L52 – Accelerated Reading
Workshop
Curriculum Essentials
Document
High School
Boulder Valley School District
Department of Curriculum and Instruction
April 2012
4/9/2012
BVSD Curriculum Essentials
1
Introduction
On December 10, 2009, the Colorado State Board of Education adopted the revised English Language
Arts: Reading, Writing and Communicating Academic Standards, along with academic standards in
nine other content areas, creating Colorado’s first fully aligned preschool through high school academic
expectations. Concurrent to the revision of the Colorado standards was the Common Core State
Standards (CCSS) initiative. These standards present a national perspective on academic expectations
for students in kindergarten through high school in the United States. On August 2, 2010, the Colorado
State Board of Education adopted the Common Core State Standards, and requested the integration of
the Common Core State Standards and the Colorado Academic Standards. All the expectations of the
Common Core State Standards are embedded and coded with CCSS in the state standards document
and in this BVSD Curriculum Essentials Document.
In addition to standards in English Language Arts (ELA), the Common Core State Standards offer
literacy expectations for history/social studies, science, and technical subjects. These expectations, in
grades 6 through grade 12, are intended to assist teachers in “using their content area expertise to
help students meet the particular challenges of reading, writing, speaking, listening, and language in
their respective fields.” (Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects, page 3). These expectations are NOT meant
to supplant academic standards in other content areas, but to be used as a literacy supplement. These
standards are listed in the Appendix to the Secondary level BVSD Curriculum Essentials Document.
This BVSD Curriculum Essentials Document incorporates all of the Common Core English Language
Arts State Standards and the essentials from the Colorado Academic Standards for Reading, Writing
and Communicating along with evidence outcomes identified by BVSD teachers. The Grade Level
Expectations (GLE) have also been revised as measurable behavioral statements. You will note that
the GLEs are similar statements across grade levels. The differences are seen within the Evidence
Outcomes listed for each GLE at each grade level. We referenced the multiple resources used to write
our BVSD curriculum and used the following notations throughout the CEDs::
Preschool – 12th notations:
• Common Core State Standards (CCSS: #of the grade level standard)
 Example: (CCSS: RL.3.10)
• State or BVSD Teacher Addition: Brown font
 Example: b. Speak clearly, using appropriate volume and
pitch, for the purpose and audience.
Preschool Only:
The State standards and the preschool Teaching Strategies GOLD Objectives for Development & Learning Assessment was referenced in
designing Grade Level Expectations and Evidence Outcomes. You will note
parenthetical statements such as (adapted from G.12.a.6) if the GOLD
Assessment was used. The G represents GOLD Assessment, 12.a represents
the objective number and the 6 represents the student behavior indicator.
This curriculum document is a culmination of an extended, broad-based effort to fulfill the charge
issued by the Colorado Department of Education to design a curriculum that meets or exceeds the
state standard expectations and to ensure that all students are college and career ready in English
Language Arts when they graduate from BVSD. The Boulder Valley English Language Arts: Reading,
Writing, and Communicating Curriculum Council would like to thank the many teachers, specialists,
and assistants who were contributing writers to this important document.
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21st Century Skills and Readiness Competencies
in English Language Arts: Reading, Writing, and Communicating
The reading, writing, and communicating subcommittee embedded 21st century skills, school
readiness, and postsecondary and workforce readiness skills into the revised standards utilizing
descriptions developed by Coloradans and vetted by educators, policymakers, and citizens.
Colorado's Description of 21st Century Skills
The 21st century skills are the synthesis of the essential abilities students must apply in our rapidly
changing world. Today’s students need a repertoire of knowledge and skills that are more diverse,
complex, and integrated than any previous generation. Drama and theatre arts are inherently
demonstrated in each of Colorado’s 21st century skills, as follows:
Critical Thinking and Reasoning
Critical thinking and reasoning are vital to advance in the technologically sophisticated world we live in.
In order for students to be successful and powerful readers, writers, and communicators, they must
incorporate critical thinking and reasoning skills. Students need to be able to successfully argue a
point, justify reasoning, evaluate for a purpose, infer to predict and draw conclusions, problem solve,
and understand and use logic to inform critical thinking.
Information Literacy
The student who is information-literate accesses information efficiently and effectively by reading and
understanding essential content of a range of informational texts and documents in all academic areas.
This involves evaluating information critically and competently; accessing appropriate tools to
synthesize information; recognizing relevant primary and secondary information; and distinguishing
among fact, point of view, and opinion.
Collaboration
Reading, writing, and communicating must encompass collaboration skills. Students should be able to
collaborate with each other in multiple settings: peer groups, one-on-one, in front of an audience, in
large and small group settings, and with people of other ethnicities. Students should be able to
participate in a peer review, foster a safe environment for discourse, mediate opposing perspectives,
contribute ideas, speak with a purpose, understand and apply knowledge of culture, and seek others’
ideas.
Self Direction
Students who read, write, and communicate independently portray self-direction by using
metacognition skills. These important skills are a learner’s automatic awareness of knowledge and
ability to understand, control, and manipulate cognitive processes. These skills are important not only
in school but throughout life, enabling the student to learn and set goals independently.
Invention
Appling new ways to solve problems is an ideal in reading and writing instruction. Invention is one of
the key components of creating an exemplary writing piece or synthesizing information from multiple
sources. Invention takes students to a higher level of metacognition while exploring literature and
writing about their experiences.
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Standards in English Language Arts: Reading, Writing, and Communicating
Standards are the topical organization of an academic content area. The four standards of English
Language Arts: Reading, Writing, and Communicating are:
1.
Speaking and Listening
Learning of word meanings occurs rapidly from birth through adolescence within communicative
relationships. Everyday interactions with parents, teachers, peers, friends, and community members
shape speech habits and knowledge of language. Language is the means to higher mental functioning,
that which is a species-specific skill, unique to humans as a generative means for thinking and
communication. Through linguistic oral communication, logical thinking develops and makes possible
critical thinking, reasoning, development of information literacy, application of collaboration skills, selfdirection, and invention.
Oral language foundation and written symbol systems concretize the way a student communicates.
Thus, students in Colorado develop oral language skills in listening and speaking, and master the
written language skills of reading and writing. Specifically, holding Colorado students accountable for
language mastery from the perspectives of scientific research in linguistics, cognitive psychology,
human information processing, brain-behavior relationships, and socio-cultural perspectives on
language development will allow students to master 21st century skills and serve the state, region,
and nation well.
2.
Reading for All Purposes
Literacy skills are essential for students to fully participate in and expand their understanding of
today’s global society. Whether they are reading functional texts (voting ballots, a map, a train
schedule, a driver’s test, a job application, a text message, product labels); reference materials
(textbooks, technical manuals, electronic media); or print and non-print literary texts, students need
reading skills to fully manage, evaluate, and use the myriad information available in their day-to-day
lives.
3.
Writing and Composition
Writing is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes
problem solving and mastering new concepts. Adept writers can work through various ideas while
producing informational, persuasive, and narrative or literary texts. In other words, writing can be
used as a medium for reasoning and making intellectual connections. As students arrange ideas to
persuade, describe, and inform, they engage in logical critique, and they are likely to gain new insights
and a deeper understanding of concepts and content.
4.
Research and Reasoning
Research and Reasoning skills are pertinent for success in a postsecondary and workforce setting.
Students need to acquire these skills throughout their schooling. This means students need to be able
to distinguish their own ideas from information created or discovered by others, understand the
importance of creating authentic works, and correctly cite sources to give credit to the author of the
original work.
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects include a separate standard for Language. In this document, those
Language expectations are integrated into the four standards above as appropriate.
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High School Accelerated Reading Workshop Overview
Course Description
Topics Across All Grades
Accelerated Reading Workshop is designed for college
bound students who want to learn useful strategies for
thinking critically, taking tests, managing time, and
comprehending and analyzing vast amounts of reading
materials in short amounts of time. Students will learn a
variety of strategies to read expository and narrative
texts at a sophisticated level.
NCAA Clearinghouse approved course
Assessments
Effective Components of English Language Arts
Screeners, diagnostics, interim and summative assessments
will be used along with assessments evaluated formatively to
plan lessons and provide focused feedback to students. Below
are some assessment examples.
•
Observations/Conversations/Work Samples
•
Group/Individual Projects - Performance tasks
•
District/State Literacy Assessment
•
Individual Reading Inventories such as Running
Records, QRIs, Guided Reading Level Benchmark
Books
•
Questions/Comments/Reading Responses
•
Peer assessments/ Self assessments
Standards
1.
Speaking
and
Listening
2.
Reading for
All
Purposes
3.
Writing and
Composition
We are developing learners who:
•
Demonstrate independence
•
Build strong content knowledge
•
Respond to the varying demands of audience, task,
purpose, and discipline
•
Comprehend as well as critique
•
Value evidence
•
Use technology and digital media strategically and
capably
•
Come to understand other perspectives and cultures
Who value:
Critical thinking and reasoning, informational literacy,
collaboration, self-direction and invention
4.
Research
and
Reasoning
See grade level expectations listed on appropriate
vertical alignment charts
Teachers in BVSD:
1. Provide a literacy block of 120 minutes for reading
and writing every day using literature and
informational texts, including online resources
2. Evaluate data formatively to plan for:
a. Reading & Writing Demonstrations
b. Shared Reading & Writing
c. Guided Reading & Writing
i. Flexible grouping focused on needs
ii. Continuous text: both reading and
writing
iii. Promote reciprocity between
reading and writing through
deliberate attention to both
d. Daily independent reading and writing
3. Immerse students in many types of texts
(examples: songs, picture books, rhyming,
informational) at independent and instructional
reading levels
4. Explicitly and systematically teach foundational
and essential skills and strategies for reading and
writing utilizing BVSD adopted resources and
online resources
5. Provide authentic, meaningful, purposeful,
relevant opportunities for students to respond to
what is read
6. Ensure students use textual evidence when
explaining their learning from reading and writing
in all content areas
7. Ensure additional small group instructional time
for students not performing at grade level
Refer to the online version of the BVSD handbook,
Literacy Journey, for best practices guidance
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1. Speaking and Listening: Flexible communication and collaboration
Including but not limited to skills necessary for formal presentations, the Speaking and Listening standard requires students to develop a
range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to
ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays
strategically to help achieve communicative purposes, and adapt speech to context and task.
Common Core Anchor Standards
These are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Speaking and Listening.
These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter
providing additional specificity—that together define the skills and understandings that all students must demonstrate.
SPEAKING AND LISTENING
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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LANGUAGE Anchor Standards Connected to Speaking and Listening*
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Speaking and Listening.
Colorado’s Prepared Graduate Competencies
These are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system
must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Speaking and Listening Standard:
4/9/12

Collaborate effectively as group members or leaders who listen actively and respectfully pose
thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s
attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening
BVSD Curriculum Essentials
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2. Reading: Text complexity and the growth of comprehension
The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10
defines a grade-by grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness
level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text,
including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and
becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
Common Core Anchor Standards
These are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Reading and Language.
These anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter
providing additional specificity—that together define the skills and understandings that all students must demonstrate.
READING
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to
gathering, assessing, and applying information from print and digital sources.
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LANGUAGE Anchor Standards Connected to Reading*
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Reading.
Colorado’s Prepared Graduate Competencies
These are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system
must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Reading for All Purposes Standard:
4/9/12

Interpret how the structure of written English contributes to the pronunciation and
meaning of complex vocabulary

Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set
tone

Read a wide range of literature (American and world literature) to understand important
universal themes and the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with
increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve
problems, judge the quality of ideas, or complete daily tasks
BVSD Curriculum Essentials
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From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects (Pages 31 and 57):
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3. Writing: Text types, responding to reading, and research
The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish,
are applicable to many types of writing, other skills are more properly defined in terms of specific writing types:
arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading
connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of
the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills
important to research are infused throughout the document.
From the Common Core State Standards Expectations for EACH grade level:
“Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”
Common Core Anchor Standards
These are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Writing and Language. These
anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing
additional specificity—that together define the skills and understandings that all students must demonstrate.
