subjectlanguage arts

organizerwriting (K-8)

Standard 1

Demonstrate competence in the general skills and strategies of the writing process

K-8 Benchmarks

1. Understand the basic elements of written compositions.

2. Understand writing as a process.

3. Understand the importance of audience and purpose in writing.

K-2 Performance Indicators

1a. Write responses based on one's own experience that makes sense to the reader and writer.

1b. Write responses that have evidence of beginning, middle, and end.

1c. Write responses with a main idea and supporting details.

1d. Begin to manage a fluent writing system (sound/letter association does not interfere with writing and reading the story).

2. Use drafting, revising, and beginning editing as elements of the writing process.

3. Write stories for peers.

3-5 Performance Indicators

1a. Write stories that show a clear beginning, middle, and end.

1b. Write paragraphs which clearly state or

imply a central idea with some supporting detail.

1c. Support ideas through the use of examples in paragraphs or essays.

2a. Write, revise, or edit by self, with peers, or with the teacher.

2b. Evaluate writing using scoring tools - e.g., peer editing, portfolios, MEA Scoring Guide, rubrics, etc. (see Appendix a)

2c. Seek help from others and make changes to improve writing.

3a. Demonstrate awareness of audience and purpose through the writing of a friendly letter (4).

3b. Demonstrate awareness of audience and purpose through the writing of a business letter (5).

6-8 Performance Indicators

1a. Create an essay which has an effective beginning, middle, and end in response to specific prompts.

1b. Develop an essay which begins with a clear topic sentence and contains supportive details.

1c. Write a story which contains a setting, characters, and a plot which builds to a climax and is resolved.

2a. Write, revise, or edit by self, with peers, or with the teacher.

2b Recognize personal strengths and weaknesses through conferencing and revisions.

2c. Demonstrate understanding of feedback

by showing changes on rough drafts; prepare revisions incorporating these changes.

2d. Evaluate writing using scoring tools - e.g., peer editing, portfolios, MEA Scoring Guide, rubrics, etc. (see Appendix a)

3. Write compositions for a variety of audiences and purposes.

Standard 2

Demonstrate competence in the stylistic aspects of writing

K-8 Benchmarks

1. Understand the importance of voice in writing.

2. Understand the use of descriptive language in writing.

3. Understand the use of varying sentence structures.

4. Understand the use of transitional devices in writing.

5. Understand the importance of supportive details in writing.

6. Understand a variety of types of writing.

K-2 Performance Indicators

1. Begin to use a personal style which may include voice, humor, irony, and exaggeration.

2. Write a response that effectively uses familiar words to convey basic ideas.

3-5 Performance Indicators

MSAD #16 Framework for Academic Standards Fall 1997

1. Write paragraphs and stories which contain a discernible and appropriate voice.

2. Develop writing that shows the use of descriptive language that clarifies and enhances ideas.

3. Use a variety of sentence structures and lengths in written work.

5. Use some detail to support general statements in writing.

6. Produce seven types of writing.

6a. A report in which the writer will:

·establish a context, create a point of view, and otherwise develop reader interest;

·write to a purpose, audience, and context;

·use a range of appropriate strategies such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote;

·exclude inappropriate information.

6b. A response to literature in which the writer will:

·establish a context, create a point of view, and otherwise develop reader interest;

·interpret, analyze, evaluate, and/or reflect on a topic;

·support an opinion through references to the text, references to other works, authors, or non-print media, or references to personal knowledge.

6c. A narrative account (fiction or non- fiction) in which the writer will:

·establish a context, create a point of view, and otherwise develop reader interest;

·establish a situation, plot, point of view, setting, and conflict and otherwise develop reader interest;

·create an organizing structure; ·use sensory details to develop plot and character;

·exclude inappropriate details and inconsistencies;

·develop interesting characters;

·use a range of strategies such as dialogue and suspense.

6d. A set of directions in which the writer will:

·establish a context, create a point of view, and otherwise develop reader interest;

·anticipate readers' needs;

·create expectations through predictable structures such as sequencing, headings, and transitions between steps;

·create a visual picture through words;

·use graphical information to support writing;

·include relevant information;

·exclude extraneous information.

6e. Write a poem such as a limerick, haiku, or a cinquain.

6f. Write a short story such as a fable or a mystery.

6g. Write a friendly letter (4) or a business letter (5).

6-8 Performance Indicators

1. Write stories and essays which contain a discernible and appropriate voice.

2. Utilize parts of speech and figurative language effectively in compositions.

3. Show variety and complexity in sentence structures within essays, compositions, etc.

4. Design sentences, phrases, and paragraphs to produce fluent writing in compositions, essays, etc.

5. Include supportive details in various types of writing.

6. Produce eight types of writing.

6a. A report in which the writer will:

·establish a context, create a point of view, and otherwise develop reader interest;

·develop a controlling idea that conveys a perspective on the subject;

·create an organizing structure appropriate to a specific purpose, audience, and context;

·include appropriate facts and details;

·exclude extraneous and inappropriate information;

·use a range of appropriate strategies such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.

