubrics or teacher generated rubrics on all-day grading days. Beginning on September 16, 2004, and every Thursday throughout the school year, all-day grading sessions will be conducted. From the list of scheduled grading days, the teacher or principal should select a couple of dates that

would most closely fit his or her schedule. Then the teacher or principal should call Cindy Ronan (Language Arts Support) at 490-3651 to

reserve a date for papers to be graded. If there are no more slots for papers on a specific day, Cindy will reserve a slot for those papers to be graded on the next available grading day.

If a teacher-generated rubric is being used for evaluation, provide written instructions from the teacher to the graders. Include assignment sheets, prompts, rubrics, and any other information you think will be helpful to the graders for the evaluation of the writing. Additionally, the teacher should include one or two scored papers (one high, one low) to help give the graders an idea of how to apply the rubric. This will help the graders mark the paper in the appropriate manner and also help the graders align with the teacher's expectations.

Attach two rubrics to the front of each student's paper (either six-traits or teacher generated). Make sure that each student's paper is clearly labeled with his or her name, teacher's name, and school. This helps us keep track of all the papers on a busy grading day. Each paper will be evaluated by two separate graders to insure accurate assessment and alignment of scores.

Teachers should complete a "Writing Assessment Request Form" (see attached) for each set of papers submitted. Papers submitted without the request form and without rubrics will be returned to the teacher without evaluation. Illegible papers will not be evaluated. Papers should then be sent to Cindy Ronan, Support Services Center via inter-school mail or delivered. Papers should arrive at least 24 hours before the scheduled grading session.

Papers graded during all-day sessions will be returned via inter-school mail within one to two days after the grading date.

Some principals and teachers have special project requests. For instance, several elementary schools have had writing evaluated for all third through sixth grade students at intervals throughout the year. Webber Junior High School social studies teachers assigned a research paper to all ninth graders that our graders evaluate. To arrange for special projects, contact Cindy Ronan (490-3651).


Secondary Language Arts Teachers. Language Arts teachers may submit papers for grading in two ways. 1. Teachers may work with individual composition aides (graders) to evaluate papers using teacher

rubrics. The following procedures are suggested for working with graders who will evaluate papers on their own time at home. A list of these graders and their phone numbers will be given to department leaders at the beginning of each year. Arrange a short conference between teacher and composition aide (grader) when first working

together. Provide grader at least 24 hours notice to pick up papers. Try to make arrangements to help get

papers to graders since they are not paid mileage for pick up or delivery of papers. If the grader must drive to pick up or deliver papers, she may add travel time to her time card for the time spent to drive to pick up or deliver papers

Attach an appropriate rubric to the front of each papers. Make sure that each student's paper is clearly labeled with his or her name, teacher's name, and school.

Provide written instructions from the teacher to the grader, using the "Writing Assessment Request" form. Attach assignment sheets, prompts, rubrics, and any other information you think will be helpful to the grader for the evaluation of the writing. Additionally, the teacher should include one or two papers scored (one high, one low) to help give the grader an idea of how to apply the rubric. This will help the grader mark the paper in the appropriate manner and also help the grader align with the teacher's expectations. Illegible papers will not be evaluated. If it is required for the grader to read a short story or view a video to be prepared to evaluate the writing, the grader may add time on her time card to compensate.

Composition aides are expected to return papers as quickly as possible. Papers should be returned within a week. Keep in mind what is a reasonable request for turn-around. Consider the amount of feedback required and the amount of papers to process. The graders will be paid an hourly rate but will be held accountable for a reasonable amount of time. An average amount time for evaluation of secondary essays is 15 to 30 minutes per essay, depending on the amount of evaluation expected.

The teacher (whose papers were evaluated) or department leader will sign the grader's time card when papers are returned, making sure the time charged is reasonable for the number of papers evaluated. The grader is responsible for turning in the time card when due.

