11/4/2011 1

Standard E4.2 The students will read and comprehend a variety of informational texts in print and nonprint formats.

Students in English 4 read informational

(expository/persuasive/argumentative) texts of the following types: historical

documents, research reports, essays (e.g., social, political, scientific, historical, natural history), position papers (e.g., persuasive brochures, campaign literature), editorials, letters to the editor, informational trade books, textbooks, news and

feature articles, magazine articles, advertisements, journals, speeches, reviews (e.g., book, movie, product),contracts, instruction manuals, product-support

materials, and application forms. They also read directions, schedules, and recipes, embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-2.3 Analyze informational texts for indicators of author’s bias such as word choice, the exclusion and inclusion of particular

information, and unsupported information.

Explanation of Revised Bloom’s Verb Analyze: Break material into its constituent parts and determine how the parts

relate to one another and to an overall structure or purpose.

Explanation of Indicator

Author’s bias is a personal and largely unreasoned judgment either for or against a particular person, position, or thing; a prejudice. Word choice is the effective use of the words to enhance style, tone, or clarity in writing or speaking. Bias can be

favorable or unfavorable; bias can be used to sway an audience.

A student might demonstrate an analysis of author’s bias by pointing out ideas in a speech that show a political candidate’s ideas in a favorable light by omitting the opposing view of a topic.

Instructional Progression

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the author bias differ at each grade level.

What do students need to know before they can understand author’s bias?

Students must be able to differentiate between fact and opinion. Students must be able to identify relevant facts and other types

of support for opinions. Relevant facts are those that are clearly

applicable to the judgment. Support for opinions includes explanations, examples, anecdotes, statistics, and logical

reasons.

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Students must be able to identify sufficiently supported opinions.

Students must be able to understand the effect of word choice on a text.

Within author’s bias, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade. K-2.3 Exemplify facts in texts read aloud.

1-2.3 Understand the difference between fact and opinion. 2-2.3 Distinguish between facts and opinions in informational

texts.

3-2.3 Distinguish between facts and opinions in informational texts. 4-2.3 Analyze informational texts to locate and identify facts and

opinions. 5-2.3 Analyze a given text to detect author bias by locating

indicators such as unsupported opinions.

6-2.3 Understand indicators of an author’s bias such as the omission of relevant facts and statement of unsupported

opinions. 7-2.3 Identify indicators of author bias such as word choice and

the exclusion and inclusion of particular information. 8-2.3 Analyze informational texts for indicators of author bias such

as word choice and the exclusion and inclusion of particular

information. E1-2.3 Analyze informational texts for indicators of author bias such

as word choice, the exclusion and inclusion of particular information, and unsupported opinion.

E2-2.3 Analyze informational texts for indicators of author bias such

as word choice, the exclusion and inclusion of particular information, and unsupported opinion.

E3-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular information, and unsupported opinion.

E4-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular

information, and unsupported opinion. When teaching author’s bias, what connections, links, or ties

can be made to other indicators and/or content areas? E4-1.1 Compare/contrast ideas within and across literary texts to

make inferences. E4-1.3 Interpret devices of figurative language (including extended

metaphor, oxymoron and paradox).

E4-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony,

and allusion) on the meaning of literary texts.

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E-4-1.7 Carry out independent reading for extended periods of time to derive pleasure.

E4-2.1 Compare/contrast theses within and across informational texts.

E4-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.5 Carry out independent reading for extended periods of time to

gain information. E4-2.8 Analyze the informational texts to identify propaganda

techniques. E4-3.3 Interpret the connotations of words to understand the

meaning of a given text.

E4-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include coherent thesis, and use

support such as definitions and descriptions. E4-5.1 Produce clear and concise career-oriented/ technical writings

such as business letters, resumes, technical reports, and

informational analyses. E4-5.2 Create narratives such as personal essays, memoirs, and

narrative poems that use descriptive language to enhance character and setting.

E4-5.4 Create persuasive writings such as editorials, essays, speeches, or reports that address a specific audience and support a clearly stated thesis with facts, statistics, and/or

first-hand accounts. E4-6.5 Create written works and oral and visual presentations that

are designed for the particular audience and purpose. E4-6.8 Design and carry out research projects by selecting a topic,

constructing inquiry questions, accessing resources, and

organizing information.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “analyze.” Students should be challenged to analyze author’s

bias is a variety of informational texts and to demonstrate how author bias contributes to the overall meaning and effect of the text. When it is time for

assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text that the students have not previously experienced). Students should not be given a list of terms to match with definitions

because this does not allow them the opportunity to understand.

The teacher may provide examples of print or nonprint informational text from world sources that are biased for students to determine how bias impacts the intended message of the piece. The teacher may provide a letter to the editor for

students to determine the bias of the piece. Students could examine positively or negatively biased print or nonprint texts and revise them in an unbiased form.

11/4/2011 4

Suggested Instructional Resources Professional Texts

Considine, David M. and Gail E. Haley. Visual Messages: Integrating Imagery into

Instruction. Englewood, CO: Teacher Ideas Press. 1999.

Christel, Mary T. and Scott Sullivan, eds. Lesson Plans for Creating Media-Rich

Classrooms. Urbana, IL: National Council of Teachers of English. 2001.

Olsen, Carol Booth. The Reading/Writing Connection. New York: Pearson, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. Portland, ME:

Stenhouse, 2001.

Nonprint Materials

http://www.Readwritethink.org

For additional Internet sources, use the following search terms: fact/opinion propaganda

persuasion techniques audience analysis

11/4/2011 1

Standard E4-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in English 4 read four major types of literary texts: fiction, literary

nonfiction, poetry, and drama. In the category of fiction, they read the

following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction,

they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical

poems, humorous poems, free verse odes, songs/ballads, and epics. The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4.5 Analyze the effect of the author’s craft (including tone and the

use of imagery, flashback, foreshadowing, symbolism, irony,

and allusion) on the meaning of literary texts

Explanation of Revised Bloom’s Verb Analyze: Break material into its constituent parts and determine how the parts

relate to one another and to an overall structure or purpose. Explanation of Indicator

Author’s craft is the use of specific techniques that an author chooses to relay an intended message. Author’s craft includes tone and the use of imagery, flashback,

foreshadowing, symbolism, irony, and allusion. Tone is the writer’s attitude toward a subject, character, or audience conveyed through the choice of words and details. Imagery is language that creates a sensory impression within the reader’s mind;

flashback is the technique of disrupting the chronological flow of a narrative by interjecting events that have occurred at an earlier time; foreshadowing is the use

of hints or clues to suggest future action; symbolism is the author’s use of an object, person, place, or an event that has both a meaning in itself and stands for something larger than itself; irony is the discrepancy between what one says and

what one means, what a character believes and what a reader knows, or between what actually occurs and what one expects to occur; and allusion is a brief

reference to a historical, mythological, or literary person, place, thing, or event. Author’s craft is a broad term for how an author intentionally uses techniques to

create meaning and feeling for the reader. For example, to convey tone, an author may intentionally use slang when writing the thoughts or dialogue of a teen-aged

character or use academic language to represent the thoughts or dialogue of a scholarly character.

11/4/2011 2

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for the author’s craft differ at each grade level.

What do students need to know before they can understand author’s craft?

Students must understand and know how to identify and

interpret tone, imagery, flashback, foreshadowing, symbolism, irony, and allusion.

Students must be able to talk and write independently about these techniques.

Students need to demonstrate their ability to isolate the

elements of author’s craft and their effects on meaning.

Within author’s craft, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-1.5 Understand how the author’s choice of words affects the meaning of the text.

1-1.5 Understand how elements of the author’s craft such as word choice affect the meaning of a given literary text.

2-1.5 Understand the effect of the author’s craft such as word choice and the use of repetition, on the meaning of a given literary text.

3-1.5 Understand the effect of the author’s craft such as word choice and sentence structure, on the meaning of a given literary

text. 4-1.5 Understand the effect of an author’s craft—such as word

choice, sentence structure, the use of figurative language,

and the use of dialogue—on the meaning of literary texts. 5-1.5 Understand the effect of an author’s craft—such as tone and

the use of figurative language, dialogue, and imagery—on the meaning of literary texts.

6-1.5 Understand the effect of an author’s craft (including tone and

the use of flashback and foreshadowing) on the meaning of literary texts.

7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.

8-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism,

irony, and allusion) on the meaning of literary texts. E1-1.5 Analyze the effect of the author’s craft (including tone and the

use of imagery, flashback, foreshadowing, symbolism, irony,

and allusion) on the meaning of literary texts. E2-1.5 Analyze the effect of the author’s craft (including tone and the

use of imagery, flashback, foreshadowing, symbolism, irony,

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and allusion) on the meaning of literary texts (with a focus on world literature).

E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony,

and allusion) on the meaning of literary texts (with a focus on American literature).

E4-1.5 Analyze the effect of the author’s craft (including tone and the

use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts (with a focus on

British literature). When teaching author’s craft, what connections, links, or ties

can be made to other indicators and/or content areas? E3-1.3 Analyze devices of figurative language (including extended

metaphor, oxymoron, and paradox) on the meaning of literary texts.

E3-1.6 Create responses to literary texts through a variety of

methods such as written works, oral presentations, media productions, and the visual and performing arts.

E3-1.7 Carry out independent reading for extended periods of time to derive pleasure.

E3-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, oral presentations, and media productions.

E3-2.8 Analyze informational texts to identify propaganda techniques. E3-4 All indicators as students respond in writing.

E3-5 All indicators as students respond in writing. Classroom Assessment

Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “analyze.” Students should be challenged to construct

meaning from author’s craft and to demonstrate how author’s craft contributes to the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught using cold

text (text the students have not previously experienced). Students should not be given a list of terms to match with definitions because this does not allow them the

opportunity to analyze, break into parts and relate to the whole. The teacher may provide a passage from British literature, a moving image,

painting, or drawing that is particularly humorous, eerie, depressing, or optimistic for students to analyze and to determine how the author’s craft creates the

intended effect. Through reading the works of professional writers (with a focus on British literature), the students can replicate the author’s craft in their own writing. Students can also demonstrate the use of author’s craft in original pieces.

11/4/2011 4

Suggested Instructional Resources

Professional Texts Dean, Nancy. Discovering Voice. Gainesville, FL: Maupin House, 2006.

---. Voice Lessons. Gainesville, FL: Maupin House, 2000.

King, Stephen. On Writing. New York: Pocket Books, 2000.

Olsen, Carol Booth. The Reading/Writing Connection. New York: Pearson, 2007.

Schaffer, Jane. Teaching Style Analysis to Advanced Placement English Students.

San Diego: Jane Schaffer Publications, 2002.

Nonprint Materials http://www.Learnnc.org

http://www/Englishcompanion.com

http://www.Readwritethink.org

http://www.itv.myetv.org

For additional Internet sources, use the following search terms: style

author’s craft, imagery flashback

foreshadowing symbolism

irony

May 26, 2009 1

Standard E4-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in English 4 read four major types of literary texts: fiction, literary

nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: adventure stories, historical fiction, contemporary

realistic fiction, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of

poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-1.1 Compare/contrast ideas within and across literary texts to

make inferences.

Definition of Revised Bloom’s Verb Compare/Contrast Detecting correspondences between two ideas,

objects, and the like

Explanation of the Indicator

Reading is a problem-solving process that is active and reflective. Readers do not simply read words; they “read” ideas that spring from a particular combination of words. Making inferences is one skill readers use to derive meaning from text and is

the act or process of drawing a conclusion based on what the reader, listener, or viewer already knows either from prior knowledge, observations, or evidence found

in the text. Authors imply through facts and details; therefore, readers have to infer.

The key to this indicator is found in the verb “compare/contrast” which implies the use of more than one text linked by theme, author, genre, or historical time period.

Students should have experiences with a variety of print and nonprint literary text that allow them to compare/contrast inferences and conclusions. For example, a

thematic approach would encourage students to read a poem, listen to a speech, and view a video of a short story, all of which were connected by a similar theme. Or students could read several works in the same of different genres by the same

author. In the study of British literature, an author study works especially well. Students could then compare/contrast inferences and conclusions among these

texts. This approach lends itself to small group work. In Strategies That Work, 2nd Edition (Harvey and Goudvis, 2007, p. 132), the

authors define inferring as “Merging background knowledge with clues in the text to come up with an idea that is not explicitly stated by the author. Reasonable

inferences need to be tied to the text.” The authors also provide the following types of inferences (p. 132):

May 26, 2009 2

• Making predictions: predicting outcomes, upcoming events, and actions

• Using context to figure out the meaning of unfamiliar words/concepts

• Interpreting the meaning of language: figurative, idiomatic, and metaphoric

• Visualizing: constructing meaning with a visual image; inferring

creates a picture, movie, or slideshow in the mind • Inferring relationships: setting to plot, cause and effect, character’s

feelings and motives • Inferring the author’s purpose • Creating interpretations based on text evidence

• Using text evidence to surface themes and big ideas • Inferring the meaning of text features and visuals

• Inferring the answer to a question • Drawing conclusions based on text evidence

Students in English 4 know by now that the text itself does not contain meaning but that readers themselves make sense of the text by inferring meaning from the

words and sentences. Writers provide the words; readers provide the meaning based on their knowledge of the language and their background knowledge they

bring to the text. Students will need to be reminded that by making inferences accurately, they will

be able to understand the totality, the “big picture,” of a text with fewer gaps in comprehension. In addition, as readers they will be more engaged with the text,

and they will appreciate the connection between the text and their own lives and prior knowledge. Making predictions and inferences will increase their eagerness to read if for nothing more than to see if their intuition will be verified.

Instructional Progression of the Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for analyzing literary text to draw conclusions and make inferences differ at each grade level.

What do students need to know before they can understand

how to analyze literary text to draw conclusions and make inferences? Students need to know how to generate and respond to questions

that require them to dig for and think about the information and the evidence necessary to draw conclusions and make inferences.

For example, questions such as “How would you feel if . . .?” “What would happen if . . .?” “What is a possible solution to . . . ?” will prompt students to search for data from the text to support their

inferences. Students in English 4 are ready to think about making inferences

from more complex text: longer passages, poetry, logic problems.

May 26, 2009 3

A website http://dhp.com/~laflemm/reso/inference.htm has some more complex, though shorter, passages to begin. However,

instead of using the multiple choices provided, expect students to write down their own inferences. At the beginning, this might be a

good activity for students to work on in pairs. An example of a longer, more complex passage can be found at http://www.criticalreading.com/patterns_of_content.htm which also

provides an analysis of the passage in terms of implied meanings. Remember to take this process to the next level by providing

multiple texts based on genre, author, historical timeframe for students to compare and contrast inferences from various texts.

Another excellent technique for teaching students how to make

inferences is to use compelling photographs. The best ones include people engaged in an activity or in a setting from which a variety of

inferences can be made. The National Geographic website has some outstanding photographs as do other websites. Students will learn to pay attention to details and to make inferences based on

those details as well as their prior knowledge. Students need to learn how to connect the text with their

background knowledge and to see that when they read, they bring what they already know to comprehension of new text. They need

to experience understanding beyond the literal by gathering all the clues in order to make an inference or draw a conclusion. For example, the reader may make a variety of inferences about an

adolescent in a novel or short story who is all alone in a big city: run away, abandoned, homeless, lost. The details from the text

provide the evidence the reader needs to make the correct inference and not jump to faulty conclusions.

Making inferences and drawing conclusions require that students

recognize and identify the clues in the text that will help lead them to conclusions. Students must also read between the lines; go

beyond the literal and concrete meaning; and pay attention to details, clues, and evidence when interacting with print and nonprint literary texts.

Students in English 4 are adept at reading faces, body language,

expressions, and tone. The next step is to provide more practice with more complex texts so inferences will lead to a deeper and richer understanding of the texts.

Kylene Beers, When Kids Can’t Read, references thirteen types of inferences

that skilled readers make regardless of what they are reading (p. 65) and prompts that the teacher may use for each inference, some of which Beers provides in her book. Skilled readers . . .

1. Recognize the antecedents for pronouns (Look for pronouns and figure out what to connect them to. What happens if you make

an incorrect connection between a pronoun and a noun? )

May 26, 2009 4

2. Figure out the meaning of unknown words from context clues. (What other words in the sentence or surrounding sentences

give clues to what the unknown word means?) 3. Figure out the grammatical function of unknown words (What

job or role does the unknown word have in the sentence?) 4. Understand intonation of characters’ words (Look at how the

character said [insert a specific quote]). How would you have

interpreted what that character said if he had said [change how it was said or stress different words]).

5. Identify characters’ beliefs, personalities, and motivations (After you read this section, see if you can explain why the character acted this way.)

6. Understand characters’ relationships to one another (What words does the author use to describe or explain how the

characters feel about each other and what their relationships are.)

7. Provide details about the setting (Think about the setting and

see what details you can add. What else would change about the story if the setting changed?)

8. Provide explanations for events or ideas that are presented in the text (Figure out explanations for these events. What clues

lead you to these explanations?) 9. Offer details for events or their own explanations of the events

(How can you explain the events of this section/chapter?)

10. Understand the author’s view of the world (What clues from the text led you to an understanding of the author’s view of the

world?) 11. Recognize the author’s biases (As you read this section, look for

clues that would tell you how the author might feel about [insert

a topic or character’s name]). 12. Relate what is happening in the text to their own knowledge of

the world (Think about something that you know about this [insert topic] and see how that fits with what’s in the text.)

13. Offer conclusions from facts presented in the text (What

conclusions do the facts from this section/chapter lead you to make?)

Within the analysis of literary text to draw conclusions and make inference, what have students been taught and what will

they be taught in the future? In grade 3, students are expected to make predictions as well as draw

conclusions. In grades 4-7, students are analyzing text in order to draw conclusions and make inferences. Starting in grade 8 through English 4, students compare/contrast ideas within and across literary

texts to make inferences.

May 26, 2009 5

The words in bold indicate changes from grade to grade.

3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions.

4-1.2 Analyze literary texts to draw conclusions and make inferences.

5-1.1 Analyze literary texts to draw conclusions and make

inferences. 6-1.1 Analyze literary texts to draw conclusions and make

inferences. 7-1.1 Analyze literary texts to draw conclusions and make

inferences.

8-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E1-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E2-1.1 Compare/contrast ideas within and across literary texts to

make inferences. E3-1.1 Compare/contrast ideas within and across literary texts to

make inferences.

When teaching drawing conclusions and making inferences, what connections, links, or ties can be made to other indicators?

E4-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory

presentations, discussions, media productions, and the visual and performing arts).

E4-2.2 Compare/contrast information within and across texts to

draw conclusions and make inferences. E4-2.3 Analyze informational texts for author bias (including

word choice and the exclusion and inclusion of particular information, and unsupported opinion.)

E4-2.4 Create responses to informational texts through a variety

of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media

productions). E4-5.2 Create narratives (for example, personal essays,

memoirs, or narrative poems) that use descriptive

language to enhance voice and tone. E4-5.3 Create descriptive pieces (for example, personal essays,

travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E4-5.4 Create persuasive pieces (for example, editorials, essays,

speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert

opinions.

May 26, 2009 6

Science: Draw conclusions and make inferences and predictions from data, research, and investigation.

Social studies: Draw conclusions and make inferences and predictions from research, biographies,

autobiographies, essays, and speeches. Classroom Assessment

Students should be assessed in the same ways they are taught; however, students should be assessed with cold text rather than text they have read and discussed.

For example, in this indicator, the verb is “compare/contrast.” Students should be challenged to construct meaning from comparing and contrasting inferences and conclusions from a variety of text (different genres, audio, and video) and to

recognize that understanding of the text is enhanced by “reading between the lines.” Students should be able to cite instances in the texts that caused them to

infer and draw conclusions. They should also be able to explain what background information they brought to the text that helped them make inferences. When it’s time for assessment, students should be asked to show what they have learned in

the same way they were taught. For example, in either the learning or the assessing, students should not be given a worksheet to make inferences and draw

conclusions from unconnected pieces of text because this does not allow them the opportunity to interpret meaning from whole piece of texts.

