Sixth – Eighth Grades

MEANING

MEANING

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COMPREHENSION

EXPRESSION

INSTRUCTIONAL INTEGRATION OF STRANDS

(*Notes relating to the novel: GETORIX: The Eagle and The Bull, by Judith Geary, are identified with an asterisk.*)

Sixth – Eighth Grade
Overview

Student Characteristics

Students in Grades 6-8 display a wide range of intellectual abilities, learning styles, talents, interests, and maturation levels.  These students are going through a transitional period that includes physical, social, emotional, and intellectual changes. They have the ability to think on higher levels and to draw conclusions, and they possess a curiosity about the world.  They are beginning to personalize language and to use it more proficiently.  They become aware of the practical value of language.  During this period, students search for their own identity.  They are becoming more independent of parents and teachers and more dependent on peers for approval.

Instructional Environment

Reading, listening, viewing, writing, speaking, and presenting are studied as related skills in meaningful contexts.  Language study is kept relevant for students.  They make some choices about topics for writing and speaking.  Self-selection of literature and writing topics gives students responsibility for their own language learning.  Grammar, spelling, and vocabulary study are taught in the meaningful context of student writings and oral presentations.  Students interact with many literary genres using selections that are relevant to their lives and their studies in other content areas.

Scope of Content

The content standards address all areas of comprehension and expression:  reading, listening, viewing, writing, speaking, and presenting.  Through reading, students build understanding and acquire new information.  They also read for enjoyment and recreation as they develop a greater appreciation of literature.  By listening, students evaluate oral language and interact effectively with others.  Viewing helps them learn to interpret a variety of media and to become more discriminating processors of information.  Students use writing to communicate; to acquire new concepts; to reflect on their own thoughts and experiences; and to respond to what they read, hear, and view.  Students speak to communicate, to interact with others, to articulate ideas, and to react to what they have read, heard, and viewed.  By making presentations, students create and communicate ideas and information through a variety of media.

Literature

The classrooms are filled with assorted reading materials:  trade books, peer writings, and multicultural selections from recognized traditional and contemporary authors.  Students learn how to choose reading materials of quality.  Students make choices and decisions about reading and writing that will contribute to the appreciation and enjoyment of varied reading materials throughout their lives.  Introducing students to a variety of recognized authors of diverse cultures helps them develop a respect for cultural differences.  It also allows them to see, to use, and to refine different language structures and models.  Through reading, writing, viewing, and discussing, students recognize that literary themes reflect life.

Sixth Grade

(*Notes relating to the novel: GETORIX: The Eagle and The Bull, by Judith Geary, are identified with an asterisk.*)

M
ost sixth-graders begin a transitional stage characterized by physical, social, and cognitive changes.  They move from childhood to adolescence and explore a new social awareness.  Students develop their ability to gain and express meaning through oral and written language.  They are taking more 
responsibility for their learning.  They also are expanding their language skills when learning in an environment that encourages risk-taking in the use of language.

The curriculum for Grade 6 includes a more analytical approach to literature study.  Students continue to possess a curiosity for learning and search for personal application as they read narrative and expository texts.  Teachers capitalize on these characteristics during literature and language study.  They begin to develop persuasive writing and refine narrative, descriptive, and expository writing.  More attention is given to metacognitive processes as students use self-monitoring to evaluate their reading, writing, and studying skills and to construct personal meaning as they encounter a variety of written materials.  

Minimum Required Content

Students will

C	E		1.	Interpret and construct meaning by applying appropriate strategies to materials across the curriculum.	
R	L	V	W	S	P		

Examples:	making initial predictions about text meaning, using prior knowledge, setting purposes for reading, interpreting author’s meaning, using monitoring strategies, correcting or confirming author’s message, determining cause and effect, noting sequence of events, identifying main idea and supporting details

C	E		2.	Read with ease textual, functional, and recreational materials encountered in daily life.	
R	L	V	W	S	P		

Examples:	textbooks, trade books, magazines, newspapers, computer materials, written correspondence, school rules

C	E		3.	Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instructional levels.	
R	L	V	W	S	P		

C	E		4.	Demonstrate reading improvement gained through substantial amounts of daily reading.	
R	L	V	W	S	P		

C	E		5.	Recognize various forms of literature according to characteristics.
	