6b. A response to literature in which the writer will:

·engage the reader by establishing a context or otherwise developing reader

interest;

MSAD #16 Framework for Academic Standards Fall 1997

Language Arts

·advance an opinion that is interpretive, analytic, evaluative, or reflective;

·support an opinion through references to the text, references to other works, authors, or non-print media, or references to personal knowledge.

6c. A narrative account (fiction or non- fiction) in which the writer will:

·engage the reader by establishing a context or otherwise developing reader interest;

·establish a situation, plot, point of view, setting, and conflict;

·create an organizing structure;

·include sensory details and descriptive language to develop plot and character;

·exclude extraneous details and inconsistencies;

·develop complex characters;

·use a range of appropriate strategies such as dialogue, suspense, flashback, cause and effect, and conflict resolution. 6d. A set of directions in which the writer will:

·develop reader interest;

·create expectations through predictable structures - e.g., headings and provide transitions between steps;

·create a visual picture through words;

·use graphical information to support writing;

·include relevant information;

·exclude extraneous information.

6e. A persuasive essay in which the writer will:

·engage the reader by establishing a context or otherwise develop reader interest;

·develop a clear and knowledgeable opinion;

· arrange details, reasons, examples, and anecdotes effectively and persuasively;

·include appropriate information and arguments and exclude information and arguments that are irrelevant;

·anticipate and address reader concerns and counter arguments;

·support arguments with detailed evidence, citing sources of information as appropriate.

6f. A poem such as a haiku, a limerick, a free verse, or a cinquain.

6g. A short story such as a fable, a tall tale, or a fairy tale.

6h. A friendly letter or a business letter.

Standard 3

Write with a command of the grammatical and mechanical conventions of composition

K-8 Benchmarks

1. Understand correct sentence structure.

2. Understand the use of parts of speech in writing.

3. Understand the proper use of punctuation marks in writing.

4. Understand the proper use of capital letters in writing.

5. Understand how to spell words accurately.

K-2 Performance Indicators

1. Write in complete sentences using spaces between words.

2. Use nouns, pronouns, and verbs with few significant errors.

3a. Use a period or question mark to end sentences.

3b.Use commas in writing dates, greeting, and closing of a friendly letter.

4. Capitalize words at the beginning of sentences and show some attention to the capitalization of proper nouns.

5a. Use phonemic and phonetic skills to spell words at grade level. (see Appendix B)

5b. Begin to show significant evidence of correct spelling of frequently used words. (see Appendix B)

5c. Begin to use spelling aids to spell unfamiliar words.

3-5 Performance Indicators

1. Begin to write sentences of varied length and complexity.

2a. Use nouns, verbs, pronouns, adjectives, adverbs, and coordinating conjunctions properly with few significant errors.

2b. Make few significant errors in the use of adjectives and adverbs.

3a. Write with few significant errors in the use of end punctuation and begin to use commas correctly (3).

3b. Write with few significant errors in end punctuation and begin to use commas, apostrophes, quotation marks correctly (5).

MSAD #16 Framework for Academic Standards Fall 1997

4. Make few errors in the common conventions of capitalization.

5a. Use phonetic skills and structural analysis to spell words at grade level.

5b. Write with few significant errors in the spelling of frequently used words and show some attention to commonly misspelled words. (see Appendix B)

5c. Use dictionaries and other spelling aids to ascertain the spellings of unfamiliar words.

6-8 Performance Indicators

1a. Construct sentences which are complete and varied in length and complexity.

1b. Evaluate writing and edit final copies using complete sentences.

2a. Use nouns, verbs, and personal pronouns with no significant errors and begin to use collective nouns with few errors (6/ 7).

2b. Use personal pronouns with no significant errors and reflexive and indefinite pronouns and collective nouns with few errors (8).

2c. Make no significant errors in the use of all forms of pronouns, adjectives, adverbs, and coordinating conjunctions (6/7).

2d. Make no significant errors in the use of coordinating conjunctions and few significant errors in the use of subordinating conjunctions.

3a. Write, with no significant errors, in the use of end punctuation, commas, (see

Appendix B) and show some attention to the proper use of apostrophes and quotation marks (7/8).

3b. Begin to use proper grammatical and mechanical conventions with end notes, italics, and bibliographies.

4. Show no significant errors in the common conventions of capitalization ( 6); show some attention to the less common capitalization convention such as names of nationalities (7); show no significant errors in capitalization (8).