Annotating text while reading is a process that sharpens students’ critical analysis skills. Teachers can provide the parameters for the annotation; for example, they

can include labeling and interpreting literary devices; labeling and explaining the writer’s rhetorical devices and elements of style; labeling main ideas, supportive

details, and/or evidence that leads the reader to a conclusion about the text. The type of annotation that would work best in making inferences is questioning (I wonder) and making inferences in response to those questions (I think). This

strategy would work well using two or more texts to compare/contrast and would help students make connections between texts.

In English 4, students are able to manage a variation of annotation called collaborative annotation. This is a technique used after students have already

completed their own individual annotation on a poem or prose passage. In groups of 3-5, students pass their annotated copy to the person on the right. Each

individual focuses on, and makes additions to, the original reader’s commentary. The paper continues to be passed around the group, each individual adding his/her commentary to all previous readers’ commentary until the original student has

his/her paper back. One important aspect of this strategy is that students understand that they are to expand on the original reader’s ideas and/or questions,

not simply add what ideas they had on their papers. Students can either use different color pens or initial their commentary. The teacher should model this process with a poem or passage that has already been studied; however, for

assessment purposes, a poem or passage that has not already been studied is preferable.

May 26, 2009 7

There is no benefit from assessing students using a piece of text that has already been discussed. That would be assessing their recall, not their ability to compare

and contrast new text. Also, students should be assessed on a piece of text that is on their reading level.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can compare/contrast literary text

to make inferences and draw conclusions.

Suggested Instructional Resources Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse. 2000.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH:

Heinemann. 2003.

Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching

Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second Edition.

Portsmouth, NH: Heinemann, 2007.

Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth,

NH: Heinemann, 2008.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH:

Heinemann, 1992.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Student Texts

There are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the

South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate

with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not

meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class.

May 26, 2009 8

Nonprint Materials

http://www.criticalreading.com/inference

http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading http://www.readingquest.org

http://www.readingquest.org/strat/

http://scholastic.com http://scholastic.com/newszone/

http://www.carolhurst.com http://www.carolhurst.com/titles/9th.html

http://www.readinglady.com/mosaic/tools/inferences

http://www.iclasses.org http://www.iclasses.org/assets/literature/index.cfm

full text of fiction and nonfiction selections

http://academic.cuesta.edu/acasupp/AS/309.htm http://www.puzzlemakers.net/solve.html

http://geocities.com/Heartland/Plains/4484/logic.htm

http://school.discoveryeducation.com/brainboosters

http://dhp.com/~laflemm/reso/inference.htm

10/10/2011 1

Standard E4-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in English 4 read four major types of literary texts: fiction, literary

nonfiction, poetry, and drama. In the category of fiction, they read the

following specific types of texts: adventure stories, historical fiction, contemporary realistic fiction, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs,

autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse,

odes, songs/ballads, and epics. The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-1.3 Evaluate devices of figurative language (including extended

metaphor, oxymoron, and paradox).

Definition of Revised Bloom’s Verb

Evaluate Make judgments based on criteria and standards. Students might demonstrate their ability to evaluate by explaining the strength or

weakness of a particular figurative language device in a specific text in terms of its contribution to the meaning of the overall text.

Explanation Figurative language refers to language that is enriched by word meanings, figures

of speech, and sound devices such as simile, metaphor, hyperbole, personification, alliteration, and onomatopoeia. Simile is a stated comparison between two unlike things using the words “like” or “as” (for example, “My love is like a red, red rose”).

Metaphor is a device of figurative language that compares two unlike things (for example, “My love is a red, red rose”). An extended metaphor is carried throughout

the text (for example, short story, “Where Have You Gone, Charming Billy?” by Tim O’Brien [fear of death]; in As You Like It by William Shakespeare [pastoral allegory-religious overtones]; “Crossing the Bar” by Alfred, Lord Tennyson [acceptance of

death]). Onomatopoeia is the use of words whose sounds suggest their meaning such as “rattle,” “murmur,” “buzz,” “sizzle.” Alliteration is the repetition of the initial

sounds or stressed syllables in neighboring words (for example, “Somewhere at this very moment a child is being born in America. Let is be our cause to give that child a happy home, a healthy family, and hopeful future.” Bill Clinton, 1992 Democratic

National Convention Acceptance Address). Personification occurs when nonhumans (animals, objects, abstractions) are represented as being human or as having

human attributes (for example, “My car was happy to be washed”). Hyperbole is an overstatement, a conscious exaggeration for the purpose of making a point (for example, “I’d give my right arm for a piece of chocolate”). Oxymoron places two

contradictory words together for a special effect (for example, jumbo shrimp, old news, deafening silence). Paradox is a statement that is true even though it seems

10/10/2011 2

to be saying two opposite things (for example, “The less you have the more free you are”).

Instructional Progression of Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for figurative language differ at each grade level.

What do students need to know before they can understand figurative language?

Students need to know the difference between literal and figurative language as well as denotative and connotative meanings of words. This knowledge helps build a background needed for abstract

concepts that are the foundation for figurative language. The teacher can provide a variety of experiences in reading

(parodies), writing (narrative), listening (soliloquies), and speaking (speeches) that demonstrate to students that they already are familiar with many elements of figurative language.

Begin by reviewing the figurative language that students have been taught in previous grades by having students explain examples

from literary text. One way to extend this review is to have students analyze a variety of texts (group students and give each

group a different type of text) for examples of simile, metaphor, extended metaphor, hyperbole, alliteration, onomatopoeia, and personification, oxymoron, and paradox.

Understanding paradox can continue to be challenging for students in English 4. The definition needs to be studied and analyzed and

many examples given before students will be able to recognize one on their own in literary text. The good news is that the word “paradox” itself is often used in the sentence in which the paradox

exists (e.g. “He is a paradox; I would not expect him to be a member of that political party.”). There are some examples on the

Website http://www.basicincome.com/bp/egsofparadox.htm although some of them are difficult. Two other examples with their sources are listed below.

"A little learning is a dangerous thing."

(This line from Alexander Pope requires a bit of thought to realize the key word is "little." Pope wants us to learn all we can.) http://www.geocities.com/Athens/Parthenon/9502/figrtv.html

“What a pity that youth must be wasted on the young.”

George Bernard Shaw http://www.uky.edu/AS/Classics/rhetoric.html#31

Extended metaphor is another poetic device that stretches students to think as they read and to stay focused on the metaphorical

language.

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With an extended metaphor, the poet is often able to explore a number of connections between the metaphor and that which it

represents, broadening and deepening the significance. Look at Samuel Daniel's “Delia Sonnet XXXIX":

Look, Delia, how we 'steem the half-blown Rose, The image of thy blush, and summer's honor,

Whilst in her tender green she doth enclose That pure sweet beauty Time bestows upon her.

No sooner spreads her glory in the air, But straight her full-blown pride is in declining;

She then is scorned that late adorned the Fair; So clouds thy beauty after fairest shining.

No April can revive thy withered flowers, Whose blooming grace adorns thy glory now;

Swift speedy Time, feathered with flying hours, Dissolves the beauty of the fairest brow.

O let not then such riches waste in vain,

But love whilst that thou mayst be loved again. Daniel uses the extended metaphor of the rose's beauty compared

to that of Delia, and each stanza develops a different aspect of that beauty:

Stanza I--The greatest beauty is that of a rose just as it is in the process of opening and blooming.

Stanza II--As soon as the rose has fully opened, its beauty

immediately begins to fade. Stanza III--Once the beauty has faded, it can never come back

again. http://www.everypoet.org/pffa/showthread.php?s=&threadid=14639

Within figurative language, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade. 3-1.4 Distinguish among devices of figurative language (including

simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

4-1.4 Distinguish among devices of figurative language (including

simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

10/10/2011 4

5-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices

(including onomatopoeia and alliteration). 6-1.3 Interpret devices of figurative language (including simile,

metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

7-1.3 Interpret devices of figurative language (including extended

metaphor and oxymoron). 8-1.3 Interpret devices of figurative language (including extended

metaphor, oxymoron, and paradox). E1-1.3 Interpret devices of figurative language (including extended

metaphor, oxymoron, pun, and paradox).

E2-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E3-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E4-1.3 Evaluate devices of figurative language (including extended

metaphor, oxymoron, pun, and paradox).

When teaching figurative language, what connections, links, or

ties can be made to other indicators? Students in English 4 will use figurative language as they interact with other indicators such as

E4-1.6 Create responses to literary texts through a variety of methods such as written works, oral presentations, media productions,

and the visual and performing arts. E4-2.4 Create responses to informational texts through a variety of

methods such as drawings, written works, oral presentations,

and media productions. E4-2.8 Evaluate informational texts to identify propaganda

techniques. E4-4 All indicators as the students respond in writing. E4-5 All indicators as the students respond in writing.

E4-6.5 Create written works and oral and visual presentations that are designed for a specific audience and purpose.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this

indicator, the verb is “evaluate.” Students should be challenged to construct meaning from figurative language and to demonstrate how the figurative language

contributes to the overall meaning of the text by studying the components of the figurative language used in the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were

taught. For example, in either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the

opportunity to evaluate.

10/10/2011 5

Students learn the different types of figurative language when they use them, not when they are asked to memorize definitions out of context. If students have the

opportunity to read and write with an expectation of understanding, analyzing, interpreting, evaluating, and using figurative language, then assessment should

also focus on these levels of thinking. For example, students in English 4 could be assessed through performance tasks in

which they are asked to evaluate the effectiveness of the use of figurative language in a variety of print and nonprint materials. For example, students could write

letters to authors explaining their evaluation of the effectiveness of the figurative language in the text. These letters are also an example of an authentic assessment that could be evaluated by the teacher on the format of the letter as well as the

content. In addition, students could keep reflective journals in which they note the figurative language and comment on its effectiveness within the context of the text.

These journals could be shared within groups of students to compare and contrast students’ responses.

Another long-term assessment is a reading portfolio designed just to determine students’ knowledge of figurative language in a variety of print and nonprint

materials. Students could be guided by directions provided by the teacher such as

Show me that you can identify figurative language. Show me that you understand the meaning of the figurative language. Show me that you can analyze figurative language.

Show me that you can interpret figurative language. Show me that you can evaluate figurative language.

Show me that you can use figurative language in an original piece of writing.

Students may also be asked to create a personal anthology of their favorite poems.

The teacher may ask students to include several original poems. Again, questions provided by the teacher could guide the students to demonstrate what they know

about the use of figurative language. (This suggestion is adapted from Janet Allen in Yellow Brick Roads, page 225.)

Suggested Instructional Resources Professional Texts

Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Antinarella, Joe and K. Salbu. Tried and True: Lessons, Strategies, and Activities for

Teaching Secondary English. Portsmouth, NH: Heinemann, 2003.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999.

---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

10/10/2011 6

Graves, Donald. Build a Literate Classroom: The Reading/Writing Teacher’s

Companion. Portsmouth, NH: Heinemann, 1991.

Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult

Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.

Teaching Literature in High School: The Novel. Urbana, IL: National Council of

Teachers of English, 1995.

Student Texts There are many titles that teachers and students may select to better understand

figurative language. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will

continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read

alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the

needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://www.myetv.org/education/streamlinesc/newestvideos.cfm Discovering Language Arts: Fiction (grades 9-12)

http://www.unitedstreaming.com/ Discovering Language Arts: Style, Structure, and Tone (Grades 9-12). Discovery

Channel School. 2007.unitedstreaming. 25 July 2007 http://www.itv.myetv.org

Conversations with South Carolina Writers. Instructional Television, ETV and SC Department of Education.

The Short Story. Instructional Television, ETV and SC Department of Education. Shakespeare and His Plays. Instructional Television, ETV and SC Department of Education.

Shakespeare Shorts. Instructional Television, ETV and SC Department of Education. Voices and Visions. Instructional Television, ETV and SC Department of Education.

http://www.poets.org

http://www.poetryexpress.org

http://www.webenglishteacher.com

10/10/2011 7

http://www.learnnc.org http://www.learnnc.org/lessons/eemackie952004583

http://www.englishcompanion.com

http://www.readwritethink.org

http://www.readwritethink.org/lessons/lesson_view.asp?id=813

http://www.readwritethink.org/lessons/lesson_view.asp?id=830

http://www.litplans.com http://poetry.allinfo-about.com/

http://www.loc.gov/poetry/180/

http://poetry.eserver.org/

http://www.field-trips.org/tours/lit/poet/_tourlaunch1.htm

http://www.ciconline.org/english

http://www.americanwriters.org/ http://www.greece.k12.ny.us/instruction/ela/6-

12/Reading/Reading%20Strategies/metaphoranalysis.htm

Best Practices http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

January 29, 2009 1

Standard E4-3 The student will use word analysis and vocabulary strategies to read fluently.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and

Latin Roots and Affixes.) Definition of Revised Bloom’s Verb

Analyze: Break material into its constituent parts and determine how the parts relate to one another and to an overall

structure or purpose. In order to analyze, students break information into parts and explore

understandings and relationships. In English language arts, students may analyze words by examining roots and affixes to determine the meaning. For example,

students may analyze the word catatonic. After identifying the root cata- they can work to determine the meaning of the word and its relationship to the concept being discussed.

Explanation of the Indicator

Nearly 75 percent of the English language is derived from Greek and Latin roots. A study of these roots and affixes offers an effective tool for teachers to nurture students’ vocabulary development. A study of Greek and Latin roots and affixes

provides students with an understanding of word parts so that they can determine the meaning of unfamiliar words. Etymology fosters an interest in how words and

their meanings are developed. Instruction should begin fostering an interest in word exploration. The study of words should not be done merely by having students memorize lists of words. Rather, teachers should immerse students in rich oral and

written language that promotes effective word study. Students must apply their knowledge of words and see connections to the world. The purpose of vocabulary

instruction is to make students stronger readers and writers.

Academic texts have a large number of words that come from Greek and Latin roots. Learning new words in content areas often involves learning new concepts. Understanding key content vocabulary is a building block for understanding more

advanced concepts.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of Greek and Latin roots and affixes differ at each grade

level.

January 29, 2009 2

What do students need to know before they can understand

Greek and Latin roots and affixes? Students must have knowledge of word structure such as base

words and affixes. Students understand that prefixes, bases, and suffixes have

meaning. When joined together, they create new words.

Students should understand that prefixes come at the beginning, bases come in the middle, and suffixes come at the end of words.

Students should begin to understand that meanings of words are often grounded in history.

Within the study of Greek and Latin roots and affixes, what has been taught and what will be taught in the future?

The words in bold indicate changes from grade to grade. 6-3.2 Analyze the meaning of words by using Greek and

Latin roots and affixes within texts.

7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts.

8-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts.

E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes.

E2-3.2 Analyze the meaning of words by using Greek and Latin

roots and affixes. E3-3.2 Analyze the meaning of words by using Greek and Latin

roots and affixes. E4-3.2 Analyze the meaning of words by using Greek and Latin

roots and affixes.

When teaching Greek and Latin roots and affixes, what

connections, links, or ties can be made to other indicators? Deliberate attempts were made to list root and affixes at grade levels

where connections can be made to other content areas.

English Language Arts E2-1.1 Compare/contrast ideas within and across literary texts to

make inferences.

E2-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E2-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary

texts. E2-1.7 Compare/contrast literary texts from various genres (for

example, poetry, drama, novels, and short stories. E2-1.8 Read independently for extended periods of time for

pleasure.

January 29, 2009 3

E2-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular

information, and unsupported opinions). E2-2.8 Read independently for extended periods of time to gain

information. E2-3.1 Use context clues to determine the meaning of technical

terms and other unfamiliar words.

E2-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text.

E2-3.4 Spell new words using Greek and Latin roots and affixes. E2-4.2 Use compound sentences in a variety of types (including

simple, compound, complex, and compound-complex.

E2-4.4 Use grammatical conventions of written Standard American English, including

subject-verb agreement, pronoun-antecedent agreement, agreement of nouns and their modifiers,

verb formation, pronoun case,

formation of comparative and superlative adjectives and adverbs, and

idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.)

E2-4.5 Revise writing to improve clarity, tone, voice, content,

and the development of ideas. E2-6.2 Use direct quotations, paraphrasing, or summaries to

incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources.

E2-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

E2-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

Social Studies GS-1.1 Explain the influence of Athenian government and philosophy on

other civilizations including the importance of Plato’s Republic and the concepts of participatory government, citizenship, freedom, and justice. (H, P)

GS-1.2 Summarize the essential characteristics of Roman civilization and explain their impact today, including the influence of other

civilizations on Rome’s development, the changes to Rome’s political system over time, the economic structure of Roman trade and labor, and factors contributing to the decline of the

empire. (H, G, P, E) GS-1.3 Explain the rise and growth of Christianity during the classical

era, including patterns of expansion across continents, the effects of diffusion on religious beliefs and traditions, and the influence of Christianity on culture and politics. (H, G)

January 29, 2009 4

GS-2.1 Explain the influence of the Byzantine Empire, including the role the Empire played in preserving Hellenistic (Greek) and

learning. (H, G, P, E) GS-2.5 Summarize the functions of feudalism and manorialism in

medieval Europe, including the creation of nation-states as feudal institutions helped monarchies to centralize power and the evolution of the relationship between the secular states and

Roman Catholic Church. (P, H) GS-3.1 Compare the impact of the Renaissance and the Reformation on

life in Europe, including changes in the status of women, the revolution in art and architecture, the causes and effects of divisions in religious affiliation, and the presence of social

oppression and conflict. (H, P) GS-3.3 Summarize the origins and contributions of the scientific

revolution. (H) GS-3.4 Explain the ways that Enlightenment ideas spread through

Europe and their effect on European society, including the role

of academies, salons, and publishing; the connection between the Enlightenment and the scientific revolution; and the political

and cultural influence of thinkers such as John Locke, Voltaire, Jean-Jacques Rousseau, and Baron de Montesquieu. (H, G, P)

GS-4.2 Explain the economic and cultural impact of European involvement on other continents during the era of European expansion. (H, G, P, E)

USHC-2.1 Summarize the early development of representative government and political rights in the American colonies, including the

influence of the British political system, the rule of law and the conflict between the colonial legislatures and the royal governors. (P, H)

USHC-2.5 Analyze underlying political philosophies, the fundamental principles, and the purposes of the United States Constitution

and the Bill of Rights, including the ideas behind the separation of powers and the system of checks and balances and the influence of the Magna Carta, the English Bill of Rights, and the

colonial charters. (P, H) USHC-5.1 Summarize developments in business and industry, including

the ascent of new industries, the rise of corporations through monopolies and corporate mergers, the role of industrial leaders such as John D. Rockefeller and Andrew Carnegie, the influence

of business ideologies, and the increasing availability of consumer goods and the rising standard of living. (E, H)

USHC-5.3 Explain the transformation of America from an agrarian to an industrial economy, including the effects of mechanized farming, the role of American farmers in facing economic problems, and

the rise of the Populist movement. (H, E, P) USHC-6.1 Analyze the development of American expansionism, including

the change from isolationism to intervention, the rationales for imperialism based on Social Darwinism and expanding capitalism, and domestic tensions. (H, G, E)

January 29, 2009 5

USG-1.4 Compare the characteristics and the advantages and disadvantages of confederal, federal, and unitary systems,

including how power is distributed, shared, and limited in these systems. (P)

USG-2.1 Summarize the basic principles of American democracy including popular sovereignty, the rule of law, the balance of power, the separation of powers, limited government, federalism, and

representative government as expressed in the Declaration of Independence, the Federalist Papers, the Constitution, and the

Bill of Rights. (P, H) USG-2.2 Explain philosophical influences on the development of American

government, including the philosophy and practices of the

Greeks and the Romans; the ideals of the Judeo-Christian tradition; and the ideas of such European thinkers as John

Locke, Charles de Montesquieu, Thomas Hobbes, Niccolò Machiavelli, and Jean-Jacques Rousseau. (P, H)

Science

PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy

of each particular instrument. PS-2.1 Compare the subatomic particles (protons, neutrons, electrons)

of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).

PS-2.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.

PS-2.6 Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great

amount of energy). PS-2.7 Explain the consequences that the use of nuclear applications

(including medical technologies, nuclear power plants, and nuclear weapons) can have.