R	L	V	W	S	P		
Examples:	poetry, short stories, novels, plays, folktales, myths * Various forms of literature are explored in the novel, both written and performed, common to the Celtic and Roman people. Examples include: Celtic epic poems and lays, Homer's Odyssey, political speeches and personal persuasive communication. 

C	E		6.	Determine the author’s purpose.
	
R	L	V	W	S	P		
	To persuade
	To inform
	To entertain

C	E		7.	Recognize the characteristics and cultural influences of works of literature representative of various eras.	
R	L	V	W	S	P		

Examples:	books and plays; presentations; class, school, and/or community productions; movies; television productions. * Debates and discussions between and among the characters of the novel explore the cultural influences and points of view.

C	E		8.	Be aware of writing and speaking styles that incorporate dialects, idioms, and intonation patterns.	
R	L	V	W	S	P		
				* Examples from the novel include different speech patterns 						when speakers are using their native language or one 						they are less familiar with.

C	E		9.	Become aware of the etymology of language.
	
R	L	V	W	S	P		
	Word origins
	Cultural and regional expressions
*  The author of GETORIX: The Eagle and The Bull researched word origins used in dialogue and description so that the characters' points of view are true to their Roman or Celtic roots.

C	E		10.	Recognize linguistic and cultural diversity.
	
R	L	V	W	S	P		
	Geographic 
	Ethnic
* Differing world views as a result of their cultural backgrounds,  differing attitudes toward the importance of writing and literature, and other aspects of the characters' attitudes are debated and discussed in the novel.

C	E		11.	Recognize the power of language as it evokes emotion; expands thinking; and influences problem solving, decision making, and action.	
R	L	V	W	S	P		
			*Examples from the novel include: evidence that Lucius is making a 				plea to his father (p. 16); Getorix's numerous prayers to the gods and to 			his father's spirit; Keltus' explanation to Getorix of why he is loyal to 				their Roman master and what he hopes for Lucius' and Getorix. (p. 				109); Catulus' political speech to the Roman people (p. 238)

C	E		12.	Develop general listening behaviors for different purposes and situations.
	
R	L	V	W	S	P		
Examples:	comprehending messages, understanding literal meaning of words, remembering significant details accurately, remembering directions or sequences, paraphrasing spoken messages

C	E		13.	Select and indicate preference for sources of information.
	
R	L	V	W	S	P		
Examples:	magazines, Internet, how-to books and videos

C	E		14.	Use study processes to manage information.
	
R	L	V	W	S	P		
Examples:	locating resource materials and information; taking notes; summarizing, organizing, questioning, and retaining information

C	E		15.	Demonstrate an awareness of the research process.
	
R	L	V	W	S	P		
	Locating and using multiple sources
Examples:	retrieving, selecting, evaluating
	Accomplishing a variety of purposes
Examples:	personal research, content-area research
	Documenting
Example:	correct use of copyrighted materials
	Presenting findings
Examples:	projects, posters, demonstrations, multimedia presentations
* The novel contains numerous possibilities for exploration.

C	E		16.	Respond with understanding and empathy to information read, viewed, and heard.	
R	L	V	W	S	P		

Examples:	question-and-answer sessions, classroom discussions, student journals

C	E		17.	Develop an extended vocabulary through reading, listening, viewing, writing, speaking, and presenting.	
R	L	V	W	S	P		

	Synonyms
	Antonyms
	Affixes and base words
	Classifications
	Context clues

C	E		18.	Use available computer technology to enhance reading and writing skills.
	
R	L	V	W	S	P		
Examples:	interactive reading and writing programs, word processing

C	E		19.	Read aloud effectively from literature and personal compositions.
	