5a. Use phonetic skills and structural analysis to spell words at grade level.

5b. Write with no significant errors in the spelling of familiar words and begin to show some attention to the correct spelling of commonly misspelled words and less common words (6/7).

5d. Write with no significant errors in the spelling of familiar words, commonly misspelled words, and less common word (8).

5c. Use dictionaries and other spelling aids to ascertain the spelling of unfamiliar words.

Standard 4

Effectively gather and use information for research purposes

K-8 Benchmarks

1. Understand that research can provide the answers to questions.

2. Understand that a variety of data

resources are available for use.

3. Understand how to gather data from appropriate sources.

4. Understand the concept of a primary source.

5. Understand how to synthesize data collected during the research process to create a new product.

K-2 Performance Indicators

1. Ask and seek to answer questions that require consulting family records or artifacts for answers.

2. Support project with information gathered from at least two sources.

3-5 Performance Indicators

1. Ask and seek to answer questions about people and places in the local community and beyond.

2. Cite sources in a bibliography (grades 4,5) per MLA style manual. (see Appendix C)

2,3. Use a variety of resource materials to gather information for research projects.

4. Use interviews to gather information on various topics.

6-8 Performance Indicators

2b. Use end notes and sites sources in a bibliography.

2c. Make use of primary sources provided by the teacher.

2d. Use interviews to gather information.

MSAD #16 Framework for Academic Standards Fall 1997

Language Arts

5a. Gather and blend information from a variety of sources (field surveys, interviews, printed materials) to create a focused statement around a specific topic or point of view.

SUBJECTLANGUAGE ARTS

ORGANIZERREADING (K-8)

Standard 1

Demonstrate competence in the general skills and strategies of the reading process

(see Appendix C for recommended reading)

K-8 Benchmarks

1. Understand that reading is a way of gathering information about the world.

2. Understand that picture clues and captions aid in comprehension.

3. Use specific strategies to help with reading comprehension.

4. Understand that authors have purposes for writing and personal points of view.

K-2 Performance Indicators

1. Look to books for entertainment or information.

2a. Use picture clues and picture captions as aids to comprehension.

2b. Read and respond to literature which includes, but is not limited to, the material on the sample reading list. (see Appendix D) The materials should include a variety of contemporary and

traditional literature.

2c. Read aloud accurately (in the range of 85- 90% on grade level during running records) familiar material of the quality and complexity of the sample reading list for that level.

3a. Decode unknown words using basic elements of phonemic and honetic analysis:

·recognize upper and lowercase letters;

·identify long and short vowels;

·identify consonant sounds in initial, medial, and final position;

·analyze words containing one vowel.

3b. Decode unknown words using basic elements of structural analysis:

·recognize syllables and basic prefixes and suffixes;

·use singular and plural forms.

3c. Predict unknown words using the grammatical function of the language.

3d. Recognize abbreviations, contractions, and acronyms as shortened forms of longer words or phrases.

3e. Reread, or read ahead, the text to self- correct when it does not make sense.

3f. Construct meaning and make revisions of initial understandings gradually while reading.

3g. Recognize sight vocabulary appropriate to grade level at 80% accuracy. (see Dolch list, Appendix E)

3-5 Performance Indicators

1. Look to books and electronic media for

entertainment or information.

2a. Analyze picture clues and other graphical information as aids to comprehension.

2b. Read and respond to literature which includes, but is not limited to, the material on the sample reading list in. (see Appendix D) The materials should include a variety of contemporary and traditional literature.

2c. Read aloud accurately (in the range of 85- 90% during running records) familiar material of the quality and complexity of the sample reading list for that level.

3a. Rely on phonetic analysis:

·recognize blends, dipthongs, controlled vowels, silent "e;"

·recognize irregular vowel and consonant patterns;

·analyze words with two or more vowels;

3b. Rely on structural analysis:

·use inflectional endings;

·recognize prefixes and suffixes;

·recognize and understand root words appropriate to grade level;

·use basic rules of syllabification.

3c. Predict what will be found in text.

3d. Begin to identify the difference between fact and opinion.

3e. Demonstrate an ability to create a mental picture from concrete information through activities such as writing, drawing, discussing, and performing.

3f. Construct meaning and make revisions of

MSAD #16 Framework for Academic Standards Fall 1997

initial understandings gradually while reading.

3g. Recognize and understand antonyms, synonyms, and homonyms.

3h. Recognize multi-meaning words in context.

3i. Recognize sight vocabulary appropriate to grade level at 80% accuracy. (see Dolch list, Appendix E)

3j. Recognize abbreviations and acronyms and make an effort to determine their meanings.