2. Secondary Language Arts teachers may also submit papers for evaluation using six-trait rubrics or

teacher-generated rubrics on all-day grading sessions. Beginning on September 16, 2003, and every Thursday throughout the school year, all-day grading sessions will be conducted. From the list of scheduled grading days, the teacher should select a couple of dates that would

most closely fit his or her schedule. Then the teacher should call Cindy Ronan (Language Arts secretary) at 490-3651 to reserve

a date for papers to be graded. If there are no more slots for papers on a specific day, Cindy will reserve a slot for those papers to be graded on the next available grading day.

If a teacher-generated rubric is being used for evaluation, provide written instructions from the teacher to the graders. Include assignment sheets, prompts, rubrics, and any other information you think will be helpful to the graders for the evaluation of the writing. Additionally, the teacher should include one or two scored papers (one high, one low) to help give the graders an idea of how to apply the rubric. This will help the graders mark the paper in the appropriate manner and also help the graders align with the teacher's expectations.

Attach two rubrics to the front of each student's paper (either six-traits or teacher generated). Make sure that each student's paper is clearly labeled with his or her name, teacher's name, and school. This helps us keep track of all the papers on a busy grading day. Each paper will be evaluated by two separate graders to insure accurate assessment and alignment of scores. Teachers should complete a "Writing Assessment Request Form" (see attached) for each set

of papers submitted. Papers submitted without the request form and without rubrics will be returned to the teacher without evaluation. Illegible papers will not be evaluated. Papers should

then be sent to Cindy Ronan, Support Services Center via inter-school mail or delivered. Papers should arrive at least 24 hours before the scheduled grading session. Papers graded during

all-day sessions will be returned via inter-school mail within one to two school days after the grading date.


WRITING ASSESSMENT REQUEST FORM

TEACHER_______________________________________________ DATE_______________ GRADE LEVEL____________ SCHOOL_____________________ # OF PAPERS ________

INSTRUCTIONS: 1. Contact Cindy Ronan at 490-3651 to schedule a day for your papers to be assessed.

Make sure the papers are delivered to SSC no later than 24 hours before the all-day grading session.

2. Attach two rubrics to the front of each student's paper (either six-traits or

teacher generated). Make sure that each student's paper is clearly labeled with his or her name, teacher's name, and school. This helps us keep track of all the papers on a busy grading day. Each paper will be evaluated by two separate graders to insure accurate assessment and alignment of scores.

3. Only submit writing that is polished and reflects the student's best, revised work.

The final copy must be legible or typed, double-spaced, using 12 point font in an appropriate style (no script or symbol styles). Graders will return, ungraded, essays that are illegible. Graders are not able to assess primary writing (grades K-2) where writing does not contain at least three to five sentences organized as a main idea and supporting details.

6. Circle type of rubric to be used.

4. Include assignment sheets, prompts, rubrics, and any other information you think will

be helpful to the graders for the evaluation of the writing. 5. *If a teacher-generated rubric is used, also provide written instruction to the graders

including assignment sheets, prompts, and any other information that would be helpful. Additionally, the teacher should include one or two scored papers (one high, one low) to help give the graders an idea of how to apply the rubric. This will help the graders mark the paper in the appropriate manner and also help the graders align with the teacher's expectations.

Six-trait rubric *Teacher-Generated Rubric

7. Circle the area(s) below you'd like to have graders respond to:

Ideas/Content Organization Voice

Word Choice Sentence Fluency Conventions

All *As defined on teacher rubric

8. Special Instructions and/or Comments:


ELEMENTARY LANGUAGE ARTS RESOURCES

On Teaching: Angelillo, Janet. A Fresh Approach to Teaching Punctuation. New York: Scholastic; 2002. (0-439-22245-1)

Braunger, Ed.D. and Jan Lewis, Ph.D. Building a Knowledge Base in Reading ( 3rd edition). Portland, Oregon;

Northwest Regional Educational Labratory; 1998.