R	L	V	W	S	P		
Examples:	choral reading, creative dramatics, dramatic readings

C	E		20.	Demonstrate effective listening and speaking behaviors for varied situations and purposes.	
R	L	V	W	S	P		

	Interpersonal situations
Examples:	taking turns, asking questions, adjusting proximity to 
other person
	Group discussions
Examples:	taking turns, asking questions, noting facial expressions, attending to speakers
	Public speaking
Examples:	audience awareness, posture, gestures

C	E		21.	Use the writing process when composing various forms of written expression.
	
R	L	V	W	S	P		
	Prewriting
Examples:	choosing topic, developing word/topic banks
	Drafting
Example:	focusing on purpose
	Revising
Example:	clarifying the meaning after a teacher conference
	Editing*
Example:	making needed corrections
	Publishing
Examples:	sharing orally, making room displays

C	E		22.	Know and apply principles of grammar and usage in writing, speaking, and presenting and apply mechanics in writing.	
R	L	V	W	S	P		

	Capitalization 
-	First word in quotation
-	Parts of a letter 
-	Proper nouns and adjectives
-	Regions of country
-	Titles of people, books, and works of art
	Punctuation
-	Comma(s) to set off appositive
-	Comma before coordinate conjunction in compound sentence
-	Commas with items in a series and introductory elements
-	Colon to introduce a list
-	Quotation marks and commas with direct quotations
-	Apostrophe with contraction and for possession
-	End punctuation
	Grammar, usage, and spelling
-	Adverb and adjective forms
-	Noun and verb forms
-	Appropriate tense (present, past, and future) 
-	Subject-verb agreement (including indefinite pronoun as subject)
-	Pronoun case
-	Special usage problems
Examples:	double negatives, homonym confusion
-	Parts of speech
-	Variety in word choice
-	Developing compound and complex sentences
-	Avoiding redundancy, fragments, run-ons, and on-and-on sentences

C	E		23.	Compose using recognized literature as models.
	
R	L	V	W	S	P		

C	E		24.	Use self-monitoring and feedback from peers and teachers to evaluate reading, writing, listening, viewing, studying, and research skills.	
R	L	V	W	S	P		

Examples:	portfolios, journals, rubrics, student checklists

*See content standard 22 for specific concepts.

C	E		25.	Organize content of written composition with attention to basic characteristics.
	
R	L	V	W	S	P		
	Topic sentence
	Supporting sentences
	Purpose and audience
	Sentence combining and coherence

C	E		26.	Compose descriptive, narrative, expository, and persuasive essays.
	
R	L	V	W	S	P		

C	E		27.	Spell correctly in final written works.
	
R	L	V	W	S	P		

C	E		28.	Write legible final drafts.
	
R	L	V	W	S	P		
	Cursive
	Manuscript

C	E		29.	Compose and present using various techniques for different audiences.
	
R	L	V	W	S	P		
Examples:	descriptive, narrative, expository, and persuasive essays and speeches; written correspondence; informal reports; forms; spontaneous response writing

C	E		30.	Express personal feelings, opinions, and information in formal, informal, and interpersonal situations.	
R	L	V	W	S	P		

Examples:	conversations, letters, announcements, discussions

Seventh Grade

(*Notes relating to the novel: GETORIX: The Eagle and The Bull, by Judith Geary, are identified with an asterisk.*)

S
eventh-grade students experience a wide range of physical and emotional changes.  Their curiosity about the world motivates them to search for meaning through language and literature.  In responding to literature, students expand their skills and knowledge as they make responsible decisions regarding their reading, viewing, and studying.  They enhance their reading, listening, and viewing skills as they increase awareness of their environment.  

They also develop their personal adaptations of the writing process and presentation styles.  This adaptation and personalization of processes are significant characteristics of the students and their curriculum.  They adapt their writing process to meet their own needs as authors.  They also develop their own speaking, presenting, and writing styles; identify their best studying methods; and recognize and express their reading and viewing preferences.

