Intermediate Standards English Language Arts  

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E1: Reading
E1a - The student will read at least 25 books or equivalent each year.  These include traditional and contemporary literature, magazines, textbooks, newspapers, and on line materials.  The reading should represent material from at least three different literary forms and from 5 different writers.

Activities - reading log or journal, list of works read

  E1b - Students read at least four books about one issue or subject or four books by a single author, four books on the same genre and produce evidence.

Students will:
make and support warranted and responsible assertions about the text
supports assertions with elaborated and convincing evidence
draws the text together to compare and contrast themes, characters and ideas
makes perceptive and well developed connections
evaluates writing strategies and elements of the author’s craft

E1c - The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:

restates or summarizes information
relates new information to prior knowledge and expertise
extends ideas
makes connections to related topics or information

E1d - The student reads aloud, accurately (85-95%), familiar material of the quality and complexity illustrated in the sample reading list, and in a way makes meaning clear to listeners by:

self correcting when discovers a miscueuse a range of cueing systems (phonics, context clues) to determine meaning
read with a rhythm, flow, and meter that sounds like everyday speech

  E2: Writing

  E2a - The students produces a report that:
engages the reader by establishing a context, creating a persona, and otherwise developing reader interest

develops a controlling idea that conveys a perspective on the subjects
creates an organizing structure appropriate to a specific purpose, audience, and context
 uses a range of appropriate facts and details
excludes extraneous and inappropriate information
uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote
 provides a sense of closure to the writing

E2b - The student produces a response to literature that:
engages the reader by establishing a context, creating a persona, and otherwise developing reader interest
advances a judgment that is interpretive, analytic, evaluative, or reflective
supports judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge
demonstrates an understanding of the literary work
provides a sense of closure to the writing

E2c - The student produces a narrative account (fictional or autobiographical) that:
engages the reader by establishing a context, creating a point of view and otherwise developing reader interest
 establishes a situation, plot, point of view, setting, and conflict (significance of events)
creates an organizational structure
includes sensory details and concrete language to develop plot and character
excludes extraneous details and inconsistencies
develops complex characters
uses a range of appropriate strategies, such as dialogue and tension or suspense
provides a sense of closure to the writing

E2d - The student produces a narrative procedure that:

 engages the reader by establishing a context, creating a persona, and otherwise developing reader interest
provides a guide to action that anticipates a reader’s needs: creates expectations through predicable structures (heading, transitional words)
makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate

includes relevant information
excludes extraneous information
anticipates problems, mistakes, and misunderstandings that might arise for the reader
provides a sense of closure to the writing

E3: Speaking, Listening, and Viewing

  E3a - The students participates in one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in which the student:

 initiates new topics in addition to responding to adult initiated topics
asks relevant questions
responds to questions with appropriate elaboration
uses language cues to indicate different levels of certainty or hypothesizing (what if, very likely)
confirms understanding by paraphrasing the adult’s directions or suggestions

E3b - The student participates in group meetings,in which the student:

displays appropriate turn taking behaviors
actively solicits another person’s comment or opinion
offers own opinion forcefully without dominating
responds appropriately to comments and questions
volunteers contributions and responds when directly solicited by teacher or discussion leader
gives reasons in support of opinions expressed
clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions

E3c - The student prepares and delivers an individual presentation in which the student:

shapes information to achieve a particular purpose and appeal to the interests and background knowledge of audience members
shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials
 uses notes or other memory aids to structure the presentation
engages the audience with appropriate verbal cues and eye contact
projects a sense of individuality and personality in selecting and organizing content, and in delivery       

E3d - The student makes informed judgments about television, radio, and film productions, that is the student:

demonstrates an awareness of the presence of the media in the daily lives of most people
evaluates the role of the media in focusing attention and in forming an opinion
 judges the extent to which media provide a source of entertainment as well as a source of information
defines the role of advertising as part of media presentation

E4: Conventions, Grammar, and Usage of the English Language

  E4a - The student demonstrates a basic understanding of the rules of the English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience, and context of the work.  The student demonstrates control of:

grammar
paragraph structure
punctuation
sentence construction
spelling
usage

  E4b - The student analyzes and subsequently revises to clarify it or make it more effective in communicating the intended message or thought.  The student’s revision should be made in light of the purposes, audiences, and contexts that apply to the work.  Strategies for revising include:

adding or deleting details
 adding or deleting explanations
 clarifying difficult passages
rearranging words, sentences, and paragraphs to improve or clarify meaning
sharpening the focus
reconsidering the organizational structure