PS-3.1 Distinguish chemical properties of matter (including reactivity)

from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations],

solubility, viscosity, and conductivity). PS-3.4 Classify matter as a pure substance (either an element or a

compound) or as a mixture (either homogeneous or

heterogeneous) on the basis of its structure and/or composition. PS-4.6 Distinguish between chemical changes (including the formation

of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase).

PS-4.7 Summarize characteristics of balanced chemical equations

(including conservation of mass and changes in energy in the form of heat—that is, exothermic or endothermic reactions).

PS-5.1 Explain the relationship among distance, time, direction, and the velocity of an object.

January 29, 2009 6

PS-7.1 Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and

longitudinal/compressional waves). PS-7.2 Compare the nature and properties of transverse and

longitudinal/compressional mechanical waves. PS-7.3 Summarize characteristics of waves (including displacement,

frequency, period, amplitude, wavelength, and velocity as well

as the relationships among these characteristics). B-2.2 Summarize the structures and functions of organelles found in a

eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane,

nuclear membrane, cell wall, and cytoplasm). B-2.3 Compare the structures and organelles of prokaryotic and

eukaryotic cells. B-2.6 Summarize the characteristics of the cell cycle: interphase

(called G1, S, G2); the phases of mitosis (called prophase,

metaphase, anaphase, and telophase); and plant and animal cytokinesis.

B-3.3 Recognize the overall structure of adenosine triphosphate (ATP)—namely, adenine, the sugar ribose, and three phosphate

groups—and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle).

B-5.5 Exemplify scientific evidence in the fields of anatomy,

embryology, biochemistry, and paleontology that underlies the theory of biological evolution.

B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems.

B-6.2 Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and

biotic factors). C-2.5 Compare alpha, beta, and gamma radiation in terms of mass,

charge, penetrating power, and the release of these particles

from the nucleus. C-3.2 Interpret the names and formulas for ionic and covalent

compounds. C-4.3 Analyze the energy changes (endothermic or exothermic)

associated with chemical reactions.

C-6.11 Use a variety of procedures for separating mixtures (including distillation, crystallization filtration, paper chromatography, and

centrifuge). P-2.1 Represent vector quantities (including displacement, velocity,

acceleration, and force) and use vector addition.

P-2.10 Explain the relationships among speed, velocity, acceleration, and force in rotational systems.

P-5.1 Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed).

January 29, 2009 7

P-5.3 Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference).

P-8.3 Predict the resulting isotope of a given alpha, beta, or gamma emission.

P-8.4 Apply appropriate procedures to balance nuclear equations (including fusion, fission, alpha decay, beta decay, and electron capture).

P-10.1 Summarize the first and second laws of thermodynamics. P-10.3 Exemplify the concept of entropy.

P-10.7 Apply the concepts of heat capacity, specific heat, and heat exchange to solve calorimetry problems.

ES-3.3 Summarize theory of plate tectonics (including the role of

convection currents, the action at plate boundaries, and the scientific evidence for the theory).

ES-3.5 Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their

formation. ES-3.6 Explain how the dynamic nature of the rock cycle accounts for

the interrelationships among igneous, sedimentary, and metamorphic rocks.

ES-4.2 Summarize the changes in Earth’s atmosphere over geologic time (including the importance of photosynthesizing organisms to the atmosphere).

Classroom Assessment

Students should be taught and assessed using similar methods. Students need multiple opportunities and ways to demonstrate their knowledge of words. If vocabulary instruction is to be rich and authentic then the way in which we assess

vocabulary must also change. Ideally, teachers will observe students using vocabulary strategies in authentic contexts (i.e. reading conferences related to

independent, shared or guided reading) to unlock the meaning of unfamiliar words. If teachers assign vocabulary words and have students match or complete the

definitions of roots, they will not provide the level of instruction required. According to the verb “analyze” based on the revised taxonomy, students must use higher

levels of thinking. In order for instruction and assessment to be aligned, students must analyze words based on their roots to determine meaning.

Suggested Instructional Resources Professional Texts

Allen, Janet. Words, Words, Words. Portland, ME: Stenhouse, 1999.

---. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Bear, Donald, et al. Words Their Way. Upper Saddle River, NJ: Merrill, 2000.

Beck, Isabelle, Margaret McKeown, and Linda Kucan. Bringing Words to Life: Robust

Vocabulary Instruction. New York: Gilford, 2002.

January 29, 2009 8

Beers, Kylene. When Kids Can’t Read What Teachers Can Do. Portsmouth, NH:

Heinemann, 2003.

Newton, Rick and Evangeline Newton. A Little Latin and A Lot of English. Adolescent

Literacy In Perspective. The Ohio Resource Center, 2005.

Rasinski, Tim, Nancy Padak, Rick Newton, and Evangeline Newton. Building

Vocabulary from Word Roots. Huntington Beach, CA: Beach City Press, 2007

Student Texts There are many titles that teachers and students may select to better understand

Greek and Latin roots. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will

continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds,

shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each

classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials

Baize, Sarah R. “Greek & Latin Roots Skills.” Quia Corportation. 10 June 2008.

http://www.quia.com/jg/65969.html

“Common Latin and Greek Roots and Terms.” 10 June 2008

http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html

Doyle, Dennis. “Dictionary of Greek & Latin Roots”. Glendale College English

Lab/Learning Center Pages. June 10, 2008

http://english.glendale.cc.ca.us/roots.dict.html

“English Language Roots: Word Prefixes, Suffixes & Syllables.” 2008.

PrefixSuffix.com. June 10, 2008

http://www.prefixsuffix.com/

January 29, 2009 9

“Greek and Latin Roots.” Mattson Middle School. 10 June 2008.

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.

html

“Latin and Greek Word Elements.” Pearson Education. 2007. 10 June. 2008

http://www.factmonster.com/ipka/A0907017.html

Luschnig, C. A. E. ”Adjective Forming Suffixes.” 2003. University of Idaho. June 10,

2008

http://www.class.uidaho.edu/luschnig/EWO/4.htm

Kohagen, Nathan. “Class 205 Autumn 2004 Notes - suffixes.” 2004. University of

Washington. June 10, 2008

http://students.washington.edu/nwk/clas205/suffixes.html

O’Sullivan, R. “Digital Hyperverbicopia.”. Oakland Unified School District. June 10,

2008

http://urbandreams.ousd.k12.ca.us/lessonplans/hyperverbicopia/contents.ht

ml

“Word Roots. Your Quick Reference.” eSpindle Learning. 2005. 10 June 2008

http://www.espindle.org/roots.html#up

10/10/2011 1

Standard E4-5 The student will write for a variety of purposes and audiences.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-5.1 Create clear and concise career-oriented and technical writings (for example, memos, business letters, résumés,

technical reports, and information analyses). Definition of Revised Bloom’s Verb

Create: Put elements together to form a coherent or functional whole

Explanation of Indicator Creating informational pieces of writing requires a different approach to composing. This type of writing is more authentic, is about knowledge that the writer has to

share, gives information to explain realities or ideas, has a purpose that is related to a real-life situation, and is written for a specific audience. For example, students

might create brochures on topics they are researching or on topics related to a unit of study or a piece of literature. Informational writing often relies on prompts of who, what, when, where, and how, provides facts and details, and develops those

details rather than depending on general references. For example, in English 4, an informational writing assignment might ask students to create a rubric for a writing

assignment or a project, to create a manual for a product, to write a policy for an organization, or to create a travelogue that might accompany a piece of literature.

Instructional Progression of Indicator The level of difficulty of the writing increases at each grade level. Additionally,

some areas of focus for informational writing differ at each grade level.

What do students need to know before they can understand informational writing? • Students need to understand the process of writing.

• Students need to understand the difference between informational and creative writing.

• Students need to know the characteristics of informational writing. Regardless of the type of information the writer is sharing, the writing should (a) engage the reader by establishing a context,

creating a speaker’s voice, and developing reader interest; (b) provide a central question about an issue or situation which

becomes the thesis; (c) create an organizing structure appropriate to the purpose, audience, and context; (d) include appropriate facts and details; (e) exclude unnecessary details and inappropriate

information; (f) use a variety of strategies, such as describing or analyzing the subject, narrating a relevant anecdote, providing

examples; (g) draw from more than one source of information,

10/10/2011 2

such as books, newspapers, speakers; and (h) provide a sense of closure to the writing.

• Informational writing has a variety of purposes, audiences, perspectives, and structures (for example, pamphlets, diagrams,

biographies). • Informational writing is explanatory, based on reality, and relies on

knowledge, facts, and details.

Within informational writing, what have students been taught

and what will they be taught in the future? The words in bold indicate a change from grade to grade. K-5.1 Use symbols (drawings, letters, and words) to create written

communications (for example, notes, messages, and lists) to inform a specific audience.

1-5.1 Create written communications (for example, thank you notes) for a specific audience.

2-5.1 Create written communications (for example, directions and

instructions) to inform a specific audience. 3-5.1 Create written communications (for example, friendly letters that

include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event).

4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience.

5-5.1 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific

audience. 6-5.1 Create informational pieces (for example, brochures, pamphlets, and

reports) that use language appropriate for the specific audience.

7-5.1 Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a

specific audience. 8-5.1 Create informational pieces (for example, reports and letters of

request, inquiry, or complaint) that use language appropriate for

the specific audience. E1-5.1 Create informational pieces (for example, letters of request, inquiry,

or complaint) that use language appropriate for the specific audience. E2-5.1 Create informational pieces (for example, résumés, memos, letters of

request, inquiry, or complaint) that use language appropriate for the

specific audience. E3-5.1 Create informational pieces (for example, résumés, memos, letters of

request, inquiry, or complaint) that use language appropriate for the specific audience.

E4-5.1 Create clear and concise career-oriented and technical writings (for

example, memos, business letters, résumés, technical reports, and information analyses).

10/10/2011 3

When teaching informational writing, what connections, links,

or ties can be made to other indicators and/or content areas? E4-2.1 Evaluate theses within and across informational texts.

E4-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.3 Analyze informational texts for author bias (including word choice, the

exclusion and inclusion of particular information, and unsupported opinion).

E4-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E4-2.5 Evaluate the impact that text elements have on the meaning of a given informational text.

E4-2.6 Evaluate information from graphic features (for example, charts and graphs in informational texts).

E4-2.7 Evaluate propaganda techniques and rhetorical devices in informational

texts. E4-2.8 Read independently for extended periods of time to gain information.

E4-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

E4-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E4-4.3 Create multiple-paragraph compositions that have an introduction and

a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E4-4.4 Use grammatical conventions of written Standard American English to clarify and enhance meaning including subject-verb agreement,

pronoun-antecedent agreement, agreement of nouns and their modifiers,

verb formation, pronoun case, formation of comparative or superlative adjectives and adverbs, and

idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.)

E4-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

E4-4.6 Edit for the correct mechanics and usage of written Standard American English including

internal and end of sentence punctuation, commas to indicate appositives, word placement to avoid ambiguity,

appropriate coordination and subordination, relationship between and among clauses,

placement of modifiers, and shifts in construction.

10/10/2011 4

(See Instructional Appendix: Composite Writing Matrix.) E4-6.1 Clarify and refine a research topic.

E4-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a

variety of research sources. E4-6.3 Use a standardized system of documentation (including a list of sources

with full publication information and the use of in-text citations) to

properly credit the work of others. E4-6.4 Use vocabulary (including Standard American English) that is

appropriate for the particular audience or purpose. E4-6.5 Create written works, oral and auditory presentations, and visual

presentations that are designed for a specific audience and purpose.

E4-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

E4-6.7 Use a variety of print and electronic reference materials. E4-6.8 Design and carry out research projects by selecting a topic,

constructing inquiry questions, accessing resources, evaluating

credibility, and organizing information.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in

this indicator, the verb is “create.” Therefore, students should be required to create a variety of informational writing throughout the year. Classroom assessment should be based on the domains and descriptors found on the South Carolina

Extended Response Scoring Rubric found on the SCDE Web page under the Office of Assessment PASS Writing section.

Suggested Instructional Resources Professional Texts

Calkins, Lucy and Pessah, Laurie. (2003). Nonfiction Writing: Procedures and

Reports. Portsmouth, New Hampshire: Heinemann. Fletcher, Ralph. (1993). What a Writer Needs. Portsmouth, New Hampshire:

Heinemann.

Gallagher, Kelly. (2006). Teaching Adolescent Writers. Portland, ME: Stenhouse.

Koehler, Susan. (2007). Crafting Expository Papers. Gainesville, FL: Maupin House

Publishing. Portalupi, Joann and Fletcher, Ralph. (2001). Nonfiction Craft Lessons: Teaching

Informational Writing K-8. Portland, Maine: Stenhouse Publishers.

10/10/2011 5

Student Texts

There are many titles that teachers and students may select to better understand informational writing. Library Media Specialists from the South Carolina Association

of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media

specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read

and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts.

http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials

http://www.readwritethink.org http://www.readwritethink.org/lessons/lesson_viewasp?id=1110 http://www.readwritethink.org/lessons/lesson_viewasp?id=998

http://www.teachersfirst.com

http://www.webenglishteacher.com/expwriting.html

http://www.ncpublicschools.org/curriculum/languagearts/secondary/writingacross

http://www.learnnc.org/topics/writing/exemplars/09/informational/intro.html This is an excellent site with actual student writing rated as low, medium,

and high, with comments from the reader of the writing. http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%204%20-

%20Unit%202%20Informational%20Writing.pdf?p=6CC6799F8C1371F68773D2636631F3434099A192773C357B05E6F1F2C0A2A969&Type=D

http://wgu.educommons.net/liberal-arts/rhetorical-and-critical-writing-after-11-1-2008/a61.html

http://archive.metrostate.edu/writingcenter/clues/inform.html

For additional Internet sources, use the following search terms: • Informational writing • Expository writing

Instructional Matrices

http://ed.sc.gov/agency/offices/matrices

January 30, 2009 1

Standard E4-6 The student will access and use information from a variety of sources

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-6.1 Clarify and refine a research topic.

Definition of Revised Bloom’s Verb Clarify Changing from one form of representation to another

For example, students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-

solving research models suggest that students restate the research topic as a question that the student requires information to answer.

Explanation of Indicator A research topic is the subject matter that requires the student to access and

use information. Students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research

topic as a question the student requires information to answer.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for clarifying and refining a research topic (such as subject

matter) differ at each grade level.

What do students need to know before they can understand clarifying and researching a topic?

Students need to know how to generate how and why

questions to clarify the research topic. Students need to know how to generate a topic for inquiry.

Students should be familiar with clarifying and refining a research topic. However, some students may need additional instruction and practice with developing questions to narrow and

focus a research topic. Students need to know how to paraphrase (state in their

own words) the research topic to demonstrate full understanding of the research problem.

Students may also need additional assistance with formulating

questioning that leads them beyond basic how and why questions to questions that require higher order thinking skills.

January 30, 2009 2

Within clarifying and refining a research topic, what have

students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

6-6.1 Clarify and refine a research topic.

7-6.1 Clarify and refine a research topic. 8-6.1 Clarify and refine a research topic.

E1-6.1 Clarify and refine a research topic. E2-6.1 Clarify and refine a research topic. E3-6.1 Clarify and refine a research topic.

E4-6.1 Clarify and refine a research topic.

When teaching clarifying and refining a research topic, what connections, links, or ties can be made to other indicators and/or content areas?

E4-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E4-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback,

foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E.4-1.6 Create responses to literary texts through a variety

of methods such as written works, oral and auditory presentations, discussions, media

productions, and the visual and performing arts. E4-2.1 Evaluate theses within and across informational

texts.

E4-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported

opinions). E4-2.5 Evaluate the impact that text elements have on the

meaning of a given informational text. E4-2.7 Evaluate propaganda techniques and rhetorical

devices in informational texts.

E4-2.8 Read independently for extended periods of time to gain information.

E4-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

January 30, 2009 3

E4-4.6 Use the conventions of Standard American English to clarify and enhance meaning including

internal and end of sentence punctuation, commas to indicate appositives,

word placement to avoid ambiguity, appropriate coordination and subordination, relationship between/among clauses,

placement of modifiers, and shifts in construction.

E4-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a

variety of research sources. E4-6.4 Use vocabulary (including Standard American

English) that is appropriate for the particular audience or purpose.

E4-6.7 Use a variety of print and electronic reference

materials. E4-6.8 Design and carry out research projects by selecting

a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing

information. Science

PS-1 The student will demonstrate an understanding of

how scientific inquiry and technological design, including mathematical analysis, can be used

appropriately to pose questions, seek answers, and develop solutions.

B-1 The student will demonstrate an understanding of

how scientific inquiry and technological design, including mathematical analysis, can be used

appropriately to pose questions, seek answers, and develop solutions.

C-1 The student will demonstrate an understanding of

how scientific inquiry and technological design, including mathematical analysis, can be used

appropriately to pose questions, seek answers, and develop solutions.

P-1 The student will demonstrate an understanding of

how scientific inquiry and technological design, including mathematical analysis, can be used

appropriately to pose questions, seek answers, and develop solutions.

ES-1 The student will demonstrate an understanding of

how scientific inquiry and technological design, including mathematical analysis, can be used

appropriately to pose questions, seek answers, and develop solutions.

January 30, 2009 4

Social Studies Literacy Elements

F. Ask geographic questions: Where is it located? Why is it there? What is significant about its location?

How is its location related to that of other people, places, and environments?

T Plan and organize a geographic research project

(e.g., specify a problem, pose a research question or hypothesis, identify data sources)

Classroom Assessments Students should be taught and assessed using similar methods. This indicator

addresses one part, and a critical part, of a larger whole in which students will ultimately participate. At this grade level, students should be assessed based upon

that what the indicator is asking of them, in this case clarifying and refining a topic for research. The topics students choose to inquire about should become more complex, therefore the need to clarify and refine becomes more important.

Students must learn and expand upon the foundational components of the research process before demonstrating their knowledge of the total process in later grades.

Because the research topic is the foundation upon which the student builds the

overall research project, the teacher should assess the student’s research topic for clarity and refinement and prompt the student as needed to revise the topic before proceeding with research. Conferencing with the student as well as providing

specific written feedback is an excellent way to assess this indicator.

Students might also keep a research journal or log. The student should spend a few minutes each day to reflect on his list of topics and the types of questions and the search strategies needed to gather the most relevant information. The journal or

log serves as both a self-assessment mechanism as well as a tool for use for assessing classroom performance.

Suggested Instructional Resources Professional Texts

Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for

7-12. Worthington, OH: Linworth Publishing Co., 2002.

Hackman, Mary H. Library Information Skills and the High School English Program.

2nd ed. Englewood, CO: Libraries Unlimited, Inc., 1999.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for

Parents, Teachers, Librarians, and Others Who Care About Computer-Using

Young People. Worthington, OH: Linworth Publishing Co., 2003.

January 30, 2009 5

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt

Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME:

Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose,

CA: Hi Willow Research and Publishing, 2002.

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15

Models for Teaching and Learning in Information-Rich and Technology-Rich

Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American

Library Association, 2001.

Stanley, Deborah B. Practical Steps to the Research Process for High School.

Englewood, CO: Libraries Unlimited, Inc., 1999.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy:

Connecting National Standards, Goals 2000, and the SCANS Report.

Englewood, CO: Libraries Unlimited, Inc., 2000.

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters.

Chicago: American Library Association, 2003.

Volkman, John D. Cruising Through Research: Library Skills for Young Adults.

Englewood, CO: Libraries Unlimited, 1998.

Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research:

Topic Guidelines for Finding Information on Current Issues. Englewood, CO:

Libraries Unlimited, 2001.

January 30, 2009 6

Student Texts There are many titles that teachers and students may select to better understand

clarifying and refining a research topic. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South

Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be

used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not

meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials

Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School

Library Media Services, South Carolina Department of Education. 9 Sept

2007.

http://martha.alewine.googlepages.com/thesimplefour

“Changing the Questions.” Springfield Township High School. 6 Sept 2007

http://www.sdst.org/shs/library/questions.html

Discovering Language Arts: Research Skills (Grades 9-12). 2007. United Learning.

