The California Language Arts Content Standards

The California Language Arts Content Standards

Quick jump to grade: K 1 2 3 4 5 6 7 8 9/10 11/12 Glossary

READING

1.0. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students know about letters, words, and sounds. They apply this knowledge in reading simple sentences.

Concepts About Print:

1.1 Identify the front cover, back cover, and title page of a book.

1.2 Follow words from left to right and from top to bottom on the printed page.

1.3 Understand that printed materials provide information.

1.4 Recognize that sentences in print are made up of separate words.

1.5 Distinguish letters from words.

1.6 Recognize and name all uppercase and lowercase letters of the alphabet.

Phonemic Awareness:

1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).

1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).

1.9 Blend vowel-consonant sounds orally to make words or syllables.

1.10 Identify and produce rhyming words in response to an oral prompt.

1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

1.12 Track auditorily each word in a sentence and each syllable in a word.

1.13 Count the number of sounds in syllables and syllables in words.

Decoding and Word Recognition:

1.14 Match all consonant and short-vowel sounds to appropriate letters.

1.15 Read simple one-syllable and high-frequency words (i.e., sight words).

1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic
principle).

Vocabulary and Concept Development:

1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).

1.18 Describe common objects and events in both general and specific language.

KINDERGARTEN

Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight (California Department of Education, 1996) illustrate the quality and complexity of the materials to be read by students.

Structural Features of Informational Materials:

2.1 Locate the title, table of contents, name of author, and name of illustrator.

Comprehension and Analysis of Grade-Level-Appropriate Text (Kindergarten)

2.2 Use pictures and context to make predictions about story content.

2.3 Connect to life experiences the information and events in texts.

2.4 Retell familiar stories.

2.5 Ask and answer questions about essential elements of a text.

KINDERGARTEN

3.0. LITERARY RESPONSE AND ANALYSIS:

Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text:

3.1 Distinguish fantasy from realistic text.

3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers,
signs, labels).

3.3 Identify characters, settings, and important events.

WRITING

KINDERGARTEN

1.0. WRITING STRATEGIES:

Students write words and brief sentences that are legible.

Organization and Focus:

1.1. Use letters and phonetically-spelled words to write about experiences, stories, people, objects, or events

1.2. Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle)

1.3. Write by moving from left-to-right and top-to-bottom

Penmanship:

1.4. Write upper- and lower-case letters independently, attending to form and spatial alignment

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

KINDERGARTEN

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions.

Sentence Structure:

1.1. Recognize and use complete and coherent sentences when speaking

Spelling:

1.2. Spell independently using pre- to early-phonetic knowledge, sounds of the alphabet, and knowledge of letter names

KINDERGARTEN

LISTENING AND SPEAKING

1.0. LISTENING AND SPEAKING STRATEGIES: Students listen and respond to oral communication. They speak in clear and coherent sentences.

Comprehension:

1.1. Understand and follow one- and two-step oral directions

1.2. Share information and ideas, speaking audibly in coherent, complete sentences

The California Language Arts Content Standards

GRADE 1

READING

1.0. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Concepts About Print:

1.1. match oral words to printed words

1.2. identify the title and author of a reading selection

1.3. identify letters, words, and sentences

Phonemic Awareness:

1.4. distinguish initial, medial, and final sounds in single-syllable words

1.5. distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite)

1.6. create and state a series of rhyming words, including consonant blends

1.7. add, delete or change target sounds in order to change words (e.g., change cow to how; pan to an)

1.8. blend two to four phonemes into a recognizable word (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).

1.9. segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ =splat; /r/I/ch/ = rich).

Decoding and Word Recognition:

1.10. generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and combine those sounds into recognizable words

1.11. read common, irregular sight words (e.g., the, have, said, come, give, of)

1.12. use knowledge of vowel digraphs and r-controlled letter-sound associations to read words

1.13. read compound words and contractions

1.14. read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking)

1.15. read common word families (e.g., -ite, -ill, -ate)

1.16. read aloud with fluency in a manner that sounds like natural speech

Vocabulary and Concept Development:

1.17 classify grade-appropriate categories of words (e.g., concrete collections like animals and foods)

GRADE 1

2.0. READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade one, students begin to make progress toward this goal.

Structural Features of Informational Materials:

2.1. identify text which uses sequence and/or logical order

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.2. respond to who, what, when, where, and how questions

2.3. follow one-step written instructions

2.4. use context to resolve ambiguities about word and sentence meanings

2.5. confirm predictions about what will happen next in text by identifying key words (i.e., signpost words)

2.6. relate prior knowledge to textual information

2.7. retell the central ideas of simple expository or narrative passages

GRADE 1

3.0. LITERARY RESPONSE AND ANALYSIS:Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text:

3.1. identify and describe the story elements of plot, setting, and characters, including the story's beginning, middle, and ending
3.2. describe the role and contribution of authors and illustrators to print materials
3.3. recollect, talk, and write about books read during the school year

WRITING

GRADE 1

1.0. WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).

Organization and Focus:

1.1. select a focus when writing
1.2. use descriptive words when writing
Penmanship:

1.3. print legibly and space letters, words, and sentences appropriately
GRADE 1

2.0. WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the Grade 1 writing strategies outlined in Writing Standard 1.0, students:

2.1. write brief narratives describing an experience (e.g., fictional, autobiographical)

2.2. write brief expository descriptions of a real object, person, place, or event using sensory details

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

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

GRADE 1

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.

