|
|
Grade Appropriate General Resources
|
|
|
|
|
|
|
|
|
|
|
Resources Applicable to District Standards
|
Select Standard |
|
Reading Habits |
Frequency / Variety of Reading & Literature § Reads 25 books or book equivalents a year and regularly participates in discussions § Reads four books or book equivalents by the same author, topic or genre § Reads a minimum of three different literary forms and five different authors § Reads independently and fluently daily using a range of comprehension strategies |
|
|
|
|
|
|
|
Getting the Meaning |
General Comprehension Strategies § Makes predictions, well developed connections, draws conclusions and inferences based on text, schema, related topics or information § Infers, draw conclusions, makes predictions and hypothesizes from implicit information § Explains qualities of different genre (i.e. structure and purpose of informational media) § Identifies social context of text, author’s purpose and stance and evaluates writer’s strategies and craft § Determines importance in text and synthesizes information acquired through schema, text, and related topics Comprehension of Narrative § Identifies irony and incongruity in a text, events that advance and explain the plot § Analyzes and compares character traits, motivations § Identifies and compares recurring themes, and ideas across cultures § Traces development of point of view, and explains effect on theme § Identifies passages that set tone or mood with metaphor, dialect, symbolism § Analyzes a range of responses to a literary work and determines the extent to which the literary elements in the work shaped those responses § Finds evidence in text to support own conclusions and includes accurate and supporting citations Comprehension of Expository § Identifies details and sequence in informational and functional materials, cause and effect patterns § Locates information from encyclopedia, bibliography, library catalog, atlas, index, and table of contents § Finds evidence in text to support own conclusion including supporting citations § Shows how ideas in a text would change under different circumstances; extends ideas § Assesses the adequacy, accuracy, and appropriateness of the author's evidence to support claims and opinions, noting instances of bias and stereotyping § Identifies and traces the development of an author’s argument in persuasive writing § Identifies social context of document, author’s purpose and stance Vocabulary Development § Learns new words daily from reading § Identifies idioms, analogies, metaphors, and similes in prose and poetry § Uses strategies, knowledge of Greek, Latin, and Anglo-Saxon roots and affixes, and context to figure out the meaning of new content words § Identifies synonyms and words with multiple meanings, clarifies meaning through definitions, examples, restatements, or contrasts |
|
This web page has been created to meet the needs of Multnomah County middle and high school students researching current social issues from multiple perspectives. |
|
|
|
|
|
Listening, Speaking & Viewing Standard 7.1
|
§ Delivers narrative presentations with a purpose, audience, notes and from memory that show individuality § Selects a focus and organizational structure, establishes a point of view, and supports opinions with detailed evidence § Participates in one-on-one conferences with teacher: responds, clarifies, and paraphrases § Participates in group meetings: takes turns, solicits comments, responds and generates questions, supports opinions and group decisions § Responds to TV, radio, film (i.e. awareness of media, role of media, judge media) |
|
|
|
|
|
|
|
Writing Habits and Processes |
Frequency and Variety of Writing § Writes daily, generating his/her own topics § Revisits and refines his/her writing regularly § Analyzes and revises work to clarify or make more effective in communicating intended message or thought § Rearranges words, sentences, paragraphs; adds, deletes and clarifies; sharpens focus; reconsiders organizational structure § Uses a specific structure to achieve balance with effective transitions § Identifies topic sentences and supporting sentences as well as extraneous material § Identifies topics; asks and evaluates questions; and develops ideas leading to inquiry, investigation and research |
|
|
|
|
|
|
|
Writing Purposes and Resulting Genres |
Expository: Response to Literature § Creates an engaging, multi-paragraph essay with focus on interpretation from close reading, understanding and insight § Develops and justifies the interpretation through sustained use of examples, anecdotes, and textual evidence Expository: Response to Expository § Creates an engaging, multi-paragraph essay with a focus on interpretation from close reading, understanding and insight § Develops and justifies the interpretation through sustained use of examples, anecdotes, and textual evidence Expository: Persuasive Essay § Creates engaging multi-paragraph essay with focus on purpose, topic and relevant questions § Writes clear position and supports with persuasive evidence § Anticipates and addresses reader concerns and counter‑arguments Expository: Research Reports § Creates engaging multi-paragraph report with focus on purpose, topic and relevant questions § Organizes essay around several clear ideas, premises, or images, uses technology for research and composition § Reflects the underlying meaning of source § Uses own words, except for material quoted from the source which is included as evidence and documentation |
|
|
|
|
|
|
|
Language Use and Conventions |
Style and Syntax § Demonstrates understanding and control of the rules of written and oral work, structure and features of language appropriate to purpose, audience and context Sentence Structure, Grammar, Punctuation and Capitalization § Uses simple, compound and complex sentence structures and edits for awkward construction, fragments, and run-ons in writing § Identifies correct subject verb agreement (advanced), past perfect tense, pronoun antecedents, pronoun case, adjectives/adverb usage § Uses apostrophes, colons with lists, commas with appositives, commas in introductions, quotation marks, semicolons correctly Spelling § Identifies misspellings of words in the context of sentences Penmanship § Writes legibly with correct margins and spacing |
|
|
|
|
|
|
Updated September 19, 2007