Britsch, Susan J. Beyond Stories: Young Children's Nonfiction Composition. Larchmont, NY; Eye on

Education; 2002. (1-930556-40-3)

Dancing with the Pen, The Learner as Writer. Ministry of Education, Learning Media, Wellington

(0478055609 Item #92/213)

Dwyer, Kevin, M.A. and Lesley D. Thompson, Ph.D. The Journey of a Reader in the Classroom: K-12 Assessment

Tasks and Tools. Portland, Oregon; Northwest Regional Educational Labratory; 1999.

Fletcher, Ralph. What A Writer Needs. Portsmouth, NH; Heinemann; 1993. ((0-435-08734-7)

Fletcher, Ralph and JoAnn Portalupi. Writing Workshop, The Essential Guide. Portsmouth, NH; Heinemann; 2001.

(0-325-00362-9)

Journey of a Reader in the Classroom: K-12 Assessment Tasks and Tools. Portland, Oregon: Northwest Regional

Educational Laboratory; 1999.

Harwayne, Shelley. Writing Through Childhood: Rethinking Process and Product. Portsmouth, NH; Heinemann,

2001. (0-325-00290-8)

Ray, Katie Wood. What You Know by Heart: How to Develop Curriculum for your Writing Workshop. Portsmouth,

NH; Heinemann; 2002. (0-325-00364-5)

Ray, Katie Wood and Lester L. Laminack. The Writing Workshop, Working Through the Hard Parts (And They're

All Hard Parts). Urbana, IL; National Council of Teachers of English; 2001. (0-8141-1317-6)

Spandel, Vicki. Creating Writers Through 6-Trait Writing Assessment and Instruction, Third Edition. New York:

Addison Wesley Longman; 2001. (0-8013-3252-4)

Strickland, Kathleen & James. Engaged in Learning: Teaching English 6-12. Portsmouth, NH; Heinemann; 2002.

(0-86709-502-4)

Strong, William. Coaching Writing, The Power of Guided Practice. Portsmouth, NH; Heinemann; 2001. (0-86709-

507-5)

Thomason, Tommy and Carol York. Write On Target: Preparing Young Writers to Succeed on State Writing

Achievement Tests. Norwood, Massachusetts; Christopher-Gordon Publishers, Inc.; 2000. (0-926842-98-6)

Tomlinson, Carol Ann. The Differentiated Classroom, Responding to the Needs of All Learners. Alexandria, VA;

Association for Supervision & Curriculum Development; 1999. (0-87120-342-1)

Mini-Lessons & Teaching Resources: Books, Lessons, Ideas for Teaching the Six Traits, Writing in the Elementary and Middle Grades. Wilmington, MA;

Great Source; 2001. (0-669-48174-2)

Culham, Ruth. 6+1 Traits of Writing: The Complete Guide Grades 3 and Up. New York: Scholastic; 2003.

(0-439-28038-9)

Culham, Ruth. Picture Books: An Annotated Bibliography with Activities for Teaching Writing, Fifth Edition.

Portland, Oregon: Northwest Regional Educational Laboratory; 1998.


Daley, Patrick and Michael S. Hahlie. 50 Debate Prompts forKids (Grades 5 and up). New York;

Scholastic; 2001. (0-439-05179-7)

Davis, Deborah and Jan Patricia Lewis. Tips for Parents About Reading. Portland, Oregon, Northwest Regional

Educational Labratory's, 1997.