Sentence Structure:

1.1. write and speak in complete, coherent sentences

Grammar:

1.2. identify and correctly use singular and plural nouns

1.3. identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns (e.g., 's, my/mine, his/her, hers, your/s) in writing and speaking

Punctuation:

1.4. distinguish between declarative, exclamatory, and interrogative sentences
1.5. use period, exclamation point, or question mark at the end of sentences

1.6. use knowledge of basic punctuation and capitalization when reading

Capitalization:

1.7. correctly capitalize the first word of a sentence, names of people, and the pronoun "I"
Spelling:

1.8. spell three- and four-letter short-vowel words and phonetically spell other sight words correctly

LISTENING AND SPEAKING

GRADE 1

1.0. LISTENING AND SPEAKING STRATEGIES: Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener's understanding of key ideas, using appropriate phrasing, pitch, and modulation.

Comprehension:

1.1. listen attentively

1.2. ask questions for clarification and understanding

1.3. give, restate, and follow simple two-step directions

Organization and Delivery of Oral Communication:

1.4. stay on topic when speaking

1.5. use descriptive words when speaking about people, places, things, and events

GRADE 1

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.

Using the Grade 1 speaking strategies outlined in Listening and Speaking Standard 1.0, students:

2.1. recite poems, rhymes, songs, and stories

2.2. retell stories using basic story grammar, sequencing story events by answering who, what, when, where, why, and how questions

2.3. relate an important life event or personal experience using simple sequencing

2.4. provide descriptions with careful attention to sensory detail

The California Language Arts Content Standards

GRADE 2

1.1. recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading

1.2. apply knowledge of basic syllabication rules when reading (e.g.,
v/cv = su/per; vc/cv = sup/per)

1.3. decode two-syllable nonsense words and regular multi-syllable words

1.4. recognize common abbreviations (e.g., Jan., Sun., Rt., St.)

1.5. identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives)

1.6. read aloud with fluency and accuracy, and with appropriate intonation and expression

Vocabulary and Concept Development:

1.7. understand and explain common antonyms and synonyms

1.8. use knowledge of individual words in unknown compound words to predict their meaning

1.9. know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly)

1.10. identify simple multiple-meaning words

GRADE 2

2.0. READING COMPREHENSION:

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this goal.

Structural Features of Informational Materials:

2.1. use titles, table of contents, and chapter headings to locate information in expository text

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.2. state purpose engaging in reading (i.e., tell what information the student is seeking)

2.3. use knowledge of author's purpose(s) to comprehend informational text

2.4. ask clarifying questions concerning essential textual elements of exposition (e.g., why, what-if, how)

2.5. restate facts and details in text to clarify and organize ideas

2.6. recognize cause and effect relationships in text

2.7. interpret information from diagrams, charts, and graphs

2.8. follow two-step written instructions
GRADE 2

Narrative Analysis of Grade-Level-Appropriate Text:

3.1. compare and contrast plots, settings, and characters presented by different authors

3.2. generate alternative endings to plots, and identify reason(s) for, and impact of, the alternatives

3.3. compare and contrast different versions of the same stories that reflect different cultures

3.4. identify rhythm, rhyme, and alliteration in poetry

WRITING

GRADE 2

1.1. group together related ideas, and maintain a consistent focus

Penmanship:

1.2. create readable documents with legible handwriting

Research:

1.3. understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas)

Revision and Evaluation:

1.4. revise original drafts to improve sequence and provide more descriptive detail
GRADE 2

2.1 Write brief narratives based on their experiences:

a. Move through a logical sequence of events.

b. Describe the setting, characters, objects, and events in detail.

2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

GRADE 2

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.

Sentence Structure:

1.1 Distinguish between complete and incomplete sentences.

1.2 Recognize and use the correct word order in written sentences.

Grammar

1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

Punctuation

1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.

1.5 Use quotation marks correctly.

Capitalization (Grade Two)

1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people.

Spelling (Grade Two)

1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).

1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.

LISTENING AND SPEAKING

GRADE 2

Comprehension:

1.1. determine the purpose(s) for listening (e.g., to obtain information, to solve problems, for enjoyment)

1.2. ask for clarification and explanation of stories and ideas

1.3. paraphrase information this has been shared orally by others

1.4. give and follow three- and four-step oral directions

Organization and Delivery of Oral Communication:

1.5. organize presentations to maintain a clear focus

1.6. speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class)

1.7. recount experiences in a logical sequence

1.8. retell stories, including characters, setting, and plot

1.9. report on a topic, including supportive facts and details

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS):Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade two outlined in Listening and Speaking Standard 1.0, students:

2.1 Recount experiences or present stories:

a. Move through a logical sequence of events.

b. Describe story elements (e.g., characters, plot, setting).

2.2 Report on a topic with facts and details, drawing from several sources of information.

The California Language Arts Content Standards

GRADE 3

READING

1.0. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT:Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition:

1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.