ETV StreamlineSC. 12 June 2008

http://www.scetv.org/education/streamlinesc/index.cfm

“Detailed Explanation of an "Essential Question".” Bellingham Public Schools. 6 Sept

2007.

http://wwwgen.bham.wednet.edu/probsol2.htm

“Information Studies: K-12.” Ontario Library Association. 6 Sept 2007.

http://www.accessola.com/action/positions/info_studies/html/

Jansen, Barbara A. “Questioning Strategies.” 2006. St. Andrews Episcopal School. 6

Sept 2007.

http://library.sasaustin.org/questioning.php

January 30, 2009 7

McKenzie, Jamie. “Framing Essential Questions.” Sept. 1996. From Now On.Org. 6

Sept 2007

http://www.fno.org/sept96/questions.html

Whelan, Debra Lau. "Making Research Count." School Library Journal (Nov. 2002).

9 Sept. 2007

http://www.schoollibraryjournal.com/index.asp?layout=article

April 6, 2009 1

Standard E4-3 The student will use word analysis and vocabulary strategies to read fluently.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Instructional appendixes are provided as the baseline expectations for instruction

and are not intended to be all-inclusive documents.

Indicator E4-3.1 Use context clues to determine the meaning of technical

terms and other unfamiliar words.

Explanation of Indicator

Context clues provide students multiple strategies for understanding the meaning of new and unknown words they may encounter in a text. When a good reader finds unknown or multiple meaning words, they use the words or sentences around it –

its context - to predict the word’s meaning. At this point, students are NOT identifying the context clues; they are using them to determine the meaning of

unknown, multiple-meaning words, and technical terms. The words or sentences around an unknown word may give an example, a definition, a restatement, or a comparison/contrast to help the reader generate meaning.

Instructional Progression of Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for context clues differ at each grade level.

What do students need to know before they can understand context clues?

Students need to understand that it is not unusual to encounter words we do not know when reading.

Students need to understand that some words have different

meanings, depending on the context in which they are used. Students need to understand that there are clues in any piece of

text that help you figure out what an unfamiliar word means. For instance, if you’re reading an instruction manual on assembling a

cabinet, then you can assume that any technical terms you come across will either be related to the assembly of the cabinet, possibly tools or parts for the cabinet.

Students need to understand that a reader should consider the context of a passage when interpreting jargon and technical terms

Students need to understand that a reader can interpret context found in one sentence by relating the word to jargon or technical terms found in another sentence.

April 6, 2009 2

Within context clues, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

6-3.1 Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.

7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a

comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

8-3.1 Use context clues (for example, those that provide an

example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar

and multiple-meaning words. E1-3.1 Use context clues to determine the meaning of technical

terms and other unfamiliar words.

E2-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

E3-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

E4-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

When teaching context clues, what connections, links, or ties can be made to other indicators?

Students in English 1 will use context clues as they interact with other indicators such as:

E4-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek

and Latin Roots and Affixes.) E4-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text.

E4-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and

Affixes.)

Classroom Assessment

Students should be taught and assessed using similar methods. In this indicator, the verb is “use;” students should be challenged to construct meaning from using

context clues and to demonstrate how that process contributes to the understanding of text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. In either the

learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context clue

strategies.

April 6, 2009 3

Students learn the different types of context clues when they use them, not when they are asked to memorize definitions out of context. If students have the

opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these

levels of thinking. An interesting way to assess would be to pair students and give each student in the

pair the same text (but each group of pairs would have different texts). Each student in the pair would first write at least four questions about the context clues

in the text and the overall meaning of unknown or multiple meaning words. Then the two students would compare their questions. Questions that are similar would be tackled first. Students would come up with a consensus response that reflected

both students’ thinking. Questions that are not similar would be dealt with next in the same fashion.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can use context clues to determine

the meaning of unknown and multiple-meaning words.

Suggested Instructional Resources Professional Texts

Allen, Janet. Tools for Teaching Content Literacy. Portland, ME: Stenhouse, 2004.

Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style into

Writer’s Workshop. Portland, ME: Stenhouse, 2005.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999.

---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

Duffy, Gerald G. Explaining Reading: A Resource for Teaching Concepts, Skills, and

Strategies. New York, NY: The Guildford Press, 2003.

Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Student Texts

There are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina

Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their

library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list

April 6, 2009 4

has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the

texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://www.brighthub.com/education/k-12/articles/6323.aspx

http://faculty.une.edu/cas/gchstman/seven/#language http://www.readwritethink.org

http://www.learnnc.org

http://www.learnnc.org/lp/pages/3971

http://www.webenglishteacher.com

http://www.englishcompanion.com

http://www.ciconline.org/english

http://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan

http://li.dpu.ac.th/lihp082/austin/contact/Eng%20for%20MBA/Context%20Clues.doc

http://www.emints.org/ethemes/resources/S00001821.shtml

http://www.internet4classrooms.com/lang_mid.htm

http://www.allinfoaboutreading.com/?p=90 http://www.csupomona.edu/~lrc/crsp/handouts/context_clues.html

http://www.myteacherpages.com/webpages/RGunnar/files/Open%20Boat%20Cont

ext%20Exercise.pdf

February 6, 2009 1

Standard E4-3 The student will use word analysis and vocabulary strategies to read fluently.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all inclusive documents.

Indicator E4-3.3 Explain how British history and culture have influenced

the use and development of the English language.

Definition of Revised Bloom’s Verb Explain Construct a cause and effect model of a system

Explanation of Indicator Among the gifts of our language is the retention of words and phrases gathered

through centuries of British history, wars, and experiences. During British history, the language underwent a number of what scholars refer to as developmental

stages, beginning with Old English (the language in which Beowulf was recorded), continuing with Middle English (the language of Chaucer’s Canterbury Tales), and into Modern English (the language of Shakespeare and beyond).

Not only did the sounds of the language evolve, but so did the vocabulary. Fifth

Century invaders of the British Isles, the Anglo Saxons, contributed many words that are basic to the English language. To them we owe words for body parts like “back,” “head,” “heart,” and “foot;” for natural events such as “flood” and “snow;”

and for actions such as “wield,” “pound,” and “know.” Norse invaders brought indispensable words like “take,” “egg,” and “give.” The Norman conquest of 1066

brought a flood of words from French, including “castle,” “monarch,” “parliament,” and “instrument.”

An early bastion of Christianity, England contributed many religious terms to the language, translated from Greek or Latin and arriving, perhaps, as a result of the

Roman occupation. We owe to British English words such as “bishop,” “minister,” and “chapel.” Not surprisingly, the agrarian economy that supported England until the Industrial Revolution contributed many words from nature, including “boar,”

“cattle” (which came from the Latin “caput,” meaning “movable property”) and “crop” (which meant “ear of grain”).

Limitation of natural resources moved the British to explore and colonize, bringing still more words to the language. Early occupied areas contributed words like

“heather,” “bunny,” “plaid,” and “clan” (from Scottish Gaelic); “cross” (from Irish Gaelic); “ambassador,” “budget,” and “piece” (from Gaulish [Old French]);

“balderdash,” “flannel,” and “penguin” (from Welsh); and “bludgeon” (from Cornish). Later colonies contributed words like “punch,” and “shampoo” (from

February 6, 2009 2

India) as well as those borrowed from indigenous peoples such as “opossum” (from North American Indians) and “kangaroo” (from Aborigines). Still other words came

into the English language as a result of trade. “Broccoli” (literally “little nails”) came from Italian as did “opera” and “pasta.” “Assassin” and “orange” came from Arabic.

British culture, lore, and literature contributed words and phrases to the language as well. The Arthurian legend, dating back to the medieval period, brings to the

language the term “grail” which, real or metaphor, now means the ultimate goal one seeks, as in “the seventh gold medal was Michael Phelps’ grail.” Playwright

Richard Brinsley Sheridan is responsible for at least one contribution to the language in the form of a character name. Throughout the play The Rivals, Mrs. Malaprop substituted one word for another with comic effect. In one scene

shesubstituted “pineapple” for “pinnacle,” as in "He is the very pineapple of politeness." Shakespeare’s character Dogberry in Much Ado About Nothing commits

the same verbal errors. Hence, such ‘slips of the tongue’ are known as either “malapropisms” or “dogberryisms.” Another word came into the language as the result of ‘slips of the tongue.’ The Reverend W. A. Spooner (1844 – 1930), Dean

and Warden at Oxford University, frequently mixed syllables with comic results. Having dropped his hat, he once asked a group of parishioners, “Will no one pat my

hiccup?” Such confused syllables are called “spoonerisms.”

The English language is constantly evolving, acquiring words from varied sources and changing the uses and/or connotations of existing words as a result of new contexts or new word applications prompted by slang. Cultural influences like

television, film, and popular music add words and word uses to the language as well. Technology contributes words like “screenager” to British English and popular

culture adds “chav,” or a hip, stylish, British young person. Connotations in British English affect American readers when words do not carry the denotations they might in our version of the language. For example “roundabout” in British English is

synonymous with “traffic circle” in America but could be misread as describing a ride children might find in the park. Equally confusing are terms such as “ring up”

(to telephone), “bespoke” (custom made), “mobile” (cell phone), and “mate” (friend) – all of which carry different meanings in American English.

Metonymy (a figure of speech that consists of the use of the name of one object or concept for that of another to which it is related) changes the use of existing words.

Thus, the expression “The Crown supports the bill” carries for the British a meaning different from the object it names.

To meet the requirements of this indicator students should understand that English is ever-changing and that the forces that affect its growth (among them contact

with other languages; cultural influences; and the linguistic impact of metaphor, simile, idiom, allusion, and analogy) determine that dictionaries capture word meanings at the moment of publication but cannot preserve those meanings or

prevent changes in the language. The student’s ability to recognize the plasticity of English will enhance his ability to understand the impact of the language’s constant

change on the texts produced by and about the British culture.

February 6, 2009 3

Instructional Progression of Indicator This indicator exists as part of a chain of applications of connotation and

denotation. Each grade level will see an increase of textual difficulty and a differing focus of the central concept.

What do students need to know before they can explain how American history and culture have influenced the use and

development of the English language? Students need to be able to compare (note similarities in) and

contrast (note differences between) words. Students need to know that relationships among word meanings

(including synonyms, antonyms, and homonyms) affect how

readers think about an idea. Students need to know the difference between the literal meaning

of a word (denotation) and the implied meaning of a word (connotation).

Students need to know that both euphemisms and idioms use word

connotations to create meanings beyond the literal and that such constructions affect the reader’s experience with a text.

Students need to be able to interpret devices of figurative language.

Students need to use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and

multiple-meaning words. Students need to understand that cultural, historical, and societal

implications impact word connotations and denotations.

Within connotation, what have students been taught and what

will they be taught in the future? The words in bold indicate a change from grade to grade.

1-3.5 Understand the relationship between two or more words (including synonyms, antonyms, and homonyms).

2-3.4 Identify idioms in context. 2-3.5 Recognize synonyms, antonyms, and homonyms in context.

3-3.3 Interpret the meaning of idioms encountered in texts. 3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms).

4-3.3 Interpret the meaning of idioms encountered in texts. 5-3.3 Interpret the meaning of idioms and euphemisms encountered

in texts. 6-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

6-3.4 Distinguish between the denotation and the connotation of a given word.

7-3.4 Interpret the connotations of words to understand the meaning of a given text.

February 6, 2009 4

8-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

8-3.4 Interpret the connotations of words to understand the meaning of a given text.

E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text. E2-3.3 Interpret euphemisms and the connotations of words to understand

the meaning of a given text. E3-3.3 Explain how American history and culture have influenced the

use and development of the English language. E4-3.3 Explain how British history and culture have influenced the use and development of the English language.

When teaching connotations, what connections, links, or ties

can be made to other indicators? Students in English 4 will use connotations as they interact with other indicators such as:

E4-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E4-1.2 Evaluate the impact of point of view on literary texts. E4-1.3 Analyze devices of figurative language (including extended

metaphor, oxymoron, pun, and paradox). E4-1.5 Analyze the effect of the author’s craft (including tone and the use

of imagery,… symbolism, motif, irony, and allusion) on the meaning

of literary texts. E4-1.6 Create responses to literary texts through a variety of methods (for

example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing E4-2.1 Evaluate theses within and across informational texts.

E4-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E4-2.7 Evaluate propaganda techniques and rhetorical devices in informational texts.

E4-4 All indicators as students respond in writing. E4-5 All indicators as students respond in writing.

Classroom Assessment Students should be taught and assessed using similar methods. In this indicator,

the verb is “explain;” students should be challenged to determine the meaning of a word from context, to draw conclusions about the origin of that meaning, and to summarize or paraphrase those conclusions. When students are assessed, they

should be asked to show what they have learned in the same way they were taught. In neither the learning nor the assessing should students be asked to copy

etymologies from the dictionary because that activity does not allow them the opportunity to explain the process of word acquisition and shifts in meaning.

February 6, 2009 5

Students gain an understanding of word origins and different types of implied

meanings when they are encouraged to see the connections among history, culture, and language. If students have the opportunity to conduct research about word

origins and to read and write with an expectation of understanding, analyzing, interpreting, explaining, and using unique and multiple-meaning words, then assessment should also focus on these levels of thinking.

Students in English 4 respond well to showing what they know. To facilitate a

demonstrated understanding of the fluidity of the English language, teachers might provide a list of words whose meanings have changed in the past hundred years as a result of cultural or historic influences, challenging students to add to the list.

Student pairs might choose one of those words, use print or on-line resources to research the word, and construct a flow-chart to demonstrate how the word joined

our language and the factors that affected changes in its meaning. For independent demonstration students might take a multiple-meaning word or a word that came into the language during British history, research its history, and share a summary

of that history with the class, providing documentation of information sources.

To facilitate a complete understanding of how British history and culture have influenced the use and development of the English language, teachers may need to

provide an overview of the developmental stages of our language (Old English, Middle English, Modern English) as to draw attention to the impact on our language of connotation, metaphor, simile, analogy, allusion, and idiom. Teachers will also

need to collaborate with social studies/history teachers to activate prior knowledge about the history and culture of Great Britain.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can interpret word origins and

recognize the impact of implied meanings on a given text.

Suggested Instructional Resources Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999.

---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

---, Illuminating Texts. Portsmouth, NH: Heinemann, 2001.

Harmon, William and Hugh Holman. A Handbook to Literature, Ninth Edition. Upper

Saddle River, NH: Prentice Hall, 2003.

Keene, Ellin Oliver and Susan Zimmerman. Mosaic of Thought. Portsmouth, NH:

Heinemann, 2007.

February 6, 2009 6

Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult

Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.

Pool, Daniel. What Jane Austen Ate and Charles Dickens Knew. New York, NY:

Simon and Schuster, 1993.

Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH:

Heinemann, 1992.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

---, Differentiating Reading Instruction. New York: Scholastic, 2008.

Stockland, Patricia M. (ed.). Poet’s Toolbox. Mankato, MN: Compass Point Books, 2004.

Tsujimoto, Joseph I. Teaching Poetry Writing to Adolescents. Urbana, IL: National

Council of Teachers of English, 1988.

Student Texts There are many titles that teachers and students may select to better understand

connotations. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue

to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds,

shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using

them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://teachingtoday.glencoe.com/lessonplans/connotation-in-propaganda

http://www.brighthub.com/education/k-12/articles/13497.aspx http://www2.scholastic.com/browse/lessonplan.jsp?id=389

http://www.readwritethink.org

http://www.readwritethink.org/lessons/lesson_view.asp?id=75

February 6, 2009 7

http://www.write101.com/lethamcritique.htm

http://www.instructorweb.com/lesson/connotationdenotation.asp

http://www.webenglishteacher.com http://www.englishcompanion.com

http://www.ciconline.org/english

http://www.scetc.org/education/streamlinesc/index.cfm

http://www.field-trips.org/tours/

http://www.scetc.org http://www.scetv.org/programs_a_to_z/index.cfm#w

http://efl.htmlplanet.com/words_from_otherlingos.htm

http://www.yourdictionary.com/library/ling008

February 5, 2009 1

Standard E4-5 The student will write for a variety of purposes and audiences.

The teacher should continue to address earlier indicators as they apply to

more difficult texts.

Indicator E4-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that

address a specific audience and use logical arguments supported by facts or expert opinions.

Definition of Revised Bloom’s Verb

Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

Explanation of Indicator

Persuasive writing is a form of writing whose purpose is to convince or to prove or refute a point of view or issue.

Reading and writing are intimately related. The material that students read will influence their writing, so they must be immersed in the kinds of texts

they are asked to create. As students read persuasive texts and note the techniques used by authors, they can incorporate those same techniques in their own writing.

In preparation for writing their own editorials, essays, and speeches,

students in English 4 should study numerous examples of these genres. They should study speeches in both written and oral formats. They should analyze how various authors handle the important elements of persuasive writing and

compare effective and ineffective examples. Research skills are required as students gather concrete evidence to support their positions in persuasive

writing. Students will need a familiarity with interview techniques in order to incorporate firsthand accounts, and they may need help in using statistical

data as well.

February 5, 2009 2

Instructional Progression of Indicator As students progress through the grade levels, the writing topics and the

sophistication of the compositions will become more challenging to the learner. Additionally, areas of focus for creating persuasive writing will differ

at some grade levels.

What do students need to know before they can create

persuasive writing? One of the most complex and challenging projects that students will face is that of writing persuasive papers. To

be successful, students must draw upon prior learning in the areas of reading, writing, and research. Skills that students will draw upon include:

• reading informational texts • discerning cause and effect

• drawing conclusions • making inferences • writing for various purposes and audiences

• awareness of author’s craft • central idea, thesis, supporting evidence and how these

elements work together • importance of adequate supporting evidence

• discriminating between fact and opinion • awareness of author’s bias • evaluating resource material for reliability and validity

• creating a logical argument • comparing differences among several types of persuasive

writings • all aspects of Standard 4: pre-writing, organizing ideas,

using sentence variety, structuring sentences effectively,

correctness of grammar and mechanics, revising, and editing

Within persuasive writing, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. 6-5.4 Create persuasive writings (for example, print

advertisements and commercial scripts) that develop a central idea with supporting evidence and use language

appropriate for the specific audience. 7-5.4 Create persuasive pieces (for example, letters to the

editor or essays) that include a stated position with

supporting evidence for a specific audience. 8-5.4 Create persuasive pieces (for example, editorials,

essays, or speeches) that support a clearly stated position with concrete evidence.

February 5, 2009 3

E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated

thesis and use support (for example, facts, statistics, and first-hand accounts).

E2-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-

hand accounts). E3-5.4 Create persuasive pieces (for example, editorials, essays,

speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

E4-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific

audience and use logical arguments supported by facts or expert opinions.

When teaching persuasive writing, what connections, links, or ties can be made to other indicators and/or content areas?

Students in English 4 demonstrate their knowledge of persuasive writing skills through the application of the following indicators:

E4-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

E4-2.7 Analyze propaganda techniques and rhetorical devices in informational texts

E4-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective

use of voice, and correct use of the conventions of written Standard American English. (all indicators)

E4-6.2 Use direct quotations, paraphrasing, or summaries to

incorporate into written, oral, auditory, or visual works the information gathered from a variety of research

sources. E4-6.8 Design and carry out research projects by selecting a

topic, constructing inquiry questions, accessing resources,

and organizing information.

Cross-Curricular Connections

Social Studies Students draw conclusions, interpret and analyze texts, and create

persuasive writing. Students analyze and create propaganda.

Math

Students study statistics and probability. Students interpret data and statistics.

February 5, 2009 4

Science Students interpret data and statistics.

Classroom Assessment

Students should be taught and assessed using similar methods. Therefore, students should be assessed on their ability to apply the persuasive writing skills they have been taught. This can be accomplished in a variety of ways,

including reading and analyzing various types of persuasive writing, propaganda techniques, and advertisements. Students should have direct

instruction on persuasive writing skills and be given numerous opportunities to create pieces of persuasive writing.

Strategies to assist students with creating persuasive writing and which can be used as either formative and/or summative assessments include:

Creating a variety of types of persuasive writing Writing editorials, essays, and speeches Determining qualities of excellence in editorials, essays,

and speeches Developing charts specifying the traits of a variety of

types of persuasive writing Designing rubrics for evaluating various types of

persuasive writing Evaluating pieces of professionally-produced persuasive

writing (cold texts)

Showing results of teacher-evaluated pieces of student- produced persuasive writing using the Extended Response

Rubric Suggested Instructional Resources

Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Atwell, Nancie. In the Middle: New Understandings About Writing, Reading,

and Learning. Portsmouth, NH: Boynton/Cook, 1998.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth,

NH: Heinemann, 2003.