6-8 Performance Indicators

1. Look to books and electronic media for entertainment or information.

2a. Analyze picture clues and other graphical information as aids to comprehension.

2b. Read and respond to literature which includes, but is not limited to, the material on the sample reading list. (see Appendix D) The materials should include a variety of contemporary and traditional literature.

3a. Generate questions to be answered while reading.

3b. Recognize abbreviations and acronyms and make an effort to determine their meanings.

3c. Reflect on what has been learned after reading.

3d. Interpret texts from the perspective of the attitudes and values of the time period in which they were written.

3e. Identify the difference between fact and opinion.

3f. Construct meaning and make revisions of initial understandings gradually while reading.

3g. Reflect on what has been read after reading.

3h. Rely on structural analysis to understand meanings of prefixes and suffixes and to understand root words appropriate to grade level.

3i. Understand word analogy.

3j. Recognize multi-meaning words in context.

3k. Recognize sight vocabulary appropriate to grade level at 80% accuracy. (see Appendix B)

4a. Identify specific devices an author is using to persuade readers.

4b. Identify an author's purpose and point of view.

Standard 2

Demonstrate competence in general skills and strategies for reading literature

K-8 Benchmarks

1. Understand the basic elements of a story: plot, setting, and characters.

2. Understand specific literary devices.

3. Understand personal responses to literature.

K-2 Performance Indicators

1a. Explain the basic plot of simple stories.

1b. Identify and describe the main characters in works containing only a few basic characters.

1c. Explain how characters or simple events in work are like people or events in one's own life.

1d. Describe the setting of simple stories.

1e. Identify basic story lines and elaborate on related facts.

2. Make simple inferences regarding "what will happen next" or "how things could have turned out differently."

3. Share responses to literature with peers.

3-5 Performance Indicators

1a. Identify basic elements of a plot and describe story conflicts and resolutions.

1b. Explain the importance of story settings orally or in writing.

1c. Identify the main characters in works containing only a few basic characters.

1d. Explain how characters or simple events in work are like people or events in one's own life.

1e. Identify simple dialogues and explain how they relate to a story.

1f. Make inferences regarding the motives of characters and the consequences of their actions.

1g. Use specific aspects of a piece of literature to better understand the actions of others in one's own life.

2. Recognize the use of flashback and foreshadowing.

3. Share responses to literature with peers.

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Language Arts

6-8 Performance Indicators

1a. Recognize the complex elements of plot - e.g., setting, major events, problems, conflicts, resolutions.

1b. Identify main and subordinate characters in works containing complex character structures.

1c. Explain how motives of characters or the causes for complex events in texts are similar to and different from those in one's own life.

1d. Identify specific interests and the literature that will satisfy those interests.

2. Recognize the use of flashback and foreshadowing.

3. Share responses to literature with peers.

Standard 3

Demonstrate competence in the general skills and strategies for reading information

K-8 Benchmarks

1. Understand the main idea of informational texts.

2. Understand the structure of informational texts.

3. Understand specific skills which are helpful in learning information.

K-2 Performance Indicators

1a. State the main idea of informational text.

1b. Identify table of contents, glossaries, indices, and computer menus in

informational texts.

3a. Recognize information in text which can be used to support an idea, topic, or point of view.

3b. Use discussions with peers as a way of clarifying and understanding information.

3-5 Performance Indicators

1. State, or imply in writing, the main idea of an informational text.

2a. Use chapter and section headings, topic sentences, and summary sentences to construct main ideas.

2b. Use various parts of a text accurately (glossary, table of contents, index, and computer menus).

3a. Correctly interpret commonly used technical terms in informational texts - i.e., map legends, continental drift, stage directions, and abbreviations like et al.

3b. Recognize fact and opinion.

3c. Attempt to identify author's purpose and point of view when reading informational text.

3d. Use discussions with peers as a way of clarifying and understanding information.

3e. Correctly interpret graphical information

which accompanies text such as maps, graphs, and diagrams.

3f. Begin to take notes and blend information from different sources to write a report in own words.

6-8 Performance Indicators

1. Generate implied generalizations from informational texts along with the specific information that supports these generalizations.

2. Use the various parts of a text (index, table of contents, glossary, menus) to locate specific information.

3a. Read for a variety of purposes including to answer a specific question, to form an opinion, or to skim for facts.

3b. Correctly interpret commonly used technical terms in informational texts such as map legend, continental drift, and stage directions.

3c. Use discussions with peers as a way of understanding information.

3d. Identify and use information-organizing strategies that are personally most useful.

3e. Correctly interpret graphical information which accompanies text such as maps, graphs, and diagrams.

3f. Take notes and blend information from different sources to write a report in own words.

