Developing and sustaining foundational language
skills: listening, speaking, discussion, and thinking--oral language. The student develops
oral language through listening, speaking, and discussion. The student is
expected to:
(1) Author's purpose and craft: listening, speaking, reading, wr...
Developing and sustaining foundational language
skills: listening, speaking, discussion, and thinking--oral language. The student develops
oral language through listening, speaking, and discussion. The student is
expected to:
(1) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors'
choices and how they influence and communicate meaning within a variety of
texts. The student analyzes and applies author's craft purposefully in order to
develop his or her own products and performances. The student is expected to:
(2) explain the author's purpose and message within a
text;
(A) explain how the use of text structure contributes
to the author's purpose;
(B) explain the author's use of print and graphic
features to achieve specific purposes;
(C) describe how the author's use of imagery, literal
and figurative language such as simile, and sound devices such as onomatopoeia
achieves specific purposes;
(D) identify the use of literary devices, including
first- or third-person point of view;
(E) discuss how the author's use of language
contributes to voice; and
(F) identify and explain the use of hyperbole.
(G) Composition: listening, speaking, reading, writing, and thinking using multiple
texts--writing process. The student uses the writing process recursively to
compose multiple texts that are legible and uses appropriate conventions. The
student is expected to:
(3) plan a first draft by selecting a genre for a
particular topic, purpose, and audience using a range of strategies such as
brainstorming, freewriting, and mapping;
(A) develop drafts into a focused, structured, and
coherent piece of writing by:
(B) organizing with purposeful structure, including an
introduction and a conclusion; and
(i) developing an engaging idea with relevant details;
(ii) revise drafts to improve sentence structure and
word choice by adding, deleting, combining, and rearranging ideas for coherence
and clarity;
(C) edit drafts using standard English conventions,
including:
(D) complete simple and compound sentences with subject-verb
agreement;
(i) past, present, and future verb tense;
(ii) singular, plural, common, and proper nouns;
(iii) adjectives, including their
comparative and superlative forms;
(iv) capitalization of official titles of people, holidays,
and geographical names and places;
(v) adverbs that convey time and adverbs that
convey manner;
(vi) prepositions and prepositional phrases;
(vii) pronouns, including
subjective, objective, and possessive cases;
(viii) coordinating conjunctions to form compound subjects, predicates, and sentences;
(ix) punctuation marks, including apostrophes in contractions
and possessives and commas in compound sentences and
items in a series; and
(x) correct spelling of words with grade-appropriate
orthographic patterns and rules and high-frequency words; and
(xi) publish written work for appropriate audiences.
(E) Composition: listening, speaking, reading, writing, and thinking using multiple
texts--genres. The student uses genre characteristics and craft to compose
multiple texts that are meaningful. The student is expected to:
(4) compose literary texts, including personal
narratives and poetry, using genre characteristics and craft;
(A) compose informational texts, including brief compositions that convey information
about a topic, using a clear
central idea and genre
characteristics and craft;
(B) compose argumentative texts, including opinion
essays, using genre characteristics and craft; and
(C) compose correspondence such as thank you notes or
letters.
(D) Inquiry and research: listening, speaking, reading,
writing, and thinking using multiple
texts. The student engages in both short-term and sustained recursive inquiry
processes for a variety of purposes. The student is expected to:
(5) generate questions on a topic for formal and
informal inquiry;
(A) develop and follow a research plan with adult
assistance;
(B) identify and gather relevant information from a
variety of sources;
(C) identify primary and secondary sources;
(D) demonstrate understanding of information gathered;
(E) recognize the difference between paraphrasing and
plagiarism when using source materials;
(F) create a works cited page; and
(G) use an appropriate mode of delivery, whether
written, oral, or multimodal, to present results.
(H) listen actively, ask relevant questions to clarify
information, and make pertinent comments;
(I) follow, restate, and give oral instructions that
involve a series of related sequences of action;
(J) speak coherently about the topic under discussion,
employing eye contact, speaking rate, volume, enunciation, and the conventions
of language to communicate ideas effectively;
(K) work collaboratively with others by following agreed-upon
rules, norms, and protocols; and
(L) develop social communication such as conversing
politely in all situations.