WRITING
Text Types and Purposes (*These broad types of writing include many subgenres.)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
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10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
LANGUAGE Anchor Standards Connected to Writing*
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Writing.
Prepared Graduate Competencies
These are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system
must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Writing and Composition standard:
4/9/12

Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or
adapt writing for different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the writing process successfully to plan, revise, and edit written work

Master the techniques of effective informational, literary, and persuasive writing
BVSD Curriculum Essentials
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4. Research and Reasoning
Research and Reasoning skills are pertinent for success in postsecondary and workforce settings. Students need to acquire these skills
throughout their schooling. This means students need to be able to distinguish their own ideas from information created or discovered by
others, understand the importance of creating authentic works, and correctly cite sources to give credit to the author of the original work.
Below and on the next page are the Common Core Anchor Standards and Colorado’s Prepared Graduate Competencies.
Common Core Anchor Standards
These are the Common Core Preschool through grade 12 College and Career Readiness Anchor Standards for Writing that connect to
Research and Reasoning. These anchor standards and grade-specific standards are necessary complements—the former providing broad
standards, the latter providing additional specificity—that together define the skills and understandings that all students must
demonstrate.
WRITING
Text Types and Purposes (*These broad types of writing include many subgenres.)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
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LANGUAGE Anchor Standards Connected to Research and Reasoning *
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important
to comprehension or expression.
*Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Research and Reasoning.
Colorado’s Prepared Graduate Competencies
These are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master
to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Research and Reasoning standard:
4/9/12

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the
source; and use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech,
writing, and illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when engaging
with difficult texts or examining complex problems or issues

Exercise ethical conduct when writing, researching, and documenting sources
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Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
Speaking and Listening GLEs & EOs
Blue indicates the Grade Level Expectations (GLEs)
Note: Advanced expectations are noted in bold print
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
Prepares for and delivers
effective oral presentations
Prepares for and delivers
effective oral presentations
Prepares for and delivers
effective oral presentations
Presentation of Knowledge and
Ideas:
Presentation of Knowledge and
Ideas:
Presentation of Knowledge and
Ideas:
a. Present claims and findings,
sequencing ideas logically and using
pertinent descriptions, facts, and details
to accentuate main ideas or themes;
use established verbal and nonverbal delivery techniques,
including: adequate volume, clear
pronunciation, appropriate eye contact,
body position, and hand gestures.
(Adapted from CCSS: SL.6.4)
a. Present claims and findings,
emphasizing salient points in a focused,
coherent manner with pertinent
descriptions, facts, details, and
examples; use established verbal
and non-verbal delivery techniques,
including: adequate volume, clear
pronunciation, appropriate eye contact,
body position, and hand gestures.
(Adapted from CCSS: SL.7.4)
a. Present claims and findings,
emphasizing salient points in a focused,
coherent manner with relevant
evidence, sound valid reasoning, and
well-chosen details; use established
verbal and non-verbal delivery
techniques, including: modulation of
fluency and tone, adequate volume,
clear pronunciation, appropriate eye
contact, body position, and hand
gestures. (Adapted from CCSS:
SL.8.4)
b. Include multimedia components
(e.g., graphics, images, music, sound)
and visual displays in presentations to
establish context, clarify information,
and broaden and deepen
understanding. (Adapted from CCSS:
SL.6.5)
b. Include multimedia components
and visual displays in presentations to
establish context, clarify claims and
findings, emphasize salient points, and
broaden and deepen
understanding. (Adapted from CCSS:
SL.7.5)
b. Integrate multimedia and visual
displays into presentations to
establish context, clarify information,
strengthen claims and evidence,
heighten interest, and broaden and
deepen understanding. (Adapted
from CCSS: SL.8.5)
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Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
c. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate. (CCSS:
SL.6.6) (See grade 6 Language
expectations within the Writing
standard and the BVSD Conventions
Scope & Sequence page)
c. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate. (CCSS:
SL.7.6) (See grade 7 Language
expectations within the Writing
standard and the BVSD Conventions
Scope & Sequence page)
c. Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate. (CCSS:
SL.8.6) (See grade 8 Language
expectations within the Writing
standard and the BVSD Conventions
Scope & Sequence page)
d. Prepare for audience and purpose
by ensuring proper length of
presentation, suitable mode of dress,
appropriate topic, and ready-toshare, engaging visuals and
materials.
d. Prepare for audience and purpose
by ensuring proper length of
presentation, suitable mode of dress,
appropriate topic, and ready-toshare, engaging visuals and
materials.
d. Prepare for audience and purpose
by ensuring proper length of
presentation, suitable mode of dress,
appropriate topic, and ready-toshare, engaging visuals and
materials.
e. Rehearse by carefully planning
the sequence, script and visuals (if
applicable) of presentation.
e. Implement strategies to rehearse
presentation (such as memorizing key
phrases, creating note cards, practicing
with peers and mirrors, etc.).
e. Refine strategies to rehearse
presentation (such as memorizing
key phrases, creating note cards,
practicing with peers and mirrors,
etc).
f. Use formal and informal
feedback to evaluate effectiveness
of presentation.
f. Use formal and informal
feedback to evaluate effectiveness
of presentation.
f. Create a formal feedback form
for peers, then analyze and use the
results to evaluate effectiveness of
presentation and plan for the next
one.
Listening to Presentations of
Knowledge and Ideas:
Listening to Presentations of
Knowledge and Ideas:
Listening to Presentations of
Knowledge and Ideas:
g. Demonstrate listening by
providing oral and written feedback
that reflects understanding, and
insights into speaker’s message.
g. Demonstrate listening by
providing oral and written feedback
that reflects understanding, and
insights into speaker’s message.
g. Demonstrate listening by
providing oral and written feedback
that reflects understanding, and
insights into speaker’s message.
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BVSD Curriculum Essentials
16
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
h. Asks questions to pursue
deeper and broader understanding
and establish connections linking
the purpose of the presentation to
self and world.
h. Asks questions to pursue
deeper and broader understanding
and establish connections linking
the purpose of the presentation to
self and world.
h. Asks questions to pursue
deeper and broader understanding
and establish connections linking
the purpose of the presentation to
self and world.
Prepare for and participate
effectively in a range of
collaborative discussions
Prepare for and participate
effectively in a range of
collaborative discussions
Prepare for and participate
effectively in a range of
collaborative discussions
Comprehension and
Collaboration:
Comprehension and
Collaboration:
Comprehension and
Collaboration:
a. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and
issues, building on others' ideas and
expressing their own clearly. (CCSS:
SL.6.1)
a. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 7 topics, texts, and
issues, building on others' ideas and
expressing their own clearly. (CCSS:
SL.7.1)
a. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and
issues, building on others' ideas and
expressing their own clearly. (CCSS:
SL.8.1)
i. Come to discussions
prepared, having thoroughly read or
studied required material; including
writing comments in margins (or on
sticky notes) to track increasing
levels of understanding of the text;
explicitly draw on that preparation by
referring to evidence on the topic, text,
or issue to probe and reflect on ideas
under discussion. (Adapted from CCSS:
SL.6.1a)
i. Come to discussions
prepared, having thoroughly read or
researched material under study;
including writing comments in
margins (or on sticky notes) to
track increasing levels of
understanding of the text; explicitly
draw on that preparation by referring to
evidence on the topic, text, or issue to
probe and reflect on ideas under
discussion. (Adapted from CCSS:
SL.7.1a)
i. Come to discussions
prepared, having thoroughly read or
researched material under study;
including writing comments in
margins (or on sticky notes) to
track increasing levels of
understanding of the text; explicitly
draw on that preparation by referring to
evidence on the topic, text, or issue to
probe and reflect on ideas under
discussion. (Adapted from CCSS:
SL.8.1a)
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BVSD Curriculum Essentials
17
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
ii. Follow rules for collegial
discussions, set specific goals and
deadlines, and define individual roles as
needed. (CCSS: SL.6.1b)
ii. Follow rules for collegial
discussions, track progress toward
specific goals and deadlines, and define
individual roles as needed. (CCSS:
SL.7.1b)
ii. Work with peers to set
rules for collegial discussions and
decision-making, track progress toward
specific goals and deadlines, and define
individual roles as needed. (Adapted
from CCSS: SL.8.1b)
iii. Pose and respond to
specific questions with elaboration and
detail by making comments that
contribute to the topic, text, or issue
under discussion. (CCSS: SL.6.1c)
iii. Pose questions that elicit
elaboration and respond to others'
questions and comments with relevant
observations and ideas that bring the
discussion back on topic as needed.
(CCSS: SL.7.1c)
iii. Pose questions that
connect the ideas of several speakers
and respond to others' questions and
comments with relevant evidence,
observations, and ideas. (CCSS:
SL.8.1c)
iv. Review the key ideas
expressed and demonstrate
understanding of multiple perspectives
through reflection and paraphrasing.
(CCSS: SL.6.1d)
iv. Acknowledge new
information expressed by others and,
when warranted, modify their own
views. (CCSS: SL.7.1d)
iv. Acknowledge new
information expressed by others, and,
when warranted, qualify or justify their
own views in light of the evidence
presented. (CCSS: SL.8.1d)
b. Interpret information presented in
diverse media and formats (e.g.,
visually, quantitatively, orally) and
explain how it contributes to a topic,
text, or issue under study. (CCSS:
SL.6.2)
b. Analyze the main ideas and
supporting details presented in diverse
media and formats (e.g., visually,
quantitatively, orally) and explain how
the ideas clarify a topic, text, or issue
under study. (CCSS: SL.7.2)
b. Analyze the purpose of information
presented in diverse media and formats
(e.g., visually, quantitatively, orally)
and evaluate the motives (e.g., social,
commercial, political) behind its
presentation. (CCSS: SL.8.2)
c. Delineate a speaker's argument
and specific claims, distinguishing
claims that are supported by reasons
and evidence from claims that are not.
(CCSS: SL.6.3)
c. Delineate a speaker's argument
and specific claims, evaluating the
soundness of the reasoning and the
relevance and sufficiency of the
evidence. (CCSS: SL.7.3)
c. Delineate a speaker's argument
and specific claims, evaluating the
soundness of the reasoning and
relevance and sufficiency of the
evidence and identifying when
irrelevant evidence is introduced.
(CCSS: SL.8.3)
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BVSD Curriculum Essentials
18
Standard & Advanced 6th
Standard & Advanced 7th
d. Use evidence to develop credibility
(such as citing the text to support
opinions).
d. Use evidence to develop
credibility (such as citing textual
evidence to support opinions), and
connect evidence to other speaker’s
contributions.
d. Use evidence to develop
credibility (such as citing the text
to support opinions), and find
connections to other places in the
text with similar evidence to work
toward building a comprehensive
understanding or argument.
e. Focusing on a central idea,
prepare and ask relevant interview
questions for gathering information and
developing understanding; evaluate the
effectiveness of the techniques used
and information gained from the
interview.
e. Focusing on a central idea,
prepare and ask relevant interview
questions for gathering information and
developing understanding; evaluate
the effectiveness of the techniques
used and information gained from
the interview.
e. Focusing on a central idea,
prepare and ask relevant interview
questions for researching and
developing ideas further; evaluate
the effectiveness of the techniques
used and information gained from
the interview.
f. Recognize the difference between
informal and formal language and make
choices appropriate for group purposes.
f. Recognize the difference
between informal and formal
language and make choices
appropriate for group purposes.
f. Recognize the difference
between informal and formal
language and make choices
appropriate for group purposes.