1.2 Decode regular multisyllabic words.

1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development:

1.4. use knowledge of antonyms, synonyms, homophones, and homographs to determine meaning of words

1.5. demonstrate knowledge of levels of specificity among grade- appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things)

1.6. use sentence and word context to find meaning of unknown words

1.7. use a dictionary to learn the meaning and other features of unknown words

1.8. use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words

GRADE 3

2.0. READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal.

Structural Features of Informational Materials:

2.1. use titles, table of contents, chapter headings, glossaries and indexes to locate information in text

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.2. ask questions and support answers by connecting prior knowledge with literal and inferential information found in text

2.3. demonstrate comprehension by identifying answers in text

2.4. recall major points in text, and make and modify predictions about forthcoming information

2.5. distinguish main idea and supporting details in expository text

2.6. extract appropriate and significant information from text, including problems and solutions

2.7. follow simple multiple-step written instructions (e.g., how to assemble a product or use a game board)

GRADE 3

3.0. LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature:

3.1. distinguish among common forms of literature (e.g., poetry, drama, fiction, non-fiction)

Narrative Analysis of Grade-Level-Appropriate Text:

3.2. comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world

3.3. determine what characters are like by what they say or do and by how the author or illustrator portrays them

3.4. determine the underlying theme or author's message in fiction and non-fiction text

3.5. recognize the similarities of sounds in words and rhythmical patterns in a selection (e.g., onomatopoeia, alliteration)

3.6. identify the speaker or narrator in a selection

WRITING

GRADE 3

1.0. WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).

Organization and Focus:

1.1 Create a single paragraph:

a. Develop a topic sentence.

b. Include simple supporting facts and details.
Penmanship:

1.2. write legibly in cursive or joined italic, adhering to margins and correct spacing between letters in a word and words in a sentence

Research and Technology:

1.3. understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia)

Revising and Evaluating Strategies:

1.4. revise drafts to improve the coherence and the logical progression of ideas, using an established rubric
GRADE 3

2.0. WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the Grade 3 writing strategies outlined in Writing Standard 1.0, students:

2.1 Write narratives:

a. Provide a context within which an action takes place.

b. Include well-chosen details to develop the plot.

c. Provide insight into why the selected incident is memorable.

2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

2.3 Write personal and formal letters, thank-you notes, and invitations:

a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.

b. Include the date, proper salutation, body, closing, and signature.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

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

GRADE 3

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.

Sentence Structure:

1.1. understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking

Grammar:

1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.

1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Punctuation:

1.5. punctuate dates, city and state, and titles of books correctly

1.6 Use commas in dates, locations, and addresses and for items in a series.
Capitalization:

1.7. capitalize geographical names, holidays, historical periods, and special events correctly

Spelling:

1.8. spell correctly one-syllable words that have blends, contractions, compounds and orthographic patterns (e.g., qu, consonant doubling, change y to I) and common homophones (e.g., hair-hare)

1.9. arrange words in alphabetical order

LISTENING AND SPEAKING

GRADE 3

1.1. retell, paraphrase, and explain what has been said by a speaker

1.2. connect and relate prior experiences, insights, and ideas to those of a speaker

1.3. respond to questions with appropriate elaboration

1.4. identify the musical elements of literary language (e.g., rhymes, repeated sounds, or instances of onomatopoeia)

Organization and Delivery of Oral Communication:

1.5. organize ideas chronologically or around major points of information

1.6. provide a beginning, middle, and end, including concrete details that develop a central idea
1.7. use clear and specific vocabulary to communicate ideas and establish tone
1.8. clarify and enhance oral presentations through use of appropriate props (e.g., objects, pictures, charts)

1.9. read prose and poetry aloud with fluency, rhythm, and pace; and use appropriate intonation and vocal patterns to emphasize important passages of the text being read

Analysis and Evaluation of Oral and Media Communications:

1.10. compare ideas and points of view in broadcast and print media

1.11. distinguish between the speaker's opinions and verifiable facts

GRADE 3

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.

Using the Grade 3 speaking strategies outlined in Listening and Speaking Standard 1.0, students:

2.1 Make brief narrative presentations:

a. Provide a context for an incident that is the subject of the presentation.

b. Provide insight into why the selected incident is memorable.

c. Include well-chosen details to develop character, setting, and plot.

2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

The California Language Arts Content Standards

GRADE 4

READING

1.1. read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression

Vocabulary and Concept Development:

1.2. apply knowledge of word origins, derivations, synonyms, antonyms and idioms to determine the meaning of words and phrases

1.3. use knowledge of root words to determine the meaning of unknown words within a passage

1.4. know common Greek- and Latin-derived roots and affixes and use this knowledge to analyze the meaning of complex words (e.g., international)

1.5. use a thesaurus to determine related words and concepts

1.6. distinguish and interpret multiple meaning words

GRADE 4

2.0. READING COMPREHENSION:Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

Structural Features of Informational Materials:

2.1. identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential-chronological order, proposition and support) to strengthen comprehension

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.2. use appropriate strategies when reading for different purposes (e.g., full comprehension, locating information, and personal enjoyment )

2.3. make and confirm predictions about text by using prior knowledge and ideas presented in text itself, including illustrations, titles, topic sentences, key words, and foreshadowing clues

2.4. evaluate new information and hypotheses by testing them against known information and ideas

2.5. compare and contrast information on the same topic after reading several passages or articles

2.6. distinguish between cause and effect and fact and opinion in expository text

2.7. follow multiple-step instructions from a basic technical manual (e.g., how to use computer commands or video games)

GRADE 4

3.0. LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature:

3.1. describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales

Narrative Analysis of Grade-Level-Appropriate Text:

3.2. identify the main events of the plot, their causes, and how each influences future action(s)

3.3. use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions

3.4. compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales)

3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

WRITING

GRADE 4

1.0. WRITING STRATEGIES: Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus:

1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph.

b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.

c. Include supporting paragraphs with simple facts, details, and explanations.

d. Conclude with a paragraph that summarizes the points.

e. Use correct indention.

