English Language Arts and Reading.6.10.D.vii

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The student is expected to edit drafts using standard English conventions, including: capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;

Detailed Alignment

ENGLISH LANGUAGE ARTS AND READING.6.10.D.vii — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

edit drafts with adult assistance using standard English conventions, including:

capitalization of the first letter in a sentence and name;

ELA.K.10.D.viii

edit drafts with adult assistance using standard English conventions, including:

punctuation marks at the end of declarative sentences; and

edit drafts using standard English conventions, including:

punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and

ELA.1.11.D.viii

edit drafts using standard English conventions, including:

capitalization for the beginning of sentences and the pronoun "I";

edit drafts using standard English conventions, including:

capitalization of months, days of the week, and the salutation and conclusion of a letter;

edit drafts using standard English conventions, including:

end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and

edit drafts using standard English conventions, including:

capitalization of official titles of people, holidays, and geographical names and places;

edit drafts using standard English conventions, including:

punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and

edit drafts using standard English conventions, including:

capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities;

edit drafts using standard English conventions, including:

punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue; and

edit drafts using standard English conventions, including:

capitalization of abbreviations, initials, acronyms, and organizations;

edit drafts using standard English conventions, including:

italics and underlining for titles and emphasis, and punctuation marks, including quotation marks in dialogue and commas in compound and complex sentences; and

ELA.6.10.D.vii

edit drafts using standard English conventions, including:

capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;

edit drafts using standard English conventions, including:

correct capitalization;

ELA.7.10.D.viii

edit drafts using standard English conventions, including:

punctuation, including commas to set off words, phrases, and clauses, and semicolons; and

edit drafts using standard English conventions, including:

correct capitalization;

edit drafts using standard English conventions, including:

punctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses; and

ELA.E1.9.D.iv

edit drafts using standard English conventions, including:

correct capitalization;

ELA.E1.9.D.v

edit drafts using standard English conventions, including:

punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and

ENGLISH LANGUAGE ARTS AND READING.6.10.D.vii — Breakout of skills

Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.

The student is expected to

edit drafts using standard English conventions, including capitalization of proper nouns,

including abbreviations

including initials

including acronyms

including organizations

ENGLISH LANGUAGE ARTS AND READING.6.10.D.vii — Focal Points

Foundational Skills

Students develop and sustain basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.

listen actively to interpret a message, ask clarifying questions, and respond appropriately;

follow and give oral instructions that include multiple action steps;

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.

Developing and sustaining foundational language skills: 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.

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

respond using newly acquired vocabulary as appropriate;

complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

consistent, appropriate use of verb tenses;

conjunctive adverbs;

prepositions and prepositional phrases and their influence on subject-verb agreement;

pronouns, including relative;

subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;

capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;

ELA.6.10.D.viii

punctuation marks, including commas in complex sentences, transitions, and introductory elements; and

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and

Oral and Written Expression

Students develop and sustain oral and written language skills to communicate their ideas effectively using appropriate language conventions. Students consider audience and purpose while applying appropriate genre characteristics and craft and determining the appropriate mode of delivery.

listen actively to interpret a message, ask clarifying questions, and respond appropriately;

follow and give oral instructions that include multiple action steps;

give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and

determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing sources within and across genres;

use text evidence to support an appropriate response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using newly acquired vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice; and

reflect on and adjust responses as new evidence is presented.

demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;

analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;

analyze how playwrights develop characters through dialogue and staging;

the controlling idea or thesis with supporting evidence;

features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and

organizational patterns such as definition, classification, advantage, and disadvantage;

identifying the claim;

explaining how the author uses various types of evidence to support the argument;

identifying the intended audience or reader; and

analyze characteristics of multimodal and digital texts.

explain the author's purpose and message within a text;

analyze how the use of text structure contributes to the author's purpose;

analyze the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;

identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;

analyze how the author's use of language contributes to mood and voice; and

explain the differences between rhetorical devices and logical fallacies.

plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;

organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and

developing an engaging idea reflecting depth of thought with specific facts and details;

revise drafts for clarity, development, organization, style, word choice, and sentence variety;

complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

consistent, appropriate use of verb tenses;

conjunctive adverbs;

prepositions and prepositional phrases and their influence on subject-verb agreement;

pronouns, including relative;

subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;

capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;

ELA.6.10.D.viii

punctuation marks, including commas in complex sentences, transitions, and introductory elements; and

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and

publish written work for appropriate audiences.

compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;

compose multi-paragraph argumentative texts using genre characteristics and craft; and

compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.

generate student-selected and teacher-guided questions for formal and informal inquiry;

develop and revise a plan;

identify and gather relevant information from a variety of sources;

differentiate between primary and secondary sources;

synthesize information from a variety of sources;

differentiate between paraphrasing and plagiarism when using source materials;

display academic citations and use source materials ethically; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.