Standard & Advanced 8th
Reading for all Purposes GLEs & Eos
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
Use information from texts
to support analysis and
personal responses to
literature and poetry
Use information from texts
to support analysis and
personal responses to
literature and poetry
Use information from texts
to support analysis and
personal responses to
literature and poetry
Key Ideas and Details:
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Key Ideas and Details:
BVSD Curriculum Essentials
Key Ideas and Details:
19
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
a. Cite textual evidence to support
analysis of what the text says explicitly
as well as inferences drawn from the
text; distinguish between a strong
and weak inference. (adapted from
CCSS: RL.6.1)
a. Cite several pieces of textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text;
distinguish between a strong and
weak inference. (adapted from CCSS:
RL.7.1)
a. Cite the textual evidence that most
strongly supports an analysis of what
the text says explicitly as well as
inferences drawn from the text;
distinguish between a strong and
weak inference. (adapted from CCSS:
RL.8.1)
b. Determine a theme or central idea
of a text and how it is conveyed
through particular details; provide a
summary of the text distinct from
personal opinions or judgments. (CCSS:
RL.6.2)
b. Determine a theme or central idea
of a text and analyze its development
by identifying key details and
events that reflect the theme or
central idea; provide an objective
summary of the text. (adapted from
CCSS: RL.7.2)
b. Determine a theme or central idea
of a text and analyze its development
over the course of the text, including its
relationship to the characters, setting,
and plot; provide an objective
summary of and commentary on
the text. (adapted from CCSS: RL.8.2)
c. Describe how a particular story's or
drama's plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution. (CCSS: RL.6.3)
c. Analyze how particular elements of
a story or drama interact (e.g., how
setting shapes the characters or plot),
and provoke decisions and turning
points. (adapted from CCSS: RL.7.3)
c. Analyze how particular lines of
dialogue or incidents in a story or
drama propel the action, reveal aspects
of a character, or provoke a decision or
confrontation. (adapted from CCSS:
RL.8.3)
d. Analyze the theme or central
idea of a text to draw parallels to
personal experience.
d. Analyze the theme or central
idea of a text to draw parallels to
personal experience
d. Analyze the theme or central
idea of a text to draw parallels to
personal experience
Craft and Structure:
e. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a
specific word choice on meaning and
tone. (CCSS: RL.6.4)
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Craft and Structure:
e. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of
rhymes and other repetitions of sounds
and words (e.g., alliteration,
anaphora) on a specific verse or
stanza of a poem or section of a story
or drama. (Adapted from CCSS: RL.7.4)
BVSD Curriculum Essentials
Craft and Structure:
e. Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of
specific word choices on meaning and
tone, including analogies or allusions to
other texts. (CCSS: RL.8.4)
20
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
f. Analyze how a particular sentence,
chapter, scene, or stanza fits into the
overall structure of a text and
contributes to the development of the
theme, setting, plot, and tone.
(Adapted from CCSS: RL.6.5)
f. Analyze how a drama's or poem's
form or structure (e.g., soliloquy,
sonnet) contributes to its meaning,
mood and tone. (Adapted from CCSS:
RL.7.5)
f. Compare and contrast the structure
of two or more texts and analyze how
the differing structure of each text
contributes to its meaning, style, and
intended effect on audience.
(Adapted from CCSS: RL.8.5)
g. Explain how an author develops
the point of view of the narrator or
speaker in a text. (CCSS: RL.6.6)
g. Analyze how an author develops
and contrasts the points of view of
different characters or narrators in a
text. (CCSS: RL.7.6)
g. Analyze how differences in the
points of view of the characters and the
audience or reader (e.g., created
through the use of dramatic irony)
create such effects as suspense or
humor. (CCSS: RL.8.6)
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
h. Compare and contrast the
experience of reading a story, drama,
or poem to listening to or viewing an
audio, video, or live version of the text,
including contrasting what is “seen"
and "heard" when reading the text to
what perceived when listening or
watching; judge, and support by
citing specific literary and/or
media-based elements, which
medium is most effective based on
audience and purpose. (Adapted
from CCSS: RL.6.7)
h. Compare and contrast a written
story, drama, or poem to its audio,
filmed, staged, or multimedia version,
analyzing the effects of techniques
unique to each medium (e.g., lighting,
sound, color, or camera focus and
angles in a film); judge, and support
by citing specific literary and/or
media-based elements, which
medium is most effective based on
audience and purpose. (Adapted
from CCSS: RL.7.7)
h. Analyze the extent to which a
filmed or live production of a story or
drama stays faithful to or departs from
the text or script, evaluating the
choices made by the director or actors;
judge and support by citing specific
literary and performance/mediabased elements, which medium is
most effective based on audience
and purpose. (Adapted from CCSS:
RL.8.7)
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BVSD Curriculum Essentials
21
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
i. Compare and contrast texts in
different forms or genres (e.g., stories
and poems; historical novels and
fantasy stories) in terms of their
approaches to similar themes and
topics; analyze what makes a
particular genre distinct and wellsuited for a particular content.
(Adapted from CCSS: RL.6.9)
i. Compare and contrast a fictional
portrayal of a time, place, or character
and a historical account of the same
period as a means of understanding
how authors of fiction use or alter
history; analyze how each of the two
genres prioritize certain
information. (Adapted from CCSS:
RL.7.9)
i. Analyze how a modern work of
fiction draws on references or allusions
in the form of themes, patterns of
events, or character types from myths,
traditional stories, or religious works
such as the Bible, including describing
how the material is rendered new;
examine how and why the author
uses references and allusions to
affect audience and purpose.
(Adapted from CCSS: RL.8.9)
j. Use questions and simple graphic
organizers to clarify, track and extend
comprehension of literature.
j. Create and use various outline
formats to track events, setting
changes, and character
development in a piece of
literature.
j. Find, create, and use graphic
organizers and note-taking formats
while reading to map relationships
among implied or explicit ideas or
viewpoints.
k. Develop and share interpretations
of literary works of personal interest.
k. Develop and share interpretations
of literary works of personal interest.
k. Develop and share interpretations
of literary works of personal interest.
l. Recognize elements of myth,
fable, and fairytale as they appear
in contemporary literary works.
l. Recognize, compare and
contrast distinct features of
literature from various world
cultures.
l. Recognize elements of
traditional, classical, and
contemporary works of literature in
society, especially in the way these
elements reveal lingering and also
changing cultural values
m. Recognize elements of a primary
source document in other works of
literature.
m. Recognize elements of a primary
source document in other works of
literature.
m. Relate a literary work to
primary source documents of its
literary period or historical setting.
Range of Reading and
Complexity of Text :
Range of Reading and
Complexity of Text :
Range of Reading and
Complexity of Text :
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BVSD Curriculum Essentials
22
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
n. By the end of the year, read,
comprehend, and analyze literature,
including stories, dramas, and poems,
in the grades 6-8 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (Adapted
from CCSS: RL.6.10)
n. By the end of the year, read,
comprehend, and analyze literature,
including stories, dramas, and poems,
in the grades 6-8 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (Adapted
from CCSS: RL.7.10)
n. By the end of the year, read,
comprehend, and analyze literature,
including stories, dramas, and poems,
at the high end of grades 6-8 text
complexity band independently and
proficiently. (Adapted from CCSS:
RL.8.10)
Use textual evidence to
support summary , analysis
and evaluation of
informational and persuasive
texts
Key Ideas and Details:
Use textual evidence to
support summary , analysis
and evaluation of
informational and persuasive
texts
Key Ideas and Details:
Use textual evidence to
support summary , analysis
and evaluation of
informational and persuasive
texts
Key Ideas and Details:
a. Cite textual evidence to support
analysis of what the text says explicitly
as well as inferences drawn from the
text. (CCSS: RI.6.1)
a. Cite multiple pieces of textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
(Adapted from CCSS: RI.7.1)
a. Cite the textual evidence that most
directly and strongly supports an
analysis of what the text says explicitly
as well as identify inferences that
originate in specific text details.
(Adapted from CCSS: RI.8.1)
b. Determine a central idea of a text
and how it is conveyed through
particular details; provide a summary of
the text distinct from personal opinions
or judgments. (CCSS: RI.6.2)
b. Determine two or more central
ideas in a text and analyze their
parallel development over the course
of the text; provide an objective
summary of the text. (Adapted from
CCSS: RI.7.2)
b. Determine a central idea of a text
and analyze its development over the
course of the text, including its
relationship to supporting ideas;
provide an objective summary and
commentary of the text. (Adapted
from CCSS: RI.8.2)
c. Analyze in detail how a key
individual, event, or idea is introduced,
illustrated, and elaborated in a text
(e.g., through examples or anecdotes).
(CCSS: RI.6.3)
c. Analyze the interactions between
individuals, events, and ideas in a text
(e.g., how ideas influence individuals or
events, or how individuals influence
ideas or events). (CCSS: RI.7.3)
c. Analyze how and why a text
makes connections among and
distinctions between individuals, ideas,
or events (e.g., through comparisons,
analogies, or categories). (Adapted
from CCSS: RI.8.3)
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BVSD Curriculum Essentials
23
Standard & Advanced 6th
Craft and Structure:
Standard & Advanced 7th
Craft and Structure:
Standard & Advanced 8th
Craft and Structure:
d. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the
impact of specific word choice on
meaning and tone. (Adapted from
CCSS: RI.6.4)
d. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact
of a specific word choice on meaning
and tone, including analogies or
allusions to other texts. (Adapted
from CCSS: RI.7.4)
d. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact
of specific word choices on meaning and
tone, including analogies or allusions to
other texts, and rhetorical strategies
used. (Adapted from CCSS: RI.8.4)
e. Analyze how a particular sentence,
paragraph, chapter, or section fits into
the overall structure of a text and
contributes to the development of the
minor and major ideas. (Adapted
from CCSS: RI.6.5)
e. Analyze both the text structure
and graphical representations an
author uses to organize a text and
graphic information, including how
the major sections contribute to the
whole and to the development of the
ideas. (Adapted from CCSS: RI.7.5)
e. Analyze in detail the structure of a
specific paragraph in a text, including
the role of particular sentences and
word arrangements in developing
and refining a key concept. (Adapted
from CCSS: RI.8.5)
f. Determine an author's point of view
or purpose in a text and explain how it
is conveyed in both smaller sections
and the entire whole of the text.
(Adapted from CCSS: RI.6.6)
f. Determine an author's point of view
and purpose in a text and analyze how
the author distinguishes his or her
position from that of others. (Adapted
from CCSS: RI.7.6)
f. Determine an author's point of view
and purpose in a text and analyze how
the author acknowledges and responds
to conflicting evidence or viewpoints.
(Adapted from CCSS: RI.8.6)
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
g. Using specific texts, integrate
information presented in different
media or formats (e.g., visually,
quantitatively) as well as in words to
develop a coherent understanding of a
topic or issue. (Adapted from CCSS:
RI.6.7)
g. Compare and contrast a text to an
audio, video, or multimedia version of
the text, analyzing and evaluating the
effectiveness of each medium's
portrayal of the subject (e.g., how the
delivery of a speech affects the impact
of the words). (Adapted from CCSS:
RI.7.7)
g. Using specific texts to compare
and contrast, evaluate the advantages
and disadvantages of using different
mediums (e.g., print or digital text,
video, multimedia) to present a
particular topic or idea. (Adapted from
CCSS: RI.8.7)
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BVSD Curriculum Essentials
24
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
h. Trace and evaluate the argument
and specific claims in a text,
distinguishing claims that are supported
by reasons and evidence from claims
that are not. (CCSS: RI.6.8)
h. Trace and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is sound and the
evidence is relevant and sufficient to
support the claims. (CCSS: RI.7.8)
h. Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is
sound and the evidence is relevant and
sufficient; recognize when irrelevant
evidence is introduced. (CCSS: RI.8.8)
i. Compare and contrast one author's
presentation of events with that of
another (e.g., a memoir written by and
a biography on the same person);
produce criteria that could be used
to evaluate the effectiveness of the
texts under study. (Adapted from
CCSS: RI.6.9)
i. Analyze how two or more authors
writing about the same topic shape
their presentations of key information
by emphasizing different evidence or
advancing different interpretations of
facts; produce criteria that could be
used to evaluate the effectiveness
of the texts under study. (Adapted
from CCSS: RI.7.9)
i. Analyze a case in which two or
more texts provide conflicting
information on the same topic and
identify where the texts disagree on
matters of fact or interpretation;
produce criteria that could be used
to evaluate the effectiveness of the
texts under study (e.g. Civil Rights
Movement texts: King’s “Letter
from Birmingham Jail,” and “A Call
for Unity.” (Adapted from CCSS:
RI.8.9)
j. Use and organize information
from text and text features (such as
timeline, diagram, captions, glossary,
index) to answer questions, deepen
understanding, or perform specific
tasks.
j. Organize and synthesize
information from text and text
features (such as timeline,
diagram, captions, glossary, index)
to answer questions, deepen
understanding, or perform specific
tasks.
j. Use flexible reading and notetaking strategies (annotating the
text, outlining, diagraming,
skimming, scanning, key word
search) to organize, answer
questions, deepen understanding,
or perform specific tasks.
k. Organize and synthesize
information from multiple sources,
determining the relevance of
information.
k. Organize and synthesize
information from multiple sources,
determining the relevance of
information supported by text-based
evidence.
k. Identify and interpret author’s
choice of expository, narrative,
persuasive, or descriptive modes to
convey a message.
l. Locate, interpret and explain
informational texts of personal interest.
l. Locate, analyze and explain
informational texts of personal interest.
l. Locate, analyze and present
informational texts of personal interest.