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Penmanship:

1.4. write fluidly and legibly in cursive or joined italic, easily transcribing manuscript into cursive and vice-versa

Research and Technology:

1.5. quote or paraphrase information sources, citing them appropriately

1.6. locate information in reference texts by using organizational features (e.g., prefaces, appendices)

1.7. use various reference materials as an aid to writing (e.g., dictionary, thesaurus, card catalog, encyclopedia, on-line information)

1.8. understand the structure and organization of (and use) almanacs, newspapers, and periodicals

1.9. demonstrate basic keyboarding skills and familiarity with the vocabulary of technology (e.g., cursor, software, memory, disk drive, hard drive)

Revising and Evaluating Strategies:

1.10. edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text

GRADE 4

2.0. WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

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

2.1 Write narratives:

a. Relate ideas, observations, or recollections of an event or experience.

b. Provide a context to enable the reader to imagine the world of the event or experience.

c. Use concrete sensory details.

d. Provide insight into why the selected event or experience is memorable.

2.2 Write responses to literature:

a. Demonstrate an understanding of the literary work.

b. Support judgments through references to both the text and prior knowledge.

2.3 Write information reports:

a. Frame a central question about an issue or situation.

b. Include facts and details for focus.

c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

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

GRADE 4

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.

Sentence Structure:

1.1. use simple and compound sentences in writing and speaking

1.2. combine short, related sentences with appositives, participle phrases, adjectives, adverbs, and prepositional phrases

Grammar:

1.3. identify and use regular and irregular verbs, adverbs, prepositions and coordinating conjunctions in writing and speaking

Punctuation:1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case
of nouns and in contractions.

1.5 Use underlining, quotation marks, or italics to identify titles of documents.

Capitalization:

1.6 Capitalize names of magazines, newspapers, works of art, musical compositions,
organizations, and the first word in quotations when appropriate.

Spelling:

1.7. spell correctly roots, inflections, suffixes and prefixes, and syllable constructions

LISTENING AND SPEAKING

GRADE 4

1.1. ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings

1.2. summarize major ideas and supporting evidence presented in spoken messages and formal presentations

1.3. identify how language (e.g., sayings, expressions, usages) reflects regions and cultures

1.4. give precise directions and instructions

Organization and Delivery of Oral Communication:

1.5. present effective introductions and conclusions that guide and inform the listener's understanding of key ideas and evidence

1.6. use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question)
1.7. emphasize points in ways that assist the listener/viewer in following key ideas and concepts

1.8. use details, examples, anecdotes, or experiences to explain or clarify information

1.9. use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning

Analysis and Evaluation of Oral Media Communication:

1.10. evaluate the role of the media in focusing attention on events and in forming opinions on issues

GRADE 4

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.

Using the Grade 4 speaking strategies outlined in Listening and Speaking Standard 1.0, students:

2.1 Make narrative presentations:

a. Relate ideas, observations, or recollections about an event or experience.

b. Provide a context that enables the listener to imagine the circumstances of the event or experience.

c. Provide insight into why the selected event or experience is memorable.

2.2 Make informational presentations:

a. Frame a key question.

b. Include facts and details that help listeners to focus.

c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).

2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.

2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

The California Language Arts Content Standards

GRADE 5

READING

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

Word Recognition:

1.1. read narrative and expository text aloud with fluency and accuracy, and with appropriate pacing, intonation, and expression

Vocabulary and Concept Development:

1.2. use word origins to determine the meaning of unknown words

1.3. understand and explain frequently used synonyms, antonyms and homographs

1.4. know abstract, derived roots and affixes from Greek and Latin, and use this knowledge to analyze the meaning of complex words (e.g., controversial)
1.5. understand and explain the figurative and metaphorical use of words in context

GRADE 5

2.0. READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal.

Structural Features of Informational Materials:

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

2.2. analyze text which is organized in sequential or chronological order

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.3. discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas

2.4. draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge

Expository Critique:

2.5. distinguish among facts, supported inferences, and opinions in text

GRADE 5

3.0. LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature:

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

Narrative Analysis of Grade-Level-Appropriate Text:

3.2. identify the main problem or conflict of the plot and how it is resolved

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

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

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

Literary Criticism:

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

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

WRITING

GRADE 5

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

Organization and Focus:

1.1 Create multiple-paragraph narrative compositions:

a. Establish and develop a situation or plot.

b. Describe the setting.

c. Present an ending.

1.2 Create multiple-paragraph expository compositions:

a. Establish a topic, important ideas, or events in sequence or chronological order.

b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.

c. Offer a concluding paragraph that summarizes important ideas and details.

Research and Technology

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

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

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

Evaluation and Revision

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

GRADE 5

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

Using the Grade 5 writing strategies outlined in Writing Standard 1.0, students:

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

2.1 Write narratives:

a. Establish a plot, point of view, setting, and conflict.

b. Show, rather than tell, the events of the story.

