READING
Sunshine
State Standards
Standard
1: The student uses the reading process effectively. (LA.A.1.4)
1.
selects and uses prereading strategies that are appropriate to the text,
such as discussion, making predictions, brainstorming, generating questions, and
previewing, to anticipate content, purpose, and organization of a reading
selection.
2.
selects and uses strategies to understand words and text, and to make and
confirm inferences from what is read, including interpreting diagrams, graphs,
and statistical illustrations.
3.
refines vocabulary for interpersonal, academic, and workplace situations,
including figurative, idiomatic, and technical meanings.
4.
applies a variety of response strategies, including rereading, note
taking, summarizing, outlining, writing a formal report, and relating what is
read to his or her own experiences and feelings.
Standard
2: The student constructs meaning from a wide range of texts. (LA.A.2.4)
1.
determines the main idea and identifies relevant details, methods of
development, and their effectiveness in a variety of types of written material.
2.
determines the author’s purpose and point of view and their effects on
the text.
3.
describes and evaluates personal preferences regarding fiction and
nonfiction.
4.
locates, gathers, analyzes, and evaluates written information for a
variety of purposes, including research projects, real-world tasks, and
self-improvement.
5.
identifies devices of persuasion and methods of appeal and their
effectiveness.
6.
selects and uses appropriate study and research skills and tools
according to the type of information being gathered or organized, including
almanacs, government publications, microfiche, news sources, and information
services.
7.
analyzes the validity and reliability of primary source information and
uses the information appropriately.
8.
synthesizes information from multiple sources to draw conclusions.
NCEE
Standards
E1a:
The student reads at least twenty-five books or book equivalents each
year. The materials should include
traditional and contemporary literature (both fiction and non-fiction) as well
as magazines, newspapers, textbooks, and on-line materials.
Such reading should represent a diverse collection of materials from at
least three different literary forms and from at least five different authors.
E1b:
The student reads and comprehends at least four books (or book equivalents)
about one issue or subject, or four books by a single writer, or four books in
one genre, and produces evidence of reading that:
Makes and supports warranted and responsible assertions about the texts;
Supports assertions with elaborated and convincing evidence;
Draws the texts together to compare and contrast themes, characters, and
ideas; Makes
perceptive and well-developed connections; Evaluates writing strategies and elements of the author’s craft.
E1c: The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work; Restates or summaries information; Relates new information to prior knowledge and experience; Extends ideas; Makes connections to related topics or information.
WRITING
Standard
1: The
student uses writing processes effectively. (LA.B.1.4)
1.
selects and uses appropriate prewriting strategies, such as brainstorming,
graphic organizers, and outlines.
2.
drafts and revises writing that: is focused, purposeful, and reflects insight
into the writing situation; has an organizational pattern that provides for a
logical progression of ideas; has effective use of transitional devices that
contribute to a sense of completeness; has support that is substantial,
specific, relevant, and concrete; demonstrates a commitment to and involvement
with the subject; uses creative writing strategies as appropriate to the
purposes of the paper; demonstrates a mature command of language with freshness
of expression; has varied sentence structure; has few, if any, convention errors
in mechanics, usage, punctuation, and spelling.
3.
produces final documents that have been edited for: correct spelling; correct
punctuation, including commas, colons, and common use of semicolons; correct
capitalization; correct sentence formation; correct instances of possessives,
subject/verb agreement, instances of noun/pronoun agreement, and the intentional
use of fragments for effect; and correct formatting that appeals to readers,
including appropriate use of a variety of graphics, tables, charts, and
illustrations in both standard and innovative forms.
Standard
2: The
student writes to communicate ideas and information effectively. (LA.B.2.4)
1.
writes text, notes, outlines, comments, and observations that demonstrate
comprehension and synthesis of content, processes, and experiences from a
variety of media.
2.
organizes information using appropriate systems.
3.
writes fluently for a variety of occasions, audiences, and purposes, making
appropriate choices regarding style, tone, level of detail, and organization.
4. selects and uses a variety of electronic media, such as the Internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information.