Fletcher, Ralph and Joann Portalupi. Craft Lessons: Teaching Writing K-8. York, Maine; Stenhouse Publishers; 1998

(1-57110-073-3)

Fletcher, Ralph. A Writer's Notebook, Unlocking the Writer Within You. New York, Avon Books; 1996. (0-380-

78430-0)

Heard, Georgia. Awakening the Heart, Exploring Poetry in Elementary and Middle School. Heinemann;

(032500093x)

Heskett, Tracie. Using the Six Trait Writing Model (Intermediate). Westminister, CA; Teacher Created Materials,

Inc.; 2001 (0-7439-3082-7)

Johnson, Bea. Never Too Early to Write: Adventures in the K-1 Writing Workshop. Gainesville, FL: Maupin House;

1999. (0-929895-31-2)

Kieczykowski, Carol. Expanding the Primary Writer's Workshop, 50 mini-lessons to Improve Writing. Torrance, CA;

Fearon Teacher Aids; 2000. (0-7682-0307-4)

Lane, Barry. After the End, Teaching and Learning Creative Revision. Portsmouth, New Hampshire; Heinemann;

1993.(0-435-08714-2)

Lane, Barry. Reviser's Toolbox. Shoreham, VT; Discover Writing Press; 1999. (0-9656574-4-2)

Lane, Barry and Gretchen Bernabei. Why We Must Run with Scissors: Voice Lessons in Persuasive Writing 3-12.

Shoreham, VT; Discover Writing Press; 2001. (0-9656574-7-7)

Lenski, Susan Davis & Jerry L. Johns. Improving Writing: Resources, Strategies, Assessments. Dubuque, Iowa;

Kendall/Hunt Publishing; 2000. (0-7872-5833-4)

Lunsford, Susan. Literature-Based Mini-Lessons to Teach Writing, 15 Engaging Lessons That Help Your Students

Write Happily Ever After (Grades 1-3). New York; Scholastic; 1998. (0-59043372-5)

Mariconda, Barbara. The Most Wonderful Writing Lessons Ever. Easton, CT; Scholastic; 1999. (0-590-87304-0)

Marx, Pamela. Quick Writes, More Than 60 Short Writing Activities from the Practical to the Poetic. Glenview, IL;

Good Year Books; 1999. (0-673-58643-X)

Sweeney, Alyse. 50 Fun-Filled Draw & Write Prompts. New York; Scholastic; 2000. (0-439-01615-X).

Muschla, Gary R. Writing Workshop Survival Kit. Center for Applied Research in Education; 1993 (0-87628-972-3)

Ohanian, Susan. 145 Wonderful Writing Prompts from Favorite Literature (Grades 4-8). New York; Scholastic;

1998 (0-590-01973-2)

Portalupi, JoAnn and Ralph Fletcher. Nonfiction Craft Lessons, Teaching Information Writing K-8. Portsmouth, NH;

Heinemann; 2001. (1-57110-329-5)

Robb, Laura. Grammar Lessons and Strategies That Strengthen Students' Writing (Grades 4-8). New York;

Scholastic; 2001. (0-439-11758-5)

Routman, Regie. Kids' Poems, Teaching Third and Fourth Graders to Love Writing Poetry. New York; Scholastic;

2000. (0590227327)

Seeing With New Eyes: A Guidebook on Teaching & Assessing Beginning Writers. Portland, Oregon; NWREL;

1999. (to order phone 503-275-9519)


Sweeney, Jacqueline. Prompt A Day! 625 Thought-Provoking Writing Prompts Linked to Each Day of the School

Year (Grades 3-6). New York; Scholastic; New York; Scholastic; 1998. (0-590-18738-4)

Umstatter, Jack. Graqmmar Grabbers! Ready-to-Use Games & Activities for Improving Basic Writing Skills. West

Nyack, NY; Center for Applied Research in Education; 2001. ((0-13-032528-7)

Weiss, Betty and Sheila Greenberg. Developing Nonfiction Reading and Writing Skills (Intermediate). Westminster,

CA; Teacher Created Materials, Inc.; 2000. (0-7439-3083-5)

Wilhelm, Jeffrey D., Ph.D. Action Strategies for Deeping Comprehension. New York; Scholastic; 2002. (0-439-

21857-8)

Assessment & School Improvement

Davenport, Patricia and Gerald Anderson, Ed.D. Closing the Achievement Gap, No Excuses. Houston, Texas;