2.2 Write responses to literature:

a. Demonstrate an understanding of a literary work.

a. Support judgments through references to the text and to prior knowledge.

c. Develop interpretations that exhibit careful reading and understanding.

2.3 Write research reports about important ideas, issues, or events by using the following guidelines:

a. Frame questions that direct the investigation.

b. Establish a controlling idea or topic.

c. Develop the topic with simple facts, details, examples, and explanations.

2.4 Write persuasive letters or compositions:

a. State a clear position in support of a proposal.

b. Support a position with relevant evidence.

c. Follow a simple organizational pattern.

d. Address reader concerns.

GRADE 5

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.

Sentence Structure:

1.1. identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to elaborate ideas

Grammar:

1.2. identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise); modifiers; and normative, objective, and possessive pronouns

Punctuation:

1.3. use colon to separate hours and minutes and to introduce a list; use quotation marks around exact words of speaker and names of poems, songs, short stories, etc.

Capitalization:

1.4. use correct capitalization

Spelling:

1.5. spell roots, suffixes prefixes, contractions, and syllable constructions correctly

LISTENING AND SPEAKING

GRADE 5

1.0. LISTENING AND SPEAKING STRATEGIES: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

Comprehension:

1.1. ask questions that seek information not already discussed

1.2. interpret speaker's verbal and non-verbal messages, purposes, and perspectives
1.3. make inferences or draw conclusions based on an oral report

Organization and Delivery of Oral Communication:

1.4. select a focus, organizational structure, and point of view for oral presentation

1.5. clarify and support spoken ideas with evidence and examples

1.6. engage audience with appropriate verbal cues, facial expressions, and gestures

Analysis and Evaluation of Oral and Media Communications:

1.7. identify, analyze, and critique the persuasive techniques (e.g., promises, dares and flattery, glittering generalities), and identify any logical fallacies used in oral presentations and media messages

1.8. analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture
GRADE 5

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver well-organized formal presentations employing traditional rhetorical strategies (i.e., narration, exposition, persuasion, and description). Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the Grade 5 speaking strategies outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:

a. Establish a situation, plot, point of view, and setting with descriptive words and phrases.

b. Show, rather than tell, the listener what happens.

2.2 Deliver informative presentations about an important idea, issue, or event by the following means:

a. Frame questions to direct the investigation.

b. Establish a controlling idea or topic.

c. Develop the topic with simple facts, details, examples, and explanations.

2.3 Deliver oral responses to literature:

a. Summarize significant events and details.

b. Articulate an understanding of several ideas or images communicated by the literary work.

c. Use examples or textual evidence from the work to support conclusions.

The California Language Arts Content Standards

GRADE 6

READING

1.1. read narrative and expository text aloud with fluency and accuracy, and with appropriate pacing, intonation, and expression

Vocabulary and Concept Development:

1.2. distinguish and interpret figurative language and multiple-meaning words

1.3. recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing

1.4. monitor expository text for unknown words or words with novel meanings, using word, sentence and paragraph clues to determine meaning

1.5. understand and explain "shades of meaning" for related words (e.g., softly and quietly)

GRADE 6

2.0. READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS):

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal.
Structural Features of Informational Materials:

2.1. identify and use the structural features of, and differences among, newspapers, magazines, and editorials to gain meaning from text

2.2. analyze text which uses compare-and-contrast patterns

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.3. connect and clarify main ideas, identifying their relationship to other sources and related topics

2.4 clarify understanding of texts by creating outlines, logical notes, summaries, or reports

2.5. follow multiple-step instructions for preparing applications (e.g., public library card, bank savings account, sports club, or league membership form)

Expository Critique:

2.6. determine the adequacy and appropriateness of an author's evidence for his or her conclusions

2.7. make reasonable assertions about text through accurate, supportive citations

2.8. note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text

GRADE 6

3.0. LITERARY RESPONSE AND ANALYSIS:

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature:

3.1. distinguish among forms of fiction and describe the major characteristics of each form

Narrative Analysis of Grade-Level-Appropriate Text:

3.2. analyze how the qualities of the character (e.g., courage or cowardice, ambition or laziness) affect the plot and resolution of the conflict

3.3. analyze the influence of setting on the problem and its resolution

3.4. define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme

3.5. identify the speaker and recognize the difference between first and third person narration (e.g., autobiography versus biography)

3.6. identify and analyze features of themes conveyed through characters, actions, and images

3.7. explain the effects of key literary devices in a variety of fictional and non-fictional texts (e.g., symbolism, imagery, metaphor)

Literary Criticism:

3.8. critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction) (Reader Response )

WRITING

GRADE 6

1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

1.2 Create multiple-paragraph expository compositions:

a. Engage the interest of the reader and state a clear purpose.

b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.

c. Conclude with a detailed summary linked to the purpose of the composition.

1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

Research and Technology:

1.4. use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information

1.5. compose documents with appropriate formatting by using word- processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation)

Revising and Evaluating Writing:

1.6. revise writing to improve organization and consistency of ideas within and between paragraphs
GRADE 6

2.0. WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students write narrative, expository, persuasive, and descriptive text of at least 500 to 700 words. Student writing demonstrates a command of standard English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the Grade 6 writing strategies outlined in Writing Standard 1.0, students:

2.1 Write narratives:

a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.

b. Include sensory details and concrete language to develop plot and character.

c. Use a range of narrative devices (e.g., dialogue, suspense).

