Grade 6 - Rock Hill School District

Grade 6 - Rock Hill School District English 1English 1 OverviewOverview In English 1, students continue to develop skills through structured study and independent reading of literary and informational texts. A variety of informational texts as well as four major types of literary texts—fiction, literary nonfiction, poetry, and drama—are read and viewed both inside and outside of class. Through literary texts, students study the author’s craft by making inferences, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author’s development and support of a thesis, create a variety of responses to texts, and examine the ways that bias is revealed in texts. In addition, students continue to develop and use in reading, writing, and oral communication, a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms. High school students are a great deal more sophisticated in their use of language than they were in the lower grades. They now produce coherent and well-organized writing that includes a thesis and supporting evidence. In implementing the writing process, students compose various types of texts including informational (expository/persuasive/argumentative) pieces and narratives. They proofread and edit for the correct use of the conventions of written Standard American English, and they improve the content and development, the organization, and the quality of voice in their writing through the use of revision strategies. The ability to develop an idea thoughtfully is a skill that students will use in college and in the workplace. In carrying out the research process, students in English 1 identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. In today’s technological world, with the amount of information expanding at an unparalleled rate, students must be adept at accessing information in order to become critical, independent learners, thinkers, and writers. They must be able to determine what particular type of information they need for a specific topic, and they must know how to locate that information efficiently. Students must also be able to evaluate the validity of their sources. In addition, after incorporating their own ideas with the information they have chosen from those sources, they must be able to clearly distinguish that information from their own ideas by providing accurate and complete documentation of the sources they have used. English 1 READING Understanding and Using Literary Texts Standard E1-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. Students in English 1 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, young adult novels, science fiction, folktales, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics. The teacher should continue to address earlier indicators as they apply to more difficult texts. Indicators E1-1.1 Compare/contrast ideas within and across literary texts to make inferences. E1-1.2 Analyze the impact of point of view on literary texts. E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E1-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text. E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E1-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). E1-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). E1-1.8 Read independently for extended periods of time for pleasure. English 1 READING Understanding and Using Informational Texts Standard E1-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. Students in English 1 read informational (expository/persuasive/argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals, speeches, reviews (for example, book, movie, product), contracts, government documents, business forms, instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts. The teacher should continue to address earlier indicators as they apply to more difficult texts. Indicators E1-2.1 Compare/contrast theses within and across informational texts. E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E1-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions). E1-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). E1-2.5 Analyze the impact that text elements have on the meaning of a given informational text. E1-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts. E1-2.7 Analyze propaganda techniques in informational texts. E1-2.8 Read independently for extended periods of time to gain information. English 1 READING Building Vocabulary Standard E1-3 The student will use word analysis and vocabulary strategies to read fluently. The teacher should continue to address earlier indicators as they apply to more difficult texts. Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents. Indicators E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text. E1-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) English 1 WRITING Developing Written Communications Standard E1-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. The teacher should continue to address earlier indicators as they apply to more difficult texts. Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents. By the beginning of high school, students should have mastered the concepts listed below. Review and/or reteaching may be necessary. Conventions of Grammar Mechanics of Editing Parts of Speech Capitalization nouns (common and proper nouns, first word of a sentence; the names of singular and plural nouns, collective nouns, people; the pronoun I; proper nouns; the agreement of nouns and their modifiers) initials of a person’s name; courtesy titles (for example, Mr. and Ms.); days of the pronouns (personal pronouns, nominative week; months of the year; titles of books, and objective-case pronouns, pronoun-poems, and songs; geographic names; antecedent agreement, indefinite holidays; historical and special events; pronouns, pronoun case) titles of works of art; titles of publications; brand names; proper adjectives; names of verbs (past, present, and future verb organizations; names of ethnic and tenses; past participles of commonly national groups; names of established misused verbs; subject-verb agreement; religions and languages consistent verb tenses; verb formation) Punctuation adverbs (adverbs of time, place, manner, end punctuation (periods, exclamation and degree; irregular adverbs; formation points, question marks) of comparative and superlative adverbs) commas (to enclose appositives; to adjectives (comparative and superlative separate items in a series; in dates, adjectives, proper adjectives, irregular addresses, and greetings and closings in comparative and superlative adjectives, letters; in compound sentences; between formation of comparative and superlative main clauses; to separate introductory adjectives) clauses and long introductory phrases from the main body of sentences) conjunctions (and, but, or, because, since, yet, until, although, while, neither, periods in abbreviations nor) prepositions and prepositional phrases apostrophes (contractions, possessive nouns) interjections quotation marks (to show dialogue, in Usage direct quotations, to indicate titles of short , subject-verb agreement pieces within longer pieces, underlining or , subject-verb and pronoun-antecedent italics of titles of separately published agreement with collective nouns works) , main and subordinate clauses , idiomatic usage colons , placement of modifiers , shifts in construction hyphens semicolons ellipses parentheses Spelling (high-frequency words; three- and four- letter short-vowel words; words that do not fit regular spelling patterns; basic short- vowel, long-vowel, r- controlled, and consonant-blend patterns; misused homonyms; commonly confused words; words that have blends; contractions; compound words; words with orthographic patterns; words with suffixes and prefixes; multisyllabic words; commonly confused words; double consonant patterns; irregular vowel patterns in multisyllabic words; and words with Greek and Latin roots and affixes) Indicators E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). E1-4.4 Use grammatical conventions of written Standard American English, including , subject-verb agreement, , pronoun-antecedent agreement, , agreement of nouns and their modifiers, , verb formation, , pronoun case, , formation of comparative and superlative adjectives and adverbs, and , idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.) E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught. (See Instructional Appendix: Composite Writing Matrix.) English 1 WRITING Producing Written Communications in a Variety of Forms Standard E1-5 The student will write for a variety of purposes and audiences. The teacher should continue to address earlier indicators as they apply to more difficult texts. Indicators E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience. E1-5.2 Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood. E1-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive). E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts). E1-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience. English 1 RESEARCHING Applying the Skills of Inquiry and Oral Communication Standard E1-6 The student will access and use information from a variety of sources. The teacher should continue to address earlier indicators as they apply to more difficult texts. Indicators E1-6.1 Clarify and refine a research topic. E1-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. E1-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E1-6.7 Use a variety of print and electronic reference materials. E1-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information. Instructional Appendixes Appendixes Appendix A Appendix A Alignment Alignment of of Indicator Concepts Indicator Concepts Matrix Matrix Alignment of Indicator Concepts within Standards Standard 1 The student will read and comprehend a variety of literary texts in print and nonprint formats. Make predictions, draw conclusions, make inferences Grade/ Indicator Course Use pictures and words to make predictions regarding a story read aloud. K Use pictures and words to make and revise predictions about a given literary text. 1 Analyze a given literary text to make, revise, and confirm predictions. 2 Analyze a given literary text to make, revise, and confirm predictions and draw 3 conclusions. Analyze literary texts to draw conclusions and make inferences. 4 Analyze literary texts to draw conclusions and make inferences. 5 Analyze literary texts to draw conclusions and make inferences. 6 Analyze literary texts to draw conclusions and make inferences. 7 Compare/contrast ideas within and across literary texts to make inferences. 8 Compare/contrast ideas within and across literary texts to make inferences. E1 Compare/contrast ideas within and across literary texts to make inferences. E2 Compare/contrast ideas within and across literary texts to make inferences. E3 Compare/contrast ideas within and across literary texts to make inferences. E4 Narration and Point of View Grade/ Indicator Course Understand that a narrator tells the story. K Analyze a narrative text to determine the narrator. 1 Analyze the text to determine the narrator. 2 Analyze the text to determine first-person point of view. 3 Distinguish between first-person and third-person points of view. 4 Differentiate among the first-person, limited-omniscient (third person), and omniscient 5 (third person) points of view. Differentiate among the first-person, limited-omniscient (third person), and omniscient 6 (third person) points of view. Explain the effect of point of view on a given narrative text. 7 Explain the effect of point of view on a given literary text. 8 Analyze the impact of point of view on literary texts. E1 Analyze the impact of point of view on literary texts. E2 Evaluate the impact of point of view on literary texts. E3 Evaluate the impact of point of view on literary texts. E4 Sound Devices and Figurative Language Grade/ Indicator Course Find examples of sound devices (including onomatopoeia and alliteration) in texts read K aloud. Find an example of sound devices (including onomatopoeia and alliteration) in texts 1 read aloud. Find examples of figurative language (including simile) and sound devices (including 2 onomatopoeia and alliteration). Distinguish among devices of figurative language (including simile, metaphor, 3 personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Distinguish among devices of figurative language (including simile, metaphor, 4 personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Interpret devices of figurative language (including simile, metaphor, personification, 5 and hyperbole) and sound devices (including onomatopoeia and alliteration). Interpret devices of figurative language (including simile, metaphor, personification, 6 and hyperbole) and sound devices (including onomatopoeia and alliteration). Interpret devices of figurative language (including extended metaphor and oxymoron). 7 Interpret devices of figurative language (including extended metaphor, oxymoron, 8 and paradox). Interpret devices of figurative language (including extended metaphor, oxymoron, E1 pun, and paradox). Analyze devices of figurative language (including extended metaphor, oxymoron, pun, E2 and paradox). Evaluate devices of figurative language (including extended metaphor, oxymoron, E3 pun, and paradox). Evaluate devices of figurative language (including extended metaphor, oxymoron, E4 pun, and paradox). Literary Elements (Character, setting, plot, theme) Grade/ Indicator Course Generate a retelling that identifies the characters and the setting in a story and relates K the important events in sequential order. Generate a retelling that identifies the characters and the setting in a story and relates 1 the important events in sequential order. Analyze a narrative text to identify characters, setting, and plot. 2 Analyze the relationship among characters, setting, and plot in a given literary text. 3 Analyze the impact of characterization and conflict on plot. 4 Analyze literary texts to distinguish between direct and indirect characterization. 5 Analyze an author’s development of characters, setting, and conflict in a given literary 6 text. , Analyze an author’s development of the conflict and the individual characters as either 7 static, dynamic, round, or flat in a given literary text. , Analyze a given literary text to determine its theme. Analyze a given literary text to determine its theme. 8 Analyze the relationship among character, plot, conflict, and theme in a given literary E1 text. Analyze the relationship among character, plot, conflict, and theme in a given literary E2 text. Evaluate the relationship among character, plot, conflict, and theme in a given literary E3 text. Evaluate the relationship among character, plot, conflict, and theme in a given literary E4 text. Author’s Craft Grade/ Indicator Course Discuss how the author’s choice of words affects the meaning of the text (for example, yell K rather than said). Explain how elements of author’s craft (for example, word choice) affect the meaning of 1 a given literary text. Explain the effect of the author’s craft (for example, word choice and the use of 2 repetition) on the meaning of a given literary text. Analyze the effect of the author’s craft (for example, word choice and sentence 3 structure) on the meaning of a given literary text. Interpret the effect of the author’s craft (for example, word choice, sentence structure, 4 the use of figurative language, and the use of dialogue) on the meaning of literary texts. Interpret the effect of the author’s craft (for example, tone, figurative language, 5 dialogue, and imagery) on the meaning of literary texts. Interpret the effect of the author’s craft (including tone and the use of flashback and 6 foreshadowing) on the meaning of literary texts. Interpret the effect of the author’s craft (including tone and the use of imagery, 7 flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts. Analyze the effect of the author’s craft (including tone and the use of imagery, 8 flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. Analyze the effect of the author’s craft (including tone and the use of imagery, E1 flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. Analyze the effect of the author’s craft (including tone and the use of imagery, E2 flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. Analyze the effect of the author’s craft (including tone and the use of imagery, E3 flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts. Analyze the effect of the author’s craft (including tone and the use of imagery, E4 flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts. Responding to Literary Texts Grade/ Indicator Course Create responses to literary texts through a variety of methods (for example, writing, K creative dramatics, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, writing, 1 creative dramatics, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, writing, 2 creative dramatics, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, writing, 3 creative dramatics, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, writing, 4 creative dramatics, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, writing, 5 creative dramatics, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, written 6 works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, written 7 works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, written 8 works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, written E1 works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, written E2 works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, written E3 works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). Create responses to literary texts through a variety of methods (for example, written E4 works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). Independent Reading Grade/ Indicator Course K Read independently for pleasure. 