Minimum Required Content

Students will

C	E		1.	Construct, interpret, and evaluate meaning by applying appropriate strategies to materials across the curriculum.	
R	L	V	W	S	P		

Examples:	setting purposes for reading, interpreting author’s meaning, using monitoring strategies, correcting or confirming author’s message, distinguishing fact from opinion, determining cause and effect, noting sequence of events, identifying main idea and supporting details. *The plot of the novel gives ample opportunity for such analysis. 

C	E		2.	Read with ease textual, functional, and recreational materials encountered in daily life.	
R	L	V	W	S	P		

Examples:	textbooks, trade books, magazines, newspapers, computer materials, written correspondence, school and community rules and laws, directions

C	E		3.	Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instructional levels.	
R	L	V	W	S	P		

C	E		4.	Demonstrate reading improvement gained through substantial amounts of daily reading.	
R	L	V	W	S	P		

C	E		5.	Recognize various forms of literature according to characteristics.
	
R	L	V	W	S	P		
Examples:	poetry, short stories, novels, plays, folktales, myths, nonfiction

C	E		6.	Determine the author’s purpose by identifying the mode of writing.
	
R	L	V	W	S	P		
	Narrative
	Descriptive
	Expository
	Persuasive
*The plot and organization of the novel gives ample opportunity for such analysis.

C	E		7.	Appreciate the characteristics, literary elements, and cultural influences of literary works representative of various eras.	
R	L	V	W	S	P		

Examples:	reading books and plays, listening to presentations, participating in productions, viewing movie and television productions
*Examples: Characters in the novel discuss and debate their approaches to the myths and stories of their cultures.

C	E		8.	Identify writing and speaking styles that incorporate dialects, idioms, and intonation patterns.	
R	L	V	W	S	P		

* Examples: Characters in the novel include native Latin speakers and Celtic speakers using their own language as well as Greek, and Celtic speakers using the Roman language. The author's tactics for creating these effects are instructive. 

C	E		9.	Demonstrate respect for linguistic and cultural diversity in literature.
	
R	L	V	W	S	P		
	Geographic
	Ethnic
*Examples: Characters in the novel discuss and debate their approaches to the myths and stories of their cultures.

C	E		10.	Identify components of the etymology of language.
	
R	L	V	W	S	P		
	Word origins
	Cultural/regional expressions
	Country of origin
* The author analyzed the origin of important words in constructing early drafts of the dialogue -- including words with Latin and northern European roots -- so that the dialogue structure reflects the speakers' origins. 

C	E		11.	Refine general listening behaviors.
	
R	L	V	W	S	P		
	Identifying main idea and summarizing
	Understanding contextual meaning of words used
	Listening for implications of significant details
	Understanding relationships among ideas
	Connecting spoken message to prior experiences

C	E		12.	Select and indicate preference for sources of information.
	
R	L	V	W	S	P		
Examples:	magazines, Internet, videotapes, how-to books and videos

C	E		13.	Use study processes to manage information.
	
R	L	V	W	S	P		
Examples:	taking notes; summarizing; organizing, questioning, and retaining information

C	E		14.	Conduct project research, individually and collaboratively, utilizing all aspects of the research process.	
R	L	V	W	S	P		

	Locating and using multiple sources
Examples:	retrieving, selecting, evaluating
	Fulfilling a variety of purposes
Examples:	personal research, content-area research
	Documenting
Example:	correct use of copyrighted material
	Presenting findings
Examples:	written reports, projects
*See the "Become an Expert" exercise in the Teacher's Guide.

C	E		15.	Respond with understanding and empathy to information read, viewed, and heard.	
R	L	V	W	S	P		

Examples:	large- and small-group discussions, student journals
* See the discussion questions in the Teacher's Guide.

C	E		16.	Develop and use an extended vocabulary through reading, listening, viewing, writing, speaking, and presenting.	
R	L	V	W	S	P		

	Synonyms
	Antonyms
	Affixes and base words
	Classifications
	Context clues
	Denotation and connotation

C	E		17.	Use available computer technology to enhance reading and writing skills.
	