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BVSD Curriculum Essentials
25
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
Range of Reading and Level of
Text Complexity:
Range of Reading and Level of
Text Complexity:
Range of Reading and Level of
Text Complexity:
m. By the end of the year, read and
comprehend literary nonfiction in the
grades 6-8 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RI.6.10)
m. By the end of the year, read and
comprehend literary nonfiction in the
grades 6-8 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RI.7.10)
m. By the end of the year, read and
comprehend literary nonfiction at the
high end of the grades 6-8 text
complexity band independently and
proficiently. (CCSS: RI.8.10)
Analyze word relationships
within literary, persuasive,
and informational texts to
learn grade-appropriate
conversational, general
academic and contentspecific words and phrases.
Analyze word relationships
within literary, persuasive,
and informational texts to
learn grade-appropriate
conversational, general
academic and contentspecific words and phrases.
Analyze word relationships
within literary, persuasive,
and informational texts to
learn grade-appropriate
conversational, general
academic and contentspecific words and phrases.
Vocabulary Acquisition and
Use:
Vocabulary Acquisition and
Use:
Vocabulary Acquisition and
Use:
a. Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 6 reading
and content, choosing flexibly from a
range of strategies. (CCSS: L.6.4)
a. Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 7 reading
and content, choosing flexibly from a
range of strategies. (CCSS: L.7.4)
a. Determine or clarify the meaning
of unknown and multiple-meaning
words or phrases based on grade 8
reading and content, choosing flexibly
from a range of strategies. (CCSS:
L.8.4)
i. Use context (e.g., the
overall meaning of a sentence or
paragraph; a word's position or function
in a sentence) as a clue to the meaning
of a word or phrase. (CCSS: L.6.4a)
i. Use context (e.g., the
overall meaning of a sentence or
paragraph; a word's position or function
in a sentence) as a clue to the meaning
of a word or phrase. (CCSS: L.7.4a)
i. Use context (e.g., the
overall meaning of a sentence or
paragraph; a word's position or function
in a sentence) as a clue to the meaning
of a word or phrase. (CCSS: L.8.4a)
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Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
ii. Use common, gradeappropriate Greek or Latin affixes and
roots as clues to the meaning of a word
(e.g., audience, auditory, audible).
(CCSS: L.6.4b)
ii. Use common, gradeappropriate Greek or Latin affixes and
roots as clues to the meaning of a word
(e.g., belligerent, bellicose, rebel).
(CCSS: L.7.4b)
ii. Use common, gradeappropriate Greek or Latin affixes and
roots as clues to the meaning of a word
(e.g., precede, recede, secede). (CCSS:
L.8.4b)
iii. Consult reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to
find the pronunciation of a word or
determine or clarify its precise meaning
or its part of speech. (CCSS: L.6.4c)
iii. Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning or its part of
speech. (CCSS: L.7.4c)
iii. Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning or its part of
speech. (CCSS: L.8.4c)
iv. Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the
inferred meaning in context or in a
dictionary). (CCSS: L.6.4d)
iv. Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the
inferred meaning in context or in a
dictionary). (CCSS: L.7.4d)
iv. Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the
inferred meaning in context or in a
dictionary). (CCSS: L.8.4d)
v. Make connections back to
previous sentences and ideas to resolve
problems in comprehension
v. Use the tone of a passage
to determine an approximate meaning
of a word
v. Select and employ
strategies to persist when encountering
unknown or ambiguous words or
difficult passages
vi. Employ synonyms or
antonyms gleaned from a passage to
provide an approximate meaning of a
word
vi. Differentiate between
primary and secondary meanings of
words
vi. Explain how authors use
language to influence audience
perceptions of events, people, and
ideas
vii. Explain how word choice
and sentence structure are used to
achieve specific effects (such as tone,
voice, and mood)
vii. Explain how and
determine the effectiveness of word
choice and sentence structure are used
to achieve specific effects (such as
tone, voice, and mood)
vii. Explain how and
determine the effectiveness of word
choice and sentence structure are used
to achieve specific effects (such as
tone, voice, mood, and distinctive
style).
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Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
b. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.6.5)
b. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCCS:
L.7.5)
b. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.8.5)
i. Interpret figures of speech
(e.g., personification) in context.
(CCSS: L.6.5a)
i. Interpret figures of speech
(e.g., literary, biblical, and mythological
allusions) in context. (CCCS: L.7.5a)
i. Interpret figures of speech
(e.g. verbal irony, puns) in context.
(CCSS: L.8.5a)
ii. Use the relationship
between particular words (e.g.,
cause/effect, part/whole,
item/category) to better understand
each of the words. (CCSS: L.6.5b)
ii. Use the relationship
between particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words. (CCCS:
L.7.5b)
ii. Use the relationship
between particular words to better
understand each of the words. (CCSS:
L.8.5b)
iii. Distinguish among the
connotations (associations) of words
with similar denotations (definitions)
(e.g., stingy, scrimping, economical,
unwasteful, thrifty). (CCSS: L.6.5c)
iii. Distinguish among the
connotations (associations) of words
with similar denotations (definitions)
(e.g., refined, respectful, polite,
diplomatic, condescending). (CCCS:
L.7.5c)
iii. Distinguish among the
connotations (associations) of words
with similar denotations (definitions)
(e.g., bullheaded, willful, firm,
persistent, resolute). (CCSS: L.8.5c)
iv. Understand that
language represents and constructs
how readers perceive events,
people, groups, and ideas;
recognize positive and negative
implications of language and
identify how it can affect readers in
different ways.
iv. Understand that language
represents and constructs how readers
perceive events, people, groups, and
ideas; recognize positive and negative
implications of language and identify
how it can affect readers in different
ways.
iv. Understand that
language represents and constructs
how readers perceive events,
people, groups, and ideas;
recognize positive and negative
implications of language and
identify how it can affect readers in
different ways.
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Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
c. Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase important
to comprehension or expression.
(CCSS: L.6.6)
c. Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase important
to comprehension or expression.
(CCSS: L.7.6)
c. Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase important
to comprehension or expression.
(CCSS: L.8.6)
Writing and Composition GLEs
Standard & Advanced 6th
With awareness of audience
and purpose, compose
narrative writing
Text Types and Purposes:
Standard & Advanced 7th
With awareness of audience
and purpose, compose
narrative writing
Text Types and Purposes:
Standard & Advanced 8th
With awareness of audience
and purpose, compose
narrative writing
Text Types and Purposes:
a. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences. (CCSS: W.6.3)
a. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences. (CCSS: W.7.3)
j. Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences. (CCSS: W.8.3)
i. Engage and orient the
reader by establishing a context and
introducing a narrator and/or
characters; organize an event sequence
that unfolds naturally and logically;
writer experiments with different
types of conflict in story
development. (Adapted from CCSS:
W.6.3a)
i. Engage and orient the
reader by establishing a context and
point of view and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally and
logically; writer experiments with
various plot elements, such as
foreshadowing, red-herring, false
climax. (Adapted from CCSS: W.7.3a)
i. Engage and orient the
reader by establishing a context and
point of view and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally and
logically; writer experiments with
internal and external character
development. (Adapted from CCSS:
W.8.3a)
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Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
ii. Use narrative techniques,
such as dialogue, pacing, and
description, to develop experiences,
events, and/or characters. Writer
experiments with two narrators.
(Adapted from CCSS: W.6.3b)
ii. Use narrative techniques,
such as dialogue, pacing, and
description, to develop experiences,
events, and/or characters. Writer
experiments with possible
influences that shape a narrator’s
perspective. (Adapted from CCSS:
W.7.3b)
ii. Use narrative techniques,
such as dialogue, pacing, description,
and reflection, to develop experiences,
events, and/or characters. Writer
experiments with multiple
narrators. (Adapted from CCSS:
W.8.3b)
iii. Use a variety of transition
words, phrases, and clauses, and
techniques to convey sequence and
signal shifts from one time frame or
setting to another. (Adapted from
CCSS: W.6.3c)
iii.
Use a variety of
transition words, phrases, clauses, and
techniques to convey sequence and
signal shifts from one time frame or
setting to another, and show the
relationship between experiences
and events. (Adapted from CCSS:
W.7.3c)
iii. Use a variety of transition
words, phrases, clauses, and
techniques to convey sequence, signal
shifts from one time frame or setting to
another, and show the relationships
among experiences and events.
(adapted from CCSS: W.8.3c)
iv. Use precise words and
phrases, relevant descriptive details,
and sensory language to convey
experiences and events. Writer
experiments with techniques to
develop author’s style. (Adapted
from CCSS: W.6.3d)
iv. Use precise words and
phrases, relevant descriptive details,
and sensory language to capture the
action and convey experiences and
events. Writer experiments with
techniques to develop author’s
style and tone. (Adapted from CCSS:
W.7.3d)
iv. Use precise words and
phrases, relevant descriptive details,
and sensory language to capture the
action and convey experiences and
events. Writer experiments with
techniques to develop author’s
style and tone. (Adapted from
CCSS: W.8.3d)
v. Provide a conclusion that
follows from the narrated experiences
or events. (CCSS: W.6.3e)
v. Provide a conclusion that
follows from and reflects on the
narrated experiences or events. (CCSS:
W.7.3e)
v. Provide a conclusion that
follows from and reflects on the
narrated experiences or events, and
reflects on the theme.( Adapted
from CCSS: W.8.3e)
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Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
b. Use a range of poetic techniques
(alliteration, onomatopoeia, rhyme
scheme); figurative language (simile,
metaphor, personification); and graphic
elements (capital letters, line length,
word position) to express personal or
narrative voice in texts
b. Write using poetic techniques
(alliteration, onomatopoeia, rhyme
scheme, repetition); figurative language
(simile, metaphor, personification); and
graphic elements (capital letters, line
length, word position) typical of the
chosen genre.
b. Write using poetic techniques
(alliteration, onomatopoeia); figurative
language (simile, metaphor,
personification, hyperbole); and graphic
elements (capital letters, line length,
word position) for intended effect, and
through voice and tone influence
readers' perceptions
c. Use a range of planning strategies
to organize ideas, and generate
descriptive and sensory details (outline,
web, free write, graphic organizers, list,
etc).
c. Use a range of planning strategies
to organize ideas, and generate
descriptive and sensory details
(outline, web, free write, graphic
organizers, list, etc).
c. Use a variety of planning
strategies and research to bring
coherence and authenticity to a
piece of writing
d. Use word choice, sentences
structure, and sentence length to create
voice and tone in writing.
d. Express voice and tone and
influence reader’s perceptions by
varying vocabulary, sentence structure,
and descriptive details.
d. Express voice and tone and
influence reader’s perceptions by
varying vocabulary, sentence structure,
and descriptive details.
e. Revise and edit writing to
strengthen clarity, fluency, ideas,
vividness of voice, tone, organization,
and conventions.
e. Revise and edit writing to
strengthen clarity, fluency, ideas,
vividness of voice, tone, organization,
and conventions.
e. Revise and edit writing to
strengthen clarity, fluency, ideas,
vividness of voice, tone, organization,
and conventions.
f. Using specific criteria, engage in
self-evaluation and peer review to
explain strengths and weakness of
one’s own writing and the writing of
others.
f. Using specific criteria, engage in
self-evaluation and peer review to
explain strengths and weakness of
one’s own writing and the writing of
others.
f. Using specific criteria, engage in
self-evaluation and peer review to
explain strengths and weakness of
one’s own writing and the writing of
others.
g. As writers, use mentor
text/authors to help craft appropriate
technique.
g. As writers, use mentor
text/authors to help craft appropriate
technique.
g. As writers, use mentor
text/authors to help craft appropriate
technique.
