9-12 Reading/Language Arts

Old Orchard Beach Learning Results/ 9-12

Reading/Language Arts

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9-12 READING/LANGUAGE ARTS

CONTENT STANDARD

Students will communicate effectively for a variety of purposes.

Performance Indicators

Assessment Strategies

9-12 write pieces and deliver oral presentations that achieve distinct purposes (e.g., to persuade, evaluate, analyze, defend, convey knowledge and/or opinions)

9-12 make effective use of a variety of techniques to provide supporting detail (e.g., analogies, anecdotes, illustrations, detailed descriptions, restatements, paraphrases, examples, comparisons) in written work and oral presentations

9-12 make effective use of a variety of techniques for introducing and representing ideas and insights in written work and oral presentations

9-12 demonstrate command of the conventions involved in a formal speech, effectively engaging peers during presentation and fielding responses afterwards

9-12 make informed judgments and explain reasons for judgments

9-12 scan a passage to determine whether a text contains relevant information

9-12 record significant information from events attended and interviews conducted

9-12 use government publications, in-depth field studies, and almanacs for research

9-12 use CD-ROM, microfiche, and similar resource media for research

9-12 identify and use a variety of news sources (e.g., newspapers, magazines, broadcast and recorded media, artifacts), informants, and other likely sources for research purposes

9-12 use search engines and other Internet resources to do research

9-12 make extensive use of primary sources when researching a topic and carefully evaluate the motives and perspectives of the authors

9-12 analyze the validity and weight the reliability of primary information sources and make appropriate use of such information for research purposes

9-12 evaluate information for accuracy, currency, and possible bias

9-12 report and present the results of research, using a variety of resources and presentation techniques

9-12 create bibliographies for research purposes

9-12 use standard methods of documentation to cite references

9-12 explore and select from a variety of ways to present research; i.e., research paper, I-search, Power Print, HyperStudio, report

9-12 analyze and synthesize the concepts and details in informational texts

9-12 explain how new information from a text changes personal knowledge

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9-12 READING/LANGUAGE ARTS

CONTENT STANDARD

Students will access and use information for a variety of purposes.

Performance Indicators

Assessment Strategies

9-12 identify and effectively use appropriate information services

9-12 develop an appropriate strategy for finding information on a particular topic

9-12 READING/LANGUAGE ARTS

CONTENT STANDARD

Students will read effectively for a variety of purposes.

Performance Indicators Assessment Strategies

9-12 develop an appreciation of literature

9-12 demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understandings

9-12 demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener

9-12 identify author's purpose and point of view and analyze their effects on the text

9-12 make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events and circumstances represented in various works

9-12 demonstrate an understanding of the history of and changes in the English language by explaining examples

9-12 read and identify a variety of genres recognizing their distinct elements

9-12 develop and apply strategies to the reading and interpretation of fiction using texts that are complex in terms of character, plot, theme, structure and dialogue and sophisticated in style, point of view, and use of literary devices

9-12 develop and apply strategies to the reading and interpretation of non-fiction texts with appropriate complexity, purpose, content and style

9-12 identify the simple and complex actions and interactions involving main and subordinate characters in a work

9-12 demonstrate an understanding of the stylistic effect of dialogues on the style of a work

9-12 identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past)

9-12 identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work

9-12 read for knowledge, comprehension and different purposes

9-12 make and confirm predictions about what will be found in text

9-12 restate or summarize information

9-12 distinguish between the purpose of a literary work and the personal response of an individual reader

9-12 use the context of the work to determine the meanings of unfamiliar works, terms and phrases

9-12 develop an understanding of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions and social roles

9-12 draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition

9-12 examine, evaluate, and elaborate on universal themes in literature, using reading and viewing to explain how themes are developed and achieved

9-12 identify the philosophical assumptions and basic beliefs underlying a particular text

9-12 analyze how the cultural context of a literary work is evident in the text

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9-12 READING/LANGUAGE ARTS

CONTENT STANDARD

Students will write effectively for a variety of purposes using standard rules and conventions of written and spoken language.

Performance Indicators

Assessment Strategies

9-12 regularly use appropriate conventions of the English language: (spelling, word usage, sentence construction, punctuation, capitalization, grammar, handwriting, complete sentences, paragraphing) to produce a well-developed piece

9-12 edit written work for standard English spelling and usage, evidenced by pieces that show and contain:
- no significant errors in the use of pronouns, nouns, adjectival and adverbial forms
- coordinating and subordinating conjunctions
- no significant errors in the spelling of frequently used words and the correct use of commonly confused terms
- no significant errors in the spelling of common conventions of capitalization and ending punctuation marks and common uses of the comma
- no significant errors in the spelling of commonly misspelled and rare words, the less common capitalization conventions, the colon,
semicolon, hyphen, dash, apostrophe, quotation marks, italics, marginal notes, and footnotes

9-12 demonstrate how language usage may depend on the situation

9-12 demonstrate command of the conventions involved in a formal speech, effectively engaging peers during presentation and fielding responses afterward

9-12 use dictionaries, handbooks, and other language-related resources to evaluate the accuracy of their use of English

9-12 ask pertinent questions during writing conferences and when working alone, using knowledge of personal writing strategies, strengths and weaknesses to improve one's own writing

9-12 write, edit, revise with a purpose, voice and awareness of audience in a variety of forms (letter, essay, research paper, creative, persuasive)

9-12 sustain writing process for an extended period of time

9-12 reflect on, evaluate, revise and edit a sequence of drafts to improve and polish finished work

9-12 write stories that effectively develop such elements as setting, major events, problems and solutions

9-12 make effective use of a variety of techniques to provide supporting detail (e.g., analogies, anecdotes, illustrations, detailed descriptions, restatements, paraphrases, examples, comparisons) in written work

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Back to 9-12 Learning Results
Back to OOB Learning Results

9-12 READING/LANGUAGE ARTS

CONTENT STANDARD

Students will communicate effectively for a variety of purposes.