R	L	V	W	S	P		
Examples:	word processing programs, multimedia presentations, Internet

C	E		18.	Present literature and personal composition effectively.
	
R	L	V	W	S	P		
Examples:	Reader’s Theatre, choral speaking, oral interpretation

C	E		19.	Identify ways the power of language evokes emotion; expands thinking; and influences problem solving, decision making, and action.	
R	L	V	W	S	P		
			*Examples from the novel include: evidence that Lucius is making a 				plea to his father (p. 16); Getorix's numerous prayers to the gods and to 			his father's spirit; Keltus' explanation to Getorix of why he is loyal to 					their Roman master and what he hopes for Lucius' and Getorix. 				(p. 109); Catulus' political speech to the Roman people (p. 238)

C	E		20.	Demonstrate effective listening and speaking behaviors for varied situations and purposes.	
R	L	V	W	S	P		

	Interpersonal situations
Examples:	taking turns, asking questions, adjusting proximity to 
other person
	Group discussions
Examples:	taking turns, asking questions, noting facial expressions, attending to speakers
	Public speaking
Examples:	audience awareness, posture, gestures

C	E		21.	Exhibit proficiency in the use of the writing process.
	
R	L	V	W	S	P		
	Prewriting
Examples:	choosing a topic, group and/or individual brainstorming
	Drafting
Example:	focusing on purpose and audience
	Revising
Example:	reorganizing sentences
	Editing*
Example:	making needed corrections
	Publishing
Example:	constructing books

C	E		22.	Know and apply principles of grammar and usage in writing, speaking, and presenting and apply mechanics in writing.	
R	L	V	W	S	P		

	Capitalization 
-	Proper nouns and adjectives
-	Regions of country
-	Titles of people, books, and works of art
-	First word in quotations
	Punctuation
-	Comma(s) with appositives, with introductory elements, and before coordinate conjunction in compound sentence
-	Colon to introduce a list
-	Quotation marks and commas with direct quotations
-	Semicolon between independent clauses with no conjunction
-	Apostrophe for possession and contractions
	Grammar, usage, and spelling
-	Adverb and adjective forms
-	Noun and verb forms
-	Appropriate tenses including present, past, future, and perfect tenses
-	Subject-verb agreement including intervening phrase
-	Pronoun-antecedent agreement
-	Pronoun case
-	Special usage problems
Examples:	double negatives, homonym confusion
-	Parts of speech
-	Developing compound and complex sentences
-	Avoiding redundancy, fragments, run-ons, and on-and-on sentences

C	E		23.	Compose using recognized literature as models.
	
R	L	V	W	S	P		

C	E		24.	Use self-monitoring and feedback from peers and teachers to evaluate reading, writing, listening, viewing, studying, and research skills.	
R	L	V	W	S	P		

Examples:	portfolios, journals, rubrics, student checklists

*See content standard 22 for specific concepts.

C	E		25.	Organize content of written composition with attention to basic characteristics.
	
R	L	V	W	S	P		
	Topic sentence
	Supporting sentences
	Purpose and audience
	Sentence combining and coherence

C	E		26.	 Compose descriptive, narrative, expository, and persuasive essays.
	
R	L	V	W	S	P		
Examples:	speeches, poems, social notes, forms, spontaneous response writing
*See also the complete curriculum Getorix’s World, “Roman Education Literature and Poetry” for activities involving the writing and performing of persuasive speeches based on Controversia and Sausoria, plus activities using poetry and epigrams.