Standard 4

Demonstrate competence in applying the reading process to literary texts

MSAD #16 Framework for Academic Standards Fall 1997

K-8 Benchmarks

1. Understand the structure and content of various literary genres.

2. Read and understand a variety of traditional and contemporary literary texts.

K-2 Performance Indicators

1a. Begin to know the difference between types of literary texts (non-fiction, fairy tales, autobiography/biography, etc.).

1b. Distinguish between stories that are fact and those that are fiction.

3-5 Performance Indicators

1. Independently apply skills and strategies of the reading process to fairy tales, fantasies, fables, myths, mysteries, non- fiction, realistic fiction, adventure stories, humorous stories, historical fiction, biographies, autobiographies, poetry, letters, and diaries.

2. Produce written, graphical, or multimedia projects which interpret and/or analyze literary texts.

6-8 Performance Indicators

1. Independently apply skills and strategies of the reading process to fantasies, fables, tall tales, mysteries, non-fiction, realistic fiction, adventure stories, humorous stories, historical fiction, science fiction, biographies, autobiographies, poetry, letters, and diaries.

2. Produce written, graphical, or multimedia

projects which interpret and/or analyze literary texts.

subjectlanguage arts

organizerNature and Function of language (K-8)

Standard 1

Demonstrate an understanding of the nature and function of the English language

K-8 Benchmarks

1. Understand the origins and development of the English language.

2. Understand the appropriate use of formal and informal English in daily life.

K-2 Performance Indicators

2a. Use words appropriately.

2b. Use appropriate language in various settings.

3-5 Performance Indicators

2a. Identify specific ways in which language varies across situations in one's personal life.

2b. Identify the use of non-verbal cues used in conversation.

2c. Identify appropriate and inappropriate uses of language in different settings.

2d. Compare ways in which language is used in different situations.

2e. Engage in oral class presentations on various topics.

6-8 Performance Indicators

2a. Identify those factors that commonly affect the use of language.

2b Identify the use of non-verbal cues used in conversation.

2c. Identify appropriate and inappropriate uses of language in different settings.

2d. Identify the use of non-verbal cues used in conversation.

2e. Engage in public speaking about academic or adolescent issues.

subjectlanguage arts

organizerspeaking, listening, viewing (K-8)

Standard 1

Access and exchange of information

K-8 Benchmarks

1. Understand the usefulness of gathering and sharing information.

K-5 Performance Indicators

1a. Students access and exchange information; that is, students:

·ask appropriate questions;

·respond to the questions of others;

·paraphrase and summarize to increase understanding;

·listen responsively to others' points of view;

·use language which is simple and appropriate for communicating;

·speak audibly;

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Language Arts

·make appropriate eye contact;

·respect turn-taking of other speakers;

·use language and gestures expressively and persuasively;

·show awareness of an audience by adjusting to its reaction.

1b. Students respond to oral

presentations; that is, students:

·ask appropriate questions;

·paraphrase and summarize to increase understanding;

·speak audibly;.

·use language and gestures expressively and persuasively.

6-8 Performance Indicators

1a. Students access and exchange information; that is, students:

·ask appropriate questions;

·respond to the questions of others;

·paraphrase and summarize to increase understanding;

·listen responsively to others' points of view;

·use language which is simple and appropriate for communicating;

·speak audibly;

·make appropriate eye contact;

·respect turn taking of other speakers;

·use language and gestures expressively and persuasively;

·show awareness of an audience by adjusting to its reaction.

1b. Students respond to oral presentations: that is, students:

·ask appropriate questions;

·respond to the questions of others;

·paraphrase and summarize to increase understanding;

·listen responsively to others' points of view;

·use language which is simple and appropriate for communicating;

·speak audibly;

·use language and gestures expressively and persuasively.

Standard 2

Express understanding of and participate in oral performances

K-8 Benchmarks

1. Understand the roles of participants in oral performances.

K-2 Performance Indicators

1a. Participate in individual and group presentations.

1b. Share information.

3-5 Performance Indicators

1a. Participate in group discussions.

1b. Respond appropriately to stories and poems read aloud.

1c. Participate in, and react appropriately to, classroom presentations and school-wide performances.

6-8 Performance Indicators

1a. Participate in group discussions.

1b. Respond appropriately to stories and poems read aloud.

1c. Participate in, and react appropriately to, classroom presentations and school-wide performances.

1d. Prepare, direct, participate, and react appropriately to oral presentations.

Standard 3

Assume roles in group communication skills

K-8 Benchmarks

1. Fulfill roles effectively as a group member.

K-2 Performance Indicators

1a. Take part in group activities.

1b. Take turns and share time and materials with others.

3-5 Performance Indicators

1a. Respect the needs and role of others in group activities.