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Standard & Advanced 6th
Standard & Advanced 7th
h. Use a range of appropriate
genre features (engaging plot,
dialogue, stanza breaks) to develop
and organize texts.
h. Use a range of appropriate
genre features (engaging plot,
dialogue, stanza breaks) to develop
and organize texts.
h. Use a range of appropriate
genre features (engaging plot,
dialogue, stanza breaks) to
develop, organize, and manipulate
texts.
i. Establish and maintain a
controlling idea appropriate to
audience and purpose.
i. Establish and maintain a
controlling idea appropriate to
audience and purpose.
i. Establish and maintain a
controlling idea (revealed both
explicitly and implicitly)
appropriate to audience and
purpose.
With awareness of audience
and purpose, compose
persuasive and informational
writing
Text Types and Purposes:
With awareness of audience
and purpose, compose
persuasive and informational
writing
Text Types and Purposes:
With awareness of audience
and purpose, compose
persuasive and informational
writing
Text Types and Purposes:
a. Write arguments to support claims
with clear reasons and relevant
evidence. (CCSS: W.6.1)
a. Write arguments to support claims
with clear reasons and relevant
evidence. (CCSS: W.7.1)
a. Write arguments to support claims
with clear reasons and relevant
evidence. (CCSS: W.8.1)
i. Introduce claim(s),
acknowledge alternate or opposing
claims and organize the reasons and
evidence clearly and logically. (CCSS:
W.6.1a)
i. Introduce claim(s),
acknowledge and distinguish from
alternate or opposing claims, and
organize the reasons and evidence
clearly and logically. (CCSS: W.7.1a)
i. Introduce precise claim(s),
acknowledge and distinguish the
claim(s) from alternate or opposing
claims, and organize the reasons and
evidence logically and powerfully.
(CCSS: W.8.1a)
ii. Support claim(s) with clear
reasons and relevant evidence, using
credible sources and demonstrating a
thorough understanding of the topic or
text. (CCSS: W.6.1b)
ii. Support claim(s) with
logical reasoning and relevant evidence,
using accurate, credible sources and
demonstrating a thorough
understanding of the topic or text, and
possible counter claims. (CCSS:
W.7.1b)
ii. Develop claim(s) and
counter claims with logical reasoning
and relevant evidence, using accurate,
credible sources and demonstrating an
understanding of the topic or text.
(CCSS: W.8.1b)
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32
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
iii. Use words, phrases, and
clauses to create cohesion and clarify
the relationships among claim(s) and
reasons. (CCSS: W.6.1c)
iii. Use words, phrases, and
clauses to create cohesion and clarify
the relationships among claim(s),
counter claims, reasons, and
evidence. (CCSS: W.7.1c)
iii. Use words, phrases, and
clauses to create cohesion and clarify
the relationships among claim(s),
counterclaims, reasons, and evidence.
(CCSS: W.8.1c)
iv. Establish and maintain a
formal style. (CCSS: W.6.1d)
iv. Establish and maintain a
formal style. (CCSS: W.7.1d)
iv. Establish and maintain a
formal style and objective tone.
(CCSS: W.8.1d)
v. Provide a concluding
statement or section that follows from
the argument presented. (CCSS:
W.6.1e)
v. Provide a concluding
statement or section that follows from
and supports the argument presented.
(CCSS: W.7.1e)
v. Provide a concluding
statement or section that follows from
and supports the argument presented.
(CCSS: W.8.1e)
vi.
Identify and use
several effective arguments in a
piece of writing intended to
persuade an audience.
vi.
Explain and imitate
emotional appeals and logical used by
writers who are trying to persuade an
audience.
vi.
Explain and imitate
emotional, logical and moral appeals
used by writers who are trying to
persuade an audience.
vii.
Demonstrate
awareness of audience expectations
and possible bias when writing a piece
of informational or persuasive writing.
vii.
Demonstrate
awareness of audience expectations
and possible bias when writing a piece
of informational or persuasive writing.
vii.
Demonstrate
awareness of audience expectations
and possible bias when writing a piece
of informational or persuasive writing.
viii. Demonstrate awareness
of of own possible bias when writing a
piece of informational or persuasive
writing.
viii.
Demonstrate
awareness of own possible bias when
composing a piece of informational or
persuasive writing.
viii.
Demonstrate
awareness of own possible bias when
composing a piece of informational or
persuasive writing.
ix. Revise ideas and
structure to improve depth of
argument/information and logic of
organization; identify persuasive
elements in peer’s writing and critique
the effectiveness.
ix. Revise ideas and
structure to improve depth of
argument/information and logic of
organization; identify persuasive
elements in peer’s writing and critique
the effectiveness.
ix. Revise ideas and
structure to improve depth of
argument/information and logic of
organization; identify persuasive
elements in peer’s writing and critique
the effectiveness.
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Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
x. Explain and imitate
effective persuasive writing used by
writers who are trying to persuade an
audience.
x. Explain and imitate
effective persuasive writing, especially
the emotional and logical appeals used
by writers who are trying to persuade
an audience.
x. Explain and imitate
effective persuasive writing, especially
the emotional, logical, and moral
appeals used by writers who are trying
to persuade an audience.
xi. Use a personal interest
as a topic for writing to explain or to
persuade.
xi. Use a personal interest
as a topic for writing to explain or to
persuade for an authentic audience
based on personal interest (e.g.
letter to the editor, a speech).
xi. Select and use
appropriate rhetorical techniques (such
as asking questions, using humor, etc.)
to inform or to persuade an
authentic audience based on
personal interest (e.g. letter to the
editor, a speech).
b. Write informative/explanatory texts
to examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content. (CCSS: W.6.2)
b. Write informative/explanatory texts
to examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content. (CCSS: W.7.2)
b. Write informative/explanatory texts
to examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content. (CCSS: W.8.2)
i. Introduce a topic; organize
ideas, concepts, and information, using
strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension. (CCSS: W.6.2a)
i. Introduce a topic clearly,
previewing what is to follow; organize
ideas, concepts, and information, using
strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension. (CCSS: W.7.2a)
i. Introduce a topic clearly,
previewing what is to follow; organize
ideas, concepts, and information into
broader categories; include formatting
(e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension. (CCSS: W.8.2a)
ii. Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other information
and examples. (CCSS: W.6.2b)
ii. Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other information
and examples. (CCSS: W.7.2b)
ii. Develop the topic with
relevant, well-chosen facts, definitions,
concrete details, quotations, or other
information and examples. (CCSS:
W.8.2b)
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Standard & Advanced 6th
Standard & Advanced 7th
iii. Use appropriate transitions
to create cohesion and clarify the
relationships among ideas and
concepts. (Adapted from CCSS: W.6.2c)
iii. Use appropriate transitions
to create cohesion and clarify the
relationships among ideas, concepts,
and link ideas in a compelling
sequence. (Adapted from CCSS:
W.7.2c)
iii. Use appropriate and
varied transitions to create cohesion
and clarify the relationships among
ideas and concepts, and establish
clear connections among
supporting details. (Adapted from
CCSS: W.8.2c)
iv. Use precise language and
domain-specific vocabulary to inform
about or explain the topic. (CCSS:
W.6.2d)
iv. Use precise language and
domain-specific vocabulary to inform
about or explain the topic. (CCSS:
W.7.2d)
iv. Use precise language and
domain-specific vocabulary to inform
about or explain the topic; elaborate
to give using detail, adding depth,
and continuing the flow of an idea.
(Adapted from CCSS: W.8.2d)
v. Establish and maintain a
formal style and objective tone.
(Adapted from CCSS: W.6.2e)
v. Establish and maintain a
formal style and objective tone.
(Adapted from CCSS: W.7.2e)
v. Establish and maintain a
formal style and objective tone
appropriate for a specified audience
and purpose. (Adapted from CCSS:
W.8.2e)
vi. Provide a concluding
statement or section that follows from
the information or explanation
presented and offers insight into the
main idea. (Adapted from CCSS:
W.6.2f)
vi. Provide a concluding
statement or section that follows from,
supports and offers insight into the
information or explanation presented.
(Adapted from CCSS: W.7.2f)
vi. Provide a concluding
statement or section that follows from,
supports and offers insight into the
information or explanation presented.
(Adapted from CCSS: W.8.2f)
c. Write and revise multi-paragraph
compositions that have clear topic
development, logical organization,
effective use of detail, and variety in
sentence structure.
c. Develop and revise multiparagraph texts that explain a process;
define a problem and offer a solution;
or support an opinion.
c. Revise multi-paragraph texts that
develop a central idea through
comparison, show cause and effect, or
support a point; elaborate to give
detail, add depth, and continue the flow
of an idea.
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35
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
d. Recognize that writers use
organization and details to
communicate their purpose
d. Explain how and why writers use
organization and details to
communicate their purpose
d. Evaluate the effectiveness and
importance of organization and wellchosen details in communicating the
author’s purpose
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law)
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law)
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law)
f. Write and justify a personal
interpretation of literary or
informational text that includes a
thesis, supporting details from the
literature, and a conclusion.
Use the recursive process of
writing, including revising
and editing for clarity and
grammar and conventions
use, to produce well-written
documents for specific
purposes and audiences
Production and Distribution of
Writing:
Use the recursive process of
writing, including revising
and editing for clarity and
grammar and conventions
use, to produce well-written
documents for specific
purposes and audiences
Production and Distribution of
Writing:
Use the recursive process of
writing, including revising
and editing for clarity and
grammar and conventions
use, to produce well-written
documents for specific
purposes and audiences
Production and Distribution of
Writing:
a. Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task,
purpose, and audience. (Grade-specific
expectations for writing types are
defined in grade level expectations 1
and 2 above.) (CCSS: W.6.4)
a. Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task,
purpose, and audience. (CCSS: W.7.4)
a. Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task,
purpose, and audience. (CCSS: W.8.4)
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Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
b. With some guidance and support
from peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting, or
trying a new approach. (CCSS: W.6.5)
b. With some guidance and support
from peers and adults, develop and
strengthen writing by planning,
revising, editing, rewriting, or trying a
new approach, focusing on how well
purpose and audience have been
addressed. (CCSS.W.7.5)
b. With some guidance and support
from peers and adults, develop and
strengthen writing by planning,
revising, editing, rewriting, or trying a
new approach, focusing on how well
purpose and audience have been
addressed. (CCSS: W.8.5)
i. Employ a range of
planning strategies to generate
descriptive and sensory details and
informational organization (webbing,
free writing, graphic organizers,
backward planning using a mentor
text)
i. Use a variety of planning
strategies to generate and organize
ideas (such as brainstorming, mapping,
graphic organizers, backward
planning using a mentor text)
i. Use planning strategies to
select and narrow topics (continually
reconnect plan to prompt and
purpose).
ii. Analyze writing to
improve clarity of paragraphs,
transitions, vocabulary and information
to enhance the central idea
ii. Revise writing to
strengthen the clarity and vividness of
voice, tone, and ideas
ii. Analyze and revise
writing to strengthen the clarity of the
message and vividness of voice, tone,
and ideas
c. Use technology, including the
Internet, to produce and publish writing
as well as to interact and collaborate
with others; demonstrate sufficient
command of keyboarding skills to type
a minimum of three pages in a single
sitting. (CCSS: W.6.6)
c. Use technology, including the
Internet, to produce and publish writing
and link to and cite sources as well as
to interact and collaborate with others,
including linking to and citing sources.