C	E		27.	Compose and present in many ways using different techniques for various audiences and occasions both formal and informal.	
R	L	V	W	S	P		

Examples:	speeches, poems, social notes, forms, spontaneous response writing
* Examples from the novel include Lucius' stories to Getorix, Getorix reciting the Norse legend of Fafnir (p. 159) and Catulus' political speech. (p. 238)

C	E		28.	Express personal feelings, opinions, and information in formal and informal situations.	
R	L	V	W	S	P		

Examples:	conversations, written communications, interviews, public speaking

Eighth Grade

(*Notes relating to the novel: GETORIX: The Eagle and The Bull, by Judith Geary, are identified with an asterisk.*)

E
ighth-graders increase their capability to synthesize prior knowledge with new information.  They need frequent opportunities to develop this capacity through reading, writing, discussing, and giving oral reports.  Students are now inclined to interact personally with language and literature.  As students become more experienced in revising and editing, they master additional grammatical principles and conventions of usage.  Even at the end of this grade level, they are continuing to develop the academic self-confidence needed to meet the challenges of the senior high grades.

Students benefit from the teacher’s increased efforts to coordinate instruction with teachers of other subject areas so the students see relationships among content areas and various processes.  They become increasingly aware of the need for good writing skills in science, math, and social studies.  They also benefit from explicit instruction in common structural characteristics of text in the various content areas. 

Minimum Required Content

Students will

C	E		1.	Apply appropriate strategies to materials across the curriculum to construct meaning through interpretation and evaluation.	
R	L	V	W	S	P		

Examples:	using monitoring strategies, correcting or confirming author’s message, distinguishing fact from opinion, confirming author’s credentials, confirming intention and validity of message, using context clues, drawing conclusions, determining cause and effect, determining sequence of events, identifying main idea and supporting details *The plot of the novel gives ample opportunity for such analysis. 

C	E		2.	Read with ease textual, functional, and recreational materials encountered in daily life.	
R	L	V	W	S	P		

Examples:	textbooks, trade books, magazines, newspapers, computer materials, written correspondence, laws and rules, directions

C	E		3.	Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instructional levels.	
R	L	V	W	S	P		

C	E		4.	Demonstrate reading improvement gained through substantial amounts of daily reading.	
R	L	V	W	S	P		

C	E		5.	Distinguish various forms of literature according to characteristics.
	
R	L	V	W	S	P		
Examples:	poetry, short stories, novels, historical fiction, plays, folktales, myths, epics, nonfiction, science fiction

C	E		6.	Determine the author’s purpose.
	
R	L	V	W	S	P		
	To persuade
	To inform
	To entertain
	To evaluate
*The plot and organization of the novel gives ample opportunity for such analysis

C	E		7.	Value recognized written, spoken, and visual works of literature representative of various cultures and eras.	
R	L	V	W	S	P		

C	E		8.	Appreciate writing and speaking styles that incorporate dialects, idioms, and intonation patterns.	
R	L	V	W	S	P		

C	E		9.	Analyze the etymology of language.
	
R	L	V	W	S	P		
	Word origins
	Cultural and regional expressions
	Country of origin
* The author of the novel analyzed the origin of important words in constructing early drafts of the dialogue -- including words with Latin and northern European roots -- so that the dialogue structure reflects the speakers' origins.

C	E		10.	Demonstrate an appreciation for the power of language as it evokes emotion; expands thinking; and influences problem solving, decision making, and action.	
R	L	V	W	S	P		

Examples:	literary response journals, spontaneous response writings
*Examples from the novel include: evidence that Lucius is making a plea to his father (p. 16); Getorix's numerous prayers to the gods and to his father's spirit; Keltus' explanation to Getorix of why he is loyal to their Roman master and what he hopes for Lucius' and Getorix. (p. 109); Catulus' political speech to the Roman people (p. 238)

C	E		11.	Demonstrate active listening and speaking behaviors related to effective oral communication in a number of situations for various purposes.	
R	L	V	W	S	P		

	Interpersonal situations
Example:	appropriate language use and tone of voice
	Group discussions
Example:	appropriate language use, posture, and gestures
	Public speaking
Examples:	message organization, facial expressions, eye contact

C	E		12.	Select and indicate preference for sources of information.
	
