| STANDARD ONE | INFORMATION AND UNDERSTANDING
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| GENERAL CRITERIA: public, efficient, valid, verifiable, authoritative
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| ELEMENTARY
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| Content Intention | Performance Example
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| gather information from children's books and from charts, diagrams | paraphrase what heard, ask clarifying questions, follow directions of a few steps
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| present information clearly using "the writing process." | write short social studies report with information from two sources, revise early draft, summarize chapters
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| INTERMEDIATE
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| Content Intention | Performance Example
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| analyze and interpret young adult fiction and text, distinguish fact from opinion, | do summary of famous person, give oral report on current event, bibliography
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| organize according to general to specific or compare/contrast; use standard English in formal presentation | write essay, participate in panel , survey views and make oral report
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| COMMENCEMENT
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| Content Intention | Performance Example
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| analyze professional and technical texts, evaluate writing strategies, distinguish relative value | thesis driven research paper, use electronic data base, produce flow charts
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| present a controlling idea, organize by chronological, logical, cause and effect and compare/contrast, use standard English skillfully | perform intricate task, such as computer program, or lab experiment; write report of scientific inquiry; program notes for artist exhibit or concert.
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| STANDARD TWO | LITERARY RESPONSE AND EXPRESSION
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| GENERAL CRITERIA: personal, textual, multilayered
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| ELEMENTARY
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| Content Intention | Performance Example
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| read variety of children's literature; understand genre, setting, character, plot, theme, and point of view | read picture book, recite poem, retell familiar fairy tale
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| explain meaning beyond literal level; observe conventions of grammar, spelling, punctuation | perform dramatic reading, review book write new endings to familiar stories
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| INTERMEDIATE
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| Content Intention | Performance Example
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| identify metaphor, foreshadowing, symbolism, dialect, rhyme, meter, irony, climax | produce lists of recommended readings, grouping works by common elements
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| write stories, poems, literary essays, and plays, use standard English effectively | class production of short plays, write reviews of different cultural settings
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| COMMENCEMENT
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| Content Intention | Performance Example
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| figurative language, imagery, allegory, irony, blank verse, symbolism, stream-of-consciousness; read aloud expressively | different forms of poems, including sonnets, lyrics, elegies, narrative poems, odes;
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| reference principal features of genre, period, and literary tradition; write original works, use of standard English and individual style | know Renaissance, neo-Classical, Romantic, Realistic, Naturalistic, Contemporary works; literature from different cultures; produce full length plays.
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| STANDARD THREE | CRITICAL ANALYSIS AND EVALUATION
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| GENERAL CRITERIA: contextualized, flexible, cultural
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| ELEMENTARY
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| Content Intention | Performance Example
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| judge quality based upon attractiveness, appeal of characters, the logic or believability of an advertisement | read several versions of fairy tale, listen to talk book, how false advertising examples.
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| express opinions in letter to editor, essays, written and oral reviews; adjust presentation to criteria of competent performance; use effective vocabulary | write letter to principal, in writing group critique one another using specific criteria
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| INTERMEDIATE
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| Content Intention | Performance Example
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| analyze textbooks and public documents; understand different views in group discussion, critique own work | compare magazine article to history book interpretation of same event; show propaganda techniques
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| show effective use of details and evidence in well developed argument; use standard English | write position paper; give oral review of film, produce advertisement for product
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| COMMENCEMENT
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| Content Intention | Performance Example
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| technical manuals, professional journals, political speeches and literary criticisms; recognize impact of criteria in framing evaluative judgments | compare majority and dissenting Supreme Court decisions; compare scientific and popular article accounts of same event.
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| use of details, evidence , argumentation and presentational strategies; use standard English | technical manual by industry standards review; deliver a "campaign" speech.
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| STANDARD FOUR | SOCIAL INTERACTION
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| GENERAL CRITERIA: interpersonal, immediate, appropriate
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| ELEMENTARY
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| Content Intention | Performance Example
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| listen attentively and take turns speaking | "show and tell" discussions; "circle time" participation, bring message to principal
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| exchange friendly notes, adjust vocabulary and style to the person receiving the message | write thank you notes, pen pal letters
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| INTERMEDIATE
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| Content Intention | Performance Example
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| express concerns clearly and respectfully in group discussions, use verbal and nonverbal skills | host open house at school, give morning announcements, club meetings
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| write social notes, letters and electronic messages, discuss communication with other writers | write letters to friends, send e-mail, send formal invitations
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| COMMENCEMENT
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| Content Intention | Performance Example
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| engage in conversations and discussions, anticipating listeners needs; use language conventions for variety of social situations | interact with community members in community service activity; write personal notes; make college application
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| use variety of print and electronic forms of social communication; study language conventions of informal cultural groups and use in talking. | electronic discussion group participation, write entertaining personal notes
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