Performance Indicators	Assessment Strategies
9-12 write pieces and deliver oral presentations that achieve distinct purposes (e.g., to persuade, evaluate, analyze, defend, convey knowledge and/or opinions)




9-12 make effective use of a variety of techniques to provide supporting detail (e.g., analogies, anecdotes, illustrations, detailed descriptions, restatements, paraphrases, examples, comparisons) in written work and oral presentations



9-12 make effective use of a variety of techniques for introducing and representing ideas and insights in written work and oral presentations



9-12 demonstrate command of the conventions involved in a formal speech, effectively engaging peers during presentation and fielding responses afterwards



9-12 make informed judgments and explain reasons for judgments



9-12 scan a passage to determine whether a text contains relevant information



9-12 record significant information from events attended and interviews conducted



9-12 use government publications, in-depth field studies, and almanacs for research



9-12 use CD-ROM, microfiche, and similar resource media for research



9-12 identify and use a variety of news sources (e.g., newspapers, magazines, broadcast and recorded media, artifacts), informants, and other likely sources for research purposes



9-12 use search engines and other Internet resources to do research



9-12 make extensive use of primary sources when researching a topic and carefully evaluate the motives and perspectives of the authors



9-12 analyze the validity and weight the reliability of primary information sources and make appropriate use of such information for research purposes



9-12 evaluate information for accuracy, currency, and possible bias



9-12 report and present the results of research, using a variety of resources and presentation techniques



9-12 create bibliographies for research purposes



9-12 use standard methods of documentation to cite references



9-12 explore and select from a variety of ways to present research; i.e., research paper, I-search, Power Print, HyperStudio, report



9-12 analyze and synthesize the concepts and details in informational texts



9-12 explain how new information from a text changes personal knowledge
Top
9-12 READING/LANGUAGE ARTS

CONTENT STANDARD

Students will access and use information for a variety of purposes.


Performance Indicators	Assessment Strategies
9-12 identify and effectively use appropriate information services




9-12 develop an appropriate strategy for finding information on a particular topic

9-12 READING/LANGUAGE ARTS

CONTENT STANDARD

Students will read effectively for a variety of purposes.
Performance Indicators	Assessment Strategies
9-12 develop an appreciation of literature



9-12 demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understandings



9-12 demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener



9-12 identify author's purpose and point of view and analyze their effects on the text



9-12 make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events and circumstances represented in various works



9-12 demonstrate an understanding of the history of and changes in the English language by explaining examples



9-12 read and identify a variety of genres recognizing their distinct elements



9-12 develop and apply strategies to the reading and interpretation of fiction using texts that are complex in terms of character, plot, theme, structure and dialogue and sophisticated in style, point of view, and use of literary devices



9-12 develop and apply strategies to the reading and interpretation of non-fiction texts with appropriate complexity, purpose, content and style



9-12 identify the simple and complex actions and interactions involving main and subordinate characters in a work



9-12 demonstrate an understanding of the stylistic effect of dialogues on the style of a work



9-12 identify and analyze the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past)



9-12 identify and analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect the overall quality of a work



9-12 read for knowledge, comprehension and different purposes



9-12 make and confirm predictions about what will be found in text



9-12 restate or summarize information



9-12 distinguish between the purpose of a literary work and the personal response of an individual reader



9-12 use the context of the work to determine the meanings of unfamiliar works, terms and phrases



9-12 develop an understanding of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions and social roles



9-12 draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition



9-12 examine, evaluate, and elaborate on universal themes in literature, using reading and viewing to explain how themes are developed and achieved



9-12 identify the philosophical assumptions and basic beliefs underlying a particular text



9-12 analyze how the cultural context of a literary work is evident in the text
Top
9-12 READING/LANGUAGE ARTS

CONTENT STANDARD

Students will write effectively for a variety of purposes using standard rules and conventions of written and spoken language.
Performance Indicators	Assessment Strategies
9-12 regularly use appropriate conventions of the English language: (spelling, word usage, sentence construction, punctuation, capitalization, grammar, handwriting, complete sentences, paragraphing) to produce a well-developed piece




9-12 edit written work for standard English spelling and usage, evidenced by pieces that show and contain: - no significant errors in the use of pronouns, nouns, adjectival and adverbial forms - coordinating and subordinating conjunctions - no significant errors in the spelling of frequently used words and the correct use of commonly confused terms - no significant errors in the spelling of common conventions of capitalization and ending punctuation marks and common uses of the comma - no significant errors in the spelling of commonly misspelled and rare words, the less common capitalization conventions, the colon, semicolon, hyphen, dash, apostrophe, quotation marks, italics, marginal notes, and footnotes



9-12 demonstrate how language usage may depend on the situation



9-12 demonstrate command of the conventions involved in a formal speech, effectively engaging peers during presentation and fielding responses afterward



9-12 use dictionaries, handbooks, and other language-related resources to evaluate the accuracy of their use of English



9-12 ask pertinent questions during writing conferences and when working alone, using knowledge of personal writing strategies, strengths and weaknesses to improve one's own writing



9-12 write, edit, revise with a purpose, voice and awareness of audience in a variety of forms (letter, essay, research paper, creative, persuasive)



9-12 sustain writing process for an extended period of time



9-12 reflect on, evaluate, revise and edit a sequence of drafts to improve and polish finished work



9-12 write stories that effectively develop such elements as setting, major events, problems and solutions



9-12 make effective use of a variety of techniques to provide supporting detail (e.g., analogies, anecdotes, illustrations, detailed descriptions, restatements, paraphrases, examples, comparisons) in written work
Top