ELA Standards Unformated

ELA Assessment

R - READING

R 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, both to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition:

R 1.1 Read narrative and expository text aloud with fluency and accuracy, and with appropriate pacing, intonation, and expression

Vocabulary and Concept Development:

R 1.2 Use word origins to determine the meaning of unknown words

R 1.3 Understand and explain frequently used synonyms, antonyms and homographs

R 1.4 Know abstract, derived roots and affixes from Greek and Latin, and use this knowledge to analyze the meaning of complex words (e.g., controversial)

R1.5 Understand and explain the figurative and metaphorical use of words in context

R 2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of text, and they relate text structure, organization, and purpose. The quality and complexity of the materials to be read by students are illustrated in The California Reading List. In addition, by grade 8, students read one million words annually on their own, including a good representation of narrative (i.e., classic and contemporary literature) and expository (e.g., magazines, newspapers, on-line information) text appropriate for each grade.

Structural Features of Informational Materials:

R 2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable

R 2.2 Analyze text which is organized in sequential or chronological order

Comprehension and Analysis of Grade-Level-Appropriate Text:

R 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas

R 2.4 Draw inferences, conclusions, or generalizations about text and support them with evidence

Expository Critique:

R 2.5 Distinguish among facts, supported inferences, and opinions in text

R 3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of world literature, particularly American and British literature. They clarify the ideas and connect them to other literary works. The quality and complexity of the materials to be read by students are illustrated in The California Reading List.

Structural Features of Literature:

R 3.1 Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction as literary forms chosen by an author for a specific purpose

Narrative Analysis of Grade-Level-Appropriate Text:

R 3.2 Identify the main problem or conflict of the plot and how it is resolved

R 3.3 Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme (e.g., loyalty, selfishness)

R 3.4 Understand that theme refers to the meaning or moral of a selection, and recognize themes whether implied or stated directly in sample works

R 3.5 Describe the function and effect of key literary devices (e.g., imagery, metaphor, symbolism)

Literary Criticism:

R 3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures (Reader Response)

R 3.7 Evaluate the author's use of various techniques to influence readers' perspectives (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) (Reader Response)

W - WRITING

W 1.0.0 - WRITING STRATEGIES: Students write clear, coherent, and focused essays. Writing exhibits awareness of audience and purpose. Essays contain formal introductions, bodies of supporting evidence, and conclusions. Students successfully use the stages of the writing process, as needed.

Organization and Focus:

W 1.1.0 Create a multiple-paragraph narrative composition that

W 1.1.1 establishes and develops a situation or plot

W 1.1.2 describes the setting

W 1.1.3 presents an ending

W 1.2.0 Create a multiple-paragraph expository composition that

W 1.2.1 establishes a topic, key ideas or events in sequence and/or chronological order

W 1.2.2 provides details and transitional expressions which link paragraph to paragraph in a clear line of thought

W 1.2.3 offers a concluding paragraph that summarizes the key ideas and details

Research and Technology:

W 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information

W 1.4 Create simple documents using electronic media, employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell checks)

W 1.5 Use a thesaurus to identify alternative word choices and meanings

Revising and Evaluating Writing:

W 1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences

W 2.0 WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS):Students write narrative, expository, persuasive, and descriptive text of at least 500 to 700 words. Student writing demonstrates a command of standard English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies outlined in Writing Standard 1.0, students:

W 2.1.0 Write narratives thatW 2.1.1 establish plot, point of view, setting, and/or conflict

W 2.1.2 show rather than tell the events of the story

W 2.2.0 Write responses to literature thatW 2.2.1 demonstrate an understanding of a literary work

W 2.2.2 support judgments through references both to the text and to prior knowledge

W 2.2.3 develop interpretations that exhibit careful reading and understanding

W 2.3.0 Write research reports about key ideas, issues, or events thatW 2.3.1 frame questions that direct the investigation

W 2.3.2 establish a controlling idea/topic

W 2.3.3 develop the topic with simple facts, details, examples and explanations

W 2.4.0 Write persuasive letters or compositions thatW 2.4.1 state clear position in support of proposal

W 2.4.2 support position with relevant evidence

W 2.4.3 follow simple organization pattern

W 2.4.4 address reader concerns

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

(English Language Conventions are integral to Writing and to Listening and Speaking. Thus, these standards have been placed between the other two.)

1. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.
   1. Sentence Structure:
      1. Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to elaborate ideas
   2. Grammar:
      1. Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise); modifiers; and normative, objective, and possessive pronouns
   3. Punctuation:
      1. Use colon to separate hours and minutes and to introduce a list; use quotation marks around exact words of speaker and names of poems, songs, short stories, etc.
   4. Capitalization:
      1. Use correct capitalization
   5. Spelling:
      1. Spell roots, suffixes prefixes, contractions, and syllable constructions correctly

LISTENING AND SPEAKING

1. LISTENING AND SPEAKING STRATEGIES: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
   1. Comprehension:
      1. Ask questions that seek information not already discussed
      2. Interpret speaker's verbal and non-verbal messages, purposes, and perspectives
      3. Make inferences or draw conclusions based on an oral report
   2. Organization and Delivery of Oral Communication:
      1. Select a focus, organizational structure, and point of view for oral presentation
      2. Clarify and support spoken ideas with evidence and examples
      3. Engage audience with appropriate verbal cues, facial expressions, and gestures
   3. Analysis and Evaluation of Oral and Media Communications:
      1. Identify, analyze, and critique the persuasive techniques (e.g., promises, dares and flattery, generalities), and identify any logical fallacies used in oral presentations and media messages
      2. Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture
2. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver well-organized formal presentations employing traditional rhetorical strategies (i.e., narration, exposition, persuasion, and description). Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.
   1. Using the speaking strategies outlined in Listening and Speaking Standard 1.0, students:
      1. Deliver narrative presentations that
         1. establish a situation, plot, point of view, and setting with descriptive words
         2. show rather than tell the listener what happens
      2. Deliver informative presentations about a key idea, issue, or event that
         1. frame questions to direct the investigation
         2. establish a controlling idea/topic
         3. develop the topic with simple facts, details, examples and explanations
      3. Deliver oral responses to literature that
         1. summarize significant events and details
         2. provide several clear ideas or images
         3. use examples and/or textual evidence