sample middle school ela learning targets · sample middle school ela learning targets graduation...

SAMPLE Middle School ELA Learning Targets

Graduation Competency 1: Read closely to analyze and evaluate all forms of (i.e. complex literary and informational)

texts.

Performance Indicator:

1d. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific

word choices on meaning and tone of a text, including analogies or allusions to other texts.

Ultimate Target Type (Classify the type of learning target

indicated by the performance indicator.):

_____ Knowledge _____Reasoning _____ Skill _____Product

6th Grade Learning Targets 7th Grade Learning Targets 8th Grade Learning Targets

Standard:

RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

meanings; analyze the impact of a specific word choice on meaning and tone.

RI4 Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings.

Standard:


meanings; analyze the impact of rhymes and other repetitions of sounds (alliteration) on a specific verse

or stanza of a poem or section of a story or drama.


including figurative, connotative, and technical meanings; analyze the

impact of a specific word choice on meaning and tone.

Standard:


meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions

to other texts.


including figurative, connotative, and technical meanings; analyze the

impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Standard Target Type:

____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P

Knowledge

Define figurative and connotative

meanings.

Knowledge

Define and identify the major sound

devices (e.g., rhyme, alliteration,

Knowledge

Define and identify analogies.

Define and identify allusions.

Describe the difference between

denotation and connotation.


negative and positive connotations of words.


literal and figurative meaning.

Define tone.

Using grade-level appropriate texts:

Identify words with figurative,

connotative, or technical meanings in a text.

Identify the tone of a text.

assonance, consonance, onomatopoeia).

Using grade-level appropriate texts:

Identify words with figurative



Describe the differences between

analogies and allusions. Using grade-level appropriate texts:

Identify words with figurative,



Reasoning Using grade-level appropriate texts:

Interpret the meaning of words and

phrases using various strategies.

Interpret the meaning of words with

figurative, connotative, and technical meanings using various

strategies.

Analyze the impact of word choice

on meaning.


on tone.





figurative, connotative, and technical meanings using various

strategies.


on meaning.


on tone.

Analyze the impact of rhymes and

other repetition of sounds on a specific verse or stanza of a poem.

Analyze the impact of rhymes and other repetition of sounds on a

specific section of a story or drama.





figurative, connotative and technical meanings using various

strategies.


on meaning.


on tone.

Analyze the impact of analogies and

allusions on meaning.

Analyze the impact of analogies and

allusions on tone.

Skill

Skill

Skill

Product Product Product


Graduation Competency 2: Construct task-appropriate writing for diverse purposes and audiences.


2b Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

through the selection, organization, and analysis of relevant content.





Standard: W2 Write informative/explanatory

texts to examine a topic and convey ideas, concepts, and information

through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas,

concepts, and information, using strategies such as definitions,

classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g.,

charts, tables) and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information,

and examples. c. Use appropriate transitions to

clarify the relationships among ideas and concepts.



through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly,

previewing what is to follow; organize ideas, concepts, and

information, using strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia

when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information

and examples. c. Use appropriate transitions to

create cohesion and clarify the relationships among ideas and concepts.



through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly,

previewing what is to follow; organize ideas, concepts, and

information into broader categories; include formatting (e.g., heading) graphics (e.g., charts,

tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or

other information and examples. c. Use appropriate and varied

transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform or

explain about the topic. e. Establish and maintain a formal

style. f. Provide a concluding statement or

section that follows from the

information or explanation presented.

d. Use precise language and domain-specific vocabulary to inform or

explain about the topic. e. Establish and maintain a formal

style. f. Provide a concluding statement or

section that follows from and

supports the information or explanation presented.

d. Use precise language and domain-

specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or

section that follows from and supports the information or

explanation presented.


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P

Knowledge

Considering grade-level appropriate topics, texts, and level of writing sophistication expected:

Define the purposes for

informative/explanatory writing.

Describe strategies an author can

use to introduce a topic.

Identify common organization

patterns (definition, classification, comparison/contrast, cause/effect)

for informative/explanatory texts.

Describe how formatting (e.g.

headings), graphics (e.g. charts, tables) and multimedia can be useful in helping a reader

understand a text.

Define relevant facts, definitions,

concrete details, quotations, other information, and examples.

Knowledge Considering grade-level appropriate topics, texts, and level of writing sophistication expected:




use to introduce a topic clearly and preview what is to follow.


patterns (definition, classification, comparison/contrast, cause/effect)

for informative/explanatory texts.



understand a text.