E2a:
The student produces a report that:
Engages the reader by
establishing a context, creating a persona, and otherwise developing reader
interest; Develops a controlling idea that conveys a perspective on the subject;
Creates an organizing structure appropriate to purpose, audience, and context; Includes
appropriate facts and details ;Excludes
extraneous and inappropriate information; Uses a range of appropriate
strategies, such as providing facts and details, describing or analyzing the
subject, narrating a relevant anecdote, comparing and contrasting, naming,
explaining benefits or limitations, demonstrating claims or assertions, and
providing a scenario to illustrate; Provides
a sense of closure to the writing.
E2b:
The student produces a response to literature that:
Engages
the reader through establishing a context, creating a persona, and otherwise
developing reader interest;
Advances
in judgment this is interpretive, analytic, evaluative, or reflective;
Supports
a judgment though references to the text, references to other works, authors, or
non-print media, or references to personal knowledge;
Demonstrates
understanding of the literary work through suggesting an interpretation; Anticipates
and answers a reader’s questions;
Recognizes
possible ambiguities, nuances, and
complexities;
Provides
a sense of closure to the writing.
E2c: The student produces a narrative account (fictional or autobiographical) that: Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest; Establishing a situation, plot, point of view, setting, and conflict (and for autobiography, the significance of events and of conclusions that can be drawn from those events); Creates an organizing structure; Includes sensory details and concrete language to develop plot and character; Excludes extraneous details and inconsistencies; Develops complex characters; Uses a range of appropriate strategies, such as dialogue, tension, or suspense, naming, pacing, and specific narrative action, e.g., movement, gestures, expressions; Provides a sense of closure to the writing.
E2d: The student produces a narrative procedure that:§ Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; Provides a guide to action for a complicated procedure in order to anticipate a reader’s needs; creates expectations through predictable structures, e.g., headings; and provides smooth transitions between steps; Makes use of appropriate writing strategies , such as creating a visual hierarchy and using white space and graphics as appropriate; Includes relevant information; Excludes extraneous information; Anticipates problems, mistakes, and misunderstandings that might arise for the reader; Provides a sense of closure to the writing.
E2e: The student produces a persuasive essay that: Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; Develops a controlling idea that makes a clear and knowledgeable judgment; Creates an organizing structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively; Includes appropriate information and arguments; Excludes information and arguments that are irrelevant. Anticipates and addresses reader concerns and counter-arguments; Supports arguments with detailed evidence, citing sources of information as appropriate; Uses a range of strategies to elaborate and persuade, such as definitions, descriptions, illustrations, examples from evidence, and anecdotes; Provides a sense of closure to the writing.
E2f:
The
student produces a reflective essay that:
Engages
the reader by establishing a context, creating a persona, and otherwise
developing reader interest;
Analyzes
a condition or situation of significance;
Develops
a commonplace, concrete occasion as the basis for the reflection, e.g., personal
observation or experience;
Creates
an organizing structure appropriate to purpose and audience;
Uses
a variety of writing strategies , such as concrete details, comparing and
contrasting, naming, describing, creating a scenario; Provides a sense of
closure to the writing.
LISTENING, SPEAKING, and VIEWING
Standard
1:The
student uses listening strategies effectively. (LA.C.1.4)
1.
selects and uses appropriate listening strategies according to the intended
purpose, such as solving
problems, interpreting and evaluating the techniques and intent of a
presentation, and taking
action in career-related situations.
2.
describes, evaluates, and expands personal preferences in listening to fiction,
drama, literary nonfiction, and informational presentations.
3.
uses effective strategies for informal and formal
discussions, including listening actively and reflectively, connecting to and
building on the ideas of a previous speaker, and respecting the viewpoints of
others.
4. identifies bias, prejudice, or propaganda in oral messages.
Standard
2: The
student uses viewing strategies effectively. (LA.C.2.4)
1.
determines main concept and supporting details in order to analyze and evaluate
nonprint media messages.
2. understands factors that influence the effectiveness of nonverbal cues used in nonprint media, such as the viewer’s past experiences and preferences, and the context in which the cues are presented.