Burke, Jim. The English Teacher’s Companion: A Complete Guide to

Classroom, Curriculum, and the Profession. Portsmouth, NH:

Heinemann, 1999.

February 5, 2009 5

Culham, Ruth. 6+1 Traits of Writing: The Complete Guide Grades 3 and Up.

NY, NY: Scholastic, 2003

Daniels, Harvey and Steven Zemelman. Subjects Matter: Every Teacher’s

Guide to Content-Area Reading. Portsmouth, NH: Heinemann, 2004.

Feathers, Karen M. Informational Texts: Reading and Learning. Toronto:

Pippin, 2004.

Fletcher, Ralph and Joann Portalupi. Nonfiction Craft Lessons: Teaching

Information Writing K-8. Portland, ME: Stenhouse, 2001.

Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in

Grades 3-8. Portland, ME: Stenhouse, 1998.

Harvey, Stephanie and Anne Goudvis. Strategies That Work: Teaching

Comprehension to Enhance Understanding. Portland, ME: Stenhouse,

2007.

Ray, Katie Wood. What You Know by Heart: How to Develop Curriculum for

Your Writing Workshop. Portsmouth, NH: Heinemann, 2002.

Ray, Katie Wood. The Writing Workshop: Working Through the Hard Parts

(And They’re All Hard Parts). Urbana, IL: NCTE Publication, 2001

Student Texts There are many titles that teachers and students may select to better

understand persuasive writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to

match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional

suggestions. These titles can be used for read-alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each

classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:

http://scasl.pbwiki.com/ELA%20Standards.

February 5, 2009 6

Nonprint Materials http://www.readwritethink.org

http://www.learnnc.org

http://www.lpb.org

http://www.lpb.org/education/classroom/itv/litlearn/

http://www.readingquest.org

http://www.readingquest.org/strat/ http://scholastic.com

http://scholastic.com/newszone/

http://timeforkids.com http://timeforkids.com/TFK/

http://www.scetc.org http://www.scetc.org/education/streamlinesc/index.cfm

http://www.ciconline.org

http://www.ciconline.org/english http://www.carolhurst.com

http://www.carolhurst.com/titles/6th.html

http://literacynet.org http://literacynet.org/cnnsf/archives.html

http://www.iclasses.org http://www.iclasses.org/assets/literature/index.cfm

http://www.unitedstreaming.com

January 30, 2009 1

Standard E4-6 The student will access and use information from a variety of sources.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-6.7 Use a variety of print and electronic reference materials.

Definition of Revised Bloom’s Verb Use Applying a procedure to an unfamiliar task

Explanation of Indicator Students will use an effective search strategy to locate reference sources and

information within those sources to meet the requirements of the research project. Instructional Progression of Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the accessing and using information from a variety of sources

differ at each grade level. What do students need to know before they can understand

how to access and use information from a variety of sources? Students need to be aware of the benefits and disadvantages of

the various types of print and electronic reference materials so that they can select the most appropriate reference material(s) for the information needed. English 4 students should be able to

determine the best sources of information to meet their information needs.

Students should be familiar with a variety of electronic reference sources as well as many types of print sources. Students may also need to include personal interviews and communications,

audio recordings, and audiovisual recordings as part of their strategy for locating information.

Students should be familiar with all locations and sources for assistance in locating information sources, including the library

media center, electronic pathfinders, and search engines. Students should be able to evaluate all sources using criteria

such as currency, authority, accuracy, relevancy, objectivity,

and purpose of publication.

January 30, 2009 2

Within accessing and using information from a variety of sources, what have students been taught and what will they be

taught in the future? The words in bold indicate a change from grade to grade.

3-6.2 Use print sources (for example, books, magazines, charts, graphs,

diagrams, dictionaries, encyclopedias, atlases, and thesauri)

and nonprint sources (for example, pictures, photographs, video, and television) to access information.

4-6.2 and 5-6.2: Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri,

newspapers, and almanacs) and nonprint sources to access information.

6-6.7, 7-6.7, 8-6.7, E1-6.7, E2-6.7, E3-6.7, and E4-6.7 Use a variety of print and electronic reference materials.

When teaching using a variety of print and electronic reference materials, what connections, links, or ties can be made to other

indicators and/or content areas? English Language Arts

E4-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E4-2.3 Analyze informational texts for author bias (including

word choice, the exclusion and inclusion of particular information and unsupported opinion). [For example,

when doing a compare/contrast research project, students will evaluate the methods the author of the information sources used to support his/her opinion]

E4-2.7 Evaluate propaganda techniques and rhetorical devices in informational texts.

E4-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

E4-3.2 Analyze the meaning of words by using Greek and Latin

roots and affixes (see Instructional Appendix: Greek and Latin Roots and Affixes).

E4-3.3 Explain how British history and culture have influenced the use and development of the English language.

E4-3.4 Spell new words using Greek and Latin roots and affixes

(see Instructional Appendix: Greek and Latin Roots and Affixes).

E4-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research

sources.

January 30, 2009 3

E4-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the

use of in-text citations) to properly credit the work of others.

E4-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

Science PS-1.5 Organize and interpret the data from a controlled

scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology.

B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs,

models, and/or technology. C-1.5 Organize and interpret the data from a controlled

scientific investigation by using mathematics (including

formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology.

P-1.5 Organize and interpret the data from a controlled scientific investigation by using (including calculations in

scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

ES-1.5 Organize and interpret the data from a controlled

scientific investigation by using mathematics (including calculations in scientific notation, formulas, and

dimensional analysis), graphs, tables, models, diagrams, and/or technology.

Social Studies Literacy Elements

L Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings,

cartoons, architectural drawings, documents, letters, censuses, and other artifacts.

O Consider multiple perspectives of documents and stories.

O Locate, gather, and process information from a variety of primary and secondary sources including maps.

O Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems.

S Interpret and synthesize information obtained from a variety of sources—graphs, charts, tables, diagrams,

texts, photographs, documents, and interviews

January 30, 2009 4

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this

indicator, the verb is “use.” As this indicator addresses one part of an overall approach to research, the student’s ability to use a variety of print and electronic

reference materials should only be assessed as part of the overall research process and not in isolation. Students should be evaluated on their rationale for selecting a particular source. Each source should be evaluated for a variety of criteria including

currency, authority, relevancy, accuracy, objectivity, and purpose of publication.

One criterion in a scoring rubric for a research assignment might evaluate the variety of print and electronic reference materials cited to the topic or overall project. However, because the reference materials used by the student provide the

information needed to address the topic or inquiry, the teacher should offer some ongoing evaluation of the student’s use of reference materials as a part of the

research process. For example, the teacher might prompt the student to vary the types of print and electronic sources and to select those materials most likely to provide the information most appropriate for the research project. Conferencing

with the student or written feedback from the teacher would be a good means of assessing this indicator during the research.

An additional form of assessment might be a research journal/log. Students would

reflect on their use of sources each day and note their success and frustrations with each type of source. This journal would be both a self-assessment for students and an assessment for the classroom performance. A research log would help the

teacher identify issues with plagiarism prior to the final evaluation.

Suggested Instructional Resources Professional Texts Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for

7-12. Worthington, OH: Linworth Publishing Co., 2002.

Hackman, Mary H. Library Information Skills and the High School English Program.

2nd ed. Englewood, CO: Libraries Unlimited, Inc., 1999.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for

Parents, Teachers, Librarians, and Others Who Care About Computer-Using

Young People. Worthington, OH: Linworth Publishing Co., 2003.

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt

Lake City: Hi Willow Research and Publishing, 2003.

January 30, 2009 5

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME:

Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose,

CA: Hi Willow Research and Publishing, 2002.

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15

Models for Teaching and Learning in Information-Rich and Technology-Rich

Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American

Library Association, 2001.

Stanley, Deborah B. Practical Steps to the Research Process for High School.

Englewood, CO: Libraries Unlimited, Inc., 1999.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy:

Connecting National Standards, Goals 2000, and the SCANS Report.

Englewood, CO: Libraries Unlimited, Inc., 2000. Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters.

Chicago: American Library Association, 2003.

Volkman, John D. Cruising Through Research: Library Skills for Young Adults.

Englewood, CO: Libraries Unlimited, 1998.

Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research:

Topic Guidelines for Finding Information on Current Issues. Englewood, CO:

Libraries Unlimited, 2001.

January 30, 2009 6

Student Texts There are many titles that teachers and students may select to better

understand using a variety of print and electronic reference materials. Library Media Specialists from the South Carolina Association of School Librarians

(SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for

additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read

and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts.

http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School

Library Media Services, South Carolina Department of Education. 9 Sept

2007.

http://martha.alewine.googlepages.com/thesimplefour.

“Choose the Best Search for Your Information Need.” 21 July 2007. NoodleTools

Inc. 09 Sept 2007.

http://www.noodletools.com/debbie/literacies/information/5locate/

adviceengine.html.

“Evaluating Sources of Information.” 2004. Purdue University. 09 Sept 2007.

http://owl.english.purdue.edu/workshops/hypertext/EvalSrcW/index.html.

NetFiles #301: Research Applications. United Learning. 2000. unitedstreaming. 11

September 2007.

http://www.unitedstreaming.com/.

Schrock, Kathy. “Critical Evaluation Surveys and Resources.” 2007. Discovery

Education. 09 Sept 2007.

http://school.discoveryeducation.com/schrockguide/eval.html.

January 30, 2009 7

Smith, Alistair. “Evaluation of Information Sources.” 19 Oct 2006. Victoria

University of Wellington. 09 Sept 2007.

http://www.vuw.ac.nz/staff/alastair_smith/evaln/evaln.htm.

May 27, 2009 1

Standard E4-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Students in English 3 read informational (expository/persuasive/

argumentative) texts of the following types: historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign

literature), editorials, letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements,

journals, speeches, reviews (for example, book, movie, product), contracts, government documents, business forms, instruction manuals, product-support materials, and application forms. They also read directions, schedules, and

recipes embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational

texts.

The teacher should continue to address earlier indicators as they apply to

more difficult texts.

Indicator E4-2.1 Evaluate theses within and across informational texts.

Definition of Revised Bloom’s Verb Evaluate To make judgments based on criteria and

standards.

Explanation of the Indicator

The thesis is the main or most important idea in a piece of writing. It is what the author wants you to remember most. In order to demonstrate mastery of the indicator, students must be able to find the thesis within a text and in related

texts and to apply provided or independent criteria to determine the effectiveness of the theses in those texts.

Finding the Thesis Teaching the strategy of how to find the thesis is important. The thesis, what the

author has to say about his or her topic, may be determined by analyzing the supporting evidence. Most authors of informational texts state the thesis while a

few will imply it. Because the purpose of informational texts is either to inform or to persuade, the thesis can usually be found in one or more sentences near the beginning of the text (following an introductory strategy such as an anecdote or

scenario, a statistic, or a quotation). The thesis may also be located immediately before the end of a text where it functions as a parting lesson or conclusion the

reader is to have reached. Informational texts may have more than one thesis, particularly if the purpose of

the text is expository. For example, a document that evaluates the accuracy of Shakespeare’s portrayal of the king in Richard III may contain several theses,

each of which has support, leaving the reader to form his own conclusions.

May 27, 2009 2

Evaluating Theses Within and Across Texts Once theses have been located, the student must be able to apply provided or

independent criteria to determine the effectiveness of the theses and support in those texts. The purpose of evaluation within a text is to establish whether

choices the writer made best fit the purpose and audience of the text. Across texts readers might evaluate which author’s thesis and support best reached his/her goals.

Instructional Progression

The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for main idea and details differ at each grade level.

What do students need to know before they can evaluate

theses within and across informational texts? Students should understand that the thesis is the “big idea” of a text.

It is what the author wants the reader to remember most. To evaluate the effectiveness of theses and support, students must understand tone, point of view, the impact of persuasive techniques,

organization of a text, the impact of visual elements of a text, and how to determine information included or excluded from a text.

Within the study of thesis and supporting evidence, what

have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

K-2.1 Summarize the central idea and details from informational texts read aloud.

1-2.1 Summarize the central idea and supporting evidence in an informational text during classroom discussion.

2-2.1 Analyze the central idea and supporting evidence in an

informational text during classroom discussion. 3-2.1 Summarize evidence that supports the central idea of a

given informational text. 4-2.1 Summarize evidence that supports the central idea of a given

informational text.

5-2.1 Summarize the central idea and supporting evidence of a given informational text.

6-2.1 Analyze central ideas within and across informational texts.

7-2.1 Analyze central ideas within and across informational texts.

8-2.1 Compare/contrast central ideas within and across informational texts.

E1-2.1 Compare/contrast theses within and across informational texts.

E2-2.1 Compare/contrast theses within and across informational

texts. E3-2.1 Evaluate theses within and across informational texts.

May 27, 2009 3

E4-2.1 Evaluate theses within and across informational texts.

When teaching thesis and supporting evidence, what connections, links, or ties can be made to other indicators?

E4-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E4-1.2 Evaluate the impact of point of view on a given literary text.

E4-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

E4-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E4-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

E4-2.3 Analyze informational text for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinion).

E4-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and

auditory presentations, discussions, and media presentations). E4-2.5 Evaluate the impact that that text elements have on the

meaning of a given informational text. E4-2.6 Evaluate information from graphic features (for example,

charts and graphs) in informational text.

E4-2.7 Evaluate propaganda techniques and rhetorical devices in informational texts.

E4-2.8 Read independently for extended periods of time to gain information.

E4-4.3 Create multiple-paragraph compositions that have an

introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E4-5.1 Create clear and concise career oriented and technical writings (for example, memos, business letters, résumés, technical reports, and information analyses).

E4-5.3 Create descriptions for use in other modes of written works (for example, personal essays, travel writing, or restaurant

reviews). E4-5.4 Create persuasive pieces (for example, editorials, essays,

speeches, or reports) that develop a clearly stated thesis and

use support (for example, facts, statistics, and firsthand accounts).

E4-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language appropriate for the purpose and audience.

E4-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the

information gathered from a variety of research sources.

May 27, 2009 4

E4-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specified audience

and purpose. E4-6.7 Use a variety of print and electronic reference materials.

E4-6.8 Design and carry our research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

Classroom Assessment

Students should be taught and assessed using similar methods. In order to

demonstrate mastery of the indicator, students must be able to find theses within one informational text or among related texts and to assess the effectiveness of those. Whether responses are to be drawn, written, oral/auditory presentations,

discussions, or media productions, students should be offered specific information about the structure of comparison/contrast texts.

To evaluate theses within and across texts, students must apply criteria assigned by the teacher (for example, the persuasiveness or clarity of a text) or must set

criteria by which the assessment can be made. To gather evidence for the evaluation process students might consider questions such as:

Is the thesis stated or implied? Does the writer provide sufficient support for the thesis?

Is the support logical? Is support organized in an effective manner? Does support address all necessary points of the thesis? (For instance,

if the text is persuasive, is a concession provided to demonstrate acknowledgement of the opposing viewpoint?)

Does the location of the thesis provide the strongest effect? Does the writer use visual elements of text effectively (including words

bolded, italicized, colored, or in varied fonts; graphs, charts, maps, and

other illustrations)? Does the inclusion or omission of supporting information alter the

reader’s perception of the thesis? Does the writer effectively use persuasive devices (including word

choice, figurative language, loaded language, and propaganda

techniques)? If the text is workplace communication, does it clearly and concisely

transmit information to achieve the desired action from the reader? Teachers will wish to consult Support Documents for all other Standard 2

Indicators when providing instruction on evaluation of texts. Students may also consider validity of the source (timeliness, acknowledged bias of the writer or

target audience, and purpose of publication) when defending evaluations To demonstrate independent application of the skills in the indicator, teachers

might allow students to choose a topic of interest to them connected with British literature, culture, or history and then research to find four varied texts that

address that topic. Teachers might set criteria for the collection so that two must

May 27, 2009 5

be print sources and two nonprint (with only one from the internet). Once the collection of texts has been completed, students will provide a statement of the

thesis in each text, comparing and contrasting information presented to support each thesis and drawing a conclusion from the sources that will serve as an

independent position statement on their chosen topic. This assignment might be applied to persuasive or expository informational texts or to real-world texts such as speeches, advertisements, or workplace documents.

The primary focus of this assessment is to determine if students can find theses in

unfamiliar texts, can evaluate varying theses, can explain the criteria by which assessments were made, and can draw an independent conclusion about a topic once theses have been sorted. This performance would assess students’

independent application of those skills using cold text. The skills could also be evaluated with sample texts and multiple choice or constructed response

questions. Suggested Instructional Resources

Professional Texts Burke, Jim. Reading Reminders, Portsmouth, NH: Boynton/Cook Publishers,

2000.

Burke, Jim. Writing Reminders, Portsmouth, NH: Heinemann, 2003.

Harvey, Stephanie, and Anne Goudis, The Comprehension Toolkit, Portland, ME:

Stenhouse, 2006 Harvey, Stephanie, and Anne Goudis, Strategies That Work, Portland, ME:

Stenhouse, 2007

Oczkus, Lori, Interactive Think-Aloud Lessons, New York: Scholastic Inc., 2009.

Portalupi, Joann and Ralph Fletcher, Nonfiction Craft Lessons, New York:

Stenhouse, 2001. Reader’s Handbook: A Student Guide for Reading and Learning, Wilmington, MA:

Great Source Education Group, 2002.

(Although this is a student book it has excellent examples of reading strategies and skills.)

May 27, 2009 6

Student Texts There are many titles that teachers and students may select to better understand

facts and opinions. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina

Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for

read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet

the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials

http://readwritethink.org http://readwritethink.org/lessons/lesson_view.asp?id=951

http://school.discoveryeducation.com/lessonplans/programs/readingStrat/

http://www.brainpopjr.com/reading/comprehension/mainidea/grownups.weml

http://www.ttms.org

May 26, 2009 1

Standard E4-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in English 4 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following

specific types of texts: adventure stories, historical fiction, contemporary realistic fiction, myths, satires, parodies, allegories, and monologues. In the category of

literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-1.2 Evaluate the impact of point of view on literary texts.

Definition of Revised Bloom’s Verb

Evaluate To make judgments based on criteria and standards Explanation of the Indicator

The perspective, or vantage point from which an author presents a story, is called point of view.

In the first person point of view, the story is told by one of the characters. The character uses pronouns such as I or we and usually participates in much of the

action. Because the story is told from just one character’s point of view, however, the reader is limited to knowing only what that character knows, thinks, and feels.

In the third person point of view, the story is told by a narrator who is not a character in the story. The narrator will use pronouns such as she, he, and they.

Sometimes the narrator will relate the thoughts and feelings of all the characters. This point of view is called the third-person omniscient point of view; the narrator

functions as an all-seeing, all-hearing, all-knowing speaker who reads the thoughts and feelings of any and all characters. More often, however, the narrator will relate the thoughts and feelings of just one character, usually the protagonist. This is

called the third-person limited omniscient point of view; the narrator’s omniscience is limited, or restricted, to a single character.

The narrator may be a reliable, or trustworthy, source of information and interpretation. A narrator might also be unreliable, or unable to be trusted.

Determining if the narrator of a literary text is reliable or unreliable will help students evaluate whether aspects of the text are true and unbiased.

For students to be able to evaluate the impact of point of view on literary texts,

students should first be able to identify the three points of view, differentiate among the three points of view when presented with a variety of texts written from the first-person, limited omniscient (third person), and omniscient (third person)

May 26, 2009 2

points of view, explain the effect of point of view on a literary text, and analyze the impact of point of view on a literary text.

To evaluate means to make judgments based on criteria and standards. For

students to evaluate the impact of point of view on literary texts, they must view the literary text through a critical lens. Doing so requires the student to question the text, form their own opinions, and support those opinions with evidence from

the text. Some questions the student may ask to begin to make evaluative judgments of the impact of point of view on literary texts may include the following:

How is the point of view of the selection suited to the author’s purpose?

What does the point of view reveal about the characters and events

in the text? How well does the narrator help develop an understanding of the

characters and events in the text? How does the point of view of the text help make its telling more

effective?

