1-3 Developing and sustaining foundational language skills
1 Listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
A engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies;
B follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;
C formulate sound arguments and present using elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and
D participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.
2 Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;
3 Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
4 Comprehension skills
4 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A establish purpose for reading assigned and self-selected texts;
6 Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;
C critique and evaluate how complex plot structures such as subplots contribute to and advance the action; and
D evaluate how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.
7 Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A read and analyze British literature across literary periods;
B analyze the effects of sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods and cultures;
F critique and evaluate the effectiveness of characteristics of multimodal and digital texts.
8 Author's purpose and craft
8 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.
A evaluate the author's purpose, audience, and message within a text;
9 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 use appropriate conventions.
A plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;