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):

a. State the thesis or purpose.

b. Explain the situation.

c. Follow an organizational pattern appropriate to the type of composition.

d. Offer persuasive evidence to validate arguments and conclusions as needed.

2.3 Write research reports:

a. Pose relevant questions with a scope narrow enough to be thoroughly covered.

b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).

c. Include a bibliography.

2.4 Write responses to literature:

a. Develop an interpretation exhibiting careful reading, understanding, and insight.

b. Organize the interpretation around several clear ideas, premises, or images.

c. Develop and justify the interpretation through sustained use of examples and textual evidence.

2.5 Write persuasive compositions:

a. State a clear position on a proposition or proposal.

b. Support the position with organized and relevant evidence.

c. Anticipate and address reader concerns and counterarguments.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

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

GRADE 6

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.

Sentence Structure:

1.1. use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts

Grammar:

1.2. identify and use present perfect, past perfect, and future perfect tenses; subject-verb agreement with compound subjects; and indefinite pronouns

Punctuation:

1.3. use colons in business letters, semi-colons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences

Capitalization:

1.4. use correct capitalization

Spelling:

1.5. spell frequently misspelled words correctly (e.g., their, they're, there)

LISTENING AND SPEAKING

GRADE 6

1.1. relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) and non-verbal messages (e.g., posture, gesture)

1.2. identify the tone, mood, and emotion conveyed in the oral communication

1.3. restate and execute multi-step oral instructions and directions

Organization and Delivery of Oral Communication:

1.4. select a focus, organizational structure, and point of view, matching purpose, message, occasion, and vocal modulation to the audience

1.5. emphasize salient points to assist the listener in following main ideas and concepts

1.6. support opinions expressed with detailed evidence and with visual or media displays that use appropriate technology

1.7. use effective rate, volume, pitch, and tone, and align non-verbal elements to sustain audience interest and attention

Analysis and Evaluation of Oral and Media Communications:

1.8. analyze the use of rhetorical devices for their intent and effects (e.g., cadence, repetitive patterns, use of onomatopoeia)

1.9. identify persuasive and propaganda techniques used in television, and identify false and misleading information

GRADE 6

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver well-organized formal presentations employing traditional rhetorical strategies (i.e., narration, exposition, persuasion, and description). Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the Grade 6 speaking strategies outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:

a. Establish a context, plot, and point of view.

b. Include sensory details and concrete language to develop the plot and character.

c. Use a range of narrative devices (e.g., dialogue, tension, or suspense).

2.2 Deliver informative presentations:

a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.

b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

2.3 Deliver oral responses to literature:

a. Develop an interpretation exhibiting careful reading, understanding, and insight.

b. Organize the selected interpretation around several clear ideas, premises, or images.

c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.

2.4 Deliver persuasive presentations:

a. Provide a clear statement of the position.

b. Include relevant evidence.

c. Offer a logical sequence of information.

d. Engage the listener and foster acceptance of the proposition or proposal.

2.5 Deliver presentations on problems and solutions:

a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.

b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.

The California Language Arts Content Standards

GRADE 7

READING

1.1. identify idioms, analogies, metaphors, and similes in prose and poetry

1.2. use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content area vocabulary

1.3. clarify word meaning through the use of definition, example, restatement, or contrast

GRADE 7

2.0. READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS):Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal.

Structural Features of Informational Materials:

2.1. understand and analyze the differences among various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs) in terms of their structure and purpose

2.2. locate information using a variety of consumer, workplace, and public documents

2.3. analyze text which uses cause and effect patterns

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.4. identify and trace the development of an author's argument, point of view, or perspective in text

2.5. understand and explain the use of a simple mechanical device by following technical directions

Expository Critique:

2.6. assess the adequacy, accuracy, and appropriateness of the author's evidence to support claims and assertions, noting instances of bias and stereotyping

GRADE 7

3.0. LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature:

3.1. articulate the expressed purposes and characteristics of different forms of prose (short story, novel, novella, essay)

Narrative Analysis of Grade-Level-Appropriate Text:

3.2. identify events that advance the plot, and determine how each event explains past or present action(s) or foreshadows future action(s)

3.3. analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and what other characters think, say, and do

3.4. identify and analyze recurring themes across works, (e.g., bravery, loneliness, loyalty, friendship)
3.5. contrast points of view in narrative text and how they affect the overall theme of the work (e.g., first versus third person, limited versus omniscient, subjective versus objective)

Literary Criticism:

3.6. analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses (Reader Response)

WRITING

GRADE 7

1.1. create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences and ideas to unify key ideas

1.2. support all statements and claims with anecdotes, descriptions, facts and statistics, and/or specific examples

1.3. use strategies of note-taking, outlining, and summarizing to structure composition drafts

Research and Technology:

1.4. identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research

1.5. give credit for both quoted and paraphrased information in a bibliography using a consistent and sanctioned format and methodology for citations

1.6. create documents using word-processing skills and publishing programs, and develop simple databases and spreadsheets to manage information and prepare reports

Revising and Evaluating Writing:

1.7. revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary

GRADE 7

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

Using the Grade 7 writing strategies outlined in Writing Standard 1.0, students:

2.1 Write fictional or autobiographical narratives:

a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view.

b. Develop complex major and minor characters and a definite setting.

c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions).