American Productivity & Quality Center, 2002. (1-928593-62-3)

Falk, Beverly. The Heart of the Matter, Using Standards and Assessment to Learn. Portsmouth, NH; Heinemann;

2000.(0-325-00280-0)

Kiester, Jane Bell. Blowing Away the State Writing Assessment Test, Four Steps to Better Scores for Teachers of All

Levels, Second Edition. Gainesville, Florida; Maupin House; 2000. (0-929895-36-3)

Marzano, Robert J., Debra J. Pickering, Jane E. Pollock. Classroom Instruction that Works, Research-Based

Strategies for Increasing Student Achievement. Alexandria, VA; Association for Supervision and

Curriculum Development; 2001. (0-87120-504-1)

Payne, Ruby K., Ph.D. A Framework for Understanding Poverty. Highlands, Texas; aha! Process, Inc.;

2001. (1-929229-14-3)

Reeves, Douglas B., Ph.D. Accountability In Action: A Blueprint for Learning Organizations. Denver; Advanced

Learning Centers; 2000. (0-9644855-3-8)

On-Line Resources: Colorado Department of Education now has a web page that contains all of the CDE Spanish resources in one place

<http://www.cde.state.co.us/cdetech/SpanishRes.htm>

Reading instruction at the secondary level is still a mystery to many of us. This website may be helpful by

providing best practices and resources as you try to tackle the many aspects of this challenge. <http://www.sarasota.k12.fl.us/MRC/bestpractices.htm>

Are you wondering how to meet the needs of your ELL students at the secondary level? This may be a good place

to continue your journey to find answers. <http://www.crede.ucsc.edu/research/llaa/rb4.shtml>

For rubrics, lessons plans, and scoring practice on Six-Traits, go to Northwest Regional Educational Laboratories.

<http://www.nwrel.org/assessment/department.asp?d=1>

Some excellent sites for standards-based lesson plans include: Marco Polo <www.marcopolo__education.org>,

Enchanted Learning <www.enchantedlearning.com>, EDSITEment <edsitement.neh.org>

Scaffolding Young Writers by Linda J. Dorn and Carla Soffos <http://www.stenhouse.com/0342.htm?sb030319>

For Barry Lane resources contact <http://www.discoverwriting.com>


http://www.cde.state.co.us/cdetech/SpanishRes.htm

http://www.sarasota.k12.fl.us/MRC/bestpractices.htm

http://ww.crede.ucsc.edu/research/llaa/rb4.shtml

SECONDARY LANGUAGE ARTS RESOURCES

On Teaching:

Boomer, Randy. Time for Meaning; Crafting Literate Lives in Middle and High School. Heineman (0435088491)

Braunger, Ed.D. and Jan Lewis, Ph.D. Building a Knowledge Base in Reading ( 3rd edition). Portland, Oregon; Northwest

Regional Educational Labratory; 1998.

Burke, Jim. The English Teacher's Companion. Portsmouth, NH; Boynton/Cook; 1999.

Fletcher, Ralph. What A Writer Needs. Portsmouth, NH; Heinemann; 1993. (0-435-08734-7)

Dwyer, Kevin, M.A. and Lesley D. Thompson, Ph.D. The Journey of a Reader in the Classroom: K-12 Assessment Tasks

and Tools. Portland, Oregon; Northwest Regional Educational Labratory; 1999.

Jago, Carol. Cohesive Writing: Why Concept is Not Enough. Portsmouth, NH; Heinemann; 2002. (0-86709-531-8)

McMahon, Robert. Thinking About Literature: New Ideas for High School Teachers. Portsmouth, NH; Heinemann; 2002.