1b. Participate effectively in group planning and execution of classroom projects.

6-8 Performance Indicators

1a. Respect the needs and roles of others in group activities.

1b. Participate effectively in group planning and execution of classroom projects.

Standard 4

Demonstrate the interrelation of media with contemporary society

MSAD #16 Framework for Academic Standards Fall 1997

K-8 Benchmarks

1. Understand the uses and effects of media ` within contemporary society.

K-2 Performance Indicators

Not appropriate at this level.

3-5 Performance Indicators

1. Describe the uses of media to sell products or ideas.

6-8 Performance Indicators

1a. Describe the uses of media to sell products or ideas.

1b. Show an awareness of various types and uses of media - e.g., to entertain, persuade, inform, etc.

1c. Show an awareness of the positive and negative aspects of media presentations.

subjectlanguage arts

organizerwriting (9-12)

Standard 1

Demonstrate competence in the general skills and strategies of the writing process

9-12 Benchmarks

1. Understand the basic elements of writing compositions.

9-12 Performance Indicators

1a. Write essays which include a thesis, supporting details, and conclusions.

1b. Develop a three-paragraph essay which includes an introductory paragraph, a paragraph with supporting details, and a one-paragraph conclusion.

1c. Develop a five-paragraph essay which includes an introductory paragraph, a thesis statement, paragraphs containing supporting details, and a one-paragraph conclusion.

1d. Compose a creative story (9); refine creative stories (10, 11); compose a creative story with emphasis on rhetorical decision (12).

2a. Use peer editing, teacher conferences, revisions, rubrics, and the MEA scoring guide (see Appendix A) to improve written work (9); use peer editing, teacher conferences, and revisions to improve written work (10); analyze and improve writing independently (11, 12).

2b. Recognize personal strengths and weaknesses through conferencing and revisions.

3a. Write clearly and fluently for a variety of different audiences.

3b. Write to persuade, inform, narrate, entertain, and stimulate emotion.

3c. Identify audience as a literary tool (9); integrate audience as part of the writing process (10); emphasize audience in a variety of writing styles (11); elaborate and refine audience in writing (12).

4. Formulate a response to text by writing using a journal, essay, poem, and narrative form.

Standard 2

Demonstrate competence in the stylistic aspects of writing.

9-12 Benchmarks

1. Understand the importance of voice in writing.

2. Understand the use of descriptive language in writing.

3. Understand the use of varying sentence structures.

4. Understand the use of transitional devices in writing.

5. Understand the importance of supportive details in writing.

6. Understand a variety of types of writing.

9-12 Performance Indicators

1. Write essays and compositions which contain a discernible and appropriate voice.

2. Show effective descriptive language in: poetry; essays; journals; composition; research; newspaper articles; and response journals.

3. Write with a variety of sentence structures and lengths.

4. Use transitional devices effectively in all writing (9-12); practice the use of transitional devices by writing and rewriting various genres (10).

2. Understand writing as a process.

3. Understand the importance of audience

and purpose in writing.

4. Use personal response to text as a basis.

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Language Arts

5. Effectively use a variety of techniques for providing supportive detail - i.e., analogies, anecdotes, restatements, paraphrases, examples, comparisons.

6a. Produce a report in which the writer:

·establishes a context, creating a persona and otherwise developing reader interest;

·develops a main idea that conveys a perspective on the subject;

·creates an organizing structure appropriate to purpose, audience, and context;

·includes appropriate facts and details;

·excludes extraneous and inappropriate information;

·uses a range of appropriate strategies such as providing facts and details, describing or analyzing the subject, narrating a relevant anecdote, comparing and contrasting, naming, explaining benefits or limitations, demonstrating claims or assertions, and providing a scenario to illustrate.

6b. Produce a response to literature in which the writer:

·engages the reader through establishing a context, creating a persona, and otherwise developing reader interest;

·advances an opinion that is interpretive, analytic, evaluative, or reflective;

·supports an opinion through references to the text, references to other works,

authors, or non-print media, or references to personal knowledge;

·demonstrates understanding of the literary work through suggesting an interpretation;

·recognizes possible ambiguities, nuances, and complexities.

6c. Produce a narrative account (fictional or autobiographical) in which the writer:

·engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest;

·establishes a situation, plot, point of view, setting, and conflict (and for autobiography, the significance of events and of conclusions that can be drawn from those events);

·creates an organizing structure;

·includes sensory details and concrete language to develop plot and character;

·excludes extraneous details and inconsistencies;

·develops complex characters;

·uses a range of appropriate strategies (see Appendix F).

