Standard
1: All
students will read and comprehend general and technical material.
Use reading for multiple purposes, such as enjoyment, gathering information, learning new procedures, and increasing conceptual understanding.
Read with developing fluency a variety of texts, such as short stories, novels, poetry, textbooks, menus, periodicals, and reference materials.
Employ multiple strategies to construct meaning, including the use of sentence structure, vocabulary skills, context clues, text structure, mapping, predicting, retelling, and generating questions.
Employ multiple strategies to recognize words as they construct meaning, including the use of phonics, syllabication, spelling patterns, and context clues.
Respond to oral, visual, written, and electronic texts, and compare their responses to those of their peers.
Standard
2:
All students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and
compositions.
Write fluently for multiple purposes to produce compositions, such as
stories, reports, letters, plays, and explanations of processes.
Recognize and use authors' techniques in composing their own texts.
Examples include effective introductions and conclusions, different points of
view, grammatical structure, and appropriate organization.
Plan and draft texts, and revise and edit in response to suggestions
expressed by others about such aspects as ideas, organization, style, and word
choice.
Identify multiple language conventions and use them when editing text.
Examples include recognition of nouns, verbs, and modifiers, capitalization
rules, punctuation marks, and spelling.
Standard
3: All students will focus on meaning and communication as they listen,
speak, view, read, and write in personal, social, occupational, and civic
contexts.
Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to prepare and present a unit project on a selected state or country.
Analyze the impact of variables on components of the communication process. Examples include the impact of background noise on an oral message and the effect of text errors, such as spelling or grammar, on the receiver.
Read and write fluently, speak confidently, listen and interact appropriately, view knowledgeably, and represent creatively. Examples include exploring ideas in a group, interviewing family and friends, and explaining ideas represented in pictures.
Distinguish between verbal and nonverbal communication, and identify and practice elements of effective listening and speaking. Examples include recognizing the impact of variations of facial expression, posture, and volume on oral communication.
Employ multiple strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include summarizing, predicting, generating questions, mapping, examining picture cues, analyzing word structure and sentence structure, disc
Determine the meaning of unfamiliar words and concepts in oral, visual, and written texts by using a variety of resources, such as prior knowledge, context, glossaries, and electronic sources.
Recognize and use texts as models and employ varied techniques to construct text, convey meaning, and express feelings to influence an audience. Examples include effective introductions and conclusions, different points of view, and rich descriptions.
Express their responses to oral, visual, written, and electronic texts, and compare their responses to those of others.
Language
Standard
4: All
students will use the English language effectively.
Describe language patterns used in their spoken, written, and visual
communication contexts, such as school, neighborhood, sports, children's
periodicals, and hobbies.
Describe how features of English, such as language patterns and spelling,
vary over time and from place to place and how they affect meaning in formal and
informal situations. An example is exploring regional language variations in the
United States.
Begin to recognize how words and phrases relate to their origin. Examples
include surnames and names of bodies of water or landmarks.
Explore how words normally considered synonyms can carry different
connotations when used in a variety of spoken and written texts.
Recognize and use language appropriate for varied contexts and purposes.
Examples include community building, mathematics class, team sports, friendly
and formal letters or invitations, requests for information, interviews with
adults, and significant dis
Literature
Standard
5:
All
students will read and analyze a wide variety of classic and contemporary
literature and other texts to seek information, ideas, enjoyment, and
understanding of their individuality, our common heritage and common humanity,
and the rich diversity of our society.
Select, read, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
Describe and discuss the shared human experiences depicted in literature and other texts from around the world. Examples include birth, death, heroism, and love.
Demonstrate awareness that characters and communities in literature and other texts reflect life by portraying both positive and negative images.
Describe how various cultures and our common heritage are represented in literature and other texts.
Describe how characters in
literature and other texts form opinions about one another in ways that can be
fair and unfair.
Voice
Standard
6:
All
students will learn to communicate information accurately and effectively and
demonstrate their expressive abilities by creating oral, written, and visual
texts that enlighten and engage an audience.
Practice using elements of effective communication to enhance their
relationships in their school and communities. Examples include enunciation of
terms, use of humor, and use of emphasis.
Explain the importance of developing confidence and a unique presence or
voice in their own oral and written communication.
Identify the style and characteristics of individual authors, speakers,
and illustrators and how they shape text and influence their audiences'
expectations.
Reveal personal voice by
explaining growth in learning and accomplishment through their selection of
materials for different purposes and audiences. Examples include portfolios,
displays, literacy interviews, and submissions for publications.
Skills
and Processes
Standard
7:
All
students will demonstrate, analyze, and reflect upon the skills and processes
used to communicate through listening, speaking, viewing, reading, and writing.