1 Read independently for extended periods of time for pleasure. 2 Read independently for extended periods of time for pleasure. 3 Read independently for extended periods of time for pleasure. 4 Read independently for extended periods of time for pleasure. 5 Read independently for extended periods of time for pleasure. 6 Read independently for extended periods of time for pleasure. 7 Read independently for extended periods of time for pleasure. 8 Read independently for extended periods of time for pleasure. E1 Read independently for extended periods of time for pleasure. E2 Read independently for extended periods of time for pleasure. E3 Read independently for extended periods of time for pleasure. E4 Read independently for extended periods of time for pleasure. Details and Main Idea Grade/ Indicator Course K , Summarize the main idea and details from literary texts read aloud. , Use relevant details in summarizing stories read aloud. 1 , Summarize the main idea and supporting evidence in literary text during classroom discussion. , Use relevant details in summarizing stories read-aloud. 2 Analyze the details that support the expression of the main idea in a given literary text. 3 Analyze the details that support the expression of the main idea in a given literary text. 4 Analyze the details that support the expression of the main idea in a given literary text. 5 Analyze the details that support the expression of the main idea in a given literary text. 6 Compare/contrast main ideas within and across literary texts. 7-E4 No indicator at this grade level. Characteristics of Texts Grade/ Indicator Course K Recall the characteristics of fantasy. 1 Classify a text as either fiction or nonfiction. 2 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics. 3 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics. 4 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies and personal essays) by characteristics. 5 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics. 6 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics. 7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). 8 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). E1 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). E2 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). E3 Evaluate an author’s use of genre to convey theme. E4 Evaluate an author’s use of genre to convey theme. Characteristics of Poetry and Drama Grade/ Indicator Course K-2 No indicator at this grade level. 3 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). 4 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). 5 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain). 6 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain) and drama (including stage directions and the use of monologues). 7-E4 No indicator at this grade level. Cause and Effect Grade/ Indicator Course K Explain the cause of an event described in stories read aloud. 1 Explain cause-and-effect relationships presented in literary text. 2 Explain cause-and-effect relationships in literary texts. 3 Analyze cause-and-effect relationships in literary texts. 4 Analyze cause-and-effect relationships in literary texts. 5 Predict events in literary texts on the basis of cause-and-effect relationships. 6 Predict events in literary texts on the basis of cause-and-effect relationships. 7-E4 No indicator at this grade level. Standard 2 The student will read and comprehend a variety of informational texts in print and nonprint formats. Central Idea and Thesis Details and Supporting Evidence Grade/ Indicator Course K Summarize the central idea and details from informational texts read aloud. 1 Summarize the central idea and supporting evidence in an informational text during classroom discussion. 2 Analyze the central idea and supporting evidence in an informational text during classroom discussion. 3 Summarize evidence that supports the central idea of a given informational text. 4 Summarize evidence that supports the central idea of a given informational text. 5 Summarize the central idea and supporting evidence of a given informational text. 6 Analyze central ideas within and across informational texts. 7 Analyze central ideas within and across informational texts. 8 Compare/contrast central ideas within and across informational texts. E1 Compare/contrast theses within and across informational texts. E2 Compare/contrast theses within and across informational texts. E3 Evaluate theses within and across informational texts. E4 Evaluate theses within and across informational texts. Drawing Conclusions and Making Inferences Grade/ Indicator Course K Analyze texts during classroom discussions to make inferences. 1 Analyze informational texts to draw conclusions and make inferences during classroom discussions 2 Analyze informational texts to draw conclusions and make inferences during classroom discussions. 3 Analyze informational texts to draw conclusions and make inferences. 4 Analyze informational texts to draw conclusions and make inferences. 5 Analyze informational texts to draw conclusions and make inferences. 6 Analyze informational texts to draw conclusions and make inferences. 7 Analyze information within and across texts to draw conclusions and make inferences. 8 Compare/contrast information within and across texts to draw conclusions and make inferences. E1 Compare/contrast information within and across texts to draw conclusions and make inferences. E2 Compare/contrast information within and across texts to draw conclusions and make inferences. E3 Compare/contrast information within and across texts to draw conclusions and make inferences E4 Compare/contrast information within and across texts to draw conclusions and make inferences. Author’s Bias (Fact and Opinion; Propaganda Techniques) Grade/ Indicator Course K Find facts in texts read aloud. 1 Distinguish between facts and opinions. 2 Distinguish between facts and opinions in informational texts. 3 Distinguish between facts and opinions in informational texts. 4 Analyze informational texts to locate and identify facts and opinions. 5 Analyze a given text to detect author bias (for example, unsupported opinions). 6 , Summarize author bias based on the omission of relevant facts and statements of unsupported opinions). , Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 7 , Identify author bias (for example, word choice and the exclusion and inclusion of particular information). , Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts. 8 , Analyze informational texts for author bias (for example, word choice and the exclusion and inclusion of particular information). , Identify the use of propaganda techniques (including card stacking, plain folks, and transfer) in informational texts. E1 , Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions). , Analyze propaganda techniques in informational texts. E2 , Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion). , Analyze propaganda techniques in informational texts. E3 , Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion). , Evaluate propaganda techniques and rhetorical devices in informational texts. E4 , Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion). , Evaluate propaganda techniques and rhetorical devices in informational texts. Responding to Informational Texts Grade/ Indicator Course K Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations). 1 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations). 2 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations). 3 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations). 4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations). 5 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations). 6 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). 7 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). 8 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). E1 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). E2 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). E3 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). E4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). Independent Reading Grade/ Indicator Course K Read independently to gain information. 1 Read independently for extended periods of time to gain information. 2 Read independently for extended periods of time to gain information. 3 Read independently for extended periods of time to gain information. 4 Read independently for extended periods of time to gain information. 5 Read independently for extended periods of time to gain information. 6 Read independently for extended periods of time to gain information. 7 Read independently for extended periods of time to gain information. 8 Read independently for extended periods of time to gain information. E1 Read independently for extended periods of time to gain information. E2 Read independently for extended periods of time to gain information. E3 Read independently for extended periods of time to gain information. E4 Read independently for extended periods of time to gain information. Text Elements (Headings, print styles, subheadings, captions, chapter headings, white space) Grade/ Indicator Course K Understand that headings and print styles (for example, italics, bold, larger type) provide information to the reader. 1 Understand that headings, subheadings, and print styles (for example, italics, bold, larger type) provide information to the reader. 2 Use headings, subheadings, and print styles (for example, italics, bold, larger type) to gain information. 3 Use headings, subheadings, print styles, captions, and chapter headings to gain information. 4 Use headings, subheadings, print styles, white space, captions, and chapter headings to gain information. 5 Use titles, print styles, chapter headings, captions, subheadings, and white space to gain information. 6 Interpret information that text elements (for example, print styles and chapter headings) provide to the reader. 7 Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text. 8 Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text. E1 Analyze the impact that text elements have on the meaning of a given informational text. E2 Analyze the impact that text elements have on the meaning of a given informational text. E3 Evaluate the impact that text elements have on the meaning of a given informational text. E4 Evaluate the impact that text elements have on the meaning of a given informational text. Graphic Features in Text (Illustrations, graphs, charts, maps, diagrams, graphic organizers) Grade/ Indicator Course K Understand graphic features (for example, illustrations and graphs). 1 Use graphic features (for example, illustrations, graphs, charts, and maps) as sources of information. 2 Use graphic features (for example, illustrations, graphs, charts, maps, and diagrams) as sources of information. 3 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. 4 Use graphic features (for example, illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. 5 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. 6 Interpret information from graphic features (for example, illustrations, graphs, charts, maps, diagrams, and graphic organizers). 7 Analyze information from graphic features (for example, charts and graphs) in informational texts. 8 Analyze information from graphic features (for example, charts and graphs) in informational texts. E1 Analyze information from graphic features (for example, charts and graphs) in informational texts. E2 Analyze information from graphic features (for example, charts and graphs) in informational texts. E3 Evaluate information from graphic features (for example, charts and graphs) in informational texts. E4 Evaluate information from graphic features (for example, charts and graphs) in informational texts. Text Features (Tables of contents, glossaries, indexes, appendixes) Grade/ Indicator Course K Recognize tables of contents. 1 Use functional text features (including tables of contents). 2 Use functional text features (including tables of contents and glossaries) as sources of information. 3 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information. 4 Use functional text features (including tables of contents, glossaries, indexes, and appendixes) as sources of information. 5 Use functional text features (including tables of contents, glossaries, indexes, and appendixes). 6 Interpret information from functional text features (for example, tables of contents and glossaries). 7-E4 No indicator at this grade level. Cause and Effect Relationships Grade/ Indicator Course K Explain the cause of an event described in a text read aloud. 1 Explain cause-and-effect relationships in informational texts. 2 Explain cause-and-effect relationships presented in informational texts. 3 Analyze informational texts to identify cause-and-effect relationships. 4 Analyze informational texts to identify cause-and-effect relationships. 5 Predict events in informational texts on the basis of cause-and-effect relationships. 6 Predict events in informational texts on the basis of cause-and-effect relationships. 7-E4 No indicator at this grade level. Standard 3 The student will learn to read by applying appropriate skills and strategies. (Grades K and 1) The student will use word analysis and vocabulary strategies to read fluently. (Grades 2–E4) Context Clues Grade/ Indicator Course K See Oral Language and Vocabulary Development. 1 See Oral Language and Vocabulary Development. 2 Use context clues to determine the meaning of unfamiliar words. 3 Generate the meaning of unfamiliar and multiple-meaning words by using context clues. 4 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition). 5 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words. 6 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words. 7 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words. 8 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words. E1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E2 Use context clues to determine the meaning of technical terms and other unfamiliar words. E3 Use context clues to determine the meaning of technical terms and other unfamiliar words. E4 Use context clues to determine the meaning of technical terms and other unfamiliar words. Base Words and Affixes Greek and Latin Roots and Affixes Grade/ Indicator Course K See Oral Language and Vocabulary Development. 1 See Oral Language and Vocabulary Development. 2 Construct meaning through a knowledge of base words, prefixes (including un-, re-, pre-, bi-, mis-, dis-), and suffixes (including -er, -est, -ful) in context. 