Define relevant facts, definitions,

concrete details, quotations, other information, and examples.

Knowledge

Considering grade-level appropriate topics, texts, and level of writing sophistication expected:




use to introduce a topic clearly and preview what is to follow.


patterns for informative/explanatory texts.



understand a text.

Define relevant facts, well-chosen

facts, definitions, concrete details, quotations, other information, and

examples.

Distinguish between relevant and

irrelevant information.

Identify transitions to use in an

informative/explanatory text.

Identify domain specific vocabulary

to use in informative/explanatory texts.

Identify precise language related to

the topic.

Define formal style.

Define norms and conventions of


Identify characteristics of

concluding statements that follow from the information or explanation

presented.








the topic.






presented.








the topic.






presented.

Reasoning Considering grade-level appropriate topics, texts, and level of writing sophistication expected:

Determine a strategy for introducing an

informative/explanatory topic.

Choose an appropriate

organizational strategy for an informative/explanatory text.

Organize ideas and concepts for an informative/explanatory text.

Develop a topic with relevant facts, definitions, concrete details,

quotations, or other information, and examples.

Determine when to include formatting (e.g., headings), graphics



informative/explanatory topic and previewing what is to follow.




Develop a topic with relevant facts, definitions, concrete details,





informative/explanatory topic and previewing what is to follow.




Develop a topic with relevant, well-chosen facts, definitions, concrete

details, quotations, or other information, and examples.


(e.g., charts, tables) and multimedia to aid in comprehension.

Select transitions to clarify the relationships among ideas and

concepts.

Select precise language and domain - specific vocabulary to use in an


Establish and maintain a formal

style.

Determine a concluding statement

that follows from the information or explanation presented.


Select transitions to create cohesion and to clarify the

relationships among ideas and concepts.




style.




Select varied transitions to create cohesion and to clarify the





style.



Skill

Skill

Skill

Product Considering grade-level appropriate topics, texts, and level of writing sophistication expected:

Write an informative/explanatory text to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content which:

Introduces and develops a topic with relevant facts, definitions,

concrete details, quotations, or other information, and examples.

Organizes ideas, concepts, and

information, using strategies such as definitions, classification,




Introduces a topic clearly, previewing what is to follow.

Develops a topic with relevant facts, definitions, concrete details,



information, using strategies such as definitions, classification,




Introduces a topic clearly, previewing what is to follow.

Develops a topic with relevant facts, definitions, concrete details,



information into broader categories.

comparison/contrast, and cause/effect

Includes formatting (e.g., headings), graphics (e.g., charts, tables) and

multimedia when useful to aid in comprehension.

Uses appropriate transitions to clarify the relationships among

ideas and concepts.

Uses precise language and domain-

specific vocabulary to inform or explain about the topic.

Establishes and maintains a formal style.

Provides a concluding statement or section that follows from the


comparison/contrast, and cause/effect

Includes formatting (e.g., headings), graphics (e.g., charts, tables) and

multimedia when useful to aid in comprehension.

Uses appropriate transitions to create cohesion and clarify the


Uses precise language and domain-

specific vocabulary to inform or explain about the topic.

Establishes and maintains a formal style.

Provides a concluding statement or section that follows from the


Includes formatting (e.g., headings),

graphics (e.g., charts, tables) and multimedia when useful to aid in

comprehension.

Uses appropriate and varied

transitions to create cohesion and clarify the relationships among ideas and concepts.

Uses precise language and domain-specific vocabulary to inform or

explain about the topic.

Establishes and maintains a formal

style.

Provides a concluding statement or

section that follows from the information or explanation

presented.


Graduation Competency 3: Design and implement concise and sustained research tasks focused by questions and

understandings of rigorous and relevant topics.


3b Cite evidence or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.



_____ Knowledge _____Reasoning_____ Skill _____Product


Standard:

W7 Conduct short research projects to answer a question, drawing on several

sources and refocusing the inquiry when appropriate.

Standard:

W7 Conduct short research projects to answer a question, drawing on several

sources and generating additional related, focused questions for further research and investigation.

Standard:

W7 Conduct short research projects to answer a question (including a self-

generated question), drawing on several sources and generating additional related, focused questions

that allow for multiple avenues of exploration


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P

Knowledge Considering grade-level appropriate topics, texts, and level of research sophistication expected:

Describe appropriate methods to

conduct a research project.