Use a combination of strategies when encountering unfamiliar texts while
constructing meaning. Examples include retelling, predicting, generating
questions, mapping, examining picture cues, analyzing word structure, discussing
with peers, analyzing phonetically, and using context and text structure.
Monitor their progress while using a variety of strategies to overcome
difficulties when constructing and conveying meaning.
Apply new learning by forming questions and setting learning goals that
will aid in self-regulation and reflection on their developing literacy.
Develop
and use a variety of strategies for planning, drafting, revising, and editing
different forms of texts for specific purposes. Examples include brainstorming,
revising with peers, sensitivity to audience, and strategies appropriate for
purposes, such as informing, persuading, entertaining, and inspiring.
Genre
and Craft of Language
Standard
8:
All
students will explore and use the characteristics of different types of texts,
aesthetic elements, and mechanics--including text structure, figurative and
descriptive language, spelling, punctuation, and grammar--to construct and
convey meaning.
Identify and use mechanics that enhance and clarify understanding.
Examples include sentence structure, paragraphing, appropriate punctuation,
grammatical constructions, conventional spelling, and relating in sequence an
account of an oral or visual experience.
Identify and use elements of various narrative genre and story elements
to convey ideas and perspectives. Examples include theme, plot, conflict, and
characterization in poetry, drama, story telling, historical fiction, mystery,
and fantasy.
Identify and use characteristics of various informational genre (e.g.,
periodicals, public television programs, textbooks, and encyclopedias) and
elements of expository text structure (e.g., organizational patterns, supporting
details, and major ideas) to convey ideas.
Identify and use aspects of the craft of the speaker, writer, and
illustrator to formulate and express their ideas artistically. Examples include
intonation, hues, design, perspective, dialogue, characterization, metaphor,
simile, and points of view.
Describe and use the
characteristics of various oral, visual, and written texts (e.g., films, library
databases, atlases, and speeches) and the textual aids they employ (e.g.,
footnotes, menus, addresses, graphs, and figures) to convey meaning.
Depth
of Understanding
Standard
9:
All
students will demonstrate understanding of the complexity of enduring issues and
recurring problems by making connections and generating themes within and across
texts.
Explore and reflect on universal themes and substantive issues from oral,
visual, and written texts. Examples include exploration, discovery, and
formation of personal relationships.
Draw parallels and contrasts among key ideas, concepts, and varied
perspectives found in multiple texts.
Use conclusions based
on their understanding of differing views presented in text to support a
position.
Ideas
in Action
Standard
10:
All
students will apply knowledge, ideas, and issues drawn from texts to their lives
and the lives of others.
Identify how their own experiences influence their understanding of key
ideas in literature and other texts.
Combine skills to reveal their strengthening literacy. Examples include
writing and illustrating a text, reading and then orally analyzing a text, and
listening to and then summarizing a presentation.
Use
oral, written, and visual texts to research how individuals have had an impact
on people in their community and their nation. Examples include creating texts
to inform others about school or community issues and problems.
Inquiry
and Research
Standard
11:
All
students will define and investigate important issues and problems using a
variety of resources, including technology, to explore and create texts.
Generate questions about important issues that affect them or topics
about which they are curious, and use discussion to narrow questions for
research.
Identify and use the kinds of resources that are most useful and most
readily available for the particular questions or topics they wish to
investigate. Examples include knowledgeable people, field trips, tables of
contents, indexes, glossaries, icons/ headings, hypertext, storage addresses,
CD-ROM/laser disks, electronic mail, and library catalogue databases.
Organize and analyze information to draw conclusions and implications
based on their investigation of an issue or problem.
Using multiple media, develop
and present a short presentation to communicate conclusions based on the
investigation of an issue or problem. Examples include charts, posters,
transparencies, audio tapes, videos, and diagrams.
Critical
Standards
Standard
12:
All
students will develop and apply personal, shared, and academic criteria for the
employment, appreciation, and evaluation of their own and others' oral, written,
and visual texts.
Develop individual standards for effective communication for different
purposes, and compare them to their own oral, visual, and written texts. An
example is evaluating a project report in terms of personal standards for
content, style, and organization.
Develop and apply both individual and shared standards based on exemplary
works created for varied purposes and contexts.
Demonstrate preferences in reading, writing, speaking, listening,
viewing, and representing based on aesthetic qualities, and explain their
choices.
Create a collection of personal work selected according to both
individual and shared criteria, judging the merit of each selection.
Develop standards to analyze
how the style and substance of personal messages reflect the values of a
communicator.
Other Resources: Michigan Teacher Network
Compiled
by Imad Fadlallah, Stout Middle School,
February 2002