3 Use base words and affixes to determine the meanings of words. 4 Use base words and affixes to determine the meanings of words. 5 Use Greek and Latin roots and affixes to determine the meanings of words within texts.(See Instructional Appendix: Greek and Latin Roots and Affixes.) 6 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. 7 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. 8 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. E1 Analyze the meaning of words by using Greek and Latin roots and affixes. E2 Analyze the meaning of words by using Greek and Latin roots and affixes. E3 Analyze the meaning of words by using Greek and Latin roots and affixes. E4 Analyze the meaning of words by using Greek and Latin roots and affixes. Idioms and Euphemisms Grade/ Indicator Course K-2 No indicator at this grade level. 3 Interpret the meaning of idioms encountered in texts. 4 Interpret the meaning of idioms encountered in texts. 5 Interpret the meaning of idioms and euphemisms encountered in texts. 6 Interpret the meaning of idioms and euphemisms encountered in texts. 7 Interpret the meaning of idioms and euphemisms encountered in texts. 8 Interpret the meaning of idioms and euphemisms encountered in texts. E1-E4 No indicator at this grade level. Denotation and Connotation of Words Grade/ Indicator Course K-5 No indicator at this grade level. 6 Distinguish between the denotation and the connotation of a given word. 7 Interpret the connotations of words to understand the meaning of a given text. 8 Interpret the connotations of words to understand the meaning of a given text. E1 Interpret euphemisms and connotations of words to understand the meaning of a given text. E2 Interpret euphemisms and connotations of words to understand the meaning of a given text. E3 Explain how American history and culture have influenced the use and development of the English language. E4 Explain how British history and culture have influenced the use and development of the English language. Spelling Grade/ Indicator Course K No indicator at this grade level. 1 No indicator at this grade level. 2 Spell high frequency words. 3 Spell high frequency words. Spell correctly , words that have blends, , contractions, , compound words, , orthographic patterns (for example, qu, consonant doubling, changing the ending of a word fro –y to –ies when forming the plural), and , common homophones (for example, hair/hare). 4 Spell correctly , words with suffixes and prefixes, and , multisyllabic words. 5 Spell correctly , multisyllabic constructions, , double consonant patterns, and , irregular vowel patterns in multisyllabic words. 6 Spell new words using Greek and Latin roots and affixes. 7 Spell new words using Greek and Latin roots and affixes. 8 Spell new words using Greek and Latin roots and affixes. E1 Spell new words using Greek and Latin roots and affixes. E2 Spell new words using Greek and Latin roots and affixes. E3 Spell new words using Greek and Latin roots and affixes. E4 Spell new words using Greek and Latin roots and affixes. The following classifications of concepts in the areas of oral language development and vocabulary acquisition, fluency, phonemic awareness, phonics, oral language acquisition and comprehension development, and concepts about prints apply only to grades K–3 as indicated. Oral Language Development and Vocabulary Acquisition Grade/ Indicator Course K , Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media). , Create a different form of a familiar word by adding an –s or –ing ending. , Use pictures and context to construct the meaning of unfamiliar words in texts read aloud. , Recognize high-frequency words. , Understand that multiple small words can make compound words. 1 , Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media). , Identify base words and their inflectional endings (including –s, -es, -ing, -ed, -er, and –est). , Use pictures, context, and letter-sound relationships to read unfamiliar words. , Recognize high-frequency words encountered in texts. , Understand the relationship between two or more words (including synonyms, antonyms, and homonyms). , Use structural analysis to determine the meaning of compound words and contractions. 2 , Recognize high-frequency words in context. , Recognize synonyms, antonyms, and homonyms in context. , Use knowledge of individual words to determine the meaning of compound words. 3 , Read high-frequency words in texts. , Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms). Fluency Grade/ Indicator Course K , Use oral rhymes, poems, and songs to build fluency. , Use appropriate voice level when speaking. 1 , Use appropriate rate, word automaticity, phrasing, intonation, and expression to read fluently. , Use appropriate voice level and intonation when speaking and reading aloud. 2 , Use appropriate rate, word automaticity, phrasing, and expression to read fluently. Phonemic Awareness Grade/ Indicator Course K , Use beginning sounds, ending sounds, and onsets and rimes to generate words orally. , Create rhyming words in response to an oral prompt. , Create words by orally adding, deleting, or changing sounds. , Use blending to generate words orally. 1 , Create rhyming words in response to an oral prompt. , Create words by orally adding, deleting, or changing sounds. , Use blending to generate words orally. Phonics Grade/ Indicator Course K , Identify beginning and ending sounds in words. , Classify words by categories (for example, beginning and ending sounds). , Match consonant and short-vowel sounds to the appropriate letters. , Recognize uppercase and lowercase letters and their order in the alphabet. , Use blending to begin reading words. , Begin to spell high-frequency words. , Use letters and relationships to sounds to write words. 1 , Use onsets and rimes to decode and generate words. , Use knowledge of letter names and their corresponding sounds to spell words independently. , Organize a series of words by alphabetizing to the first letter. , Classify words by categories (for example, beginning and ending sounds). , Identify beginning, middle, and ending sounds in single-syllable words. , Use blending to read. , Spell three- and four-letter short-vowel words and high-frequency words correctly. , Use known words to spell new words. 2 , Use knowledge of spelling patterns and high-frequency words to read fluently. , Analyze spelling patterns in context and parts of multisyllabic words (for example, onsets and rimes). , Spell frequently used irregular words correctly (for example, was, were, says, said, who, what, why). , Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. , Apply knowledge of alphabetizing a series of words to the second and third letters. Oral Language Acquisition and Comprehension Development Grade/ Indicator Course K , Use prior knowledge and life experiences to construct meaning from texts. , Recognize environmental print in such forms as signs in the school, road signs, restaurant and store signs, and logos. 1 , Use pictures and words to construct meaning. , Recognize environmental print (for example, signs in the school, road signs, restaurant and store signs, and logos). Concepts About Print Grade/ Indicator Course K , Distinguish between letters and words. , Know the parts of a book (including the front and back covers, the title, and the author’s name). , Carry out left-to-right and top-to-bottom directionality on the printed page. 1 , Know the parts of a book (including the front and back covers, the title, and the names of the author and the illustrator). , Carry out left-to-right, top-to-bottom, and return-sweep directionality on the printed page. , Distinguish among letters, words, and sentences. Standard 4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. Generating and Organizing Ideas (Prewriting) Grade/ Indicator Course K Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures). 1 Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures). 2 Generate ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models). 3 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models). 4 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models). 5 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models). 6 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. 7 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. 8 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E2 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E3 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E4 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. Sentence Structure and Variety Grade/ Indicator Course K Generate complete sentences orally. 1 Use simple sentences in writing. 2 Use complete sentences (including simple sentences with compound subjects and predicates) in writing. 3 Use complete sentences (including compound sentences) in writing. 4 Use complete sentences in a variety of types (including simple and compound sentences) in writing. 5 Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing. 6 Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing. 7 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). 8 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E1 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E3 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E4 Use complete sentences in a variety of types (for example, simple, compound, complex, and compound-complex). Organizing Writing Grade/ Indicator Course K Use pictures, letters, or words to tell a story from beginning to end. 1 Use pictures, letters, or words to tell a story from beginning to end. 2 Create a paragraph that follows a logical sequence (including a beginning, middle, and end) and uses transitional words. 3 Create paragraphs that include a topic sentence with supporting details and logical transitions. 4 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. 5 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. 6 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. 7 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. 8 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. E1 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). E2 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). E3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). E4 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). Using Conventions of Grammar Grade/ Indicator Course K Understand that a person’s name is a proper noun. 1 Use grammatical conventions of written Standard American English including , personal pronouns, , common and proper nouns, , singular and plural noun, and , conjunctions (and, but, or). 2 Use grammatical conventions of written Standard American English including , personal pronouns, , common and proper nouns, and , singular and plural nouns. 3 Use grammatical conventions of written Standard American English including , comparative and superlative adjectives (good, better, best); , prepositional phrases; , conjunctions (because, since, yet, and until); and , nominative and objective case pronouns. 4 Use grammatical conventions of written Standard American English including , subject-verb agreement; , past, present, and future verb tenses; , conjunctions (although, while, neither, and nor); , adverbs of time, place, manner, and degree; and , pronoun-antecedent agreement. 5 Use grammatical conventions of written Standard American English including , irregular comparative and superlative adjectives, , irregular adverbs, , interjections, , past participles of commonly misused verbs, and , subject-verb and pronoun-antecedent agreement with collective nouns. 6 Use grammatical conventions of written Standard American English including , main and subordinate clauses, , indefinite pronouns, , pronoun-antecedent agreement, and , consistent verb tenses. 7 Use grammatical conventions of written Standard American English including the reinforcement of conventions previously taught. 8 Use grammatical conventions of written Standard American English including the reinforcement of conventions previously taught. E1 Use grammatical conventions of written Standard American English including the reinforcement of conventions previously taught). E2 Use grammatical conventions of written Standard American English including the reinforcement of conventions previously taught. E3 Use the conventions of written Standard American English to clarify and enhance meaning including , internal and end of sentence punctuation, , commas to indicate appositives, , word placement to avoid ambiguity, , appropriate coordination and subordination, , relationship between/among clauses, , placement of modifiers, and , shifts in construction. E4 Use the conventions of written Standard American English to clarify and enhance meaning including , internal and end of sentence punctuation, , commas to indicate appositives, , word placement to avoid ambiguity, , appropriate coordination and subordination, , relationship between/among clauses, , placement of modifiers, and , shifts in construction. Proofreading Mechanics Grade/ Indicator Course K , Edit writing with teacher support. , Use letters and relationships to sounds to write words. , Identify sounds orally by segmenting words. , Begin to spell high-frequency words. 1 Edit for the correct use of written Standard American English including , capitalization o first word of a sentence o names of people o pronoun I , punctuation o periods o exclamation points o question marks , spelling o high-frequency words o three- and four-letter short-vowel words Identify sounds orally and in writing by segmenting words. 2 Edit for the correct use of written Standard American English including , capitalization o proper nouns o initials of a person’s name o courtesy titles (Mr., Ms.) o days of the week o months of the year o titles of books, poems, and songs , punctuation o apostrophes in contractions o commas in a series o commas in dates o quotation marks to show someone is speaking , spelling o words that do not fit a regular spelling patterns (for example, was, were, says, said) o high-frequency words o basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns 3 Edit for the correct use of written Standard American English including , capitalization o geographic names o holidays o historical and special events , punctuation o commas in addresses o commas in the greeting and closing in letters o commas in compound sentences o apostrophes in contractions and possessive nouns o periods in abbreviations o indention of paragraphs , spelling o misused homonyms o high-frequency multisyllabic words o words that have blends o contractions o compound words o orthographic patterns (for example, qu, consonant doubling, changing the ending of a word from –y to –ies when forming the plural) 4 Edit for the correct use of written Standard American English including , capitalization o titles of works of art o titles of magazines and newspapers o brand names o proper adjectives o names of organizations , punctuation o quotation marks to indicate direct quotations or dialogue o quotation marks to indicate the titles of works (for example, articles, reports, chapters, and other short pieces published within separately published works) o between main clauses o underlining or italics to indicate the titles of separately published works (for example, books and magazines) , spelling o base words with suffixes and prefixes o multisyllabic words 5 Edit for the correct use of written Standard American English including , capitalization o ethnic groups o national groups o established religions and languages , punctuation o colons o hyphens , spelling o commonly confused words o multisyllabic constructions o double consonant patterns o irregular vowel patterns in multisyllabic words 6 Edit for the correct use of Standard American English including , punctuation o semicolon o commas to enclose appositives o commas to separate introductory clauses and phrases Spell correctly using Standard American English. 7 Edit for the correct use of written Standard American English including , ellipses , parentheses Spell correctly using Standard American English. 