Standard
3: The
student uses speaking strategies effectively. (LA.C.3.4)
1.
uses volume, stress, pacing, enunciation, eye contact, and gestures that meet
the needs of the audience and topic.
2.
selects and uses a variety of speaking strategies to
clarify meaning and to reflect understanding, interpretation, application, and
evaluation of content, processes, or experiences, including asking relevant
questions when necessary, making appropriate and meaningful comments, and making
insightful observations.
3.
uses details, illustrations, analogies, and visual
aids to make oral presentations that inform, persuade, or entertain.
4.
applies oral communication skills to interviews, group
presentations, formal presentations, and impromptu
situations; develops and sustains a line of argument and provides appropriate
support.
NCEE
Standards
E3a:
The student participates in one-to-one conferences with a teacher,
paraprofessional, or adult volunteer, in which the student:
Initiates new topics in addition
to responding to adult-initiated topics;
Asks
relevant questions;
Responds
to questions with appropriate elaboration;
Uses
language cues to indicate different levels of certainty or hypothesizing,
Confirms understanding by paraphrasing the adult’s directions or suggestions.
E3b: The student participates in group meetings, in which the student: Displays appropriate turn-taking behaviors; Actively solicits another persons’ comment or opinion; Offers own opinion forcefully without dominating; Responds appropriately to comments and questions; Volunteers contributions and responds when directly solicited by teacher or discussion leader; Gives reasons in support of opinions expressed; Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions; Employs a group decision-making technique such as brainstorming or a problem-solving sequence (e.g., recognize problem, define problem, identify possible solutions, select optimal solution, implement solution, evaluate solution); Divides labor so as to achieve the overall group goal effectively.
E3c:
The student prepares and delivers an individual presentation, in which the
student:
Shapes
information to achieve a particular purpose and to appeal to the interests and
background knowledge of audience members;
Shapes
content and organization according to criteria for importance and impact rather
than according to availability of information in resource materials;
Uses
notes or other memory aids to structure the presentation;
Develops
several main points relating to a single thesis;
Engages
the audience with appropriate verbal cues and eye contact;
Projects
a sense of individuality and personality in selecting and organizing content,
and in delivery.
E3d:
The student makes informed judgments about television, radio, and film
productions; that is, the student:
Demonstrates
an awareness of the presence of the media in the daily lives of most people;
Evaluates
the role of the media in focusing attention and in forming an opinion;
Judges
the extent to which the media are a source of entertainment as well as a source
of information;
Defines
the role of advertising as part of media presentation.
E3e: The student listens to and analyzes a public speaking performance; that is, the student: Takes notes on salient information; Identifies types of arguments (e.g., causation, authority, analogy) and identifies types of logical fallacies (e.g., inferring causing from correlation, over-generalizing); Accurately summarizes the essence of each speaker’s remarks; Formulates a judgment about the issues under discussion.
LANGUAGE
Sunshine
State Standards
Standard
1: The
student understands the nature of language.
(LA.D.1.4)
1.
applies an understanding that language and literature are primary means by which
culture is transmitted.
2. makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.
3. understands
that there are differences among various dialects of English.
Standard
2: The
student understands the power of language.
(LA.D.2.4)
1.
understands specific ways in which language has shaped the reactions,
perceptions, and beliefs of the local, national, and global communities.
2.
understands the subtleties of literary devices and techniques in the
comprehension and creation of communication.
3. recognizes production elements that contribute to the effectiveness of a specific medium.
4. effectively integrates multimedia and technology into presentations.
5. critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.
6.
understands that laws control the delivery and use of media to protect the
rights of authors and the rights of media owners.
E4a: The student independently and habitually demonstrates an understanding of the rules of the English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience, and context of the work. The student demonstrates control of: Grammar; Paragraph structure; Punctuation; Sentence construction; Spelling; Usage.