How well has the author made the narrator credible or reliable? Based on what the narrator does or does not reveal about the

characters and events in the text, how is the reader’s perception of those characters and events affected?

Is the literary text convincing based on the point of view and narrator?

Students may use their answers to the questions above to create written responses which evaluate the impact of point of view on a literary text. As always, students

should support their opinions with evidence from the text. Instructional Progression of the Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of point of view differ at each grade level, including the

level of higher-order thinking required of students.

What do students need to know before they can understand point of

view? Students must have knowledge of first person, second person, and

third person subject and object pronouns. Students should know that in the second person point of view,

though rarely used, the narrator addresses the reader as you.

Students must have knowledge of narrative text structure and plot elements.

Students must be able to draw conclusions and make inferences about literary texts.

Students must understand the author’s development of characters

as well as the effect of author’s craft on literary texts. Students should be able to differentiate among first person, limited

omniscient (third person), and omniscient (third person) points of view.

May 26, 2009 3

Students should be able to explain the effect of point of view on a given literary text.

Students should be able to analyze the impact of point of view on literary texts.

Within the study of point of view, what have students been taught and what will they be taught in the future?

In kindergarten through grade two, students focus on determining who is narrating the text. In grades three and four, students are introduced

to the first and third person points of view. Beginning at grade five, students are first introduced to the concepts of limited omniscient (third person) and omniscient (third person) points of view. From

grade five through English 4, the level of higher-order thinking students must apply to the literary text and their understanding of the

three points of view becomes increasingly more difficult. The words in bold indicate changes from grade to grade.

K-1.3 Understand that a narrator tells the story. 1-1.3 Analyze a narrative text to determine the narrator.

2-1.3 Analyze the text to determine the narrator. 3-1.3 Analyze the text to determine first-person point of view.

4-1.3 Distinguish between first-person and third-person points of view.

5-1.2 Differentiate among the first-person, limited-omniscient

(third person), and omniscient (third person) points of view. 6-1.2 Differentiate among the first-person, limited-omniscient (third

person), and omniscient (third person) points of view. 7-1.2 Explain the effect of point of view on a given narrative text. 8-1.2 Explain the effect of point of view on a given literary text.

E1-1.2 Analyze the impact of point of view on literary texts. E2-1.2 Analyze the impact of point of view on literary texts.

E3-1.2 Evaluate the impact of point of view on literary texts.

When teaching point of view, what connections, links, or ties

can be made to other indicators?

E4-1.1 Compare/contrast ideas within and across literary texts to

make inferences. E4-1.4 Analyze the relationship among character, plot, conflict,

and theme in a given literary text. E4-1.5 Analyze the effect of author’s craft (including tone and

the use of imagery, flashback, foreshadowing, symbolism,

motif, irony, and allusion) on the meaning of literary texts.

E4-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations,

discussions, media productions, and the visual and performing arts).

E4-1.7 Evaluate the author’s use of genre to convey theme.

May 26, 2009 4

E4-5.2 Create narratives (for example personal essays, memoirs, or narrative poems) that use descriptive language to enhance tone

and mood.

Classroom Assessment Students should be taught and assessed using similar methods. For example, if a graphic organizer was used to help students evaluate the impact of point of view on

a given literary text, then a graphic organizer should be part of the assessment. However, students should be assessed with cold texts rather that texts they have

already read and discussed. There is no benefit to assessing students using a piece of text that has already been used during classroom instruction. That would be assessing their ability to remember, not their ability to evaluate the impact of point

of view on a given literary text. Students should be assessed using a piece of text that is on their grade level.

In this indicator, the verb is evaluate. Students should be challenged to evaluate the impact a particular point of view has on a literary text based on criteria and

standards set forth by the teacher or mutually agreed upon by the teacher and students. Students should be given access to an evaluation rubric for point of view,

for example, prior to assessment. Students may be given a literary text and be asked how the point of view of the selection is suited to the author’s purpose.

Students may also be assessed on their evaluation of how well the author has made the narrator credible and reliable and whether or not the text is convincing based on the point of view and its narrator. Students should also be expected to provide

evidence defending their thinking by citing the text and adding their background knowledge or the understanding that brought them to their evaluation of the impact

point of view has on a given literary text. Written assignments may be used to assess students’ ability to evaluate the impact of point of view on a given literary text.

In order to be consistent with the indicator, the expectation on any assessment

strategy is that students must demonstrate they can evaluate the impact of point of view on a given literary text.

Suggested Instructional Resources

Professional Texts Abrams, M.H. A Glossary of Literary Terms, Ninth Edition. Florence, KY: Cengage

Learning. 2008

Bass, Helen Ruth and Diane Morrill. Prose and Poetry: A Comprehensive Guide to Understanding Literature. Portland, ME: Walch Publishing. 1998.

Moon, Brian. Literary Terms: A Practical Glossary. Urbana, IL: National Council of

Teachers of English. 1999.

May 26, 2009 5

Student Texts

Reader’s Handbook: A Student Guide for Reading and Learning, Wilmington, MA:

Great Source Education Group, 2002. There are many titles that teachers and students may select to better understand

text features. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of

Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds,

shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each

classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials ReadWriteThink: Exploring Setting: Constructing Character. Point of View,

Atmosphere, and Theme http://www.readwritethink.org/lessons/lesson_view.asp?id=1094

ReadWriteThink: Elements of Fiction http://www.readwritethink.org/materials/lit-elements/overview/

ReadWriteThink: Knowledge or Instinct? Jack London’s “To Build a Fire”

http://edsitement.neh.gov/view_lesson_plan.asp?id=648 Point of View

http://mrshatzi.com/files/pointofview-ws.pdf

Exploring Point of View http://www.learner.org/interactives/literature/read/pov1.html

Types of Point of View http://www.learner.org/interactives/literature/read/pov2.html

Teaching Point of View http://www.brighthub.com/education/k-12/articles/11686.aspx

Literary Terms

http://academic.brooklyn.cuny.edu/english/melani/lit_term.html Sleeping Beauty: Points of View

http://academic.brooklyn.cuny.edu/english/melani/pv.html

Literary Element: Point of View http://www.cdli.ca/CITE/hc_point_of_view.pdf

May 26, 2009 1

Standard E4-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in English 4 read four major types of literary texts: fiction, literary

nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: adventure stories, historical fiction, contemporary

realistic fiction, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of

poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-1.1 Compare/contrast ideas within and across literary texts to

make inferences.

Definition of Revised Bloom’s Verb Compare/Contrast Detecting correspondences between two ideas,

objects, and the like

Explanation of the Indicator

Reading is a problem-solving process that is active and reflective. Readers do not simply read words; they “read” ideas that spring from a particular combination of words. Making inferences is one skill readers use to derive meaning from text and is

the act or process of drawing a conclusion based on what the reader, listener, or viewer already knows either from prior knowledge, observations, or evidence found

in the text. Authors imply through facts and details; therefore, readers have to infer.

The key to this indicator is found in the verb “compare/contrast” which implies the use of more than one text linked by theme, author, genre, or historical time period.

Students should have experiences with a variety of print and nonprint literary text that allow them to compare/contrast inferences and conclusions. For example, a

thematic approach would encourage students to read a poem, listen to a speech, and view a video of a short story, all of which were connected by a similar theme. Or students could read several works in the same of different genres by the same

author. In the study of British literature, an author study works especially well. Students could then compare/contrast inferences and conclusions among these

texts. This approach lends itself to small group work. In Strategies That Work, 2nd Edition (Harvey and Goudvis, 2007, p. 132), the

authors define inferring as “Merging background knowledge with clues in the text to come up with an idea that is not explicitly stated by the author. Reasonable

inferences need to be tied to the text.” The authors also provide the following types of inferences (p. 132):

May 26, 2009 2

• Making predictions: predicting outcomes, upcoming events, and actions

• Using context to figure out the meaning of unfamiliar words/concepts

• Interpreting the meaning of language: figurative, idiomatic, and metaphoric

• Visualizing: constructing meaning with a visual image; inferring

creates a picture, movie, or slideshow in the mind • Inferring relationships: setting to plot, cause and effect, character’s

feelings and motives • Inferring the author’s purpose • Creating interpretations based on text evidence

• Using text evidence to surface themes and big ideas • Inferring the meaning of text features and visuals

• Inferring the answer to a question • Drawing conclusions based on text evidence

Students in English 4 know by now that the text itself does not contain meaning but that readers themselves make sense of the text by inferring meaning from the

words and sentences. Writers provide the words; readers provide the meaning based on their knowledge of the language and their background knowledge they

bring to the text. Students will need to be reminded that by making inferences accurately, they will

be able to understand the totality, the “big picture,” of a text with fewer gaps in comprehension. In addition, as readers they will be more engaged with the text,

and they will appreciate the connection between the text and their own lives and prior knowledge. Making predictions and inferences will increase their eagerness to read if for nothing more than to see if their intuition will be verified.

Instructional Progression of the Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for analyzing literary text to draw conclusions and make inferences differ at each grade level.

What do students need to know before they can understand

how to analyze literary text to draw conclusions and make inferences? Students need to know how to generate and respond to questions

that require them to dig for and think about the information and the evidence necessary to draw conclusions and make inferences.

For example, questions such as “How would you feel if . . .?” “What would happen if . . .?” “What is a possible solution to . . . ?” will prompt students to search for data from the text to support their

inferences. Students in English 4 are ready to think about making inferences

from more complex text: longer passages, poetry, logic problems.

May 26, 2009 3

A website http://dhp.com/~laflemm/reso/inference.htm has some more complex, though shorter, passages to begin. However,

instead of using the multiple choices provided, expect students to write down their own inferences. At the beginning, this might be a

good activity for students to work on in pairs. An example of a longer, more complex passage can be found at http://www.criticalreading.com/patterns_of_content.htm which also

provides an analysis of the passage in terms of implied meanings. Remember to take this process to the next level by providing

multiple texts based on genre, author, historical timeframe for students to compare and contrast inferences from various texts.

Another excellent technique for teaching students how to make

inferences is to use compelling photographs. The best ones include people engaged in an activity or in a setting from which a variety of

inferences can be made. The National Geographic website has some outstanding photographs as do other websites. Students will learn to pay attention to details and to make inferences based on

those details as well as their prior knowledge. Students need to learn how to connect the text with their

background knowledge and to see that when they read, they bring what they already know to comprehension of new text. They need

to experience understanding beyond the literal by gathering all the clues in order to make an inference or draw a conclusion. For example, the reader may make a variety of inferences about an

adolescent in a novel or short story who is all alone in a big city: run away, abandoned, homeless, lost. The details from the text

provide the evidence the reader needs to make the correct inference and not jump to faulty conclusions.

Making inferences and drawing conclusions require that students

recognize and identify the clues in the text that will help lead them to conclusions. Students must also read between the lines; go

beyond the literal and concrete meaning; and pay attention to details, clues, and evidence when interacting with print and nonprint literary texts.

Students in English 4 are adept at reading faces, body language,

expressions, and tone. The next step is to provide more practice with more complex texts so inferences will lead to a deeper and richer understanding of the texts.

Kylene Beers, When Kids Can’t Read, references thirteen types of inferences

that skilled readers make regardless of what they are reading (p. 65) and prompts that the teacher may use for each inference, some of which Beers provides in her book. Skilled readers . . .

1. Recognize the antecedents for pronouns (Look for pronouns and figure out what to connect them to. What happens if you make

an incorrect connection between a pronoun and a noun? )

May 26, 2009 4

2. Figure out the meaning of unknown words from context clues. (What other words in the sentence or surrounding sentences

give clues to what the unknown word means?) 3. Figure out the grammatical function of unknown words (What

job or role does the unknown word have in the sentence?) 4. Understand intonation of characters’ words (Look at how the

character said [insert a specific quote]). How would you have

interpreted what that character said if he had said [change how it was said or stress different words]).

5. Identify characters’ beliefs, personalities, and motivations (After you read this section, see if you can explain why the character acted this way.)

6. Understand characters’ relationships to one another (What words does the author use to describe or explain how the

characters feel about each other and what their relationships are.)

7. Provide details about the setting (Think about the setting and

see what details you can add. What else would change about the story if the setting changed?)

8. Provide explanations for events or ideas that are presented in the text (Figure out explanations for these events. What clues

lead you to these explanations?) 9. Offer details for events or their own explanations of the events

(How can you explain the events of this section/chapter?)

10. Understand the author’s view of the world (What clues from the text led you to an understanding of the author’s view of the

world?) 11. Recognize the author’s biases (As you read this section, look for

clues that would tell you how the author might feel about [insert

a topic or character’s name]). 12. Relate what is happening in the text to their own knowledge of

the world (Think about something that you know about this [insert topic] and see how that fits with what’s in the text.)

13. Offer conclusions from facts presented in the text (What

conclusions do the facts from this section/chapter lead you to make?)

Within the analysis of literary text to draw conclusions and make inference, what have students been taught and what will

they be taught in the future? In grade 3, students are expected to make predictions as well as draw

conclusions. In grades 4-7, students are analyzing text in order to draw conclusions and make inferences. Starting in grade 8 through English 4, students compare/contrast ideas within and across literary

texts to make inferences.

May 26, 2009 5

The words in bold indicate changes from grade to grade.

3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions.

4-1.2 Analyze literary texts to draw conclusions and make inferences.

5-1.1 Analyze literary texts to draw conclusions and make

inferences. 6-1.1 Analyze literary texts to draw conclusions and make

inferences. 7-1.1 Analyze literary texts to draw conclusions and make

inferences.

8-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E1-1.1 Compare/contrast ideas within and across literary texts to make inferences.

E2-1.1 Compare/contrast ideas within and across literary texts to

make inferences. E3-1.1 Compare/contrast ideas within and across literary texts to

make inferences.

When teaching drawing conclusions and making inferences, what connections, links, or ties can be made to other indicators?

E4-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory

presentations, discussions, media productions, and the visual and performing arts).

E4-2.2 Compare/contrast information within and across texts to

draw conclusions and make inferences. E4-2.3 Analyze informational texts for author bias (including

word choice and the exclusion and inclusion of particular information, and unsupported opinion.)

E4-2.4 Create responses to informational texts through a variety

of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media

productions). E4-5.2 Create narratives (for example, personal essays,

memoirs, or narrative poems) that use descriptive

language to enhance voice and tone. E4-5.3 Create descriptive pieces (for example, personal essays,

travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E4-5.4 Create persuasive pieces (for example, editorials, essays,

speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert

opinions.

May 26, 2009 6

Science: Draw conclusions and make inferences and predictions from data, research, and investigation.

Social studies: Draw conclusions and make inferences and predictions from research, biographies,

autobiographies, essays, and speeches. Classroom Assessment

Students should be assessed in the same ways they are taught; however, students should be assessed with cold text rather than text they have read and discussed.

For example, in this indicator, the verb is “compare/contrast.” Students should be challenged to construct meaning from comparing and contrasting inferences and conclusions from a variety of text (different genres, audio, and video) and to

recognize that understanding of the text is enhanced by “reading between the lines.” Students should be able to cite instances in the texts that caused them to

infer and draw conclusions. They should also be able to explain what background information they brought to the text that helped them make inferences. When it’s time for assessment, students should be asked to show what they have learned in

the same way they were taught. For example, in either the learning or the assessing, students should not be given a worksheet to make inferences and draw

conclusions from unconnected pieces of text because this does not allow them the opportunity to interpret meaning from whole piece of texts.

Annotating text while reading is a process that sharpens students’ critical analysis skills. Teachers can provide the parameters for the annotation; for example, they

can include labeling and interpreting literary devices; labeling and explaining the writer’s rhetorical devices and elements of style; labeling main ideas, supportive

details, and/or evidence that leads the reader to a conclusion about the text. The type of annotation that would work best in making inferences is questioning (I wonder) and making inferences in response to those questions (I think). This

strategy would work well using two or more texts to compare/contrast and would help students make connections between texts.

In English 4, students are able to manage a variation of annotation called collaborative annotation. This is a technique used after students have already

completed their own individual annotation on a poem or prose passage. In groups of 3-5, students pass their annotated copy to the person on the right. Each

individual focuses on, and makes additions to, the original reader’s commentary. The paper continues to be passed around the group, each individual adding his/her commentary to all previous readers’ commentary until the original student has

his/her paper back. One important aspect of this strategy is that students understand that they are to expand on the original reader’s ideas and/or questions,

not simply add what ideas they had on their papers. Students can either use different color pens or initial their commentary. The teacher should model this process with a poem or passage that has already been studied; however, for

assessment purposes, a poem or passage that has not already been studied is preferable.

May 26, 2009 7

There is no benefit from assessing students using a piece of text that has already been discussed. That would be assessing their recall, not their ability to compare

and contrast new text. Also, students should be assessed on a piece of text that is on their reading level.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can compare/contrast literary text

to make inferences and draw conclusions.

Suggested Instructional Resources Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse. 2000.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH:

Heinemann. 2003.

Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching

Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second Edition.

Portsmouth, NH: Heinemann, 2007.

Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth,

NH: Heinemann, 2008.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH:

Heinemann, 1992.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Student Texts

There are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the

South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate

with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not

meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class.

May 26, 2009 8

Nonprint Materials

http://www.criticalreading.com/inference

http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading http://www.readingquest.org

http://www.readingquest.org/strat/

http://scholastic.com http://scholastic.com/newszone/

http://www.carolhurst.com http://www.carolhurst.com/titles/9th.html

http://www.readinglady.com/mosaic/tools/inferences

http://www.iclasses.org http://www.iclasses.org/assets/literature/index.cfm

full text of fiction and nonfiction selections

http://academic.cuesta.edu/acasupp/AS/309.htm http://www.puzzlemakers.net/solve.html

http://geocities.com/Heartland/Plains/4484/logic.htm

http://school.discoveryeducation.com/brainboosters

http://dhp.com/~laflemm/reso/inference.htm

October 13, 2011 1

Standard E4-5 The student will write for a variety of purposes and audiences.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator E4-5.2 Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive

language to enhance voice and tone. Definition of Revised Bloom’s Verb

Create Put elements together to form a coherent or functional whole, reorganize elements into a new pattern or

structure. Explanation of Indicator

When creating narratives, the student will write compositions that tell about an event or series of events with a focus on using descriptive language. Descriptive

language includes carefully selected details, language that appeals to the senses, and figurative language to enhance voice and tone. Voice is the distinctive style or manner of expression used in writing. Tone is the writer’s or speaker’s attitude

toward a subject, character, or audience conveyed through the choice of words and details.

Instructional Progression The type of narratives created by the student changes at each grade level.

Additionally, some areas of focus for the creation of narratives differ at each grade level.

What do students need to know before they can understand creating narratives?

Before the student can create narratives that use descriptive language to enhance voice and tone, the student must be able to

apply the writing process to create narratives. The writing process should include pre-writing techniques, drafting,

revising, and editing.

The student must be able to sequence events logically. The student must be able to select descriptive language to make voice and tone

better. Descriptive language includes carefully selected details that appeal

to the senses, figurative language which is language enriched by

word images and figures of speech (for example, similes and metaphors).

The student must be able to select appropriate language to enhance voice and tone. For example, teachers might help students

learn to read like writers and study other writers’ use of the descriptive language such writers use to enhance voice and tone.

October 13, 2011 2

Within creating narratives, what have students previously

learned and what they will learn in the future? The words in bold indicate a change from grade to grade.

5-5.2 Create narratives that have a fully developed plot and a

consistent point of view.

6-5.2 Create narratives that have a fully developed plot and a consistent point of view.

7-5.2 Create narratives (for example, personal essays or narrative poems) that communicate the significance of an issue of importance and use language appropriate for the purpose and

the audience. 8-5.2 Create narratives (for example, memoirs) that communicate

the significance of particular personal relationships. E1-5.2 Create narratives (for example, personal essays, memoirs, or

narrative poems) that use descriptive language to create tone

and mood. E2-5.2 Create narrative pieces (for example, personal essays,

memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E3-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E4-5.2 Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to enhance

voice and tone. When teaching narratives, what connections, links, or ties can

be made to other indicators? English 4 students will create narratives in response to a variety of

texts as they create multiple-paragraph compositions. The students might also create narratives in response to material studied in classes other than English.