8 Edit for the correct use of written Standard American English including , ellipses , parentheses Spell correctly using Standard American English. E1 Edit written pieces for the correct use of written Standard American English including , subject-verb agreement , pronoun-antecedent agreement , agreement of nouns and their modifiers , verb formation , pronoun case , formation of comparative and superlative adjectives and adverbs , idiomatic usage , correct spelling E2 Edit written pieces for the correct use of written Standard American English including , subject-verb agreement , pronoun-antecedent agreement , agreement of nouns and their modifiers , verb formation , pronoun case , formation of comparative and superlative adjectives and adverbs , idiomatic usage , correct spelling E3 Edit written pieces for the correct use of written Standard American English including , subject-verb agreement , pronoun-antecedent agreement , agreement of nouns and their modifiers , verb formation , pronoun case , formation of comparative and superlative adjectives and adverbs , idiomatic usage , correct spelling E4 Edit written pieces for the correct use of written Standard American English including , subject-verb agreement , pronoun-antecedent agreement , agreement of nouns and their modifiers , verb formation , pronoun case , formation of comparative and superlative adjectives and adverbs , idiomatic usage , correct spelling Revising Writing Grade/ Indicator Course K Revise writing with teacher support. 1 Revise for word choice and simple sentence structure in written works. 2 Revise the organization and development of content and the quality of voice in written works. 3 Revise the organization and development of content and the quality of voice in written works. 4 Use revision strategies to improve the organization and development of content and the quality of voice in written works. 5 Use revision strategies to improve the organization and development of content and the quality of voice in written works. 6 Revise writing to improve clarity, tone, voice, and the development of ideas. 7 Revise writing to improve clarity, tone, voice, content, and the development of ideas. 8 Revise writing to improve clarity, tone, voice, content, and the development of ideas. E1 Revise writing to improve clarity, tone, voice, content, and the development of ideas. E2 Revise writing to improve clarity, tone, voice, content, and the development of ideas. E3 Revise writing to improve clarity, tone, voice, content, and the development of ideas. E4 Revise writing to improve clarity, tone, voice, content, and the development of ideas. Handwriting/Letter Formation Grade/ Indicator Course K , Use appropriate letter formation when printing. , Use uppercase and lowercase letters. 1 , Use appropriate spacing between words. , Use appropriate word formation by writing from left to right the letters that spell a word. 2 , Use appropriate spacing between words when writing on a page. , Use correct letter formation when using manuscript or cursive writing. 3 Use correct letter formation when using manuscript and cursive writing. 4-E4 No indicator at this grade level. Standard 5 The student will write for a variety of audiences and purposes. Informational Writing Grade/ Indicator Course K Use symbols (drawings, letters, and words) to create written communications (for example notes, messages, and lists) for a specific audience. 1 Create written communications (for example, thank you notes) for a specific audience. 2 Create written communications (for example, directions and instructions) to inform a specific audience. 3 Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event). 4 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience. 5 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience. 6 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience. 7 Create informational pieces (for example, books, movies, product reviews, and news reports) that use language appropriate for a specific audience. 8 Create informational pieces (for example, reports and letters of request, inquiry, or complaint) that use language appropriate for the specific audience. E1 , Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience. , Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for purpose and audience. E2 , Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience. , Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for purpose and audience. E3 , Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience. , Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for purpose and audience. , Compose effective pieces of writing to respond to prompts in ―on-demand‖ situations. E4 , Create clear and concise career-oriented and technical writings (for example, memos, business letters, résumés, technical reports, and information analyses). , Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for purpose and audience. , Compose effective pieces of writing to respond to prompts in ―on-demand‖ situations. Narrative Writing Grade/ Indicator Course K Use symbols (drawings, letters, and words) to create narratives (for example, stories and journal entries) about people, places, or things. 1 Create narratives (for example, stories and journal entries) about people, places, actions, or things. 2 Create narratives (for example, stories and journal entries) that follow a logical sequence of events. 3 Create narratives that include characters and setting and follow a logical sequence. 4 Create narratives containing details and a sequence of events that develop a plot. 5 Create narratives that have a fully developed plot and a consistent point of view. 6 Create narratives that have a fully developed plot and a consistent point of view. 7 Create narratives (for example, personal essays or narrative poems) that communicate the significance of an issue of importance and use language appropriate for the purpose and the audience. 8 Create narratives (for example, memoirs) that communicate the significance of particular personal relationships. E1 Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood. E2 Create narrative pieces (for example, personal essays, memoirs, and narrative poems) that use figurative language and word choice to create tone and mood. E3 Create narrative pieces (for example, personal essays, memoirs, and narrative poems) that use figurative language and word choice to create tone and mood. E4 Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to enhance voice and tone. Descriptive Writing Grade/ Indicator Course K Use symbols (drawings, letters, and words) to create descriptions of personal experiences, people, places, or things. 1 Create written pieces that describe personal experiences, people, places, or things and that use words that appeal to the senses. 2 Create written pieces that describe objects, people, places, or events and that use words that appeal to the senses. 3 Create written descriptions about people, places, or events. 4 Create written descriptions using language that appeals to the readers’ senses. 5 Create written descriptions using precise language and vivid details. 6 Create written descriptions using precise language and vivid details. 7 Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive). 8 Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive). E1 Create descriptions for use in other modes of written works (for example, narratives and expository, and persuasive). E2 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. E3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. E4 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice. Writing to Entertain Grade/ Indicator Course K Use symbols (drawings, letters, and words) to create written pieces (for example, simple rhymes) to entertain others. 1 Create written pieces (for example, simple rhymes and poems) to entertain others. 2 Create written pieces (for example, rhymes, poems, and songs) to entertain others). 3 Create written pieces (for example, riddles and jokes to entertain others). 4 Create written pieces (for example, skits and plays) to entertain others. 5 Create written pieces (for example, picture books, comic books, and graphic novels) to entertain a specific audience. 6-E4 No indicator at this grade level. Persuasive Writing Grade/ Indicator Course K-5 No indicator at this grade level. 6 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience. 7 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience. 8 Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated position with concrete evidence. E1 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts). E2 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first- hand accounts). E3 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first- hand accounts). E4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions. Standard 6 The student will access and use information from a variety of sources. Developing Topics for Research Grade/ Indicator Course K Generate how and why questions about a topic of interest. 1 Generate how and why questions about a topic of interest. 2 Generate how and why questions about a topic of interest. 3 Generate a topic for inquiry. 4 Clarify and refine a research topic. 5 Clarify and refine a research topic. 6 Clarify and refine a research topic. 7 Clarify and refine a research topic. 8 Clarify and refine a research topic. E1 Clarify and refine a research topic. E2 Clarify and refine a research topic. E3 Clarify and refine a research topic. E4 Clarify and refine a research topic. Using and Accessing Print and Nonprint Sources of Information Grade/ Indicator Course K Recognize that information can be found in print sources (for example, books, pictures, simple graphs, and charts) and nonprint sources (for example, videos, television, films, radio, and the Internet). 1 , Use print sources of information (for example, books, newspapers, pictures, charts, and graphs) and nonprint sources to access information. , Use the Internet with the aid of a teacher. 2 , Use a variety of print sources (for example, books, pictures, charts, graphs, diagrams, and picture dictionaries) and nonprint sources to access information. , Use the Internet with the aid of a teacher. 3 , Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information. , Use the Internet as a source of information. 4 , Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information. , Use the Internet as a source of information. 5 , Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information. , Use the Internet as a source of information. 6 Use a variety of print and electronic reference materials. 7 Use a variety of print and electronic reference materials. 8 Use a variety of print and electronic reference materials. E1 Use a variety of print and electronic reference materials. E2 Use a variety of print and electronic reference materials. E3 Use a variety of print and electronic reference materials. E4 Use a variety of print and electronic reference materials. Oral Communication and Vocabulary Grade/ Indicator Course K , Use complete sentences when orally communicating with others. , Follow one- and two-step oral directions. 1 , Use complete sentences when orally presenting information. , Follow one- and two-step oral directions. 2 , Use Standard American English when appropriate in conversations and discussions. , Follow multistep directions. 3 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 5 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 6 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 7 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 8 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E2 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E3 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. Paraphrasing and Summarizing Information Grade/ Indicator Course K-2 No indicator at this grade level. 3 Paraphrase research information accurately and meaningfully. 4 Paraphrase research information accurately and meaningfully. 5 Paraphrase research information accurately and meaningfully. 6 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources. 7 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources. 8 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources. E1 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources. E2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources. E3 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources. E4 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources. Visual Aids in Presentations Grade/ Indicator Course K-2 No indicator at this grade level. 3 Use appropriate visual aids (for example, pictures, objects, and charts) to support oral presentations. 4 Select appropriate graphics, in print or electronic form, to support written works and oral presentations. 5 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations. 6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. 7 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. 8 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E1 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E2 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E3 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E4 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. Documenting Sources of Information Grade/ Indicator Course K-3 No indicator at this grade level. 4 Create a list of sources that contains information (including the author and title of a publication) necessary to properly credit and document the work of others. 5 Create a list of sources that contains information (including author, title, and full publication details) necessary to properly credit and document the work of others. 6 Use a standardized system of documentation (for example, a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. 7 Use a standardized system of documentation (for example, a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. 8 Use a standardized system of documentation (for example, a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E1 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E2 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. E4 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. Organizing Information for Presentations Grade/ Indicator Course K Classify information by constructing categories (for example, living and nonliving things). 1 Create categories (for example, plants and animals) to classify information. 2 Create categories (for example, solids and liquids) to classify information. 3 Organize information by classifying or sequencing. 4 Organize information by classifying or sequencing. 5 Use appropriate organizational strategies to prepare written works and oral and visual presentations. 6 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations. 7 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations. 8 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations. E1 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E2 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E3 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E4 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. Developing Research Projects Grade/ Indicator Course K-5 No indicator at this grade level. 6 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information. 7 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and selecting and organizing information. 