(CCSS: W.7.6)
c. Use technology, including the
Internet, to produce and publish writing
and present the relationships between
information and ideas efficiently as well
as to interact and collaborate with
others. (CCSS: W.8.6)
Conventions of Standard
English:
Conventions of Standard
English:
Conventions of Standard
English:
d. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.6.1)
d. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.7.1)
d. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.8.1)
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BVSD Curriculum Essentials
37
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
i. Ensure that pronouns are in
the proper case (subjective, objective,
possessive). (CCSS: L.6.1a)
i. Explain the function of
phrases and clauses in general and
their function in specific sentences.
(CCSS: L.7.1a)
i. Explain the function of
verbals (gerunds, participles, infinitives)
in general and their function in
particular sentences. (CCSS: L.8.1a)
ii. Use intensive pronouns
(e.g., myself, ourselves). (CCSS:
L.6.1b)
ii. Choose among simple,
compound, complex, and compoundcomplex sentences to signal differing
relationships among ideas. (CCSS:
L.7.1b)
ii. Form and use verbs in the
active and passive voice. (CCSS:
L.8.1b)
iii. Recognize and correct
inappropriate shifts in pronoun number
and person. (CCSS: L.6.1c)
iii. Place phrases and clauses
within a sentence, recognizing and
correcting misplaced and dangling
modifiers. (CCSS: L.7.1c)
iii. Form and use verbs in the
indicative, imperative, interrogative,
conditional, and subjunctive mood.
(CCSS: L.8.1c)
iv. Recognize and correct
vague pronouns (i.e., ones with unclear
or ambiguous antecedents). (CCSS:
L.6.1d)
iv. Recognize and correct
vague pronouns (i.e., ones with unclear
or ambiguous antecedents). (CCSS:
L.6.1d)
iv. Recognize and correct
inappropriate shifts in verb voice and
mood. (CCSS: L.8.1d)
v. Recognize variations from
standard English in their own and
others' writing and speaking, and
identify and use strategies to improve
expression in conventional language.
(CCSS: L.6.1e)
v. Write and punctuate
compound and complex sentences
correctly
v. Use comparative and
superlative adjectives and adverbs
correctly in sentences
vi. Identify fragments and
run-ons and revise sentences to
eliminate them
vi. Vary sentences using
prepositional phrases, ensuring that
subjects and verbs agree in the
presence of intervening phrases
vi. Combine sentences with
subordinate conjunctions
vii. Use coordinating
conjunctions in compound sentences
vii. Use pronoun-antecedent
agreement including indefinite pronouns
vii. Use subject-verb
agreement with intervening phrases
and clauses
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BVSD Curriculum Essentials
38
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
viii. Maintain consistent verb
tense within paragraph
viii. Write with consistent verb
tense across paragraphs
viii. Identify main and
subordinate clauses and use that
knowledge to write varied, strong,
correct, complete sentences
ix. Choose adverbs to
describe verbs, adjectives, and other
adverbs
ix. Use adjectives and
adverbs correctly in sentences to
describe verbs, adjectives, and other
adverbs
ix. Use adjectives and
adverbs correctly in sentences to
describe verbs, adjectives, and other
adverbs
x. Combine sentences with
coordinate conjunctions
x. Combine sentences with
coordinate conjunctions
xi. Improve word choice by
using a variety of references, such as a
thesaurus
xi. Improve word choice by
using a variety of references, such as a
thesaurus
e. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.6.2)
e. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.7.2)
e. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.8.2)
i. Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical elements.
(CCSS: L.6.2a)
i. Use a comma to separate
coordinate adjectives (e.g., “It was a
fascinating, enjoyable movie.” Not, “He
wore an old[,] green shirt.”). (CCSS:
L.7.2a)
i. Use punctuation (comma,
ellipsis, dash) to indicate a pause or
break. (CCSS: L.8.2a)
ii. Spell correctly. (CCSS:
L.6.2b)
ii. Spell correctly. (CCSS:
L.7.2b)
ii. Spell correctly. (CCSS:
L.8.2c)
iii. Format and punctuate
dialogue correctly
iv. Use an ellipsis to indicate
an omission. (CCSS: L.8.2b)
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BVSD Curriculum Essentials
39
Standard & Advanced 6th
Standard & Advanced 7th
Knowledge of Language:
Knowledge of Language:
Standard & Advanced 8th
Knowledge of Language:
f. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. (CCSS: L.6.3)
f. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. (CCSS: L.7.3)
f. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. (CCSS: L.8.3)
i. Vary sentence patterns for
meaning, reader/listener interest, and
style. (CCSS: L.6.3a)
i. Choose language that
expresses ideas precisely and concisely,
recognizing and eliminating wordiness
and redundancy. (CCSS: L.7.3a)
i. Use verbs in the active and
passive voice and in the conditional and
subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or
the action; expressing uncertainty or
describing a state contrary to fact).
(CCSS: L.8.3a)
ii. Maintain consistency in
style and tone. (CCSS: L.6.3b)
ii. Maintain consistency in
style and tone. (CCSS: L.6.3b)
ii. Maintain consistency in
style and tone. (CCSS: L.6.3b)
Range of Writing:
Range of Writing:
g. Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
(CCSS.W.6.10)
g. Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
(CCSS.W.7.10)
Range of Writing:
g. Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
(CCSS.W.8.10)
Researching and Reasoning GLEs
Standard & Advanced 6th
4/9/12
Standard & Advanced 7th
BVSD Curriculum Essentials
Standard & Advanced 8th
40
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
Conducts and shares
research by analyzing and
synthesizing information
from multiple sources
Research to Build and Present
Knowledge:
Conducts and shares
research by synthesizing
information from multiple
sources
Research to Build and Present
Knowledge:
Conducts and shares
research by synthesizing
information from multiple
sources
Research to Build and Present
Knowledge:
a. Conduct short research projects
to answer a question, drawing on
several sources and refocusing the
inquiry when appropriate. (CCSS:
W.6.7)
a. Conduct short research projects to
answer a question, drawing on several
sources and generating additional
related, focused questions for further
research and investigation. (CCSS:
W.7.7)
a. Conduct short research projects
to answer a question (including a selfgenerated question), drawing on
several sources and generating
additional related, focused questions
that allow for multiple avenues of
exploration. (CCSS: W.8.7)
b. Gather relevant information from
multiple print and digital sources;
assess the credibility of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and providing basic
bibliographic information for sources.
(CCSS: W.6.8)
b. Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation. (CCSS: W.7.8)
b. Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation. (CCSS: W.8.8)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS: W.6.9)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS: W.7.9)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, argument, and research.
(adapted from CCSS: W.8.9)
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BVSD Curriculum Essentials
41
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
i. Apply grade 6 Reading
standards to literature (e.g., "Compare
and contrast texts in different forms or
genres [e.g., stories and poems;
historical novels and fantasy stories] in
terms of their approaches to similar
themes and topics"). (CCSS: W.6.8a)
i. Apply grade 7 Reading
standards to literature (e.g., "Compare
and contrast a fictional portrayal of a
time, place, or character and a
historical account of the same period as
a means of understanding how authors
of fiction use or alter history"). (CCSS:
W.7.9a)
i.
Apply grade 8 Reading
standards to literature (e.g., "Analyze
how a modern work of fiction draws on
themes, patterns of events, or
character types from myths, traditional
stories, or religious works such as the
Bible, including describing how the
material is rendered new"). (adapted
from CCSS: W.8.a)
ii. Apply grade 6 Reading
standards to literary nonfiction (e.g.,
"Trace and evaluate the argument and
specific claims in a text, distinguishing
claims that are supported by reasons
and evidence from claims that are
not"). (CCSS: W.6.8b)
ii. Apply grade 7 Reading
standards to literary nonfiction (e.g.
"Trace and evaluate the argument and
specific claims in a text, assessing
whether the reasoning is sound and the
evidence is relevant and sufficient to
support the claims"). (CCSS: W.7.9b)
ii. Apply grade 8 Reading
standards to literary nonfiction (e.g.,
"Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is sound and the
evidence is relevant and sufficient;
recognize when irrelevant evidence is
introduced"). (CCSS: W.8.9b)
d. Prepare presentation of research
findings (written, oral, or a visual
product) for clarity of content and
effect, and grammatically correct use of
language, spelling, and mechanics, all
materials gathered and organized
to meet the expectations of the
intended audience and purpose.
d. Synthesize information from
multiple sources using logical
organization, effective supporting
evidence, and variety in sentence
structure, all assembled and crafted
to meet the expectations of the
intended audience and purpose.
d. Organize and present research
designed to meet the expectations
of the intended audience and purpose.
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BVSD Curriculum Essentials
42
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
e. Identify a topic for research,
develop the central idea or focus to
guide the research, and locate
appropriate resources.
e. Identify a topic for research,
developing the central idea or focus and
formulate open-ended research
questions and identify potential sources
of information (such as reference
materials, electronic media),
differentiating between primary and
secondary source materials.
e. Identify a topic for research,
developing the central idea or focus and
formulate open-ended research
questions and identify potential sources
of information (such as reference
materials, electronic media),
differentiating between and using
primary and secondary source
materials.
f. Locate specific information within
resources using indexes, tables of
contents, electronic search features,
key words, etc. Track and document
resources.
f. Collect, interpret, and analyze
relevant information; identify direct
quotes for use in the report and
information to summarize or
paraphrase that will support the thesis
or research question; document and
format sources correctly.
f. Document information and
quotations using a consistent format for
footnotes or endnotes; and use
standard bibliographic format to
document sources.
g. Use a range of print and non-print
sources (atlases, data bases, reference
materials, online and electronic
resources, and interviews, direct
observation) to locate information to
answer research questions.
g. Use organizational features of
electronic text (bulletin boards, search
engines, databases) to locate
information and obtain useful
information from standard news stories.
g. Use organizational features of
electronic text (bulletin boards, search
engines, databases) and advanced
search methods to locate
information and obtain useful
information from scholarly sources.
h. Follow established criteria for
evaluating accuracy, validity, and
usefulness of information.
h. Evaluate accuracy and usefulness
of information, and the credibility of the
sources used.
h. Differentiate between valid and
faulty generalizations and identify
common reasoning fallacies and
credibility in print and non-printed
sources.
i.
Select and organize information,
evidence, details, or quotations that
support the central idea or focus.
i. Write reports based on research
findings that include quotations,
footnotes, or endnotes, and use
standard bibliographic format to
document sources or a works cited
page.
i.
Write reports based on research
findings that include quotations,
footnotes, or endnotes, and use
standard bibliographic format to
document sources or a works cited
page; differentiate between
paraphrasing and using direct quotes in
a report.
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BVSD Curriculum Essentials
43
Standard & Advanced 6th
Standard & Advanced 7th
Standard & Advanced 8th
Recognize the implications
of bias and assumptions in
research
Recognize the implications
of biases and assumptions in
research and media
Recognize the implications
of biases and assumptions in
research and media
a. Determine strengths and
weaknesses of own and others’ thinking
by using criteria including relevance,
clarity, accuracy, fairness, significance,
depth, breadth, and logic.
a. Determine strengths and
weaknesses of own and others’ thinking
by using criteria including relevance,
clarity, accuracy, fairness, significance,
depth, breadth, and logic.
a. Determine and evaluate strengths
and weaknesses of own and others’
thinking by using criteria including
relevance, clarity, accuracy, fairness,
significance, depth, breadth, and logic.
b. Identify the natural tendency in
humans to use stereotypes, prejudices,
biases, and distortions.
b. Identify stereotypes, prejudices,
biases, and distortions in self and
thinking of others.
b. Identify stereotypes, prejudices,
biases, and distortions in self and
thinking of others.
c. Identify and articulate own
assumptions and bias and assumptions
and bias of others that underlie
inferences being made and assess those
assumptions for justifiability.
c. Identify and articulate own
assumptions and bias and assumptions
bias of others that underlie inferences
being made and assess those
assumptions for justifiability.
c. Identify and articulate own
assumptions and bias assumptions and
bias of others that underlie inferences
being made and assess those
assumptions for justifiability.
d. Identify the purpose or agenda of
media presentations and consider
alternative perspectives of various
media presentations.
d. Take a position on an issue and
support it using appropriate media to
demonstrate reasoning and explain
decisions in the creative process.