6d. Produce a narrative procedure in which the writer:

·engages the reader through establishing a context, creating a persona, and otherwise developing reader interest;

·provides a guide to action for a complicated procedure in order to anticipate a reader's needs;

·creates expectations through

predictable structures - e.g., headings; and provides smooth transitions between steps;

·includes relevant information;

·excludes extraneous information;

·anticipates problems, mistakes, and misunderstandings that might arise for the reader.

6e. Produce a persuasive essay in which the writer:

·engages the reader through establishing a context, creating a persona, and otherwise developing reader interest;

·develops a main idea that makes a clear and knowledgeable opinion;

·creates an organizing structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively;

·includes appropriate information and arguments and excludes information and arguments that are irrelevant;

·anticipates and addresses reader concerns and counter arguments;

·supports arguments with detailed evidence citing sources of information as appropriate;

·uses a range of strategies to elaborate and persuade such as definitions, descriptions, illustrations, examples from evidence, and anecdotes.

6f. Produce a reflective essay in which the writer:

MSAD #16 Framework for Academic Standards Fall 1997

·engages the reader through establishing a context, creating a persona, and otherwise developing reader interest;

·analyzes a condition or situation of significance;

·develops a commonplace, concrete occasion as the basis for the reflection - e.g., personal observation or experience;

·creates an organizing structure appropriate to purpose and audience;

·uses a variety of writing strategies such as concrete details, comparing and contrasting, naming, describing, creating a scenario.

6g. Produce a literary reflection journal or a journal of personal responses to daily prompts.

Standard 3

Write with a command of the grammatical and mechanical conventions of composition

9-12 Benchmarks

1. Understand correct sentence structure.

2. Understand the use of parts of speech in writing.

3. Understand the proper use of punctuation marks in writing.

4. Understand the proper use of capital letters in writing.

5. Understand how to spell words accurately.

9-12 Performance Indicators

1. Construct sentences which are complete and varied in length and complexity.

2a. Write with no significant errors in the use of personal, relative, demonstrative, reflexive, and indefinite pronouns and collective nouns.

2b. Show no significant errors in the use of any parts of speech.

3. Make no significant errors in the use of end punctuation, commas, apostrophes, and quotation marks and few significant errors in the use of colon, semicolon, hyphen, and parentheses.

4. Make no significant errors in the common conventions of capitalization.

5a. Make no significant errors in the spelling.

5b. Use dictionaries and other spelling aids to ascertain the spellings of unfamiliar words.

Standard 4

Effectively gathers and uses information for research purposes

9-12 Benchmarks

1. Understand that research can provide the answers to questions.

2. Understand that a variety of data resources are available for use.

3. Understand how to gather data from appropriate sources.

4. Understand the concept of a primary source.

5. Understand how to synthesize data

collected during the research process to create a new product.

9-12 Performance Indicators

2. Create bibliographies for research topics.

3. Use almanacs, government documents, multimedia sources, and a variety of news sources (TV, radio, videotapes, artifacts, Internet), and cross-referencing to gather information for research projects.

4a. Identify and use primary sources.

4b, 5. Analyze the validity and reliability of primary source information and use information accordingly in research reports; use interviews as a method of information gathering (9); incorporates interviews as primary sources in research projects (10-12).

subjectlanguage arts

organizerreading (9-12)

Standard 1

Demonstrate competence in the general skills and strategies of the reading process

9-12 Benchmarks

1. Understand that reading is a way of gathering information about the world.

2. Understand that picture clues and captions aid in comprehension.

3. Use specific strategies to help with reading comprehension.

4. Understand that authors have purposes for writing and personal points of view.

MSAD #16 Framework for Academic Standards Fall 1997

Language Arts

9-12 Performance Indicators

1. Look to books and electronic media for entertainment or information.

2a. Analyze picture clues and other graphical information as aids to comprehension.

2b Read and respond to literature which includes, but is not limited to, the material on the sample reading list in Appendix B. The materials should include a variety of contemporary and traditional literature.

3a. Recognize the figurative, idiomatic, and technical meanings of terms through context.

3b. Determine the meaning of abbreviations and acronyms from context or other sources.

3c. Construct meaning and make revisions of initial understandings gradually while reading.

3d. Represent key ideas and supporting details in an outline or other graphic form.

3e. Analyze statements as to whether they are fact or opinion.

4a. Identify author's purpose and analyze effects of that purpose on the text.

4b. Identify the author's point of view and analyze the effects of that point of view on the text.

Standard 2

Demonstrate competence in general skills

and strategies for reading literature

9-12 Benchmarks

1. Understand the basic elements of a story: plot, setting, characters.

2. Understand specific literary devices.

3. Understand personal responses to literature.

9-12 Performance Indicators

1a. Analyze the effectiveness of complex elements of plot - e.g., setting, major events, problems, conflicts, resolutions.