8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and selecting and organizing information. E1 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information. E2 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information. E3 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information. E4 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information. Appendix B Appendix B Composite Writing Composite Writing Matrix Matrix Composite Matrix for the Conventions of Grammar, Mechanics of Editing, Revision and Organizational Strategies, and Writing Products All grade levels should reinforce the grammatical conventions, mechanics of editing, revision and organization strategies, and writing products taught in previous grades. The writing products listed are provided as examples for a particular type of writing students should produce and should also be reinforced from grade to grade. Grade Conventions of Mechanics of Editing Revision and Writing Products Level Grammar Organizational (Examples) Strategies 1 , personal Capitalization , word choice Narrative writing pronouns , first word of a , use of simple , stories , common and sentence sentences , journal entries proper nouns , names of people Writing to , singular and , pronoun I describe plural nouns Punctuation , personal , conjunctions , periods experiences (and, but, or) , exclamation points , people , question marks , places Spelling , things , high-frequency Writing to words entertain , three- and four-letter , rhymes short-vowel words , poems Writing to communicate , thank you notes 2 , personal Capitalization , word choice Narrative writing pronouns , proper nouns , logical , stories , common and , initials of a person’s progression of , journal entries proper nouns name ideas Writing to , singular and , courtesy titles (Mr., , use of simple describe plural nouns Ms.) sentences , objects , proper , days of the week with , people adjectives , months of the year compound , places , conjunctions , titles of books, subjects and , events (and, but, or) poems, and songs predicates Writing to Punctuation , paragraphs entertain , apostrophes in that follow a , rhymes contractions logical , poems , commas in a series sequence , songs , commas in dates (beginning, middle, and end) Writing to , quotation marks to communicate show someone is , directions speaking , use of , instructions Spelling transitional , words that do not fit words regular spelling , quality of patterns (for voice example, was, were, says, said) , high-frequency words , basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns 3 , comparative Capitalization , word choice Narrative writing and , geographic names , logical that includes superlative , holidays progression of , characters adjectives , historical and special ideas , setting , prepositions events , use of , logical , prepositional Punctuation compound sequence phrases , commas in sentences Writing to , conjunctions addresses , paragraphs describe (because, , commas in the that include , people since, yet, greetings and topic , places until) closings of letters sentences , events , nominative , commas in with Writing to and objective compound sentences supporting entertain case , apostrophes in details and , riddles pronouns contractions logical , jokes , apostrophes in transitions Writing to possessive nouns , quality of communicate , periods in voice , friendly letters abbreviations that include a , indentation of greeting, body, paragraphs closing, and Spelling signature , misused homonyms , invitations that , high-frequency include the multisyllabic words time, date, and , words that have place of the blends event , contractions , compound words , orthographic patterns (for example, qu, consonant doubling, changing the ending of a word from –y to –ies when forming the plural) 4 , subject-verb Capitalization , word choice Narrative writing agreement , titles of works of art , organization that includes , past, present, , titles of magazines and , details and future and newspapers development , sequence of verb tenses , brand names of ideas events , conjunctions , proper adjectives , use of simple , development of (although, , names of and compound plot while, neither, organizations sentences Descriptive nor) Punctuation , multiple-writing that , adverbs of , quotation marks to paragraph , appeals to the time, place, indicate direct compositions readers’ senses manner, and quotations or dialogue that include a Writing to degree , quotation marks to central idea entertain , pronoun-indicate titles of with , skits antecedent works (for example, supporting , plays agreement articles, reports, details and Writing to chapters, and other appropriate communicate short pieces) transitions , postcards published within , quality of , flyers separately published voice , letters works , e-mails , between main clauses , underlining/italics to indicate titles of separately published works such as books and magazines Spelling , words with suffixes and prefixes , multisyllabic words 5 , irregular Capitalization , word choice Narrative writing comparative , ethnic groups , organization that includes and , national groups and , fully developed superlative , established religions development plot adjectives and languages of ideas and , consistent , irregular Punctuation voice point of view adverbs , colons , use of simple, Descriptive , interjections , hyphens compound, writing that uses , past Spelling and complex , precise participles of , commonly confused sentences language commonly words , multiple-, vivid details misused , multisyllabic paragraph Writing to verbs constructions compositions entertain , subject-verb , double consonant that include a , picture books and pronoun-patterns central idea , comic books antecedent , irregular vowel with , graphic agreement patterns in supporting novels with collective multisyllabic words details with nouns appropriate transitions Writing to inform , book reviews , newsletter articles 6 , main and Punctuation , use of revision Narrative writing subordinate , semicolon strategies to that includes clauses , commas to enclose improve , fully developed , indefinite appositives clarity, tone, plot pronouns , commas to separate voice, , consistent , pronoun-introductory clauses content, and point of view antecedent and phrases the Descriptive agreement Spelling development writing that uses , consistent , spell correctly using of ideas , precise verb tenses Standard American , use of simple, language English compound, , vivid details and complex Writing to inform sentences , brochures , multiple-, pamphlets paragraph , reports compositions Writing to that include a persuade central idea , print advertise- with ments supporting , commercial details with scripts appropriate transitions 7 Reinforcement Punctuation , use of revision Narrative writing of the , ellipses strategies to , personal grammatical , parentheses improve essays conventions Spelling clarity, tone, , narrative previously , spell correctly using voice, poems taught Standard American content, and Descriptive English the writing in other development modes of ideas , narrative , use of simple, , expository compound, , persuasive complex, and Writing to inform compound-, book, movie, or complex product sentences reviews , multiple-, news reports paragraph Writing to compositions persuade that include a , letters to the central idea editor with , essays supporting details with appropriate transitions 8 Reinforcement Punctuation , use of revision Narrative writing of the , ellipses strategies to , memoirs grammatical , parentheses improve clarity, Descriptive conventions Spelling tone, voice, writing in other previously , spell correctly using and the modes taught Standard American development of , narrative English ideas , expository , use of simple, , persuasive compound, Writing to inform complex, and , letters of compound-request, complex inquiry, or sentences complaint , multiple-, reports paragraph Writing to compositions persuade that include a , speeches central idea , editorials with supporting , essays details with appropriate transitions E1 , subject-verb Reinforcement of the , use of simple, Narrative writing agreement mechanics of editing compound, , memoir , pronoun-previously taught complex, and , personal antecedent compound-essays agreement complex , narrative , agreement of sentences poems nouns and , multiple-Descriptive their paragraph writing in other modifiers compositions modes , verb that have an , narrative formation introduction , expository , pronoun case and , persuasive , formation of conclusion, Writing to comparative include a inform: and coherent , letters of superlative thesis and request, adjectives use support inquiry, or and adverbs such as complaint , idiomatic definitions and Persuasive usage descriptions writing , use of revision , speeches strategies to , editorials improve , essays clarity, tone, , reports voice, content, and the development of ideas E2 , subject-verb Reinforcement of , use of simple, Narrative writing agreement the mechanics of compound, complex, , memoirs , pronoun editing previously and compound-, personal antecedent taught complex sentences essays agreement , multiple paragraph , narrative , agreement of compositions that poems nouns and have an introduction Descriptive their modifiers and conclusion, writing in other , verb formation include a coherent modes , pronoun case thesis, and use , narrative , formation of support (for example, , expository comparative definitions and , persuasive and superlative descriptions) Persuasive adjectives and , use of revision writing adverbs strategies to improve , speeches , idiomatic clarity, tone, voice, , editorials usage content, and the , essays development of ideas , reports Technical Writing , proposals , instructions , process documentation Writing to inform , resumes , memos , letters of request, inquiry, or complaint E3 , subject-verb , internal and end , use of simple, Narrative writing agreement of sentence compound, complex, , memoirs , pronoun-punctuation and compound-, personal antecedent , commas to indicate complex sentences essays agreement appositives , multiple paragraph , narrative , agreement of , word placement to compositions that poems nouns and avoid ambiguity have an introduction Descriptive their modifiers , appropriate and conclusion, writing , verb formation coordination and include a coherent , personal , pronoun case subordination thesis, and use essays , formation of , relationship support (for example, , travel writing comparative between and definitions and , restaurant and superlative among clauses descriptions) reviews adjectives and , placement of , use of revision Persuasive adverbs modifiers strategies to improve writing , idiomatic , shifts in clarity, tone, voice, , speeches usage construction. content, and the , editorials development of ideas , essays , reports Technical Writing , proposals , instructions , process documentation Writing to inform , résumés , memos , letters of request, inquiry, or complaint ―On-demand‖ writing E4 , subject-verb , internal and end , use of simple, Narrative writing agreement of sentence compound, complex, , memoirs , pronoun-punctuation and compound-, personal antecedent , commas to indicate complex sentences essays agreement appositives , multiple paragraph , narrative , agreement of , word placement to compositions that poems nouns and avoid ambiguity have an introduction Descriptive their modifiers , appropriate and conclusion, writing , verb formation coordination and include a coherent , personal , pronoun case subordination thesis, and use essays , formation of , relationship support (for example, , travel writing comparative between and definitions and , restaurant and superlative among clauses descriptions) reviews adjectives and , placement of , use of revision Persuasive adverbs modifiers strategies to improve writing , idiomatic , shifts in clarity, tone, voice, , speeches usage construction. content, and the , editorials development of ideas , essays , reports Career-oriented and technical writing , memos , business letters , résumés , technical reports , information analyses , proposals , instructions , process documentation ―On-demand‖ writing Appendix C Appendix C Prefixes and Suffixes Prefixes and Suffixes and and Greek and Latin Greek and Latin Roots and Affixes Roots and Affixes Matrix Matrix Prefixes and Suffixes Kindergarten through Grade 4 K-3.2 Create a different form of a familiar word by adding an -s or -ing ending. 1-3.2 Identify base words and their inflectional endings. 2-3.2 Construct meaning through knowledge of base words, prefixes, and suffixes in context. 3-3.2 Use base words and affixes to determine the meanings of words. 4-3.2 Use base words and affixes to determine the meanings of words. Kindergarten Grade 1 Grade 2 Prefixes un-, re-, pre-, bi-, mis-, dis- Use any base word students are studying. Suffixes -s, -ing -s, -es, -ing, -ed, -er, -est, -ful -er, -est Grade 3 Grade 4 Prefixes il-, ir-, non-, over-, tri- Use any base word students are studying. Suffixes -less, -ar, -or, -en, -ful, -ly, -y -able, -ible, -al, -ance Greek and Latin Roots and Affixes Grade 5 through English 4 A study of Greek and Latin roots and affixes provides students with an understanding of word parts so that they can determine the meanings of unfamiliar words thereby increasing their spoken and written vocabularies. The study of word parts should not be taught in isolation by having student’s memorize lists of roots and affixes. Rather teachers should immerse students in rich oral language, fostering an interest of how words are developed and their meanings thus fostering an interest in vocabulary exploration. Students should remember and use roots and affixes previously learned as they read and write. Indicator: Analyze the meanings of words using Greek and Latin roots and affixes within texts. Grade 5 Grade 6 Grade 7 co-, en-, em-,extra-, ambi-, con-/com-, anti-, epi-, eu-, ex-, Prefixes inter-, mis-, semi- ex-, fore-, multi-, intra/intro-, macro-, sub-, micro-, peri-, pseudo-, sym/sys/syn-, ultra- super- G: geo, human, G: arch, auto, bio, G: demos, ec/eco, gen, Greek hydro, meter, port, cycle, ethno, graph, logy, meter, mono, phyt, and sphere phone, photo, port, poly, proto, scope, zo/zoa Latin L: aqua, audi, dict, tele, therm/thermo L: cide, corp/corpus, Roots fac/fec/fic, L: duct, cred, dorm, frater, liber, spec/spect, terra, tri lumen/luc/lum, mar/mari, mater/matri, magna, miss/mitt, mut, omni, pater/patri, ver mov/mot/mobil, reg, scrib, tempo, tend/tens/tenu, video/vis, viv/vict -age, -ate, -ation, -able/-ible, -fy, -ity, -cian/-ician, -ic/-ical, -Suffixes -ous, -tion/sion, -ual -ship ness, -ure Grade 8 English 1 English 2 ad-, bin-, cata-, de-, ante-, dyn-, im/in-, circum-, equi-, per- Prefixes mal-, omni-, under- post-, sur- G: astro, chron, G: agog, alter, G: anthro, archy, gamy, Greek helio, hetero, homo, chron, cracy, hyper, gyn/gyno, mania, path, and neo, paleo, syn/sym morph, polis, theo phobia, psych, scope, Latin L: bene, fer, L: cede, clud, duct, soph Roots flex/flect, ject, pend, greg, hab, jur, L: annus, cap/capit, cent, rupt, sol, stella, nomen/nym, nov, cor/cord, homo, manu, temp/tempo, voc prim/prime, milli, ped/pod, sect sent/sens, solv/solute, trac/tract, vol, volu/volut/volv -al, -ism, -ive, -ize -ish, -less, -ment -ary, -ence/ance, -some, Suffixes English 3 English 4 counter-, pro-, trans- hyper-, hypo-, para- Prefixes G: aci/acri, dyna, gram, meta, G: algia, biblio, cata, cosmo, erg, Greek nomy, phil, phor, pyro, taxis gno/gnos, holo, mega, thesis, trop and Latin L: ambul, amo/amat, cur/curs, L: log, mag, mort, mot/mob, nat, sci, Roots fort/forc, gress, mem, muta, ortho, struct, vert, vore sequ, sol -dom, -ine, -tude -ate, -ist, -lent Suffixes Greek and Latin Roots and Affixes Matrix Grade 5 Prefixes Roots Suffixes Greek Latin co- (together) geo (earth) aqua (water) -age (n) en-,.em- human (man) audi (hear) -ate (v) (into/onto) extra- (beyond) hydro (water) dict (speak) -ation (n) inter- (between) meter (measure) fac/fec/fic (make; do) -ous (adj) mis- (bad/wrong) port (carry) spec/spect (look) -tion/-sion (n) semi- (half) sphere (round) terra (earth) -ual (adj) tri (three) Grade 6 Prefixes Roots Suffixes Greek Latin ambi- (both) arch (rule) duct (lead) -able/-ible (adj) ex- (out) auto (self) lumen/luc/lum (light) -fy (v) fore- (front) bio (life) magna (large) -ity (n) con/com- cycle (circle) miss/mitt (send) -ship (n) (with) multi- (many) ethno (race; culture) mov/mot/mobil (move) sub- (under) graph (write) reg (king) sym-, sys-, syn- phone (sound) scrib (write) (together) ultra- (beyond) photo (light) tempo (time) port (carry) tend/tens/tenu (stretch) tele (far) video/vis (see) therm/thermo (heat) viv/vict (live) Grade 7 Prefixes Roots Suffixes Greek Latin anti- (against) demos (people) cide (kill) -cian/-ician (n) epi (on) ec/eco (house; habitat) corp/corpus (body) -ic/-ical (adj) eu- gen (birth; origin) cred (believe) -ness (n) (good/pleasing) ex- (out) logy (study) dorm (sleep) -ure (n) intra/intro- (into) meter (measure) frater (brother) macro- (large) mono (one) liber (free) micro- (small) phyt (plant) mar, mari (sea) peri- (around) poly (many) mater/matri (mother) pseudo- (false) proto (first) mut (change) super- (over) scope (look) omni (all) zo/zoa (animal) pater/patri (father) ver (true) Grade 8 Prefixes Roots Suffixes Greek Latin ad- (toward) astro (star) bene (good) -al (adj) bin- (two) chron (time) fer (carry) -ism (n) cata- (down) helio (sun) flex/flect (bend) -ize (v) de- (down) hetero (different) ject (throw) -ive (adj) mal- (bad) homo (same) pend (hang) omni- (all) neo (new) rupt (break) under- (below) paleo (old) sol (sun) syn/sym (with) stella (star) temp/tempo (time) voc (call) English 1 Prefixes Roots Suffixes Greek Latin ante- (before) agog (leader) cede (go) -ish (adj) dyn- (power) alter (change) clud (close) -less (adj) in-/im- (in) chron (time) duct (lead) -ment (n) post- (after) cracy (rule) hab (customary) sur- (over) hyper (more) greg (flock; group) morph (shape) jur (swear) polis (city) nomen/nym (name) theo (god) nov (new) prim/prime (first) sent/sens (feel) solv/solute (free; loosen) trac/tract (pull; drag) vol (will) volu/volut/volv (roll) English 2 Prefixes Roots Suffixes Greek Latin circum- (around) anthro (man) annus (year) -ary (adj) equi- (equal) archy (government) cap/capit (head) -ence/-ance (n) per- (through) gamy (marriage) cent (hundred) -some (adj) gyn/gyno (woman) cor/cord (heart) mania (madness) homo (man) path (feeling; suffering) manu (hand) phobia (fear) milli (thousand) psych (mind; soul) ped/pod (foot) scope (look) sect (cut) soph (wise) English 3 Prefixes Roots Suffixes Greek Latin counter- aci/acri (sharp) ambul (walk) -dom (n) (against) pro- (forward) dyna (power) amo/amat (love) -ine (adj) trans- (across) gram (writing) cur/curs (run) -tude (n) meta (change) fort/forc (power) nomy (law; study) gress (step) phil (love) mem (remember) phor (carry) muta (change) pyro (fire) ortho (straight) taxis (arrangement) sequ (follow) sol (alone) English 4 Prefixes Roots Suffixes Greek Latin hyper- (above) algia (pain) log (word; reason) -ate (v) hypo- (below) biblio (book) mag (great) -ist (n) para- (beside; cata (down) mort (death) -lent (adj) related to) cosmo (world; universe) mot/mob (move) erg (work) nat (birth) gno/gnos (know) sci (know) holo (whole) struct (build) mega (large) vert (turn) thesis (put; place) vore (eat) trop (turn) Appendix D Appendix D High-Frequency Words High-Frequency Words Matrix Matrix High-Frequency Words High-frequency words, often times referred to as sight words, are words that students encounter frequently in reading and writing. It is critical that readers and writers develop automatic recognition of these words. Comprehension begins to break down when students focus on trying to decode or sound out individual words. Learning to recognize high-frequency words by sight is critical to developing fluency in reading. Some high-frequency words do not follow regular phonetic rules. They do not follow easy spelling patterns. For example, the words cave, Dave, save, wave, and gave follow the vowel-consonant-silent e pattern but the word have does not. Asking students to "sound out" words such as these may cause increased frustration for struggling readers. In order for students to remember words and for them to become automatic, they need many opportunities to experience and manipulate them. Much of the English language has been adapted from other languages during its development. One sixth of English words survived from old English and almost all of those words are high-frequency words. High-frequency words are often classified in one of three groups. They may be , non-phonetic words—those needing to be recognized by sight because they can't be sounded out (for example, was, through). , frequently occurring words—those needing to be recognized easily because they occur so often. , high-interest words—those recognized by sight because they have special interest and/or emotional overtones for a child (for example, mom, dad, love, birthday, McDonald’s, Target, dinosaur). When students have a thorough understanding and mastery of high-frequency or sight words, independent reading typically improves because this knowledge , enables students to use context clues, , increases students fluency and ease of reading, , enables students to read greater amounts of material and for longer periods of time, and , allows students to focus on comprehension of a text rather than on the decoding of individual words. HIGH FREQUENCY WORDS CHART In addition to these lists, words related to student interests (for example, Nintendo, Barbie) or surroundings such as names of family members, friends, familiar places (for example, McDonald’s, BiLo) or things (for example, Cheerios, HiC) should be included in a student’s high-frequency or sight word vocabulary. Vocabulary used in the currently adopted reading series should also be added to these lists. These word lists should not be memorized or taught in isolation. High-frequency or sight words are developed through extensive exposure to texts and a student’s surroundings. High-frequency words should be recognized and read automatically. Students should remember and use the high-frequency words previously learned. KINDERGARTEN K-3.4 Recognize high-frequency words. a come go little one three and dad help look play to away dog I make red two big down in me run up blue find is mom said we can for it my see yellow cat funny jump not the you GRADE ONE 1-3.4 Recognize high-frequency words encountered in texts. after came good live one she walk again car got love open so want all could had make our some was am day has may out soon well an did have more over stop went any do he mother pet take were are don’t her must play thank what as eat here name please that when ask every how new pretty them where at father house no put then white ate fly if now ran there who be four into not ride they will black friend jump of round think with brown from just off said time yes bug get know old saw this but give let on say too by going like once school under GRADE TWO 2-3.3 Recognize high-frequency words in context. always call first many sister thing why around children five off sit trip wish because cold found only sleep truck won’t been dear gave or small upon work before didn’t goes pull sunny us would best does green rain teacher use write both don't his read tell very your brother family its right their wash buy fast made sing these which GRADE THREE 3-3.4 Read high-frequency words in texts. about done full if much pretty start better draw got keep myself seven ten bring drink grow kind never shall today carry eight hold laugh only show together clean fall hot light own six try cut far hurt long pick small warm Appendix E Appendix E Suggested Reading Suggested Reading Materials Materials Instructional Appendix Suggested Reading Materials Designed as a companion piece to the South Carolina English Language Arts Academic Standards 2008, the selections on the South Carolina Reading Materials List illustrate the quality and complexity of the materials to be read by students. The South Carolina Reading List should not be perceived as a required reading list for students nor is it meant to be an all-inclusive list. The South Carolina Reading List was adapted from the Indiana Department of Education. The titles included on this list are reflective of the diversity of the students in our state and the cultures and eras from which students should read. The titles represent many genres, including the classics. Additional titles will be added to this list, especially those reflecting the genre of informational text. Districts that are currently using additional curriculum resource materials such as the Anderson School District 5 Curriculum or the Janet Allen Curriculum Resource for English 1 or 2 should follow individual district policy regarding reading materials. Teachers and parents should always carefully review titles on any list for suitability of content, reading level, and interest before a book is read. This applies for all levels of readers including young children, adolescents, or young adults. Suggested Reading Materials Grades K–2 Fiction: Picture Books and Make Way for Ducklings – Poetry General Fiction McCloskey, Robert The Big Red Barn – Amelia Bedelia (series) – The Mitten – Brett, Jan Brown, Margaret Wise Parish, Peggy The Mouse and the Chicken Soup with Rice – Anno’s Journey – Anno, Motorcycle – Cleary, Sendak, Maurice Mitsumasa Beverly Child’s Garden of Verses – Arthur (series) – Brown, The Polar Express – Van Stevenson, Robert Lewis Marc Allsburg, Chris The Dragons Are Singing Baseball in the Barrio – Rosie’s Walk – Hutchins, Tonight – Prelutsky, Jack Horenstein, Henry Pat I Know an Old Lady Who A Bear Called Paddington Song of the Swallows – Swallowed a Fly – Rounds, (series) – Bond, Michael Politi, Leo Glen Brown Bear, Brown Bear, Stone Soup – McGovern, Orchard Book of Nursery What Do You See? – Ann Rhymes – Sutherland, Martin, Bill, Jr. Sylvester and the Magic Zena Caps for Sale – Pebble – Steig, William Owl Moon – Yolen, Jane Slobodkina, Esphyr The Tale of Peter Rabbit – Sheep in a Jeep – Shaw, The Cat in the Hat – Dr. Potter, Beatrice Nancy Seuss Ten Black Dots – Crews, The Wheels on the Bus – Corduroy – Freeman, Don Donald Zelinsky, Paul The Doorbell Rang – There’s an Alligator Under You Read to Me, I’ll Read Hutchins, Pat My Bed – Mayer, Mercer to You – Ciardi, John Flossie and the Fox – The Three Little Pigs – McKissack, Patricia Kellogg, Steven Biography/Autobiography Frog and Toad Are Friends The Ugly Duckling – If Only I Had a Horn: (series) – Lobel, Arnold Andersen, Hans Christian Young Louis Armstrong – The Gingerbread Man – The Very Hungry Jenkins, Leonard Aylesworth, Jim Caterpillar – A Picture Book of George The Giving Tree – Carle, Eric Washington Carver – Silverstein, Shel Where the Wild Things Are Adler, David Goodnight Moon – Brown, - Duke Ellington – Pinkney, Margaret Wise Sendak, Maurice Andrea Grandfather’s Journey – Winnie the Pooh – Milne, Galileo and the Magic Say, Allen A. A. Numbers – Rosen, Sidney Harold and the Purple Honest Abe – Kunhardt, Crayon – Johnson, Folklore/Mythology Edith Crockett The Golden Goose – If a Bus Could Talk: The Hattie and the Fox – Fox, Grimm, Jacob and Wilhelm Story of Rosa Parks – Mem Goldilocks and the Three Ringgold, Faith Henry and Mudge (series) Bears – Brett, Jan Wilma Unlimited – Krull, - La Cucaracha Martina: A Kathleen Rylant, Cynthia Caribbean Folktale – Mark Twain? What Kind of If You Give a Mouse a Moreton, David Name Is That? – Cookie (series) – Lon Po Po: A Red Riding Quakenbush, Robert Numeroff, Laura Hood Story from China – Just So Stories – Kipling, Young, Ed Rudyard Mufaro’s Beautiful Lilly’s Purple Plastic Purse Daughters - Steptoe, John – The Story of Johnny Henkes, Kevin Appleseed - Aliki The Little Engine That Three Billy Goats Gruff – Could - Asbjrnsen, Peter Christen Piper, Watty Lyle, Lyle Crocodile – Waber, Bernard Nonfiction About Reptiles: A Guide for Children – Sill, Cathryn P. Anno’s Math Games – Anno, Mitsumasa Around the World: Who’s Been Here – George, Lindsay Barrett Baby Whale’s Journey – London, Jonathon Building a House – Barton, Byron Check It Out!: The Book about Libraries – Gibbons, Gail A Child’s Book of Art: Discover Great Paintings – Micklethwait, Lucy Corn Is Maize: The Gift of the Indians – Aliki Digging Up Dinosaurs – Aliki Gorilla Walk – Lewin, Ted and Betsy Hello, Fish! Visiting the Coral Reef – Earle, Sylvia Here Is the African Savanna - Dunphy, Madeleine Hottest, Coldest, Highest, Deepest – Jenkins, Steve How Big Is a Foot? – Myllar, Rolf How Tall, How Short, How Far Away – Adler, David Math Counts (series) – Pluckrose, Henry My Cheetah Family – Barfuss, Matto H. Once a Wolf – Swinburne, Stephen Outside and Inside Kangaroos - Markle, Sandra Pumpkin Circle: Story of a Garden – Levenson, George Sharks – Gibbons, Gail Tornadoes – Simon, Seymour Suggested Reading Materials Grades 3–5 Fiction: Classic and Historical Fiction Folklore/Tall Tales Contemporary The Courage of Sarah John Henry: An American The Best Bad Thing – Noble - Legend – Keats, Ezra Jack Uchida, Yoshiko Dalgliesh, Alice Paul Bunyon – Kellogg, The Best Christmas Journey to Topaz – Uchida, Steven Pageant Ever – Robinson, Yoshiko Pecos Bill – Kellogg, Barbara Lily’s Crossing – Giff, Steven The First Bill and Pete Go Down the Patricia Reilly Strawberries: A Cherokee Nile – de Paola, Tomie Little House in the Big Story – Bruchac, Joseph A Boy of Old Prague – Woods(series) – Wilder, How the Leopard Got His Ish-Kishor, Shulamith Laura Ingalls Spots – Kipling, Rudyard Cam Jansen (series) – Number the Stars – Lowry, The Olympians: Great Gods Adler, David Lois and Goddesses of Ancient Charlotte’s Web – White, Prairie Songs – Conrad, Greece – Fisher, Leonard E.B. Pam Everett Class Clown – Hurwitz, Sadako and the 1,000 Saint George and the Johanna Paper Cranes – Coerr, Dragon - Hodges, Margaret Felita – Mohr, Nicholessa Eleanor Freckle Juice – Blume, Sarah, Plain and Tall – Poetry Judy MacLachlan, Patricia Beat the Story-Drum, From the Mixed-Up Files of Pum-Pum – Bryan, Ashley Mrs.Basil E. Frankweiler - Science Fiction/Fantasy From Sea to Shining Sea: A Konigsburg, E.L. 20,000 Leagues Under the Treasury of American The Hundred Dresses – Sea – Verne, Jules Folklore and Folk Songs – Estes, Eleanor Alice in Wonderland – Cohn, Amy In the Year of the Boar Carroll, Lewis Hand in Hand: An and Jackie Robinson – Bridge to Terabithia – American History Through Lord, Bette Bao Paterson, Katherine Poetry – Maniac Magee – Spinelli, The Court of the Stone Hopkins, Lee Bennett Jerry Children – Cameron, Joyful Noise: Poems for Misty of Chincoteague – Eleanor Two Voices – Fleischman, Henry, Marguerite The Cricket in Times Paul Molly’s Pilgrim – Cohen, Square - Nathaniel Talking – Barbara Selden, George Greenfield, Eloise Poppy – Avi James and the Giant Peach The New Kid on the Block - Ramona (series) – Cleary, - Prelutsky, Jack Beverly Dahl, Roald Sing a Song of Popcorn: Shiloh (trilogy) – Naylor, Mrs. Frisby and the Rats of Every Child’s Book of Phyllis Reynolds Nimh – O’Brien, Robert C. Poems – White, M. Sounder – Armstrong, The Secret Garden – Snow Toward Evening: A William Burnett, Frances Year in a River Valley – Stone Fox – Gardiner, John This Place Has No Frank, Josette Reynolds Atmosphere – Danziger, Tales of a Fourth Grade Paula Nothing – Blume, Judy The Wind in the Willows – Trumpet of the Swan – Grahame, Kenneth White, E.B. A Wrinkle in Time – L’ Wayside School (series) – Engle, Madeleine Sachar, Louis Where the Red Fern Grows - Rawls, Wilson Nonfiction Biography/Autobiography African Beginnings – The First Woman Doctor – Haskins, James Baker, Rachel Animal Defenses: How Through My Eyes – Animals Protect Bridges, Ruby Themselves – Kaner, Etta Where Do You Think Black Whiteness: Admiral You’re Going ,Christopher Byrd Alone in the Antarctic Columbus? - Fritz, Jean – Burleigh, Robert Frederick Douglass: The Buddy: The First Seeing Black Lion – McKissack, Eye Dog – Moore, Eva Patricia Castle – Macaulay, David Albert Einstein: Young Caves and Caverns – Thinker - Hammontree, Gibbons, Gail Marie Come Back, Salmon – Benjamin Franklin – Cone, Molly D’Aulaire, Ingri Counting on Frank: Level 4 Ben and Me – Lawson, – Clement, Rod Robert Dive! My Adventures in the Prince Henry the Navigator Deep Frontier – Earle, – Sylvia Fisher, Angela DK Guide to Space: A The Land I Lost: Photographic Journey Adventures of a Boy in Through the Universe – Vietnam – Huynh, Qhang Bond, Peter Nhuong Dolphin Man: Exploring the Helen Keller: Courage in World of Dolphins – the Dark –Hurwitz, Pringle, Laurence Johanna Exploding Ants: Amazing Lives of the Presidents – Facts About How Animals Krull, Kathleen Adapt – Settel, Joanne Abe Lincoln’s Hat – An Extraordinary Life: Brenner, Martha Story of a Monarch Charles Lindbergh: A Butterfly – Human Hero – Giblin, Pringle, Laurence James Fire! Fire! – Gibbons, Gail Commodore Perry in the How Much Is a Million? – Land of the Shogun – Schwartz, David Blumberg, Rhoda The Magic School Bus The Story of Sacajawea, (series) - Cole, Joanna Guide to Lewis and Clark – Mapping the World – Rowland, Della Johnson, Sylvia The Secret Soldier: The Pyramid – Macaulay, David Story of Deborah Sampson Reaching for Dreams: A - McGovern, Ann Ballet from Rehearsal to Clara Schumann: Piano Opening Night – Kuklin, Virtuoso – Reich, Susanna Susan Inspirations: Stories About Shh! We’re Writing the Women Artists – Sills, Constitution – Fritz, Jean Leslie Top of the World: Climbing Squanto: Friend of the Mount Everest – Jenkins, Pilgrim - Bulla, Clyde Steve Robert Suggested Reading Materials Grades 6–8 Fiction: Classic and The True Confessions of Science Fiction/Fantasy Contemporary Charlotte Doyle – Avi Abel’s Island – Steig, The Adventures of Tom Year of Impossible William Sawyer – Twain, Mark Goodbyes – Choi, Sook The Book of Three - Anne of Green Gables – Nyui Alexander, Lloyd. Montgomery, Lucy Maud The Yearling – Rawlings, Phantom Tollbooth – The Cat Ate My Gymsuit – Marjorie Kinnan Juster, Norton Danziger, Paula The Shepherd Moon - The Cay – Taylor, Historical Fiction Hoover, H.M. Theodore Across Five Aprils – Hunt, Swiftly Tilting Planet – Child of the Owl – Yep, Irene L’ Engle, Madeleine Laurence After the Dancing Days – The Time Machine – Wells, A Christmas Carol – Rostkowski, Margaret H.G. Dickens, Charles Bull Run – Fleischman, Tuck Everlasting – Babbitt, Durango Street – Bonham, Paul Natalie Frank Catherine, Called Birdy – A Wizard of Earthsea – Eyes of Darkness - Cushman, Karen LeGuin, Ursula Highwater, Jamake Johnny Tremain – Forbes, Z for Zachariah – O’Brien, Firefly Summer – Bulpre, Esther Robert C. Pura Lyddie – Paterson, Short Stories Flowers for Algernon - Katherine Selections from Baseball in Keyes, Daniel The Night Journey – Lasky, April and Other Stories - Ganesh – Bosse, Malcolm Kathryn Soto, Gary The Glory Field – Myers, Out of the Dust – Hesse, ―Boys and Girls‖ – Munro, Walter Dean Karen Alice Holes – Sachar, Louis The Slave Dancer – Fox, ―The Celebrated Jumping Homecoming – Voigt, Paula Frog of Calaveras County‖ Cynthia The Watsons Go to - Twain, Mark Island of the Blue Dolphins Birmingham 1963 – Curtis, ―Charles‖ – Jackson, - Christopher Paul Shirley O’Dell, Scott The Witch of Blackbird ―A Day’s Wait‖ - The Islander – Rylant, Pond - Hemingway, Ernest Cynthia Speare, Elizabeth George Selections from Eight Plus The Journey Home – One – Cormier, Robert Uchida, Yoshiko Mystery/Adventure ―The Legend of Sleepy Lisa, Bright and Dark – The Adventures of Hollow‖ – Irving, Neufield, John Sherlock Holmes – Doyle, Washington M.C. Higgins, the Great – Arthur Conan ―The Night the Bed Fell‖ – Hamilton, Virginia And Then There Were Thurber, James The Moves Make the Man – None - ―Raymond’s Run‖ – Brooks, Bruce Christie, Agatha Bambara, Toni Cade My Side of the Mountain - Call of the Wild – London, Selections from Somehow George, Jean Craighead Jack Tenderness Survives: Park’s Quest – Paterson, Hatchet – Paulsen, Gary Stories of Southern Africa Katherine Motel of the Mysteries – – Rochman The Pearl – Steinbeck, Macauley, David ―The Storyteller‖ – Saki John Stranded – Mikaelsen, Ben ―The Tell-Tale Heart‖ – Roll of Thunder, Hear My Treasure Island – Poe, Edgar Allan Cry – Taylor, Mildred D. Stevenson, Robert Louis Summer of My German The Westing Game – ―Thank You Ma’am‖ - Soldier – Greene, Bette Raskin, Ellen Hughes, Langston Summer of the Swans – ―Zlateh the Goat‖ – Singer, Byars, Betsy Isaac Bashevis Drama ―The Midnight Ride of Paul Safari Beneath the Sea: Brian’s Song – Blinn, Revere‖ – Longfellow, The Wonder of the Pacific William Henry Wadsworth Northwest – Swanson, Inherit the Wind – ―Odes to Common Things‖ Diane Lawrence, Jerome and - Space Station Science: Life Robert Lee Neruda, Pablo in Free Fall – Dyson, The Miracle Worker – Marianne Nonfiction Gibson, William The Way Things Work – Across America on an The Mousetrap and Other Macaulay, David Emigrant Train – Murphy, Plays – Christie, Agatha When Justice Failed: The Jim Our Town – Wilder, Fred Korematsu Story – The American Thornton Chin, Revolutionaries – Meltzer, Steven A. Folklore/Mythology Milton American Tall Tales – Bound for America: Forced Biography/Autobiography Osborne, Mary Pope Migration of Africans – King of the World: The Crest and the Hide Haskins, James Muhammed Ali and the (and other African stories) The Brooklyn Bridge: They Rise of an American Hero – - Said It Couldn’t be Built – Remnick, David Courlander, Harold St. George, Judith The Life and Death of D’Aulaire’s Norse Gods and Cathedral: The Story of its Crazy Horse – Freedman, Giants – D’Aulaire, Ingri Construction – Macaulay, Russell and Edgar David Amelia Earhart: Courage in Favorite Folktales from Digger: The Tragic Fate of the Sky – Kerby, Mona Around the World – Yolen, the California Indians – The Story of Thomas Alva Jane Stanley, Jerry Edison – Cousins, Margaret Jason and the Argonauts Farewell to Manzanar – Zlata’s Diary: A Child’s Life Osborne, Mary Pope (ed.) Houston, Jeanne in Sarajevo – Filipovic, The People Could Fly: Watkazuki Girls Think of Zlata American Black Folktales - Everything: Stories of The Diary of a Young Girl - Hamilton, Virginia Ingenious Inventions by Frank, Anne Women – Three Strong Women – Benjamin Franklin: The Thimmesh, Catherine Stamm, Claus and Kazue New American – Meltzer, Mizumura The Great Fire – Murphy, Milton Jim Homesick: My Own Story - Poetry Hiroshima – Hersey, John Fritz, Jean Selections from Been to History of Women in The Children of Willesden Yesterdays – Hopkins, Lee Science for Young People – Lane: Beyond the Bennet Epstein, Vivian Kindertransport – Selections from The How the Future Began: Golabek, Mona and Lee Collected Poems of John Cohen Communications – Wilson, Ciardi – Ciardi, John My Life with the Anthony Selections from Custard The I Hate Mathematics! Chimpanzees – Goodall, and Company – Nash, Book – Burns, Marilyn Jane Ogden Kennedy Assassinated! All Creatures Great and Selections from The Dream The World Mourns – Small – Herriot, James Keeper and Other Poems – Hampton, William Thomas Jefferson: The Hughes, Langston Living Up the Street – Revolutionary Aristocrat – Selections from Ego Soto, Gary Meltzer, Milton Tripping and Other Poems A Night to Remember – On the Court with Michael for Young People - Lord, Walter Jordan – Christopher, Matt Giovanni, Nikki Orphan Train Rider – Lives of the Writers – Selections from Four Warren, Andrea Krull, Kathleen Eleanor Ancestors: Stories, Songs, Rosie the Riveter: Women Roosevelt: A Life of and Poems from Native Working on the Homefront Discovery – Freedman, North America – Bruchac, in World War II – Colman, Russell Joseph Penny Bully for You, Teddy Selections from Inner Roosevelt – Fritz, Jean Chimes – Goldstein, Sojourner Truth: Ain’t I a Bobbye Woman? – McKissack, Patricia Biography/Autobiography (cont’d.) Leonardo da Vinci: Artist, Inventor, and Scientist of the Renaissance – Romei, Francesca Ryan White: My Own Story – White, Ryan Suggested Reading Materials High School Fiction: Classic and A Separate Peace – Folklore/Mythology Contemporary Knowles, John The Acts of King Arthur and The Adventures of Augie Shoeless Joe – Kinsella, W. His Noble Knights – March – Bellow, Saul P. Steinbeck, John The Adventures of Silas Marner – Eliot, Beowulf – author unknown Huckleberry Finn – Twain, George Greek Mythology – Hamilton, Mark The Sound and the Fury - Edith The Age of Innocence – Faulkner, William The Iliad – Homer Wharton, Edith Things Fall Apart – Le Morte D’Arthur – Malory, Animal Farm – Orwell, Achebe, Chinua Sir Thomas George To Kill a Mockingbird – Mules and Men – Hurston, The Assistant – Malamud, Lee, Harper Zora Neale Bernard To the Lighthouse – Woolf, North American Indian Autobiography of Miss Virginia Mythology – Burland, Cottie Jane Pittman – Gaines, Typical American – Jen, Arthur Ernest J. Gish The Odyssey – Homer The Bean Trees – The Once and Future King - Historical Fiction Kingsolver, Barbara White, T.H. All Quiet on the Western Bless Me, Ultima – Anaya, The Power of Myth – Front - Remarque, Erich Rudolfo Campbell, Joseph Maria Buried Onions – Soto, Gary Treasury of Irish Folklore – Beyond the Burning Time – Catcher in the Rye – Colum, Padriac (ed.) Lasky, Kathryn Salinger, J.D. A Farewell to Arms - Short Stories Ceremony – Silko, Leslie Hemingway, Ernest ―Bartleby the Scrivner‖ – Marmon Freedom Road – Fast, Melville, Herman The Contender – Lipsyte, Howard Selections from The Best Robert The Grapes of Wrath – Short Stories – Drieser, Davita’s Harp – Potok, Steinbeck, John Theodore Chaim The Jungle – Sinclair, Selections from The Collected Frankenstein – Shelley, Upton Short Stories – Welty, Eudora Mary My Antonia – Cather, Willa ―The Egg‖ – Anderson, The Great Gatsby – The Red Badge of Courage Sherwood Fitzgerald, F. Scott ―Gift of the Magi‖ – Henry, O. – House on Mango Street – ―The Life You Save May Be Crane, Stephen Cisneros, Sandra A Tale of Two Cities – Your Own‖ – O’Conner, If Beale Street Could Talk - Dickens, Charles Flannery Baldwin, James This Strange New Feeling ―The Lottery‖ – Jackson, In the Time of the – Shirley Butterflies - Alvarez, Julia Lester, Julius ―The Red Convertible‖ - The Joy Luck Club – Tan, Erdich, Louise Amy Science Fiction/Fantasy Selections from Short Stories Of Mice and Men – 1984 – Orwell, George – Chekov, Anton Steinbeck, John 2001: A Space Odyssey – Selections from Tales and A Portrait of the Artist as a Clarke, Arthur C. Poems of Edgar Allan Poe – Young Man – Joyce, James Brave New World – Poe, Edgar Allan Pride and Prejudice – Huxley, Aldus ―Where Have You Been, Austen, Jane Fahrenheit 451 – Where Are You Going?‖ – The Return of the Native - Bradbury, Ray Oates, Joyce Carol Hardy, Thomas Foundation – Asimov, The Scarlet Letter – Issac ―The White Heron‖ – Jewett, Hawthorne, Nathaniel The Lord of the Rings – Sarah Orne Sense and Sensibility –Tolkien, J. R. R. ―Young Goodman Brown‖ – Austen, Jane The Martian Chronicles – Hawthorne, Nathaniel Bradbury, Ray Poetry Selections from Spoon Drama ―The Bean Eaters‖ – River Anthology – Antigone – Sophocles Brooks, Gwendolyn Masters, Edgar Lee The Crucible – Miller, Arthur The Canterbury Tales – ―The Tiger‖ and ―The Death of a Salesman – Miller, Chaucer, Geoffrey Lamb‖ - Blake, William Arthur ―Chicago‖ – Sandburg, A Doll’s House – Ibsen, Henrik Carl Essays and Speeches The Glass Menagerie – Selections from ―Choice: A Tribute to Williams, Tennessee Collected Poems – Martin Luther Hamlet – Shakespeare, William Eliot, T. S. King, Jr.‖ – Walker, Julius Caesar – Shakespeare, Selections from The Alice William Collected Poems – ―Day of Infamy‖ – Macbeth – Shakespeare, William Plath, Sylvia Roosevelt, Franklin D. Oedipus Rex – Sophocles The Complete Poems of ―Declaration of Pygmalion – Shaw, George Emily Dickinson – Independence‖ – Bernard Dickinson, Emily Jefferson, Thomas A Raisin in the Sun – Hansberry, ―Easter 1916‖ and ―Floyd Patterson: The Lorraine ―Sailing to Byzantium‖ Essence of a Romeo and Juliet – Shakespeare, – Yeats, William Butler Competitor‖ – Oates, William ―I Hear America Joyce Carol The Tempest – Shakespeare, Singing‖ and ―O ―The Gettysburg William Captain! My Captain!‖ – Address‖ – Lincoln, Twelve Angry Men – Rose, Whitman, Walt― Abraham Reginald I Wandered Lonely as a ―House Divided‖ – Waiting for Godot – Beckett, Cloud‖ – Wordsworth, Lincoln, Abraham Samuel William ―I Have a Dream‖ – ―In Memoriam‖ – King, Martin Luther, Jr. Biography/Autobiography Tennyson, Alfred Lord ―I Will Fight No More Alexander Graham Bell: Making ―One More Round‖ and Forever‖ – Chief Joseph Connections – Pasachoff, Naomi ―Human Family‖ - ―Inaugural Address, John Wilkes Booth: A Sister’s Angelou, Maya 1961‖ – Kennedy, John Memoir – Clarke, Asia Booth Selections from Poems F. Out of Darkness: the Story of of Pablo Neruda –―Letter from Louis Braille – Freedman, Russell Neruda, Pablo Birmingham Jail‖ – The Childhood Story of Christy Selections from The King, Martin Luther, Jr. Brown [previously My Left Foot] – Poetical Works – Nobel Prize Acceptance Brown, Christy Shelley, Percy Bysshe Speech, 1950 – Madame Curie – Curie, Eve Selections from The Faulkner, William Narrative of the Life of Frederick Poetry of Robert Frost ―Self-Reliance‖ – Douglass – Douglass, Frederick – Frost, Robert Emerson, Ralph Waldo Barrio Boy – Galarza, Ernesto ―The Raven‖ and ―Sharing the American The Story of My Life – Keller, ―Annabel Lee‖ – Poe, Dream‖ – Powell, Colin Helen Edgar Allan Selections from A Small The Woman Warrior – Kingston, ―The Rime of the Place – Kincaid, Maxine Hong Ancient Mariner‖ – Jamaica Winning Ways: A Photohistory of Coleridge, Samuel ―Straw Into Gold‖ – Women in Sports – Macy, Sue Taylor Cisneros, Sandra Selections from ―We Will Never Selected Poems of Surrender‖ – Churchill, Langston Hughes – Winston Hughes, Langston Selections from Sonnets –Keats, John Selections from Sonnets– Shakespeare, William Nonfiction Riding the Rails: Americans: The Teenagers on the Move National Experience - During the Great Boorstin, Daniel Depression – Uys, Errol Coming of Age in the Lincoln Milky Way – Ferris, Roots – Haley, Alex Timothy The Seven Habits of Connections – Burke, Highly Effective People James – Covey, Stephen Cosmos – Sagan, Carl Silent Spring – Carson, Constitution of the Rachel United States of Tell Them We America: The Preamble Remember: Story of The Creators – the Holocaust – Boorstin, Daniel Bachrach, Susan D. The Day the Universe Thursday’s Universe – Changed – Burke, Bartusiak, Marcia James Time’s Arrows – Morris, The Einstein Paradox Richard and Other Mysteries To Be a Slave – Lester, Solved by Sherlock Julius Holmes – Bruce, Colin The World of Full Steam Ahead: The Mathematics – Race to Build the Newman, James Transcontinental Railroad - Blumberg, Rhoda Her Story: Women Who Changed the World – Ashby, Ruth (ed.) A Hoosier Holiday – Dreiser, Theodore The Immense Journey – Eisley, Loren Lisa and David – Rubin, Theodore The Mathematical Tourist: Snapshots of Modern Mathematics - Peterson, Ivars The Mismeasure of Man – Gould, Steven Jay New Kids in Town: Oral Histories of Immigrant Teens – Bode, Janet Now Is Your Time! The African American Struggle for Freedom – Myers, Walter Dean Glossary Glossary Terms in the glossary are defined as they relate to the content of this document. It is important to note that some terms may have several definitions or explanations. Sources used in the formulation of definitions for this glossary include A Dictionary of Reading and Related Terms, edited by Theodore L. Harris and Richard E. Hodges (Newark, DE: International Reading Association, 1981); The Literacy Dictionary: The Vocabulary of Reading and Writing, edited by Theodore L. Harris and Richard E. Hodges (Newark, DE: International Reading Association, 1995); NTC’s Dictionary of Literary Terms, by Kathleen Morner and Ralph Rausch (Lincolnwood, IL: National Textbook, 1991); and the Web site . A word element such as a prefix or suffix that functions only when it is attached to a base word affix (for example, re- in rename and the -ing in naming). The repetition of the initial sounds or stressed alliteration syllables in neighboring words (for example, she sells seashells). A brief reference to a historical, mythological, or allusion literary person, place, thing, or event. antonym A word meaning the opposite of another word. The logical, systematic presentation of reasoning argument and supporting evidence that attempts to prove a statement or position. The specific person or group for whom a piece of audience writing, a spoken message, or a visual representation is intended. The specific techniques that an author chooses to relay an intended message (for example, the use author’s craft of figurative language, tone, flashback, imagery, irony, word choice, and dialogue). A word to which affixes have been added to create base word related words (for example, group in regroup or grouping). bandwagon See propaganda. A personal and largely unreasoned judgment bias either for or against a particular person, position, or thing; a prejudice. An account of a person’s life written by another biography person. card stacking See propaganda. central idea The central thought or meaning. (main idea) See thesis. A figure in a literary work that either is a human being or possesses human qualities and is portrayed in human terms. There are four basic types of characters: , dynamic—one who changes in a significant way