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BVSD Curriculum Essentials
44
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Speaking and Listening GLEs
Blue indicates the Grade Level Expectations (GLEs)
Note: Advanced expectations are noted in bold print
Prepare for and
communicate effectively
during oral presentations
Prepare for and
communicate effectively
during oral presentations
Prepare for and
communicate effectively by
sharing reasoning and varied
perspectives during oral
presentations
Presentation of Knowledge and
Ideas:
Presentation of Knowledge and
Ideas:
Presentation of Knowledge and
Ideas:
a.
Present information, findings, and
supporting evidence clearly, concisely,
and logically such that listeners can
follow the line of reasoning, and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task. (CCSS: SL.9-10.4)
a.
Present information, findings, and
supporting evidence clearly, concisely,
and logically such that listeners can
follow the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task. (CCSS: SL.9-10.4)
a.
Present information, findings, and
supporting evidence, conveying a clear
and distinct perspective, such that
listeners can follow the line of reasoning,
and the organization, development,
substance, and style are appropriate to
purpose and audience. (adapted from
CCSS: SL.11-12.4)
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BVSD Curriculum Essentials
45
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
b. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest. (CCSS: SL.9-10.5)
b. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest. (CCSS: SL.9-10.5);
demonstrate critical thinking,
innovation, and audience awareness
when choosing an effective mode of
presentation.
b. Make strategic use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance understanding
of findings, reasoning, and evidence and
to add interest. (CCSS: SL.11-12.5);
demonstrate critical thinking,
innovation, and audience awareness
when choosing an effective mode of
presentation.
c.
Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.(CCSS: SL.910.6)
c.
Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.(CCSS: SL.910.6)
c.
Adapt speech to a variety of
contexts and tasks, demonstrating a
command of formal English when
indicated or appropriate. (CCSS: SL.1112.6)
d. Define a position, select evidence
to support that position, and develop a
well-organized presentation to defend it.
d. Present a clear thesis, wellorganized claims, and data to
support that thesis.
d. Present a clear thesis, claims,
and data, and address alternate or
opposing perspectives to
demonstrate awareness of issue and
audience.
e. Use effective oral delivery skills,
including verbal and nonverbal
techniques, to persuade an audience
e. Make decisions about how to
establish credibility and appeal to
audiences by selecting organizational
structures, precise vocabulary, verbal
and nonverbal cues and rhetorical
strategies.
e. Distinguish between formal and
informal presentations, using verbal and
nonverbal techniques, clear enunciation,
appropriate organization, vocabulary and
tone to meet intended purposes
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BVSD Curriculum Essentials
46
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
f.
Demonstrate professionalism
and courtesy for an audience by
rehearsing presentations, using
appropriate volume and clear
pronunciation to establish fluency
and tone, and showing awareness of
posture, gesture, and eye contact.
f.
Rehearse presentations to gain
fluency, adjust tone and modulate
volume for emphasis, develop poise,
and choose confident posture,
gesture, and eye contact.
f.
Rehearse presentations to
gain fluency, adjust tone and
modulate volume for emphasis,
develop poise, and choose confident
posture, gesture, and eye contact.
g. Audience members follow the
speaker's arguments, take notes,
ask clarifying questions, and give
verbal and nonverbal feedback to
the speaker as appropriate
g. Participate actively and
demonstrate respect by asking
clarifying questions, and giving
appropriate feedback.
g.
Participate actively and
demonstrate respect by addressing
the previous speaker in the response
and providing appropriate and
effective feedback. Politely critique
the accuracy, relevance and validity
of evidence used or cited in a group
discussion or presentation.
h. Use feedback to evaluate
effectiveness of presentations
h. Use feedback to analyze
audience responses to evaluate how
effectively each presentation meets
intended purposes
i.
Identify, explain, and use
content-specific vocabulary, terminology,
dialect, or jargon unique to particular
groups, perspectives, or contexts (such
as social, professional, political, cultural,
historical or geographical)
Initiate and participate
effectively in a range of
collaborative discussions
4/9/12
Initiate and participate
effectively in a range of
collaborative discussions
BVSD Curriculum Essentials
Initiate and participate
effectively in a range of
collaborative discussions
47
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Comprehension and
Collaboration:
Comprehension and
Collaboration:
Comprehension and
Collaboration:
a.
Participate in discussions (oneon-one, in groups, and teacher-led) with
diverse partners on grade 9 topics, texts,
and issues, building on others' ideas and
expressing one’s own clearly and
persuasively. (adapted from CCSS: SL.910.1)
a.
Participate in discussions (oneon-one, in groups, and teacher-led) with
diverse partners on grade 10 topics,
texts, and issues, building on others'
ideas and expressing one’s own clearly
and persuasively. (adapted from CCSS:
SL.9-10.1)
a.
Participate in discussions (oneon-one, in groups, and teacher-led) with
diverse partners on grade 11 topics,
texts, and issues, building on others'
ideas and expressing one’s own clearly
and persuasively. (adapted from CCSS:
SL.11-12.1)
i. Come to discussions
prepared, having read and researched
material under study; explicitly draw on
that preparation by referring to evidence
from texts and other research on the
topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas. (CCSS:
SL.9-10.1a)
i. Come to discussions
prepared, having read and researched
material under study and generated
own original questions and opinions
on the topic; explicitly draw on that
preparation by referring to evidence from
texts and other research on the topic or
issue to stimulate a thoughtful, wellreasoned, unique exchange of ideas.
(adapted from CCSS: SL.9-10.1a)
i. Come to discussions
prepared, having read and researched
material under study and generated
own original questions and opinions
on the topic; explicitly draw on that
preparation by referring to evidence from
texts and other research on the topic or
issue to stimulate a thoughtful, wellreasoned, unique exchange of ideas.
(adapted from CCSS: SL.11-12.1a)
ii. Work with peers to set
rules for collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key issues,
presentation of alternate views), clear
goals and deadlines, and individual roles
as needed. (CCSS: SL.9-10.1b)
ii. Work with peers to guide
discussions and decision-making, set
clear goals and deadlines, and establish
individual roles as needed. (adapted
from CCSS: SL.9-10.1b)
ii. Work with peers to guide
and promote civil, democratic
discussions and decision-making, set
clear goals and deadlines, and establish
individual roles as needed. (adapted
from CCSS: SL.11-12.1b)
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BVSD Curriculum Essentials
48
Standard & Advanced 9th
Standard & Advanced 10th
iii. Propel conversations by
posing and responding to questions that
relate the current discussion to broader
themes or larger ideas; actively
incorporate others into the discussion;
and clarify, verify, or challenge ideas and
conclusions. (CCSS: SL.9-10.1b)
iii. Propel conversations by
posing and responding to questions that
relate the current discussion to broader
themes or larger ideas; actively
incorporate others into the discussion;
and clarify, verify, or challenge ideas and
conclusions. (CCSS: SL.9-10.1b)
iii. Propel conversations by
posing and responding to questions that
probe reasoning and evidence; ensure a
hearing for a full range of positions on a
topic or issue; clarify, verify, or
challenge ideas and conclusions; and
promote divergent and creative
perspectives. (CCSS: SL.11-12.1c)
iv. Respond thoughtfully to
diverse perspectives, summarize points
of agreement and disagreement, and,
when warranted, qualify or justify one’s
own views and understanding and make
new connections in light of the evidence
and reasoning presented. (CCSS: SL.910.1c)
iv. Respond thoughtfully to
diverse perspectives, summarize points
of agreement and disagreement, and,
when warranted, qualify or justify one’s
own views and understanding and make
new connections in light of the evidence
and reasoning presented. (adapted from
CCSS: SL.9-10.1c)
iv. Respond thoughtfully to
diverse perspectives; synthesize
comments, claims, and evidence made
on all sides of an issue; resolve
contradictions when possible; and
determine what additional information or
research is required to deepen the
investigation or complete the task.
(CCSS: SL.11-12.1b)
v.
Contribute to the
discussion by adding text-based
analysis and demonstrating critical
thinking that relates the text to
issues outside of the text.
v.
Contribute to the
discussion by adding text-based
analysis and demonstrating critical
thinking that relates the text to
issues outside of the text (e.g.
historical events, current events,
other literature, etc.).
v. Work collaboratively to
formulate an original argument
about the text, address multiple
perspectives, and provide evidence
from the text to support original
claims.
4/9/12
BVSD Curriculum Essentials
Standard & Advanced 11th
49
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
b. Integrate multiple sources of
information presented in diverse media
or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and
accuracy of each source. (CCSS: SL.910.2)
b. Integrate multiple sources of
information presented in diverse media
or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and
accuracy of each source. (CCSS: SL.910.2)
b. Integrate multiple sources of
information presented in diverse formats
and media (e.g., visually, quantitatively,
orally) in order to make informed
decisions and solve problems, evaluating
the credibility and accuracy of each
source and noting any discrepancies
among the data. (CCSS: SL.11-12.2)
c.
Evaluate a speaker's point of
view, reasoning, and use of evidence and
rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
evidence. (CCSS: SL.9-10.3)
c.
Evaluate a speaker's point of
view, reasoning, and use of evidence and
rhetoric, identifying and explaining the
effect of any fallacious reasoning or
exaggerated or distorted evidence.
(adapted from CCSS: SL.9-10.3)
c.
Evaluate a speaker's point of
view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises,
links among ideas, word choice, points of
emphasis, and tone used. (CCSS: SL.1112.3)
d. Follow the speaker's arguments,
take notes, ask clarifying questions, and
give verbal and nonverbal feedback to
the speaker as appropriate
d. Participate actively and
demonstrate respect by recapping
what the previous speaker has said,
asking clarifying questions, and
giving appropriate feedback.
d. Participate actively and
demonstrate respect by addressing
the previous speaker in the response
and providing appropriate and
effective feedback. Politely critique
the accuracy, relevance and validity
of evidence used or cited in a group
discussion or presentation.
e. Facilitate (or lead) a group by
developing an agenda designed to
accomplish a specified goal
e. Demonstrate knowledge by
facilitating a group; listen critically and
evaluate the effectiveness of oral
delivery techniques and overall
effectiveness of the group, then guide
it to a larger conclusion.
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50
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Reading for all Purposes GLEs & Eos
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Use textual evidence to
support analysis and personal
responses to literature and
poetry
Key Ideas and Details:
Use textual evidence to
support analysis and personal
responses to literature and
poetry
Key Ideas and Details:
Use textual evidence to
support analysis and personal
responses to literature and
poetry
Key Ideas and Details:
a. Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text. (CCSS: RL.9-10.1)
a. Cite strong and thorough textual
evidence to support an original
argument based on one’s analysis of
what the text says explicitly as well as
inferences drawn from the text. (adapted
from CCSS: RL.9-10.1)
a. Cite strong and thorough textual
evidence to support an original
argument based on one’s analysis of
what the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves
matters uncertain. (adapted from CCSS:
RL.11-12.1)
b. Determine a theme or central idea
of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; provide
an objective summary of the text.
(CCSS: RL.9-10.2)
b. Determine a theme or central idea
of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; explain
what argument the author is making
about the theme and why that argument
is important in the context of why we
study world literature; provide an
objective summary of the text. (adapted
from CCSS: RL.9-10.2)
b. Determine two or more themes or
central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex
account; explain what argument the
author is making about the theme
and why that argument is important
in the context of why we study
literature; provide an objective
summary of the text. (adapted from
CCSS: RL.11-12.2)
4/9/12
BVSD Curriculum Essentials
51
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
c. Analyze how complex characters
(e.g., those with multiple or conflicting
motivations) develop over the course of
a text, interact with other characters,
and advance the plot or develop the
theme. (CCSS: RL.9-10.3)
c. Analyze how complex characters
(e.g., those with multiple or conflicting
motivations), motifs, and images
develop over the course of a text,
advance the plot or develop the theme.