2.2 Write responses to literature:

a. Develop interpretations exhibiting careful reading, understanding, and insight.

b. Organize interpretations around several clear ideas, premises, or images from the literary work.

c. Justify interpretations through sustained use of examples and textual evidence.

2.3 Write research reports:

a. Pose relevant and tightly drawn questions about the topic.

b. Convey clear and accurate perspectives on the subject.

c. Include evidence compiled through the formal research process (e.g., use of a
card catalog, Reader's Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).

d. Document reference sources by means of footnotes and a bibliography.

2.4 Write persuasive compositions:

a. State a clear position or perspective in support of a proposition or proposal.

b. Describe the points in support of the proposition, employing well-articulated
evidence.

c. Anticipate and address reader concerns and counterarguments.

2.5 Write summaries of reading materials:

a. Include the main ideas and most significant details.

b. Use the student's own words, except for quotations.

c. Reflect underlying meaning, not just the superficial details.

GRADE 7

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.

Sentence Structure:

1.1. place modifiers properly, and use active voice

Grammar:

1.2. identify and use infinitives, participles, and clear pronoun/antecedent references

1.3. identify

(1) all parts of speech

(2) types and structure of sentences

(3) mechanics (e.g., quotations, commas at end of dependent clause)

(4) appropriate usage (e.g., pronoun reference)

Punctuation:

1.4. identify and use hyphen, dash, brackets, and semi-colon between two clauses of a compound sentence that are not joined by a conjunction

Capitalization:

1.5. use correct capitalization

Spelling:

1.6. spell derivatives correctly by applying the spellings of bases and affixes

LISTENING AND SPEAKING
GRADE 7

1.1. ask probing questions designed to elicit information, including evidence to support the listener's claims and conclusions

1.2. determine the speaker's attitude toward the subject

1.3. respond to persuasive messages with questions, challenges, or affirmations

Organization and Delivery of Oral Communication:

1.4. organize information to achieve particular purposes and to appeal to the background and interests of the audience

1.5. arrange details, reasons, descriptions, and examples effectively and persuasively in relation to the audience

1.6. use explicit techniques for effective presentations, including voice modulation, inflection, tempo, enunciation, and eye contact

Analysis and Evaluation of Oral and Media Communications:

1.7. provide constructive feedback to speakers concerning the coherence and logic of a speech's content and delivery, as well as its overall impact upon the listener(s)

1.8. analyze the effect of images, text, and sound in electronic journalism on the viewer, distinguishing the techniques used to achieve the effects in each instance studied

GRADE 7

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver well-organized formal presentations employing traditional rhetorical strategies (i.e., narration, exposition, persuasion, and description). Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the Grade 7 speaking strategies outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:

a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view.

b. Describe complex major and minor characters and a definite setting.

c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions).

2.2 Deliver oral summaries of articles and books:

a. Include the main ideas of the event or article and the most significant details.

b. Use the student's own words, except for material quoted from sources.

c. Convey a comprehensive understanding of sources, not just superficial details.

2.3 Deliver research presentations:

a. Pose relevant and concise questions about the topic.

b. Convey clear and accurate perspectives on the subject.

c. Include evidence generated through the formal research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries).

d. Cite reference sources appropriately.

2.4 Deliver persuasive presentations:

a. State a clear position or perspective in support of an argument or proposal.

b. Describe the points in support of the argument and employ well-articulated evidence.

The California Language Arts Content Standards

GRADE 8

READING

1.1. use idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases

1.2. understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings

1.3. use word meanings within the appropriate context and be able to verify those meanings by definition, restatement, example, comparison, or contrast

GRADE 8

2.0. READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

Structural Features of Informational Materials:

2.1. compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, and instructional manuals)

2.2. analyze text which uses proposition-and-support patterns

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.3. find similarities and differences among texts in the treatment, scope, or organization of ideas

2.4. compare original text to a summary for accuracy of the main ideas, inclusion of critical details, and the extent to which it conveys the underlying meaning of the original text

2.5. understand and explain the use of a complex mechanical device by following technical directions

2.6. use information from a variety of consumer, workplace, and public documents to explain a situation or decision and/or to solve a problem

Expository Critique:

2.7. evaluate the unity, coherence, logic, internal consistency, and structural patterns of text

GRADE 8

Structural Features of Literature:

3.1. determine and articulate the relationship among the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, and sonnet)

Narrative Analysis of Grade-Level-Appropriate Text:

3.2. evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot's development, and how (and whether) conflicts are (or are not) addressed and resolved

3.3. compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts

3.4. analyze relevance of setting (place, time, and customs) to the mood, tone, and meaning of text

3.5. identify and analyze recurring comparative themes across works, (e.g., good and evil, traditional and contemporary)

3.6. identify significant literary devices that define a writer's style (e.g., metaphor, symbolism, dialect, and irony), and use those elements to interpret the work

Literary Criticism:

3.7. analyze how a work of literature reflects the heritage, traditions, attitudes, and beliefs of its author (Biographical Approach)

WRITING

GRADE 8

1.1. create compositions that establish a controlling impression, have a coherent thesis, and/or make a clear and well-supported conclusion

1.2. establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques

1.3. support thesis or conclusions with analogies, paraphrases, quotations and opinions from authorities, comparisons, and similar devices

Research and Technology:

1.4. plan and conduct multiple-step information searches using computer networks and modem-delivered services