Classroom Assessment

Individual assessment of narratives should be completed throughout the writing process by peers, by the students themselves, and by the teacher. Teachers should also consider assessing some narratives using the HSAP and SAT writing rubrics.

October 13, 2011 3

Suggested Instructional Resources Professional Texts

Atwell, Nancie. 1998. In the Middle: New Understandings About Writing, Reading,

and Learning. Portsmouth, NH: Heinemann.

-----. 2002. Lessons that Change Writers. Portsmouth, NH: Heinemann.

Burke, Jim. 2003. The English Teacher’s Companion: A Complete Guide to

Classroom, Curriculum, and the Profession. 2nd ed. Portsmouth, NH: Heinemann.

-----. 2003. Writing Reminders: Tools, Tips, and Techniques. Portsmouth, NH:

Heinemann.

Discovering Language Arts: Style, Structure, and Tone (Grades 9-12). ETV

Streamline Video.

Elbow, Peter. 1981. Writing with Power: Techniques for Mastering the Writing

Process. New York: Oxford University Press.

Fletcher, Ralph. 1993. What a Writer Needs. Portsmouth, NH: Heinemann.

Lane, Barry. 1993. After the End: Teaching and Learning Creative Revision.

Portsmouth, NH.

Ray, Katie Wood. 2006. Study Driven: A Framework for Planning Units of Study in

the Writing Workshop. Portsmouth, NH: Heinemann.

Student Texts

There are many titles that teachers and students may select to better understand narrative writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of

Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media

specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each

classroom environment. Teachers are encouraged to read the texts prior to using them in class.

October 13, 2011 4

Nonprint Materials http://www.englishcompanion.com

http://www.readwritethink.org

http://www.webenglishteacher.com

October 14, 2011 1

Standard E4-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective

use of voice, and correct use of the conventions of written Standard American English.

The teacher should continue to address earlier indicators as they apply to

more difficult texts. Instructional appendixes are provided as the baseline expectations for

instruction and are not intended to be all-inclusive documents.

Indicator E4-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent

thesis, and use support (for example, definitions and descriptions).

Definition of Revised Bloom’s Verb Create Put elements together to form a coherent or functional

whole; reorganize elements into a new pattern or structure.

Explanation of Indicator Students in English 4 will write for a variety of purposes and audiences.

There is no one organizational structure appropriate for all pieces. Giving students a formula as to how many sentences or paragraphs a piece of writing should contain actually limits them. Instead, teachers should help

students develop a variety of organizational strategies that can be applied appropriately to match the genre, purpose, and audience of each piece of

writing.

The single most important component in teaching students how to organize

writing is the use of literary models. Teachers should provide students with numerous examples of the kind of writing they are asked to produce. Before

writing a business letter, students should read and analyze a number of business letters, concentrating on exactly how the various authors organized

their business letters. Narrative poems will be organized very differently from business letters, and students should study the organization of many examples of narrative poems before writing their own.

Ideally, teachers will create their own writing to use as models in teaching

students how to organize. Modeling several examples of the same type of writing students are being asked to produce will show students how one type of writing may be organized in a variety of ways.

October 14, 2011 2

Instructional Progression of Indicator As the texts students create become more sophisticated, organization at

each grade level may become more challenging.

What do students need to know before they can create organized writing? To be successful in creating well organized pieces of writing, students must

draw upon prior learning in the areas of reading and writing. Skills that students will draw upon include:

Recognizing/evaluating different types of texts Producing texts for different purposes and audiences Sequencing logically and effectively

Using transitional devices Recognizing/creating adequate supporting evidence

Discriminating between fact and opinion Comparing and contrasting Making predictions

Within the study of organizing writing, what have students been

taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

5-4.3 Create multiple-paragraph compositions that include a central

idea with supporting details and use appropriate transitions

between paragraphs. 6-4.3 Create multiple-paragraph compositions that include a central

idea with supporting details and use appropriate transitions between paragraphs.

7-4.3 Create multiple-paragraph compositions that include a central

idea with supporting details and use appropriate transitions between paragraphs.

8-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis,

and use support (for example, definitions and descriptions).

E2-4.3 Create multiple-paragraph compositions that have an

introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E3-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E4-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use

support (for example, definitions and descriptions).

October 14, 2011 3

When teaching the organization of writing, what connections, links, or ties can be made to other indicators and/or content areas?

Students in English 4 demonstrate their knowledge of the organization of writing through the application of the following indicators:

E4-1.1 Compare/contrast ideas within and across literary texts to

make inferences.

E4-1.2 Evaluate the impact of point of view on literary texts. E4-1.5 Analyze the effect of the author’s craft (including tone and the

use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

E4-2.2 Compare/contrast information within and across texts to draw

conclusions and make inferences. E4-4.1 Organize written works using prewriting techniques, discussions,

graphic organizers, models, and outlines. E4-4.5 Revise writing to improve clarity, tone, voice, content, and the

development of ideas. (See Instructional Appendix: Composite

Writing Matrix.) E4-5.1 Create clear and concise career-oriented and technical writings

(for example, memos, business letters, résumés, technical reports, and information analyses).

E4-5.2 Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to enhance voice and tone.

E4-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and

vivid word choice. E4-5.4 Create persuasive writings (for example, editorials, essays,

speeches, or reports) that address a specific audience and use

logical arguments supported by facts or expert opinions. E4-5.5 Create technical pieces (for example, proposals, instructions,

and process documentation) that use clear and precise language appropriate for the purpose and audience.

E4-5.6 Compose effective pieces of writing to respond to prompts in

“on-demand” situations. E4-6.2 Use direct quotations, paraphrasing, or summaries to

incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

E4-6.5 Create written works, oral and auditory presentations, and

visual presentations that are designed for a specific audience and purpose.

E4-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

October 14, 2011 4

Classroom Assessment Students should be taught and assessed using similar methods. Therefore,

students should be assessed on their ability to apply in their writing the organizational strategies they have been taught. This can be accomplished in

a number of ways. In addition to organizing their own pieces of writing, students can benefit from reading and analyzing the organization of a variety of written pieces. Students should have direct instruction on organizational

strategies and be given numerous opportunities to create and organize their own pieces of writing.

Strategies to assist students with organizing writing and which can be used as formative and/or summative assessments include:

Creating numerous pieces of writing in a variety of genres and for various purposes and audiences

Experimenting with organizing a single piece of writing in two (or more) different ways

Determining the components of a piece of writing that contribute to

its organization Collecting examples of writing with effective leads or introductions

Collecting examples of writing with effective conclusions Developing charts showing effective transitional devices

Explaining the techniques that an author uses to move a reader through a piece of writing

Collecting examples of writing that use unusual methods of

organization Collecting examples of writing that use unconventional methods of

transition Evaluating the organization of professional pieces of writing (cold

texts)

Using the Extended Response Rubric to evaluate the organization of their own writing

Suggested Instructional Resources Professional Texts

Culham, Ruth. 6 + 1 Traits of Writing. NY, NY: Scholastic, 2003.

Fletcher, Ralph. What a Writer Needs. Portsmouth, NY: Heinemann, 1993. Laminack, Lester L. Cracking Open the Author’s Craft. NY, NY: Scholastic,

2007.

Lane, Barry. After The End. Portsmouth, NY: Heinemann, 1993. Ray, Katie Wood. What You Know by Heart. Portsmouth, NY: Heinemann,

2002.

October 14, 2011 5

Student Texts There are many titles that teachers and students may select to better

understand organizing writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the

South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional

suggestions. These titles can be used for read-alouds, shared reading, and independent reading. While each title on the list has been read and reviewed

by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials

http://www.readwritethink.org http://www.learnnc.org

http://www.lpb.org

http://www.lpb.org/education/classroom/itv/litlearn/

http://www.readingquest.org http://www.readingquest.org/strat/

http://scholastic.com http://scholastic.com/newszone/

http://timeforkids.com

http://timeforkids.com/TFK/

http://www.scetc.org

http://www.scetc.org/education/streamlinesc/index.cfm http://www.ciconline.org

http://www.ciconline.org/english

http://www.carolhurst.com http://www.carolhurst.com/titles/6th.html

http://literacynet.org http://literacynet.org/cnnsf/archives.html

http://www.iclasses.org

http://www.iclasses.org/assets/literature/index.cfm

full text of fiction and nonfiction selections

http://www.unitedstreaming.com

June 2, 2009 1

Standard E4-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Students in English 4 read informational

(expository/persuasive/argumentative) texts of the following types:

historical documents, research reports, essays (for example, social, political, scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials, letters to the editor,

informational trade books, textbooks, news and feature articles, magazine articles, advertisements, journals, speeches, reviews (for example, book,

movie, product), contracts, government documents, business forms instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes embedded in informational

texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator E4-2.6 Evaluate information from graphic features (for example, charts and graphs in informational texts).

Definition of Revised Bloom’s Verb Evaluate Make judgments based on criteria or standards.

Explanation of Indicator

Graphic features that are intended to aid readers can sometimes overwhelm them. Textbooks, for example, rely heavily on such features as boxed information, sidebars, and boldface fonts. Also, the format and purpose of

graphic features will differ from one text to another. In addition to textbooks, students should be exposed to a wide variety of real world texts that employ

graphic features. The following kinds of texts can be collected and brought into the classroom for evaluation: newspapers, magazines, operation manuals, brochures, pamphlets, advertisements, maps, almanacs, catalogs,

phone books, calendars, cookbooks, reference books, and field guides. Special consideration should be given to the format of web sites and graphic

features used on the internet. In evaluating the graphic features in a variety of texts and formats, students

should be encouraged to consider why the features are used, what purpose they accomplish, and how they relate to the written text.

June 2, 2009 2

Instructional Progression of Indicator The nature of graphic features students encounter at each grade level may

become more challenging.

What do students need to know before they can evaluate graphic features? To be successful evaluating graphic features, students must draw upon prior

learning in the area of reading. Skills that students will draw upon include: Reading informational texts

Discerning cause and effect Drawing conclusions Making inferences

Comparing/contrasting Making predictions

Recognizing/providing adequate supporting evidence Recognizing propaganda Discriminating between fact and opinion

Recognizing author’s bias

Within graphic features, what have students been taught and what will they be taught in the future?

5-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

6-2.6 Interpret information from graphic features (for example, illustrations, graphs, charts, maps, diagrams, and graphic

organizers). 7-2.6 Analyze information from graphic features (for example, charts

and graphs) in informational texts.

8-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.

E1-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.

E2-2.6 Analyze information from graphic features (for example, charts

and graphs) in informational texts. E3-2.6 Evaluate information from graphic features (for example,

charts and graphs) in informational texts. E4-2.6 Evaluate information from graphic features (for example, charts

and graphs) in informational texts.

June 2, 2009 3

When teaching graphic features, what connections, links, or ties can be made to other indicators and/or content areas? Students in English

4 demonstrate their knowledge of graphic features through the application of the following indicators:

E4-2.1 Evaluate theses within and across informational texts. E4-2.2 Compare/contrast information within and across texts to draw

conclusions and make inferences. E4-2.3 Analyze informational texts for author bias (including word

choice, the exclusion and inclusion of particular information, and unsupported opinion).

E4-2.4 Create responses to informational texts through a variety of

methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

E4-2.5 Evaluate the impact that text elements have on the meaning of a given informational text.

E4-2.6 Evaluate information from graphic features (for example,

charts and graphs in informational texts). E4-2.7 Evaluate propaganda techniques and rhetorical devices in

informational texts. E4-2.8 Read independently for extended periods of time to gain

information. E4-5.1 Create informational pieces (for example, letters of request,

inquiry, or complaint) that use language appropriate for the

specific audience. E4-5.4 Create persuasive pieces (for example, editorials, essays,

speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts).

E4-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language

appropriate for the purpose and audience. E4-6.5 Create written works, oral and auditory presentations, and

visual presentations that are designed for a specific audience

and purpose. E4-6.6 Select appropriate graphics, in print or electronic form, to

support written works, oral presentations, and visual presentations.

Classroom Assessment Students should be taught and assessed using similar methods. Students will

need to evaluate graphic features as they complete assignments in all content areas. In addition, in the ELA classroom, students should demonstrate their ability to evaluate graphic features as they incorporate

such features into their own writing of informational pieces, persuasive pieces, and research presentations. For an accurate assessment of students’

ability to evaluate graphic features, they should be presented with texts they have not previously studied.

June 2, 2009 4

Suggested Instructional Resources

Professional Texts Allen, Janet. On the Same Page. Portland, ME: Stenhouse, 2002.

Daniels, Harvey and Steven Zemelman. Subjects Matter. Portsmouth, NH: Heinemann, 2004.

Harvey, Stephanie. Nonfiction Matters. York, ME: Stenhouse, 1998.

Harvey, Stephanie and Anne Goudvis. Strategies that Work. York, ME:

Stenhouse. 2007.

Jobe, Ron and Mary Dayton-Sakari. Info-Kids. Portland, ME: Pembroke

Publishers. 2002. Student Texts

There are many titles that teachers and students may select to better understand graphic features. Library Media Specialists from the South

Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to

match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read-alouds, shared reading, and

independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each

classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials http://www.readwritethink.org

http://www.learnnc.org

http://www.lpb.org http://www.lpb.org/education/classroom/itv/litlearn/

http://www.readingquest.org

http://www.readingquest.org/strat/

http://scholastic.com

http://scholastic.com/newszone/ http://timeforkids.com

http://timeforkids.com/TFK/

http://www.ciconline.org http://www.ciconline.org/english

June 2, 2009 5

http://www.carolhurst.com

http://www.carolhurst.com/titles/6th.html

http://literacynet.org http://literacynet.org/cnnsf/archives.html

http://www.unitedstreaming.com

http://www.frankwbaker.com/default1.htm

May 27, 2009 1

Standard E4-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective

use of voice, and correct use of the conventions of written Standard American English.

The teacher should continue to address earlier indicators as they apply to more

difficult texts. Instructional appendixes are provided as the baseline expectations for instruction

and are not intended to be all-inclusive documents.

Indicator E4-4.2 Use complete sentences in a variety of types (including simple, compound, and complex) in writing. (See

Instructional Appendix: Composite Writing Matrix) Definition of Revised Bloom’s Verb

Use Apply a procedure to a familiar task.

Explanation of the Indicator The study of syntax allows students to learn how sentences are constructed. When students understand that clauses are the building blocks of sentences, they can use

clauses as tools to assemble a strong variety of sentences in their own writing. A clause is a group of words that contains a verb and its subject and that is used as

part of a sentence. An independent clause expresses a complete thought and can stand by itself as a sentence. A subordinate clause does not express a complete thought and cannot stand alone as a sentence. A simple sentence has one

independent clause and no subordinate clauses. A compound sentence has two or more independent clauses but no subordinate clauses. A complex sentence has

one independent clause and at least one subordinate clause. A compound-complex sentence contains two or more independent clauses and at least one subordinate clause.

Students should begin with knowledge of subjects, predicates, independent and

subordinate clauses, coordinating and subordinating conjunctions, and the use of commas and semicolons in punctuating different types of sentences. This

knowledge will allow them to classify types of sentences, analyze sentence types in the literature they are studying, and create written work which employs varied sentence structure. Varying sentence structure to promote rhythmic reading is an

important component of voice in writing, as is effective phrasing. Studying sentence types should not be an isolated grammatical exercise. Students should connect

their study of syntax to their own writing and to the literature they are currently studying. Teachers should help students make that connection by modeling extensively, by expecting students to use varied sentence structure in their own

writing, and by providing a rich variety of literature for students to analyze. Effective teaching practices in the study of sentence structure will strengthen

students as both readers and writers.

May 27, 2009 2

A review of the sentence types and accompanying punctuation rules learned in previous grades is essential before teachers begin instruction in the new sentence

types. An effective way to do this is through mini-lessons based upon what students are reading and writing.

Instructional Progression of the Indicator The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for the study of Greek and Latin roots and affixes differ at each grade level.

What do students need to know before they can understand how to use complete sentences in a variety of types?

Students should understand the definition and function of subjects and predicates in sentences.

Students should understand the definition and function of clauses in sentences.

Students should be able to distinguish between an independent

clause and a subordinate clause. Students should know and be able to use coordinating conjunctions

correctly in sentences. Students should know and be able to use subordinating

conjunctions correctly in sentences. Students should be able to correctly punctuate compound,

complex, and compound-complex sentences using commas and

semicolons.

Within the study of using complete sentences in a variety of types, what have students been taught and what will they be taught in the future? The words in bold indicate changes from grade

to grade.

K-4.2 Generate complete sentences orally. 1-4.2 Use simple sentences in writing. 2-4.2 Use complete sentences (including simple sentences

with compound subjects and predicates) in writing. 3-4.2 Use complete sentences (including compound

sentences) in writing. 4-4.2 Use complete sentences in a variety of types (including

simple and compound sentences) in writing.

5-4.2 Use complete sentences in a variety of types (including simple, compound, and complex) in writing.

6-4.2 Use complete sentences in a variety of types (including simple, compound, and complex) in writing.

7-4.2 Use complete sentences in a variety of types (including

simple, compound, complex, and compound-complex). 8-4.2 Use complete sentences in a variety of types (including

simple, compound, complex, and compound-complex).

May 27, 2009 3

E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E2-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E3-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E4-4.2 Use complete sentences in a variety of types (including

simple, compound, complex, and compound complex.).

When teaching how to use complete sentences in a variety of types, what connections, links, or ties can be made to other indicators?

E4-4.4 Use grammatical conventions of written Standard American

English to clarify and enhance meaning. E4-4.5 Revise writing to improve clarity, tone, voice, content, and the

development of ideas (see Instructional Appendix: Composite Writing Matrix).

E4-4.6 Edit written pieces for correct use of American Standard English

including internal and end of sentence punctuation

appropriate coordination and subordination relationship between and among clauses

Classroom Assessment Students should have many opportunities to practice constructing sentences in a

variety of types before being asked to demonstrate their knowledge for assessment. After introducing students to clauses, the teacher might begin by

offering students “pieces” of sentences with which to construct simple, compound, and complex sentences. This could be done quite literally by putting the pieces of sentences on construction paper and having students find their matching

counterparts to construct sentences, or the sentence pieces could be written on the board for the students to match.

Once students gain confidence with constructing sentences of different types, they can begin to look at how to improve writing by varying sentence structure. The

teacher should offer the students models of paragraphs written completely in simple sentences or completely in complex sentences so students can see the

effects of not varying sentence structure. Since one purpose of varying sentence structure is to promote rhythmic reading, ask students to read these model paragraphs aloud so they can hear the effects of not varying sentence structure.

After students revise the models to use a variety of sentence structure, they should read the paragraphs aloud again.

Students also need to examine the literary and informational texts they are currently reading and analyze them for the effective use of various types of

sentences. They should determine if there are types of writing which use one sentence type more than another and why that is so.

May 27, 2009 4

Finally, students need to apply their knowledge of constructing sentences in a variety of types to their own writing. The teacher should hold the students

accountable for their knowledge by expecting them to use varied sentence structure in their writing and by evaluating that use with the voice domain of the PASS

writing rubric. Students should be taught and assessed using similar methods. Students need

multiple opportunities and ways to demonstrate their knowledge of sentence structure. In order to address the definition of the verb “use,” opportunities for

demonstration of knowledge should be drawn from material the student is not likely to have had contact with or be presented from a different perspective.

Suggested Instructional Resources Professional Texts

Baker, Sheridan. The Practical Stylist. New York, New York: Thomas Y. Crowell Company, 1997.

Culham, Ruth. 6+1 Traits of Writing. New York, New York: Scholastic, 2003.

Frank, Steven. The Pen Commandments: A Guide for the Beginning Writer. New

York, New York: Pantheon Books, 2003.

Longknife, Amy and Sullivan, K.D. The Art of Styling Sentences. Hauppauge, New

York: Barron’s, 2002. Strong, William. Sentence Combining: A Composing Book. New York, New York:

McGraw-Hill, 1994.

Strunk, William Jr., and White, E.B. The Elements of Style, Fourth Edition. New

York, New York: Allyn and Bacon, 2000.