(0-86709-512-1)

Ray, Katie Wood. What You Know by Heart: How to Develop Curriculum for your Writing Workshop. Portsmouth, NH;

Heinemann; 2002. (0-325-00364-5)

Ray, Katie Wood and Lester L. Laminack. The Writing Workshop, Working Through the Hard Parts (And They're All Hard

Parts). Urbana, IL; National Council of Teachers of English; 2001. (0-8141-1317-6)

Robb, Laura. Teaching Reading in Middle School. New York; Scholastic; 2000. (0-590-68560-0)

Smith, Michael W. and Jeffrey D. Wilhelm. "Reading Don't Fix No Chevys": Literacy in the Lives of Young Men.

Portsmouth, NH; Heinemann; 2002. (0-86709-509-1)

Strickland, Kathleen & James. Engaged in Learning: Teaching English 6-12. Portsmouth, NH; Heinemann; 2002. (0-

86709-502-4)

Strong, William. Coaching Writing: The Power of Guided Practice. Portsmouth, NH; Heinemann; 2001. (0-86709-507-5)

Thomason, Tommy and Carol York. Write On Target: Preparing Young Writers to Succeed on State Writing Achievement

Tests. Norwood, Massachusetts; Christopher-Gordon Publishers, Inc.; 2000. (0-926842-98-6)

Tomlinson, Carol Ann. The Differentiated Classroom, Responding to the Needs of All Learners. Alexandria, VA;

Association for Supervision & Curriculum Development; 1999. (0-87120-342-1)

Tovani, Chris. I Read It, But I Don't Get It: Comprehension Strategies for Adolescent Readers. Portland, Maine; Stenhouse

Publishers; 2000. (1-57110-089-X)

Wilhelm, Jeffrey D., Ph.D. Action Strategies for Deepening Comprehension. New York; Scholastic; 2002. (0-439-21857-8)

Wilhelm, Jeffrey D. Wilhelm, Tanya N. Baker, Julie Dube. Strategic Reading: Guiding Students to Lifelong Literacy 6-12.

Portsmouth, NH; Heinemann; 2001. (0-86709-561-X)

Mini-Lessons & Teaching Resources:

Anderson, Carl. How's It Going? A Practical Guide to Conferring With Student Writers. Portsmouth, New Hampshire;

Heinemann, 2000. (0-324-00224-X)

Burke, Jim. Reading Reminders, Tools, Tips, and Techniques. Portsmouth, NH; Boynton/Cook; 2001.

Daley, Patrick and Michael S. Hahlie. 50 Debate Prompts forKids (Grades 5 and up). New York; Scholastic; 2001. (0-439-

05179-7)

Fletcher, Ralph and Joann Portalupi. Craft Lessons: Teaching Writing K-8.York, Maine; Stenhouse Publishers; 1998 (1-

57110-073-3)


Fletcher, Ralph. A Writer's Notebook, Unlocking the Writer Within You. New York, Avon Books; 1996. (0-380-78430-0)

Heard, Georgia. Awakening the Heart, Exploring Poetry in Elementary and Middle School. Heinemann; (032500093x)

Lane, Barry. After the End, Teaching and Learning Creative Revision. Portsmouth, New Hampshire; Heinemann; 1993. (0-

435-08714-2)

Lenski, Susan Davis & Jerry L. Johns. Improving Writing: Resources, Strategies, Assessments. Dubuque, Iowa;

Kendall/Hunt Publishing; 2000. (0-7872-5833-4)

Manos, Keith. English Teacher's Month-by-Month Activities Kit, Ready-to-Use Lessons & Activities for Grades 7-12.