during the course of the story, character , static—one who remains the same throughout the story, , round—one who is presented in a complex, three-dimensional portrait, and , flat—one who is presented as having a single trait. The way in which an author presents a character. , direct characterization—the author literally tells what a character is like. , indirect characterization—the reader must infer characterization what the character is like through the character’s thoughts, actions, words, and interactions with other characters, including other characters’ reactions. A combination of two or more words, which may be hyphenated (merry-go-round), written as compound word separate words (school bus), or written as a single word (flowerpot). The concepts that students need to learn about the conventions and characteristics of written language such as directional movement, one-to- one matching of spoken and printed words, the concepts about print concept of a letter and a word, book conventions (for example, the book’s title, the name of the author), and the proper way to hold and open a book. A struggle or clash between opposing characters or conflict forces (external conflict) or the character’s emotions (internal conflict). The implicit, rather than explicit, meaning of a connotation word, consisting of the suggestions, associations, and emotional overtones attached to a word such as cheap and inexpensive. See denotation. Two or more consonant letters that often appear together in words and represent sounds that are consonant blends smoothly joined although each of the sounds can be heard (for example, bl, cl, tr, str). Two consonant letters that appear together and consonant digraphs represent a single sound that is different from either letter (for example, th, sh). The words or sentences that help a reader context clues comprehend the meaning of an unfamiliar portion of text. Informal dramatization using simple staging and creative dramatics few, if any, set properties and costumes. The most specific or literal meaning of a word. denotation See connotation. The conversation between characters in a literary dialogue work. direct characterization See characterization. A literary work written in dialogue to be performed drama before an audience by actors on a stage. dynamic character See character. To correct the conventions of writing (for example, spelling, punctuation, and capitalization) edit in order to prepare written material for presentation or publication. Text and other graphic symbols that are part of the environmental print physical environment such as street signs, billboards, television commercials, or store signs. The origin and development of a word and its etymology meaning. The substitution of a mild and pleasant expression euphemism for a harsh and blunt one (for example, saying to pass away for to die). Text written to explain or convey information expository text about a specific topic. extended metaphor See metaphor. fable A brief story told in poetry or prose that contains a moral or a practical lesson about life. An imaginative literary work representing fiction inventive rather than actual persons, places, or events. Language enriched by word images and figures of figurative language speech (for example, similes and metaphors). first person point of view See point of view. The technique of disrupting the chronological flow flashback of a narrative by interjecting events that have occurred at an earlier time. flat character See character. The accuracy, phrasing, intonation, and expression fluency with which an individual speaks, writes, or reads a particular language. A story that has no known author and was originally passed on from one generation to folktale another by word of mouth. Unlike myths, which are about gods and heroes, folktales are usually about ordinary people or animals that act like people. The use of hints or clues in a narrative to suggest foreshadowing future action. Any information that is part of a larger text that assists a reader in finding information (for functional text features example, tables of contents, glossaries, indexes, appendixes). glittering generalities See propaganda. A book–length narrative that tells a story, through graphic novel a combination of words and sequential art, which often resembles a comic strip. A visual representation of information such as a graphic organizer map, web, chart, or diagram. Sources of information included in texts, such as graphic features charts, graphs, pictures, or graphic organizers that assist in comprehension. Words that appear many more times than most other words in spoken or written language. These high-frequency words words may also include words familiar to a child such as a family member’s name, the name of a pet, or a favorite activity or place. Words that are spelled and pronounced the same but have different meanings (for example, bear, homonym the noun, meaning an animal and bear, the verb, meaning ―to support‖). Words that are spelled the same but which differ in sound and meaning (for example, tear, the verb, meaning ―to separate or pull apart‖ and tear, the noun, meaning a secretion from the eye) are technically homographs. Words that are pronounced the same but differ in spelling and meaning (for example, cite, sight, and site) are technically homophones. For purposes of this document, the term homonym is used as the overarching term for homonyms, homographs, and homophones. Overstatement; the figure of speech that is a conscious exaggeration for the purpose of making hyperbole a point (for example, the statement the backpack weighs a ton.) Words used in a special way that may be different from their literal meaning (for example, it’s idiom raining cats and dogs does not mean that cats and dogs are falling from the sky, but that it is raining heavily.) Language that creates a sensory impression within imagery the reader’s mind. indirect characterization See characterization. The act or process of drawing a conclusion or making a prediction based on what one already knows either from prior knowledge, observations, inference or evidence found in the text. When making an inference, ideas and facts are implied or suggested rather than stated outright. Suffixes that change either the case and number inflectional endings of a noun, the tense and number of a verb, or the degree of an adjective and an adverb. The distinctive pattern in the pitch of the voice that contributes to the meaning of a spoken phrase or intonation sentence (for example, Cut it out! is a command and Cut it out? is a question). The discrepancy between what one says and what irony one means, what a character believes and what a reader knows, or what occurs and what one expects to occur in a text. Some common types of irony include , verbal irony—a contrast between what is said or written and what is actually meant, , situational irony—when what happens is very different from what is expected to happen, and , dramatic irony—when the audience or the reader knows something a character does not know. A traditional, historical tale that is handed down legend from one generation to the next, first orally and later in written form. limited omniscient point See point of view. of view The work of an accomplished author that one uses literary model as a model for one’s own writing. The major topic of a passage or work that may be main idea stated directly or inferred. (central idea) See theme. A device of figurative language that compares two unlike objects. metaphor An extended metaphor is a metaphor that is carried throughout the text. A long speech by a character in a play, spoken monologue either to others or as if the character is alone. A character’s conscious or unconscious reason for motive behaving in a particular way. Words that have more than one meaning and can multiple-meaning words be used as more than one part of speech. A traditional story of anonymous origin that deals myth with gods, heroes, or supernatural events. Myths explain a belief, custom, or force of nature. name calling See propaganda. Writing that tells a story and usually contains a narrative writing plot, setting, and characters. Writing that is based on actual persons, places, nonfiction things, or events. nonprint sources Sources of information that are not primarily in written form (for example, pictures and photographs, television and radio productions, the Internet, films, movies, videotapes, and live performances). Some nonprint sources (for example, the Internet) may also contain print information. The formation and use of words to imitate sounds onomatopoeia (for example, rattle, murmur, crash, bog, buzz, boink, and grr). omniscient point of view See point of view. The first part of a syllable or the consonants that precede the first vowel in a word. In the word onset ―flat,‖ /fl/ is the onset, and /at/ is the rime. In the word ―greed,‖ /gr/ is the onset, and /eed/ is the rime. See rime. A figure of speech that places two contradictory oxymoron words together for a special effect (for example, jumbo shrimp or old news). A contradictory statement that has an element of paradox truth (for example, one must be cruel to be kind). parody A literary work written for comic effect or ridicule. The use of a series of words, phrases, or parallelism sentences that have similar grammatical structures. The figurative device in which animals, objects, or personification abstractions are represented as being human or as having human attributes. A form of writing whose purpose is to convince or persuasive writing to prove or refute a point of view or issue. Using someone’s writing or ideas as if they are plagiarism your own. plain folk See propaganda. The deliberate sequence of events or actions that plot presents and resolves a conflict in a literary work. The perspective or vantage point from which a literary work is told. , first person point of view—a story told by a point of view character using the pronoun I or sometimes we , second person point of view—rarely used except in interactive fiction , omniscient point of view—a third-person narrator functioning as an all-seeing, all- hearing, all-knowing speaker who reads the thoughts and feelings of any and all characters , limited omniscient point of view—a story told by a third-person narrator whose omniscience is limited, or restricted, to a single character An original source—such as a work of literature, a historical manuscript, material in archival primary source collections, or an interview—that is used as part of research. Ways that symbols, letters, or words may be print styles presented in a text (for example, bold, italics, larger size). An extreme form of persuasion intended to prejudice and incite the reader or listener to action either for or against a particular cause or position, usually by means of a one-sided argument or an appeal to the emotions. , bandwagon—an appeal to others to join the crowd in order to be on the winning side (for example, Four out of five doctors recommend… .) , card stacking—presenting only the information that is positive to an idea or proposal and omitting information that is contrary to that idea , glittering generality—emotionally appealing words that are applied to a product or idea, but that present no concrete argument or analysis (for example, a person who is asked to do something ―in defense of democracy‖ is more likely to agree to do that something) , name calling—the use of derogatory language propaganda techniques or words that carry a negative connotation (for example, calling a policeman a pig) , plain folks—attempting to convince the public that one’s views reflect those of the common person (for example, using the accent or dialect of a specific audience) , testimonial—the use of a quotation or endorsement, in or out of context, that attempts to connect a famous or respectable person with a product or item (for example, Tiger Woods, a famous golfer, endorsing a particular kind of cereal promoting the product as part of a balanced breakfast) , transfer—projecting positive or negative qualities of a person, entity, object, or value to another to make the second more acceptable or to discredit it (For example, using an American flag as a backdrop for a political event implies that the event is patriotic and good for the United States.) A passage repeated at regular intervals, usually in refrain a poem or song. The recurrence of sounds, words, phrases, lines, repetition or stanzas used for emphasis. revise Reworking a written draft to improve it by adding or taking out information, combining and reordering words, sentences, or paragraphs, and/or improving word choice. Words that have identical or very similar final rhyming words sounds. The pattern in rhyme or verse which represents rhyme scheme identical or highly familiar final sounds in lines of verse (for example, aabba in a limerick). The second part of a syllable or the vowel and any consonants that follow. In the word ―grand,‖ /and/ is the rime, which follows the onset /gr/. In rime the word ―slight,‖ /ight/ is the rime, which follows the onset /sl/. See onset. The element of a word that is the basis of its root meaning. round character See character. Any source other than a primary source that is used secondary source in researching a particular subject. The correction of an error or miscue in reading self-correct without prompting. There are a variety of sentence types. , simple sentence—contains only one subject and one predicate (for example, John likes pizza.) The subject or the predicate may be compound (for example, the compound subject John and Luis in the sentence John and Luis like pizza.) , compound sentence—two or more simple sentences joined together (for example, My friend gave me a book and I read it from beginning to end.) sentence types , complex sentence—a sentence that contains one main clause and one or more subordinate clauses (for example, We left before you came to school. We left is the main clause and before you came to school is the subordinate clause.) , compound-complex sentence—two or more simple sentences combined with a subordinate clause (for example, Before I went on vacation, my friend gave me a book and I read it.) The time and place where the action in a literary setting work occurs. sight words Words that are intended to be learned visually. A device of figurative language that is a stated simile comparison between two unlike things using the words ―like‖ or ―as.‖ Directions in a play that explain how a character stage directions should look, speak, move, or behave. The version of the English language that is Standard American regarded as the model in America for writers and English speakers. A group of lines forming a unit in a poem or song, stanza similar to a paragraph in prose. static character See character. The author’s use of an object, person, place, or symbolism event that has both a meaning in itself and stands for something larger than itself. A word whose meaning is the same or almost the synonym same as that of another word. An exaggerated story that is obviously untrue but tall tale is told as though it should be believed. testimonials See propaganda. A source of information, print or nonprint, that text provides meaning to the reader. Text may be read or viewed. Parts of a text that provide information, in addition text elements to words, to guide a reader in understanding a text (for example, headings, captions, print styles). The major idea of an entire work of literature. A theme theme may be stated or implied. See main idea. The central thought or meaning. thesis See central idea. The writer’s or speaker’s attitude toward a tone subject, character, or audience conveyed through the choice of words and details. transfer See propaganda. A teaching device that aids in comprehension (for visual aid example, pictures, models, charts, videotapes). voice The distinctive style or manner of expression used in writing. Web log A Web site where entries are made in journal style and displayed in reverse chronological order. The areas on a page where no words or images white space are contained. The effective use of words to enhance style, tone, word choice or clarity in writing or speaking.