1.5. achieve effective balance between researched information and original ideas

Revising and Evaluating Writing:

1.6. revise writing for word choice, appropriate organization, consistent point of view, and transitions among paragraphs, passages, and ideas

GRADE 8

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

Using the Grade 8 writing strategies outlined in Writing Standard 1.0, students:

2.1 Write biographies, autobiographies, short stories, or narratives:

a. Relate a clear, coherent incident, event, or situation by using well-chosen details.

b. Reveal the significance of, or the writer's attitude about, the subject.

c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

2.2 Write responses to literature:

a. Exhibit careful reading and insight in their interpretations.

b. Connect the student's own responses to the writer's techniques and to specific textual references.

c. Draw supported inferences about the effects of a literary work on its audience.

d. Support judgments through references to the text, other works, other authors, or to personal knowledge.

2.3Write research reports:

a. Define a thesis.

b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.

c. Use a variety of primary and secondary sources and distinguish the nature and value
of each.

d. Organize and display information on charts, maps, and graphs.

2.4 Write persuasive compositions:

a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable
judgment).

b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion.

c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

2.5 Write documents related to career development, including simple business letters and job applications:

a. Present information purposefully and succinctly and meet the needs of the intended audience.

b. Follow the conventional format for the type of document (e.g., letter of inquiry,
memorandum).

2.6 Write technical documents:

a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization.

b. Include all the factors and variables that need to be considered.

c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

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

GRADE 8

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.

Sentence Structure:

1.1. use correct and varied sentence types and sentence openings to reinforce the presentation of a lively and effective personal style

1.2. identify and use parallel structure in all written discourse, including similar grammatical forms to present items in a series, complements, and items juxtaposed for emphasis

1.3. use subordination, coordination, apposition, and other devices to indicate the relationship between ideas clearly

Grammar:

1.4. edit written manuscripts to reflect proper grammar

Punctuation and Capitalization:

1.5. use correct punctuation and capitalization

Spelling:

1.6. use correct spelling conventions

LISTENING AND SPEAKING

GRADE 8

1.1. analyze oral interpretations of literature, including language choice and delivery, and how they affect the listener(s)

1.2. paraphrase a speaker's purpose and point of view, and ask relevant questions concerning the speaker's content, delivery, and purpose

Organization and Delivery of Oral Communication:

1.3. organize information to achieve particular purposes, matching message, vocabulary, voice modulation, expression, and tone to audience and purpose

1.4. prepare a speech outline based upon a chosen pattern of organization, generally including an introduction, transitions, previews, and summaries, a logically developed body; and an effective conclusion

1.5. use precise language, action verbs, sensory details, appropriate and colorful modifiers, and active rather than passive voice in ways that enliven oral presentations

1.6. use appropriate grammar, word choice, enunciation, and pace during formal presentations

1.7. use audience feedback (i.e., verbal and non-verbal cues) to

a. reconsider and modify organizational structure/plan

b. rearrange words and sentences to clarify meaning

Analysis and Evaluation of Oral and Media Communications:

1.8. evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material)

1.9. interpret and evaluate various ways that visual image-makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions

GRADE 8

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver well-organized formal presentations employing traditional rhetorical strategies (i.e., narration, exposition, persuasion, and description). Student speaking demonstrates a command of standard American English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the Grade 8 speaking strategies outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations (e.g., biographical, autobiographical):

a. Relate a clear, coherent incident, event, or situation by using well-chosen details.

b. Reveal the significance of, and the subject's attitude about, the incident, event, or situation.

c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

2.2 Deliver oral responses to literature:

a. Interpret a reading and provide insight.

b. Connect the students' own responses to the writer's techniques and to specific textual references.

c. Draw supported inferences about the effects of a literary work on its audience.

d. Support judgments through references to the text, other works, other authors, or personal knowledge.

2.3 Deliver research presentations:

a. Define a thesis.

b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all relevant perspectives on the topic, as appropriate.

c. Use a variety of primary and secondary sources and distinguish the nature and value of each.

d. Organize and record information on charts, maps, and graphs.

2.4 Deliver persuasive presentations:

a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable
judgment).

b. Differentiate fact from opinion and support arguments with detailed evidence,
examples, and reasoning.

c. Anticipate and answer listener concerns and counterarguments effectively through the inclusion and arrangement of details, reasons, examples, and other elements.

d. Maintain a reasonable tone.

2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.

The California Language Arts Content Standards

GRADES 9/10

READING

1.0. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students apply their knowledge of word origins both to determine the meaning of new words encountered in reading materials and to use those words accurately.

Vocabulary and Concept Development:

1.1. identify and use the literal and figurative meanings of words, and understand word derivation

1.2. distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words

1.3. identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words (e.g., the word "narcissistic" drawn from the myth of Narcissus and Echo)

GRADES 9/10

2.0. READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Literature, Grades Nine Through Twelve (1990)illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal.

Structural Features of Informational Materials:

2.1. analyze both (1) the structure and format of functional workplace documents, including format, graphics, and headers and (2) how authors use the features to achieve their purposes

2.2. prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.3. generate relevant questions about readings that can be researched

2.4. synthesize the content and ideas from several sources dealing with a single issue or written by a single author, and paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension

2.5. extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration

2.6. demonstrate use of sophisticated learning tools by following technical directions (e.g., graphic calculators, spe