| (6) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses metacognitive
skills to both develop and deepen comprehension of increasingly complex
texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected
texts;
(B) generate questions about text before, during, and
after reading to deepen understanding and gain information;
(C) make and correct or confirm predictions using text
features, characteristics of genre, and structures;
(D) create mental images to deepen understanding;
(E) make connections to personal experiences, ideas
in other texts, and society;
(F) make inferences and use evidence to support understanding;
(G) evaluate details read to determine key ideas;
(H) synthesize information to create new understanding;
and
(I) monitor comprehension and make adjustments such
as re-reading, using background knowledge, asking questions, and annotating
when understanding breaks down.
(7) Response skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student responds to
an increasingly challenging variety of sources that are read, heard,
or viewed. The student is expected to:
(A) describe personal connections to a variety of sources,
including self-selected texts;
(B) write a response to a literary or informational
text that demonstrates an understanding of a text;
(C) use text evidence to support an appropriate response;
(D) retell and paraphrase texts in ways that maintain
meaning and logical order;
(E) interact with sources in meaningful ways such as
notetaking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary as appropriate;
and
(G) discuss specific ideas in the text that are important
to the meaning.
(8) 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:
(A) infer the theme of a work, distinguishing theme
from topic;
(B) explain the relationships among the major and minor
characters;
(C) analyze plot elements, including the sequence of
events, the conflict, and the resolution; and
(D) explain the influence of the setting on the plot.
(9) Multiple genres: 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. The student is expected to:
(A) demonstrate knowledge of distinguishing characteristics
of well-known children's literature such as folktales, fables, fairy
tales, legends, and myths;
(B) explain rhyme scheme, sound devices, and structural
elements such as stanzas in a variety of poems;
(C) discuss elements of drama such as characters, dialogue,
setting, and acts;
(D) recognize characteristics and structures of informational
text, including:
(i) the central idea with supporting evidence;
(ii) features such as sections, tables, graphs, timelines,
bullets, numbers, and bold and italicized font to support understanding;
and
(iii) organizational patterns such as cause and effect
and problem and solution;
(E) recognize characteristics and structures of argumentative
text by:
(i) identifying the claim;
(ii) distinguishing facts from opinion; and
(iii) identifying the intended audience or reader;
and
(F) recognize characteristics of multimodal and digital
texts.
(10) Author's purpose and craft: 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. The student is expected to:
(A) explain the author's purpose and message within
a text;
(B) explain how the use of text structure contributes
to the author's purpose;
(C) explain the author's use of print and graphic features
to achieve specific purposes;
(D) describe how the author's use of imagery, literal
and figurative language such as simile, and sound devices such as
onomatopoeia achieves specific purposes;
(E) identify the use of literary devices, including
first- or third-person point of view;
(F) discuss how the author's use of language contributes
to voice; and
(G) identify and explain the use of hyperbole.
(11) Composition: 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 uses appropriate conventions. The student is expected
to:
(A) plan a first draft by selecting a genre for a particular
topic, purpose, and audience using a range of strategies such as brainstorming,
freewriting, and mapping;
(B) develop drafts into a focused, structured, and
coherent piece of writing by:
(i) organizing with purposeful structure, including
an introduction and a conclusion; and
(ii) developing an engaging idea with relevant details;
(C) revise drafts to improve sentence structure and
word choice by adding, deleting, combining, and rearranging ideas
for coherence and clarity;
(D) edit drafts using standard English conventions,
including:
(i) complete simple and compound sentences with subject-verb
agreement;
(ii) past, present, and future verb tense;
(iii) singular, plural, common, and proper nouns;
(iv) adjectives, including their comparative and superlative
forms;
(v) adverbs that convey time and adverbs that convey
manner;
(vi) prepositions and prepositional phrases;
(vii) pronouns, including subjective, objective, and
possessive cases;
(viii) coordinating conjunctions to form compound subjects,
predicates, and sentences;
(ix) capitalization of official titles of people, holidays,
and geographical names and places;
(x) punctuation marks, including apostrophes in contractions
and possessives and commas in compound sentences and items in a series;
and
(xi) correct spelling of words with grade-appropriate
orthographic patterns and rules and high-frequency words; and
(E) publish written work for appropriate audiences.
(12) Composition: listening, speaking, reading, writing,
and thinking using multiple texts--genres. The student uses genre
characteristics and craft to compose multiple texts that are meaningful.
The student is expected to:
(A) compose literary texts, including personal narratives
and poetry, using genre characteristics and craft;
(B) compose informational texts, including brief compositions
that convey information about a topic, using a clear central idea
andgenre characteristics and craft;
(C) compose argumentative texts, including opinion
essays, using genre characteristics and craft; and
(D) compose correspondence such as thank you notes
or letters.
(13) Inquiry and research: listening, speaking, reading,
writing, and thinking using multiple texts. The student engages in
both short-term and sustained recursive inquiry processes for a variety
of purposes. The student is expected to:
(A) generate questions on a topic for formal and informal
inquiry;
(B) develop and follow a research plan with adult assistance;
(C) identify and gather relevant information from a
variety of sources;
(D) identify primary and secondary sources;
(E) demonstrate understanding of information gathered;
(F) recognize the difference between paraphrasing and
plagiarism when using source materials;
(G) create a works cited page; and
(H) use an appropriate mode of delivery, whether written,
oral, or multimodal, to present results.
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