examine sources for:
faulty reasoning such as hyperbole, emotional appeals, and stereotype;
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
examine sources for:
faulty reasoning such as hyperbole, emotional appeals, and stereotype;
examine sources for:
faulty reasoning such as hyperbole, emotional appeals, and stereotype;
examine sources for:
faulty reasoning such as bandwagon appeals, repetition, and loaded language;
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.
Students develop and sustain comprehension skills while listening and reading. Students use metacognitive skills to determine author’s purpose, analyze craft, and recognize genre characteristics and structures in increasingly complex texts.
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;
use context such as definition, analogy, and examples to clarify the meaning of words; 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.
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.
establish purpose for reading assigned and self-selected text;
generate questions about text before, during, and after reading to deepen understanding and gain information;
make and correct or confirm predictions using text features, characteristics of genre, and structures;
create mental images to deepen understanding;
make connections to personal experiences, ideas in other texts, and society;
make inferences and use evidence to support understanding;
evaluate details read to determine key ideas;
synthesize information to create new understanding; and
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Multiple genres: 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. The student is expected to:
infer multiple themes within and across texts using text evidence;
analyze how the characters' internal and external responses develop the plot;
analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and
analyze how the setting, including historical and cultural settings, influences character and plot development.
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.
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;
reliability, credibility, and bias; and
faulty reasoning such as hyperbole, emotional appeals, and stereotype;