Create search terms that will

provide the information needed.

Describe how to apply multiple

resources to a short research

project.

Identify which types of sources are

beneficial for which types of research.








project.










project.



Identify how to cite sources and

avoid plagiarism.


avoid plagiarism.


avoid plagiarism.

Reasoning Considering grade-level appropriate topics, texts, and level of research sophistication expected:

Determine which sources to

research to best answer a research question.

Refocus the inquiry when research

suggests the need or when the search terms return information

that is too broad or too narrow.

Conduct a short research project to answer a question using

information from several sources.

Cite sources and avoid plagiarism.




Refocus the inquiry when research

suggests the need or when the search terms return information

that is too broad or too narrow.

Generate additional, related,

focused questions for further research when needed.

Conduct a short research project to

answer a question using information from several sources.





Generate an original research question.

Refocus the inquiry when research suggests the need or when the

search terms return information that is too broad or too narrow.

Generate additional, related,

focused questions for further research and additional avenues of

exploration.

Conduct a short research project

to answer a question using information from several sources.


Skill

Considering grade-level appropriate topics, texts, and level of research sophistication expected:

Conduct a short research project to answer a question

using information from several sources.

Skill




Skill




Product

Product

Product


Graduation Competency 4: Collaborate and communicate effectively in a range of discussions, responding

appropriately to diverse perspectives.


4c Analyze the purpose of information presented in diverse formats and evaluate the motives behind its presentation.





Standard:

SL2 Interpret information presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Standard:

SL2 Analyze the main ideas and supporting details presented in diverse

media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue

under study.

Standard:

SL2 Analyze the purpose of information presented in diverse media

and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,

political) behind its presentation.


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P

Knowledge Considering grade-level appropriate topics, texts, and level of speaking/listening sophistication expected:

Identify information from

different media and formats that contribute to a topic, text, or

issue of study.


Identify the main idea and

supporting details from different media and formats that

contribute to a topic, text, or issue under study.


Identify the purpose of

information presented in diverse media and formats.

Identify the motives of information presented in diverse

media and formats.

Reasoning

Considering grade-level appropriate topics, texts, and level of speaking/listening sophistication expected:

Reasoning


Reasoning


Interpret information presented

in diverse media and formats.

Explain how the information

contributes to a topic, text, or issue under study.

Analyze the main ideas and

supporting details presented in diverse media and formats.

Explain how the ideas clarify a

topic, text, or issue under study.

Analyze the purpose of

information presented in diverse media and formats.

Evaluate the motives behind the

information presented.

Skill

Skill

Skill

Product

Product

Product


Graduation Competency 5: Communicate information, reasoning, and supporting evidence that conveys a clear and

distinct perspective.


5a Employ appropriate eye contact, volume, and pronunciation, present information and ideas effectively.





Standard: SL4 Present claims and findings,

sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or

themes; use appropriate eye contact, adequate volume, and clear pronunciation.


emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details,

and examples; use appropriate eye contact, adequate volume, and clear pronunciation.


emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid

reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P


Identify claims, findings, and ideas.

Identify descriptions, facts and details that accentuate main ideas

or themes.


Identify claims and findings.

Define and identify salient points.

Identify descriptions, facts, details,

and examples that accentuate main ideas or themes.


Identify claims, findings, and salient points.

Identify relevant evidence, sound valid reasoning, and well-chosen

details that accentuate main ideas or themes.

Identify and describe appropriate

eye contact, adequate volume, and clear pronunciation.





Reasoning Considering grade-level appropriate topics, texts, and level of speaking/listening sophistication expected:

Determine the logical sequence to

use when presenting ideas.

Determine which pertinent descriptions, facts and details

accentuate the main ideas or themes.


Determine a method for presenting

claims and findings that emphasizes salient points in a focused, coherent manner.

Determine which salient points, pertinent descriptions, facts,

details, and examples accentuate the main ideas or themes.


Determine a method for presenting

claims and findings that emphasizes salient points in a focused, coherent manner.

Determine which salient points, relevant evidence, sound valid

reasoning, and well-chosen details accentuate the main ideas or themes.