Zinsser, William. On Writing Well. New York, New York: HarperCollins, 2001. Student Texts

There are many titles that teachers and students may select to better understand sentence structure and variety. Library Media Specialists from the South Carolina

Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their

library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list

has been read and reviewed by professionals, some of these titles may not meet

May 27, 2009 5

the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class

Nonprint Materials

http://eslbee.com/sentences.htm http://www.geocities.com/fifth_grade_tpes/sentence2.html

http://www2.ivcc.edu/rambo/eng1001/sentences.htm

http://grammar.ccc.commnet.edu/GRAMMAR/cgi-shl/quiz.pl/sentence_types_quiz.htm

http://itech.pjc.edu/writinglab/senpat.htm

http://www.mccd.edu/faculty/pirov/compound.htm

http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/9ba7aca253306cee852569c3007117cf?OpenDocument

http://grammar.about.com/od/c/g/comcomplexterm.htm

http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Simple,%20Compound,%20a

nd%20Complex%20Sentences%20in.ppt.

http://myweb.wssu.edu/wallr/ENG3321/simplecompoundcomplex.htm http://www.leasttern.com/Grammar/Sentences.html

http://flightline.highline.edu/writingcenter/workshops/sentence-structure.doc

http://owl.english.purdue.edu/owl/resource/573/02/

http://owl.english.purdue.edu/owl/resource/604/01/

http://owl.english.purdue.edu/owl/resource/598/02/ http://owl.english.purdue.edu/handouts/print/grammar/PDFs/g_commacomp.pdf

http://player.discoveryeducation.com/index.cfm?guidAssetId=C568C497-02BD-

4284-BAF9-6AAD48CC8FBE&blnFromSearch=1&productcode=US http://player.discoveryeducation.com/index.cfm?guidAssetId=0B4F19EB-94FD-

459D-8E90-E260C1E15A4B&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=660913E5-9C6A-4FFF-9B31-2C3A9656F1F2&blnFromSearch=1&productcode=US

June 29, 2009 1

Standard E4-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in English 4 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the

following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, folktales, myths, satires, parodies,

allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems,

humorous poems, free verse, odes, songs/ ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator E4-1.4 Evaluate the relationship among character, plot, conflict, and

theme in a given literary text.

Definition of Revised Bloom’s Verb Evaluate Make judgments based on criteria and standards.

Explanation of the Indicator Evaluating the relationship among literary elements requires the reader to

consider what each element contributes to the text, how each affects the others, and how effectively the relationship among elements functions in achieving the author’s purpose.

Plot immediately impacts all other elements because the events in a text must be

arranged in temporal order in the reader’s mind for the story to make sense. Authors may use flashbacks or foreshadowing (see E4-1.5) to manipulate the amount of information the reader has at given point in a text, to gradually reveal

traits and behaviors of the characters in a story, and to engineer emotional responses; however, the reader must ultimately have a sense of the order of

events to gain understanding of the author’s perspective on the central idea or theme. For example, in Pride and Prejudice, author Jane Austen repeatedly plays with time – frequently making use of lapses in communication (e.g. delayed

delivery of letters and partially overheard conversations) and the conflicts they engender to effect character growth while furthering the plot. In one instance, she

has central character, Elizabeth Bennett, read a single letter three times, each time gaining a different perspective from it, altering her perception of events and, ultimately, changing her opinion of Mr. Darcy. Other time manipulations reveal

information about specific characters as when delayed letters from Brighton and, later, London extend the previous depictions of Lydia Bennett as foolish and of Mr.

Wickham as opportunistic but also provide an opportunity for Mr. Darcy to save the day. By skillfully playing with time, Austen explores several themes, among them “The Mistaken Nature of First Impressions” and “The Impact of Reputation.”

June 29, 2009 2

Conflict, because its presence creates the story, also has an immediate effect on all other elements. Again, in Pride and Prejudice, the narrator (who, although

anonymously omniscient has a voice much like what one would imagine the author’s to be) explores the themes of “The Mistaken Nature of First Impressions”

and “The Impact of Reputation” as she watches various characters move through a plot complicated by romances and other alliances. These conflicts revealed through plot events - man-versus-man (Darcy versus Wickham), man-versus-nature (Jane

versus physical illness and Mrs. Bennett versus debilitating emotional weakness), man-versus-himself (Elizabeth versus her first impression of Darcy), and man-

versus-society (Lydia versus society’s disapproval of her) – change the central character as Elizabeth first dislikes, then dismisses, then admires, and finally loves and wins Mr. Darcy.

Characters may have the strongest impact in a text because it is through them

that the reader explores a theme, endures and learns from conflicts, and experiences plot events perhaps like or very much unlike their own lives. The author portrays characters in a text (including the narrator – see E4-1.2 for point of

view) with as much or as little detail as he wants the reader to have, controlling what the reader knows about a situation or idea and, thus, how he will feel about it.

Character descriptions can be especially telling. Austen’s descriptions of Mr. and Mrs. Bennett serves as a suggestion of conflicts to come:

Mr. Bennett was so odd a mixture of quick parts, sarcastic humour, reserve, and caprice, that the experience of three-and-twenty years had been

insufficient to make his wife understand his character. HER mind was less difficult to develop. She was a woman of mean understanding, little

information, and uncertain temper. Too, such decisions as how the narrator will be involved in the plot or whether he will merely observe and whether the protagonist will be a positive character (like

Janie in Their Eyes Were Watching God) or a negative one (like Joe in All My Sons) affect the reader’s perception and the ideas he will take away from the reading

experience (the theme). Theme affects all other elements of a text because it is the idea the writer is trying

to communicate and, therefore, controls all decisions made about a text. The author’s careful choices about plot, conflicts that move events along, and

characters who participate in those events must all ultimately allow the reader to explore a central idea and to take away from an experience with a text the ideas that the writer was hoping to represent. If the reader can assume that Austen

hoped to paint a picture of a time when social level and reputation carried more weight than appearance or intellect, then her exploration of the themes of “The

Mistaken Nature of First Impressions” and “The Impact of Reputation” is very effective.

June 29, 2009 3

Teachers may provide support for students in evaluating relationships among elements of a text by modeling thinking during reading or discussions, by targeting

these elements through literary circles, and by crafting prompts for writing that encourage exploration of those connections. Ultimately, any evaluative study of

relationships among elements should include texts from varied genres (fiction, literary nonfiction, informational, poetry, drama, etc.) as well as those from non-print sources. Teachers should encourage students to use specific information about

the elements (plot, character, conflicts, and theme) when considering why an author made the decisions he or she did and how well those elements functioned in

reaching the author’s purpose. These considerations may be recorded in a double-entry journal, on a Venn diagram, or on sticky notes in texts, or may be expanded by sharing information in group or partner discussions.

Instructional Progression of the Indicator

The level of difficulty of the text increases at each grade level and some areas of focus for the study of Literary Elements differ at each grade level.

What do students need to know before they can understand how to evaluate the relationship among character, plot, conflict, and

theme in a given literary text?

Students need to understand how to identify the characters, settings, conflicts, and plots in texts.

Students need to understand that authors tell stories with a

deliberate sequence of events or actions that presents and resolves a conflict.

Students need to search for and use connections to knowledge gained through personal experiences and reading other texts.

Students need to use knowledge of text types, elements, structures

and formats to enhance understandings and connections in reading. Students need to identify and comprehend the elements of the texts

so the aspects of the texts can be related and connected. Students need to know how to use information in texts to infer what

is not said directly.

Students need to know how to use personal experiences and feelings or knowledge of other people or characters to make inferences about

characters in the stories they read. Students need to recognize the relationship among literary elements

within texts and be able to determine how elements affect each other

and the reader’s experience with the text as a whole. Students need to understand and be able to identify the author’s

purpose in a given text.

June 29, 2009 4

Within the study of Literary Elements, what have students been taught and what will they be taught in the future? The words in

bold indicate changes from grade to grade.

K-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.

1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in

sequential order. 2-1.5 Analyze a narrative text to identify characters, setting, and

plot.

3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text.

4-1.5 Analyze the impact of characterization and conflict on plot. 5-2.2 Analyze informational texts to draw conclusions and make

inferences.

6-1.4 Analyze an author’s development of characters, setting, and conflict in a given literary text.

7-1.4 Analyze an author’s development of the conflict and the

individual characters as either static, dynamic, round, or

flat in a given literary text. 8-1.4 Analyze a given literary text to determine its theme. E1-1.4 Analyze the relationship among character, plot, conflict, and

theme in a given literary text. E2-1.4 Analyze the relationship among character, plot, conflict, and

theme in a given literary text. E3-1.4 Evaluate the relationship among character, plot, conflict, and

theme in a given literary text.

E4-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text.

When teaching Literary Elements, what connections, links, or

ties can be made to other indicators?

E4-1.1 Compare/contrast ideas within and across literary texts to make

inferences. E4-1.2 Evaluate the impact of point of view on literary texts.

E4-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing

arts). E4-1.7 Evaluate an author’s use of genre to convey theme.

E4-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

June 29, 2009 5

Classroom Assessment Students should be taught and assessed using similar methods. Students need

multiple opportunities and ways to demonstrate their ability to evaluate the relationships among elements. Teachers should observe students talking about the

relationship among plots, conflicts, characters, and themes in authentic contexts, such as writing and reading conferences or in literature circles as they read multiple texts that explore a central idea from various perspectives, including varied genres

and treatments of the theme.

To address the definition of the verb “evaluate,” teachers must model and then allow students to demonstrate on unfamiliar texts appraisal of the strategies authors employ in terms of relationships among elements in texts. In addition,

students should be encouraged to explore the impact each element has on the reader’s experience with the text as a whole. Assessments might include double-

entry journals, critical essays, literature circle assignments, and written or oral analyses of characters, conflicts, plots, and themes. The most complete assessment would involve students comparing/contrasting two textual treatments of a theme,

collecting evidence about the impact of each element (plot, conflict, character, and theme) on the text as a whole and evaluating how effectively those elements were

used to help the author reach his/her goals.

Suggested Instructional Resources Professional Texts Keene, Ellin Oliver. To Understand. Portsmouth, NH: Heinemann, 2008.

Keene, Ellin Oliver and Susan Zimmermann. Mosaic of Thought. Portsmouth, NH:

Heinemann, 1997. Pinnell, Gay Su and Irene C. Fountas. The Continuum of Literacy Learning.

Portsmouth, NH: Heinemann, 2007.

Pinnell, Gay Su and Patricia Scharer. Teaching for Comprehension in Reading. New York, NY: Scholastic Professional Books, 2003.

Rasinsky, Timothy and Nancy Padak. Effective Reading Strategies. Upper Saddle River, NJ: Pearson Prentice Hall, 2004.

Swartz, Stanley, et al. Guided Reading and Literacy Centers. Carlsbad, CA: Dominie

Press: 2003.

June 29, 2009 6

Student Texts There are many titles that teachers and students may select to better understand

Literacy Elements. Using a variety of student texts, written by different authors, with varying story structures and plots will extend opportunities to learn about

characters, setting, sequential order and the relationships among them. Library Media Specialists from the South Carolina Association of School Librarians

(SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in

progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed

by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in

class. Nonprint Materials

http://teachers.net/lessons/posts/html

http://teachers.net/lessons/posts/1353.html

http://www.indiana.edu/~reading/ieo/digests/d109.html http://www.educationoasis.com/resources/Columns/tt/feb19.htm

http://www.readwritethink.org/lessons/lesson_view.asp?id=101

http://okscribbler.blogspot.com/2009/02/teaching-summarizing-story.html

http://www.cherylsclassroomtips.com/2008/11/whats-your-favorite-read-aloud.html

June 29, 2009

1

Standard E4-5 The student will write for a variety of purposes and audiences.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Instructional appendixes are provided as the baseline expectations for instruction

and are not intended to be all-inclusive documents.

Indicator E4-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

Definition of Revised Bloom’s Verb

Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

Explanation of the Indicator Effective descriptive writing paints a picture with words. Whether students

are writing a purely descriptive essay or incorporating description into other forms of writing, they can use description as a tool to evoke emotions in the reader through the power of words. As part of a narrative, description can make the

setting and characters more vivid. When students are writing a process paper, they can use description to help the reader envision the finished product. Specific

descriptive details can make persuasive writing more powerful. Descriptive writing requires paying close attention to detail and using all of the senses.

Instruction in writing description must be closely tied with literary and informational texts, vocabulary, and the writing process. Since figurative language

is an effective tool in writing descriptively, students should learn the types of figurative language and analyze the use of figurative language in the texts they study throughout the year. The teacher should show students how figurative

language, imagery, and specific sensory details create strong descriptions in both poetry and prose. Students should analyze how description is related to an author’s

style and is part of voice, tone, mood, and atmosphere.

Teachers should expect students to think constantly about word choice. The precise language and vivid details needed for effective description will result from rich vocabulary instruction where students are immersed in word study. Students

should analyze the author’s word choice in the texts they are studying and their own word choice in their writing. As students write descriptive pieces, the teacher

should expect them to employ strong, specific words at every step of the writing process.

When students are prewriting, they should be taught how to use specific sensory details as part of a graphic organizer or other brainstorming. Adding

specific details and choosing more effective vocabulary should always be a part of the revision process. Students should be instructed in use of the thesaurus, and

June 29, 2009

2

they should learn that specific nouns and strong verbs, as well as adjectives, are essential tools for descriptive writing. The teacher should provide mini-lessons

throughout the year to show students both effective and non-effective examples of descriptive writing. Teachers should help students make the connection between

their own writing and the literature they are currently studying by emphasizing vocabulary study, by modeling extensively, by expecting students to use description in their own writing, and by providing a rich variety of texts for students

to analyze. Effective teaching practices in the study of descriptive writing will strengthen students as both readers and writers.

Instructional Progression of the Indicator The level of difficulty of the writing increases at each grade level. Additionally, some

areas of focus for the study of creating descriptive pieces differ at each grade level.

What do students need to know before they can understand how to create descriptive pieces? Students should know devices of figurative language and be able to

analyze their use in texts they are studying. Students should be able to interpret the use of figurative language

as part of an author’s style. Students should be able to employ figurative language effectively in

their own writing. Students should be able to analyze an author’s use of imagery in

texts they are studying and employ imagery effectively in their own

writing. Students should be able to identify sensory details in texts they are

reading and employ sensory details in their own writing. Students should be able to identify vivid verbs and specific

adjectives in texts they are reading and employ them in their own

writing. Students should be able to analyze diction (word choice) as an

important part of an author’s style. Students should understand how to use a thesaurus to improve

word choice in their own writing.

Within the study of creating descriptive pieces, what have

students been taught and what will they be taught in the future? The words in bold indicate changes from grade to grade.

K-5.3 Use symbols (drawings, letters, and words) to create descriptions of personal experiences, people, places, or things.

1-5.3 Create written pieces that describe personal experiences, people, places, or things and that use words that appeal to the senses.

2-5.3 Create written pieces that describe objects, people, places, or events and that use words that appeal to the senses.

3-5.3 Create written descriptions about people, places, or events.

June 29, 2009

3

4-5.3 Create written descriptions using language that appeals to the readers’ senses.

5-5.3 Create written descriptions using precise language and vivid details.

6-5.3 Create written descriptions using precise language and vivid details.

7-5.3 Create descriptions for use in other modes of

written works (for example, narrative, expository, or persuasive).

8-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive).

E1-5.3 Create descriptions for use in other modes of written

works (for example, narrative, expository, or persuasive). E2-5.3 Create descriptive pieces (for example, personal essays,

travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E3-5.3 Create descriptive pieces (for example, personal essays, travel

writing, or restaurant reviews) that use sensory images and vivid word choice.

E4-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and

vivid word choice. When teaching how to create descriptive pieces, what connections, links,

or ties can be made to other indicators? E4-1.3 Evaluate devices of figurative language (including extended

metaphor, oxymoron, pun, and paradox). E4-1.5 Analyze the effect of the author’s craft (including tone and the

use of imagery, flashback, foreshadowing, symbolism, motif,

irony, and allusion) on the meaning of literary texts. E4-4.1 Organize written works using prewriting techniques, discussions,

graphic organizers, models, and outlines. E4-4.3 Create multiple-paragraph compositions that have an

introduction and a conclusion, include a coherent thesis, and use

support (for example, definitions and descriptions). E4-4.5 Revise writing to improve clarity, tone, voice, content, and the

development of ideas (see Instructional Appendix: Composite Writing Matrix).

E4-5.2 Create narratives (for example, personal essays, memoirs, and

narrative poems) that use descriptive language to enhance voice and tone.

E4-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.

June 29, 2009

4

Classroom Assessment Students should have many opportunities to practice creating descriptions in

a variety of types before being asked to demonstrate their knowledge for assessment. Students should analyze how authors create description in both

literary and informational texts. Teachers should introduce many examples (both print and nonprint) of real-world writing which use description, such as real estate advertisements, travel brochures, resumes, and theater reviews. Students can

demonstrate knowledge of figurative language, sensory details, and specific word choice through class discussion, a ticket out the door, or more formal test

questions. Once students gain confidence with analyzing descriptive details in the texts

they are studying, they can learn how to improve writing through elaborating with description. The teacher should offer the students models which use description

effectively and models which lack description. Students can demonstrate knowledge of descriptive writing techniques by revising models which lack description.

Finally, students need to apply their knowledge of creating description to their own writing. The teacher should hold the students accountable for their

knowledge by expecting them to use description in their writing and by evaluating that use with the PASS writing rubric or other rubrics.

Students should be taught and assessed using similar methods. Students

need multiple opportunities and ways to demonstrate their knowledge of creating

description. In order to address the definition of the verb “create,” students should be allowed to demonstrate their knowledge through writing essays, producing

advertisements, filming commercials, and creating a rich variety of print and nonprint products.

Suggested Instructional Resources Professional Texts

Baker, Sheridan. The Practical Stylist. New York, New York: Thomas Y. Crowell Company, 1997.

Culham, Ruth. 6+1 Traits of Writing. New York, New York: Scholastic, 2003.

Fletcher, Ralph. What a Writer Needs. Portsmouth, New Hampshire: Heinemann,

1993.

Frank, Steven. The Pen Commandments: A Guide for the Beginning Writer. New

York, New York: Pantheon Books, 2003.

Lane, Barry. After the End: Teaching and Learning Creative Revision. Portsmouth,

New Hampshire: Heinemann, 1993.

June 29, 2009

5

Zinsser, William. On Writing Well. New York, New York: HarperCollins, 2001.

Student Texts There are many titles that teachers and students may select to better understand

sentence structure and variety. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators.

This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for

read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the

texts prior to using them in class.

Nonprint Materials http://teacher.scholastic.com/writewit/diary/

http://www.webenglishteacher.com/descriptive.html

www.nebo.edu/misc/learning_resources/ppt/6-12/writing.ppt

http://owl.english.purdue.edu/handouts/general/gl_describe.html http://writingfiction.suite101.com/article.cfm/descriptive_writing_exercises

http://grammar.ccc.commnet.edu/GRAMMAR/composition/narrative.htm

www.lexington1.net/rbe/21cc/Descriptive%20Writing.ppt

www.nwrel.org/assessment/pdfGeneral/Prompts_BlowingAway.pdf

http://www.buzzle.com/articles/descriptive-writing.html http://edhelper.com/ReadingComprehension_33_35.html

http://english.unitecnology.ac.nz/resources/resources/text_forms/descriptions.html

http://www.kisd.org/khs/english/help%20page/Descriptive%20Words.htm

http://volweb.utk.edu/school/bedford/harrisms/lesson13.htm

http://www.msgarrettonline.com/descripwords.html http://grammar.about.com/od/developingparagraphs/a/samdescpars.htm

http://grammar.about.com/od/developingparagraphs/a/draftdescribe.htm

http://whs.wsd.wednet.edu/Faculty/Zobel/DescriptiveParagraph.html

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http://www.you-can-teach-writing.com/descriptive-paragraph.html

http://www.thewritingsite.org/resources/prompts/descriptive.asp

http://player.discoveryeducation.com/index.cfm?guidAssetId=72CB3E1C-1CBE-44C8-B7FB-1063C8208A9D&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=95D95344-AAFB-

4A3B-83F9-13E633EFF382&blnFromSearch=1&productcode=US