R	L	V	W	S	P		
Examples:	magazines, Internet, novels, videotaped dramas, biographies, documentaries, how-to books and videos

C	E		13.	Use study processes to manage information.
	
R	L	V	W	S	P		
Examples:	organizing, questioning, summarizing, and retaining information

C	E		14.	Conduct individual research utilizing all aspects of the research process.
	
R	L	V	W	S	P		
	Information management
Examples:	locating, selecting, retrieving, evaluating
	Information documentation
Example:	correct use of copyrighted material
	Information organization
Example:	presentation method
	Presentation of findings
Examples:	formal written reports, projects

C	E		15.	Critique with understanding and empathy information read, viewed, and heard.
	
R	L	V	W	S	P		
Examples:	panel discussions, book and movie reviews

C	E		16.	Comprehend and display an extended vocabulary through reading, listening, viewing, writing, speaking, and presenting.	
R	L	V	W	S	P		

	Synonyms
	Antonyms
	Affixes and base words
	Classifications
	Context clues
	Denotation and connotation

C	E		17.	Use available computer technology to enhance reading and writing skills.
	
R	L	V	W	S	P		
Examples:	editing programs, Internet

C	E		18.	Demonstrate effective listening and speaking behaviors for varied situations and purposes.	
R	L	V	W	S	P		

	Interpersonal situations
Examples:	taking turns, asking questions, adjusting proximity to 
other person
	Group discussions
Examples:	taking turns, asking questions, noting facial expressions
	Public speaking
Examples:	audience awareness, posture, gestures

C	E		19.	Internalize the writing process.
	
R	L	V	W	S	P		
	Prewriting
Example:	using a graphic organizer to determine the breadth of a topic
	Drafting
Example:	focusing on content
	Revising
Example:	reordering paragraphs
	Editing*
Example:	making needed corrections
	Publishing
Example:	printing in literary magazines

C	E		20.	Know and apply principles of grammar and usage in writing, speaking, and presenting and apply mechanics in writing.	
R	L	V	W	S	P		

	Capitalization 
-	Proper nouns and adjectives
-	Regions of country
-	Titles of people, books, paintings, films, and ships
-	First word in quotations
	Punctuation
-	Comma(s) to set off nonessential appositives
-	Comma with introductory elements and direct quotations
-	Comma before coordinate conjunction in compound sentence
-	Colon to introduce a list
-	Quotation marks with direct quotations
-	Semicolon between independent clauses with no conjunction
-	Apostrophe for possession and contractions
	Grammar, usage, and spelling
-	Adverb and adjective forms
-	Noun and verb forms
-	Appropriate tense (avoiding shifts, all tenses)
-	Subject-verb agreement
-	Pronoun-antecedent agreement
-	Pronoun case
-	Special usage problems
Examples:	double negatives, homonym confusion
-	Parts of speech
-	Variety and precision in word choice
-	Developing compound and complex sentences
-	Avoiding redundancy, fragments, run-ons, and on-and-on sentences

C	E		21.	Compose using recognized literature as models.
	
R	L	V	W	S	P		

*See content standard 20 for specific concepts.

C	E		22.	Use self-monitoring and feedback from peers and teachers to evaluate reading, writing, listening, viewing, studying, and research skills.	
R	L	V	W	S	P		

Examples:	portfolios, journals, rubrics, student checklists

C	E		23.	Organize content of written composition with attention to basic characteristics.
	
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	Topic sentence
	Supporting sentences
	Purpose and audience
	Sentence combining and coherence

C	E		24.	Compose descriptive, narrative, expository, and persuasive essays.
	
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C	E		25.	Compose and present in many forms using different techniques for various audiences and occasions both formal and informal.	
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Examples:	speeches, plays, research reports, business letters, forms, spontaneous response writing

C	E		26.	Participate in presentations of written material.
	
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Examples:	plays, student writings, improvisational poetry, written communications, debates

C	E		27.	Express personal feelings, opinions, and information in formal and informal situations.	
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