Paramus, New Jersey; Center for Applied Research in Education; 2001. (0-13-089485-0)

Marx, Pamela. Quick Writes, More Than 60 Short Writing Activities from the Practical to the Poetic. Glenview, IL; Good

Year Books; 1999. (0-673-58643-x)

Muschla, Gary R. Writing Workshop Survival Kit. Center for Applied Research in Education; 1993 (0-87628-972-3)

Ohanian, Susan. 145 Wonderful Writing Prompts from Favorite Literature(Grades 4-8). New York; Scholastic; 1998 (0-590-

01973-2)

Portalupi, JoAnn and Ralph Fletcher. Nonfiction Craft Lessons, Teaching Information Writing K-8. Portsmouth, NH;

Heinemann; 2001. (1-57110-329-5)

Romano, Tom. Writing With Passion, Life Stories, Multiple Genres. Portsmouth, NH; Heinemann; 1995. (0-86709-362-5)

Robb, Laura. Grammar Lessons and Strategies That Strengthen Students' Writing (Grades 4-8). New York; Scholastic;

2001. (0-439-11758-5)

Robb, Laura. Teaching Reading in Middle School. New York; Scholstic; 2000. (0-590-68560-0)

Romano, Tom. Blending Genres, Altering Style: Writing Multigenre Papers. Boynton/Cook; 2000. (0-86709-478-8)

Umstatter, Jack. Graqmmar Grabbers! Ready-to-Use Games & Activities for Improving Basic Writing Skills. West Nyack,

NY; Center for Applied Research in Education; 2001. (0-13-032528-7)

Umstatter, Jack. 201 Ready-to-Use Word Games for the English Classroom. West Nyack, New York; Center for Applied

Research in Education; 1994. (0-87628-911-1)

Assessment & School Improvement:

Davenport, Patricia and Gerald Anderson, Ed.D. Closing the Achievement Gap, No Excuses. Houston,

Texas; American Productivity & Quality Center, 2002. (1-928593-62-3)

Falk, Beverly. The Heart of the Matter, Using Standards and Assessment to Learn. Portsmouth, NH;

Heinemann; 2000. (0325-00280-0)

Jago, Carol. Beyond Standards, Excellence in the High School English Classroom. Portsmouth, NH;

Heinemann; 2001. (0-86709-503-2)

Kiester, Jane Bell. Blowing Away the State Writing Assessment Test, Four Steps to Better Scores for

Teachers of All Levels, Second Edition. Gainesville, Florida; Maupin House; 2000. (0-929895-

36-3)

Marzano, Robert J., Debra J. Pickering, Jane E. Pollock. Classroom Instruction that Works, Research-

Based Strategies for Increasing Student Achievement. Alexandria, VA; Association for

Supervision and Curriculum Development; 2001. (0-87120-504-1)

Payne, Ruby K., Ph.D. A Framework for Understanding Poverty. Highlands, Texas; aha! Process, Inc.;

2001. (1-929229-14-3)


On-Line Resources:

Colorado Department of Education now has a web page that contains all of the CDE Spanish resources in

one place <http://www.cde.state.co.us/cdetech/SpanishRes.htm>

Reading instruction at the secondary level is still a mystery to many of us. This website may be helpful by

providing best practices and resources as you try to tackle the many aspects of this challenge. <http://www.sarasota.k12.fl.us/MRC/bestpractices.htm>

Are you wondering how to meet the needs of your ELL students at the secondary level? This may be a

good place to continue your journey to find answers.

<http://ww.crede.ucsc.edu/research/llaa/rb4.shtml>

For rubrics, lessons plans, and scoring practice on Six-Traits, go to Northwest Regional Educational

Laboratories. <http://www.nwrel.org/assessment/department.asp?d=1>

Some excellent sites for standards-based lesson plans include: Marco Polo

<www.marcopolo__education.org>, Enchanted Learning <www.enchantedlearning.com>,

EDSITEment <edsitement.neh.org>

Best practice materials in all area can be found, based on current research, at the website for The Center for

Applied Research in Education. <www.phdirect.com/education>

Researched based issues in education can be found at the Association for Supervision and Curriculum

Development's website. <www.asce.org>

Jim Burke's website, English Companion, is the best resource I've found for a general overview of best

practice language arts strategies. <http://www.englishcompanion.com/>


http://www.cde.state.co.us/cdetech/SpanishRes.htm

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