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Standard(s):
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State
Media Products Standards
Standard: Communicators effectively use a variety of media to create products
to communicate for a variety of audiences, purposes, occasions, and contexts.
Benchmark 2: The effective communicator creates single media and multi-media
products.
Indicators:
The students:
1. create products that communicate a message, such as commercials for a
school event.
2. create products that support/enhance a message.
3. choose appropriate media for content, purpose, audience, occasion, and
context.
Benchmark 3: The effective communicator uses appropriate content for purpose,
audience, occasion, and context.
Indicators:
The students:
1. use content appropriate to the topic.
2. expand or limit content as appropriate.
3. adapt content for the purpose, audience, occasions, and context.
4. use symbolism, such as analogies, metaphors, icons, music, and color.
State Information Retrieval Standards
Standard: The communicator will retrieve information from a variety of
appropriate sources.
Benchmark 3: The effective communicator collects, sorts, and selects sources
and information.
Indicators:
The students:
1. gather information from primary and secondary sources.
2. sort/select and narrow information using strategies, such as graphic
organizers, note taking, and highlighting.
State Reading Standards
Standard 1: Learners demonstrate skill in reading a variety of materials for
a variety of purposes*
Benchmark 4: The proficient§ reader uses what he/she already knows about the
topic and the type of text to understand what is read.
Indicators:
The students:
ï 2. apply prior knowledge§ gained from a wide range of experiences, such as
individual experience, research, interview, reading, and nonprint source, to
make connections to the text.
State Literary Response Standards
Standard 4: Learners demonstrate skills needed to read and respond to
literature.
Benchmark 2: The proficient§ reader evaluates literature§ with criteria based
on purposes for
reading and derived from time periods and cultures.
Indicators:
The students:
ï 1. interpret connections between characters and events in literature and
people and events in their lives.
Local Standards
Local Writing Standards
Course/grade level Standard 1: Use a writing process that includes:
prewriting, drafting, editing, revising, publishing, and technology to
express
meaning.
1. Generates ideas using various prewriting strategies including
brainstorming, free-writing, graphic organizer, and outlining.
2. Write multiple versions through revision by referring to student-generated
and teacher-designed rubrics, and the 6 Trait Writing Rubric.
3. Proofread and critique self and others' writing using editing checklists
and
rubrics.
5. Generates a copy suitable for publication.
Course/grade level Standard 2: Use the six-trait writing model: ideas and
content, organization, voice, word choice, sentence fluency, and conventions
to express meaning.
1. Write from personal experience and imagination.
2. Support ideas with specific purposeful detail.
5. Use logical sequencing (general to specific and 6-part plot diagram)
7. Choose words which are specific and accurate, and easily understood.
8. Use figurative language and sounds of language to enhance text.
9. Spell words correctly in published written work.
11. Use standard American English conventions, including paragraphing,
grammar and usage, punctuation, spelling, and capitalization.
12. Use specific nouns, powerful verbs, vivid adjectives, adverbs, and
descriptive phrases in writing.
15. Demonstrate the proper use of parts of speech
Course/grade level Standard 3: Use narrative, expository, persuasive, and
technical writing for different purposes and audiences to express meaning.
2. Write narrative pieces including personal, short story, dialogue, scripts,
and
friendly letter.
7. Write poetry.
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