E4b: The student analyzes and subsequently revises work to clarify it or make it more effective in communicating the intended message or thought. The student’s revisions should be made in light of the purposes, audiences, and contexts that apply to the work. Strategies for revising include: Added or deleting details; Adding or deleting explanations; Clarifying difficult passages; Rearranging words, sentences, and paragraphs to improve or clarify meaning; Sharpening the focus; Reconsidering the organizational structure; Rethinking and/or rewriting the piece in light of different purposes.
E6a: The student critiques public documents with an eye to strategies common in public discourse, including: Effective use of arguments; Use of the power of anecdote; Anticipation of counter-claims; Appeal to audiences both friendly and hostile to the position presented; Use of emotionally laden words and imagery; Citing of appropriate references of authorities.
E6b: The student produces public documents, in which the student: Exhibits an awareness of the importance of precise word choice and the power of imagery and/or anecdote; Utilizes and recognizes the power of logical arguments, arguments based on appealing to a reader’s emotions, and arguments dependent upon the writer’s persona; Uses arguments that are appropriate in terms of knowledge, values, and degree of understanding of the intended audience; Uses a range of strategies to appeal to readers.
E7a: The student critiques functional documents with an eye to strategies common to effective functional documents, including: Visual appeal, e.g., format, graphics, white space, headers; Logic of the sequence in which the directions are given; Awareness of possible reader misunderstandings.
E7b:
The student produces functional documents appropriate to audience and purpose,
in which the student: Reports,
organizes, and conveys information and ideas accurately;
Includes
relevant narrative details, such as scenarios, definitions, and examples;
Anticipates
readers’ problems, mistakes, and misunderstandings;
Uses
a variety of formatting techniques, such as headings, subordinate terms,
foregrounding of main ideas, hierarchical structures, graphics, and color;
Establishes
a persona that is consistent with the document’s purpose;
Employs
word choices that are consistent with the persona and appropriate for the
intended audience.
LITERATURE
Standard
1: The
student understands the common features of a variety of literary forms.
(LA.E.1.4)
1. identifies the characteristics that distinguish literary forms.
2. understands why certain literary works are considered classics.
3. identifies universal themes prevalent in the literature of all cultures.
4.
understands the characteristics of major types of drama.
5. understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods.
Standard
2: The
student responds critically to fiction, nonfiction, poetry, and drama.
(LA.E.2.4)
1. analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions.
2.
understands the relationships between and among elements of literature,
including characters, plot, setting, tone, point of view, and theme.
3.
analyzes poetry for the ways in which poets inspire the reader to share
emotions, such as the use of imagery, personification, and figures of speech,
including simile and metaphor; and the use of sound, such as rhyme, rhythm,
repetition, and alliteration.
4.
understands the use of images and sounds to elicit the reader’s emotions in
both fiction and nonfiction.
5. analyzes the relationships among author’s style, literary form, and intended impact on the reader.
6. recognizes and explains those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and causes of conflict in texts.
7. examines a literary selection from several critical perspectives.
8.
knows that people respond differently to texts based on their background
knowledge, purpose, and point of view.
NCEE
Standards
E5a:
The student responds to non-fiction, fiction, poetry, and drama using
interpretive, critical and evaluative process; that is, the student;
Makes thematic connections among
literary texts, public discourse, and media; Evaluates
the impact of authors’ decisions regarding word choice, style, content, and
literary elements;
Analyzes the characteristics of
literary forms and genres;
Evaluates literary merit; Explains
the effect of point of view; Makes inferences and draws conclusions about
fictional and non-fictional contexts, events, characters, settings, themes, and
styles;
Interprets the effect of
literary devices, such as figurative language, allusion, diction, dialogue,
description, symbolism; Evaluates the stance of a writer in shaping the
presentation of a subject;
Interprets ambiguities,
subtleties, contradictions, ironies, and nuances;
Understands the role of tone in
presenting literature (both fictional and non-fictional)
Demonstrates how literary works
(both fictional and non-fictional) reflect the culture that shaped them.
E5b: The student produces work in at least one literary genre that follows the conventions of the genre. These may include: A reflective essay ; short story; short play; poem; vignette