Skill Considering grade-level appropriate topics, texts, and level of speaking/listening sophistication expected:

Give presentations in which the

speaker:

Presents claims, findings, and ideas

Sequences ideas logically

Uses pertinent descriptions, facts, and details to accentuate main

ideas or themes

Uses appropriate eye contact,

adequate volume, and clear pronunciation.



speaker:

Presents claims and findings

Emphasizes salient points in a focused, coherent manner

Uses pertinent descriptions, facts, details, and examples to accentuate

main ideas or themes





speaker:

Presents claims and findings

Emphasizes salient points in a focused, coherent manner

Uses relevant evidence, sound valid reasoning, and well-chosen details

to accentuate main ideas or themes



Product Product Product


Graduation Competency 6: Employ the components of language (including conventions and word choice) effectively in

written or spoken form.

Performance Indicator: 6b Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing.

Ultimate Target Type (Classify the type of learning target indicated by the performance indicator.):



Standard: L1 Demonstrate command of the

conventions of standard English grammar and usage when writing or

speaking. a. Ensure that pronouns are in the

proper case (subjective, objective,

possessive). b. Use intensive pronouns (e.g.,

myself, ourselves).

c. Recognize and correct inappropriate shifts in pronoun number and

person. d. Recognize and correct vague

pronouns (i.e. ones with unclear or

ambiguous antecedents). e. Recognize variations from standard

English in their own and others’ writing and speaking, and identify and use strategies to improve

expression in conventional language.*



speaking. a. Explain the function of phrases and

clauses in general and their

function in specific sentences. b. Choose among simple, compound,

complex, and compound-complex

sentences to signal differing relationships among ideas. c. Place

phrases and clauses within a sentence, recognizing and correcting misplaced and dangling

modifiers



speaking. a. Explain the function of verbals

(gerunds, participles, infinitives) in

general and their function in particular sentences.

b. Form and use verbs in the active

and passive voice. c. Form and use verbs in the

indicative, imperative, interrogative, conditional and subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice

and mood.

Standard Target Type: Standard Target Type: Standard Target Type:

____ K ____ R ____ S ____ P ____ K ____ R ____ S ____ P ____ K ____ R ____ S ____ P

Knowledge

Identify different cases of pronouns (subjective, objective, and

possessive).

Identify intensive pronouns.

Identify the correct pronoun to use based on number and person.

Recognize inappropriate shifts in pronouns number and person.

Identify vague pronouns.

Define and identify pronoun

antecedents.

Recognize variations from Standard

English in writing and speaking.

Identify strategies to improve

language in Standard English.

Knowledge

Identify phrases and clauses.

Describe the differences between

phrases and clauses.

Describe the function of phrases

and clauses in general.

Identify simple, compound,

complex, and compound-complex sentences.

Identify misplaced modifiers.

Identify dangling modifiers.

Knowledge

Define and identify verbals and the types of verbals (gerunds,

participles, infinitives).

Describe the function of verbals in

general.

Define and identify active and

passive voice.

Define and identify verb moods

(indicative, imperative, interrogative, conditional, and

subjunctive).

Recognize inappropriate shifts in

verb voice.

Recognize inappropriate shifts in

verb mood.

Reasoning

Correct inappropriate shifts in

pronouns number and person.

Correct vague pronouns.

Reasoning

Explain the function of phrases and

clauses in a specific sentence.

Choose the best sentence type to

signal a specific relationship among ideas.

Reasoning

Explain the function of verbals in a

specific sentence.

Distinguish between when active

voice and passive voice are needed.

Determine when to use each verb

mood.

Skill

Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

Use pronouns in the proper case.

Use intensive pronouns.

Use correct pronoun number and person.

Do not use vague pronouns.

Skill

Demonstrate command of the

conventions of Standard English

grammar and usage when writing or

speaking.

Use phrases and clauses correctly.

Choose sentence types to show

relationships among ideas.

Avoid misplaced and dangling

modifiers in sentences.

Skill

Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

Use verbals correctly in sentences.

Use active and passive voice

correctly.

Use verb moods correctly.

Correct vague pronouns.

Improve written and spoken language to conform to Standard

English conventions.

Correct misplaced and dangling

modifiers in sentences.

Correct inappropriate shifts in verb

voice.

Correct inappropriate shifts in verb

mood.

Product

Product

Product


Graduation Competency:

Performance Indicator: Ultimate Target Type (Classify the type of learning target


_____ Knowledge _____Reasoning_____ Skill _____Product


Standard: Standard:

Standard:


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P


____ K ____ R ____ S ____ P

Knowledge

Knowledge

Knowledge

Reasoning

Reasoning

Reasoning

Skill

Skill

Skill

Product

Product

Product

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