1b. Draw abstract connections between one's own life and the characters, events, motives, and causes of conflict in texts.

1c. Identify the simple and complex actions, both external and internal, between main and subordinate characters in texts containing complex character structures.

1d. Identify complex dialogues and analyze the stylistic effect of those dialogues on a story.

2. Analyze the effects of complex literary devices on the overall quality of a work -

e.g., foreshadowing, flashbacks, progressive, and digressive time.

3. Relate personal response to the text with that intended by the author.

Standard 3

Demonstrate competence in the general skills and strategies for reading information

9-12 Benchmarks

1. Understand the main idea of informational texts.

2. Understand the structure of informational texts.

3. Understand specific skills which are helpful in learning information.

9-12 Performance Indicators

1. Generate implied generalizations from informational texts along with the specific information that supports these generalizations.

2. Effectively use indexes, appendices, glossaries, table of contents, and computer menus.

3a. Correctly interpret commonly used technical terms in informational texts such as map legend, continental drift, stage directions, and abbreviations such as et al.

3b. Read for a variety of purposes including to answer a specific question, to form an opinion, to skim for facts.

3c. Use discussions with peers as a way of clarifying and understanding information.

3d. Identify and use information-organizing strategies that are personally most useful.

3e. Correctly interpret graphical information which accompanies text such as maps, graphs, and diagrams.

3f. Take notes and blend information from different sources to write a report in own

MSAD #16 Framework for Academic Standards Fall 1997

words.

Standard 4

Demonstrate competence in applying the reading process to literary texts

9-12 Benchmarks

1. Understand the structure and content of various literary genres.

2. Read and understand a variety of traditional and contemporary literary texts.

9-12 Performance Indicators

1. Independently apply skills and strategies of the reading process to myths, mysteries, non-fiction, fantasies, humorous passages, biographies, autobiographies, science fiction, horror, poetry, satires, parodies, drama, letters, diaries, and speeches.

2. Produce written, graphical, or multimedia projects which interpret and/or analyze literary texts.

subjectlanguage arts

organizerspeaking, listening, and viewing (9-12)

1a. Access and exchange information; that is,

·ask appropriate questions;

·respond to the questions of others;

·paraphrase and summarize to increase understanding;

·listen responsively to others' points of view;

·use language which is simple and appropriate for communicating;

·speak audibly;

·make appropriate eye contact;

·respect turn-taking of other speakers;

·use language and gestures expressively and persuasively;

·show awareness of an audience by adjusting to its reaction.

1b. Student respond to oral presentations; that is, students:

·ask appropriate questions;

·paraphrase and summarize to increase understanding;

·speak audibly;

·use language and gestures expressively persuasively.

2a. Make informed judgments about

2a. Make informed judgments about television, radio, and film productions; that is, students:

·articulate reasoned judgments for selecting particular television and radio programs and rejecting others

·recount the story elements of television, radio, and film productions

·identify the intended messages of advertisements, entertainment programs, and news programs;

·identify the the common persuasive techniques used in advertising;

·describe ways to portray and comment on the general culture;

·demonstrate an understanding of media sterotyping and other socially significant portrayals;

·understand the effects of media production techniques on viewers' perceptions including the use of music, camera angles, fade-outs.

Standard 2

Communicate one's opinions to others

9-12 Benchmarks

1. Understand techniques for communicating effectively with others.

9-12 Benchmarks

1a. Make apporpriate eye contact.

1b. Respect turn taking or other speakers.

1c. Show awareness of audience by adjusting to its reaction.

1d. Make effective use of such devices as pace, volume, stress, enunciation, and pronunciation.

Standard 3

Express understanding of and participate in oral performances

Standard 1

Access and exchange of information

9-12 Benchmarks

1. Understand the usefulness of gathering and sharing information.

2. Demonstrate the interrelation of media with contemporary society.

Language Arts

MSAD #16 Framework for Academic Standards Fall 1997

9-12 Benchmarks

1. Understand the roles of participants in oral performances.

9-12 Performance Indicators

1a. Participate in group discussions.

1b. Respond appropriately to stories and poems read aloud.

1c. Participate in, and appropriately react to,

classroom presentations and school-wide

performances.

1d. Prepare, direct, participate, and react appropriately to oral presentations.

Standard 4

Assume roles in group communication skills

9-12 Benchmarks

1. Fulfill roles effectively as a group member.

9-12 Benchmarks

1a. Respect the needs and roles of others in activities.

1b. Participate effectively in group planning

and execution of classroom projects.

Standard 5

Demonstrate the interrelation of media with contemporary society

9-12 Benchmarks

1. Understand the uses and effects of media within contemporary society.

MSAD #16 Framework for Academic Standards Fall 1997