(adapted from CCSS: RL.9-10.3)
c. Analyze how complex
characters, motifs, and images
develop over the course of a text to
advance the plot or develop the
theme (adapted from CCSS: RL.910.3)
d. Analyze the theme or central
idea of a text to draw parallels to
personal experience.
d. Analyze the theme or central
idea of a text to draw parallels to the
human experience and support
conclusions about the author’s
purpose.
d. Analyze the impact of the
author's choices and how those
choices illustrate a larger theme or
purpose; draw parallels to the
human experience and support
conclusions about what the author is
saying about that experience.
Craft and Structure:
e. Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative
impact of specific word choices on
meaning and tone (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone). (CCSS: RL.9-10.4)
4/9/12
Craft and Structure:
e. Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative
impact of specific word choices on
meaning and tone (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone). (CCSS: RL.9-10.4)
BVSD Curriculum Essentials
Craft and Structure:
e. Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings
or language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)
(CCSS: RL.11-12.4)
52
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
f. Analyze how an author's choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (e.g., pacing,
flashbacks) create such effects as
mystery, tension, or surprise. (CCSS:
RL.9-10.5)
f. Analyze how an author's choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (e.g., pacing,
flashbacks) create such effects as
mystery, tension, or surprise. (CCSS:
RL.9-10.5); evaluate the effectiveness of
the author’s structure in achieving his
purpose and emphasizing the theme.
f. Analyze how an author's choices
concerning how to structure specific
parts of a text (e.g., the choice of where
to begin or end a story, the choice to
provide a comedic or tragic resolution)
contribute to its overall structure and
meaning as well as its aesthetic impact.
(CCSS: RL.11-12.5); evaluate the
effectiveness of the author’s
structure in achieving his purpose
and emphasizing the theme.
g. Analyze a particular point of view or
cultural experience reflected in a work of
literature from outside the United States,
drawing on a wide reading of world
literature. (CCSS: RL.9-10.6)
g. Analyze a particular point of view or
cultural experience reflected in a work of
literature from outside the United States,
drawing on a wide reading of world
literature, and evaluate how that point of
view contributes to the overall meaning
or purpose of the work (adapted from
CCSS: RL.9-10.6).
g. Analyze a case in which grasping a
point of view requires distinguishing
what is directly stated in a text from
what is really meant (e.g., satire,
sarcasm, irony, or understatement).
(CCSS: RL.11-12.6)
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
h. Analyze the representation of a
subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
(e.g., Auden's "Musée des Beaux Arts"
and Breughel's Landscape with the Fall of
Icarus). CCSS: RL.9-10.7)
h. Analyze the representation of a
subject or a key scene in two different
artistic mediums, including what is
emphasized or absent in each treatment
and what those differences illustrate
about speaker’s purpose (e.g.,
Auden's "Musée des Beaux Arts" and
Breughel's Landscape with the Fall of
Icarus). (adapted from CCSS: RL.9-10.7)
h. Analyze multiple interpretations of a
story, drama, or poem (e.g., recorded or
live production of a play or recorded
novel or poetry), evaluating how each
version interprets the source text.
(Include at least one play by
Shakespeare and one play by an
American dramatist.) Consider how the
different interpretations illustrate
different purposes. (adapted from
CCSS: RL.11-12.7)
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BVSD Curriculum Essentials
53
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
i. Analyze how an author draws on and
transforms source material in a specific
work (e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or
how a later author draws on a play by
Shakespeare). (CCSS: RL.9-10.9)
i. Analyze how an author draws on and
transforms source material in a specific
work (e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or
how a later author draws on a play by
Shakespeare) and why the author
uses the source material in a
particular way. (adapted from CCSS:
RL.9-10.9)
i. Demonstrate knowledge of
eighteenth-, nineteenth- and earlytwentieth-century foundational works of
American literature, including how two or
more texts from the same period treat
similar themes or topics. Recognize the
influences of these works of
literature in other texts and relate
them to current issues. (adapted from
CCSS: RL.11-12.9)
j. Recognize elements of
traditional, classic, and
contemporary works of literature in
society.
j. Evaluate the contribution to society
made by traditional, classic, and
contemporary works of literature that
deal with similar topics and problems
j. Evaluate the contribution to society
made by traditional, classic, and
contemporary works of literature that
deal with similar topics and problems
k. Recognize elements of a primary
source document in other works of
literature.
k. Relate a literary work to primary
source documents of its literary period or
historical setting
k. Explain the influence of historical
context on the form, style, and point of
view of a written work
Range of Reading and Level of
Text Complexity:
Range of Reading and Level of
Text Complexity:
Range of Reading and Level of
Text Complexity:
l. By the end of grade 9, read,
comprehend, and analyze literature,
including stories, dramas, and poems, in
the grades 9-10 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (adapted
from CCSS: RL.9-10.10)
l. By the end of grade 10, read,
comprehend, and analyze literature,
including stories, dramas, and poems, at
the high end of the grades 9-10 text
complexity band independently and
proficiently. (adapted from CCSS: RL.910.10)
l. By the end of grade 11, read,
comprehend, and analyze literature,
including stories, dramas, and poems, in
the grades 11-CCR text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (adapted
from CCSS: RL.11-12.10)
Use textual evidence to support
analysis, synthesis, and evaluation
of informational and persuasive texts
Use textual evidence to support
analysis, synthesis, and evaluation
of informational and persuasive
texts
Use textual evidence to support
analysis, synthesis, and evaluation
of informational and persuasive
texts
4/9/12
BVSD Curriculum Essentials
54
Standard & Advanced 9th
Key Ideas and Details:
Standard & Advanced 10th
Key Ideas and Details:
Standard & Advanced 11th
Key Ideas and Details:
a. Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text. (CCSS: RI.9-10.1)
a. Cite strong and thorough textual
evidence to support an original
argument based on an analysis of
what the text says explicitly as well as
inferences drawn from the text. (adapted
from CCSS: RI.9-10.1)
a. Cite strong and thorough textual
evidence to support and original
argument based on an analysis of what
the text says explicitly as well as
inferences drawn from the text, including
determining where the text leaves
matters uncertain. (adapted from CCSS:
RI.11-12.1)
b. Determine the central idea of a
nonfiction text and analyze its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; provide
an objective summary of the text.
(adapted from CCSS. RI.9-10.2)
b. Determine the central argument of
a nonfiction text and analyze its
development and construction over the
course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text. (adapted from
CCSS. RI.9-10.2)
b. Determine the central argument
(as well as two or more central claims)
of a text and analyze the argument’s
development over the course of the text.
(adapted from CCSS: RI.11-12.2)
c. Analyze how the author unfolds an
analysis or series of ideas or events,
including the order in which the points
are made, how they are introduced and
developed, and the connections that are
drawn between them. (CCSS: RI.9-10.3)
c. Analyze how and why the author
unfolds an analysis or series of ideas or
events, including the order in which the
points are made, how they are
introduced and developed, and the
connections that are drawn between
them. (adapted from CCSS: RI.9-10.3)
c. Analyze a complex set of ideas or
sequence of events and explain how
specific individuals, ideas, or events
interact and develop over the course of
the text. (CCSS: RI.11-12.3)
Craft and Structure:
4/9/12
Craft and Structure:
BVSD Curriculum Essentials
Craft and Structure:
55
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
d. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g., how
the language of a court opinion differs
from that of a newspaper). (CCSS: RI.910.4)
d. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the
cumulative impact of specific word
choices and rhetorical strategies on
meaning and tone (e.g., how the
language of a court opinion differs from
that of a newspaper). (adapted from
CCSS: RI.9-10.4)
d. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze how an
author uses rhetorical strategies and
refines the meaning of a key term or
terms over the course of a text (e.g.,
how Madison defines faction in Federalist
No. 10). (adapted from CCSS: RI.1112.4)
e. Analyze in detail how a speaker’s
ideas or claims are developed and
refined by particular sentences,
paragraphs, or larger portions of a text
(e.g., a section or chapter). (adapted
from CCSS: RI.9-10.5)
e. Analyze in detail how a speaker’s
ideas or claims are developed and
refined by particular rhetorical
strategies, sentences, paragraphs, or
larger portions of a text (e.g., a section
or chapter). (adapted from CCSS: RI.910.5)
e. Analyze and evaluate the
effectiveness of the rhetorical schemes
and structure an author uses in his or
her exposition or argument, including
whether the structure makes points
clear, convincing, and engaging.
(adapted from CCSS: RI.11-12.5)
f. Determine an author’s point of view
or purpose in a text and analyze how an
author uses rhetoric to advance that
point of view or purpose. (CCSS.RI.910.6)
f. Determine an author’s point of view
and purpose in a text and analyze how
an author uses rhetoric to advance that
point of view or purpose. (adapted from
CCSS.RI.9-10.6)
f. Determine an author's point of view
and purpose in a text in which the
rhetoric is particularly effective,
analyzing how style and content
contribute to the power, persuasiveness
or beauty of the text. (adapted from
CCSS: RI.11-12.6)
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
Integration of Knowledge and
Ideas:
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BVSD Curriculum Essentials
56
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
g. Analyze various accounts of a
subject told in different mediums (e.g., a
person's life story in both print and
multimedia), determining which details
are emphasized in each account. (CCSS:
RI.9-10.7)
g. Analyze various accounts of a
subject told in different mediums (e.g., a
person's life story in both print and
multimedia), determining which details
are emphasized in each account and
what those differences illustrate about
the speaker’s purpose. (adapted from
CCSS: RI.9-10.7)
g. Integrate and evaluate multiple
sources of information presented in
different media or formats (e.g., visually,
quantitatively) as well as in words in
order to address a question or solve a
problem. (CCSS: RI.11-12.7)
h. Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and
sufficient; identify false statements and
fallacious reasoning. (CCSS: RI.9-10-8)
h. Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and
sufficient; identify false statements and
fallacious reasoning. (CCSS: RI.9-10-8)
h. Delineate and evaluate the
reasoning in seminal U.S. texts, including
the application of constitutional principles
and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and
dissents) and the premises, purposes,
and arguments in works of public
advocacy (e.g., The Federalist,
presidential addresses). (CCSS: RI.1112.8)
i.
Analyze seminal U.S. documents
of historical and literary significance
(e.g., Washington's Farewell Address,
the Gettysburg Address, Roosevelt's Four
Freedoms speech, including how they
address related themes and concepts.
(adapted from CCSS: RI.9-10.9)
i. Analyze foundational documents
from around the globe (e.g. creation
myths, religious texts) for their
themes, purposes, and rhetorical
features. (adapted from CCSS: RI.910 & 11-12.9)
i. Analyze seventeenth-, eighteenth-,
and nineteenth-century foundational U.S.
documents of historical and literary
significance (including The Declaration of
Independence, the Preamble to the
Constitution, the Bill of Rights, and
Lincoln's Second Inaugural Address) for
their themes, purposes, and rhetorical
features. (CCSS: RI.11-12.9)
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BVSD Curriculum Essentials
57
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
j.
Use flexible reading and notetaking strategies (outlining, mapping
systems, skimming, scanning, key word
search) to organize information and
make connections within and across
informational texts
j. Provide a response to text that
expresses an insight (such as an
author's perspective or the nature of
conflict) or use text-based
information to solve a problem not
identified in the text (for example,
use information from a variety of
sources to provide a response to text
that expresses an insight)
j. Use text features and graphical
representations to complement
comprehension and enhance critical
analysis of a text
k. Critique author's choice of
expository, narrative, persuasive, or
descriptive modes to convey a message
k. Compare the development of an
idea or concept in multiple texts
supported by text-based evidence
k. Predict the impact an informational
text will have on an audience and justify
the prediction
Range of Reading and Level of Text
Complexity:
Range of Reading and Level of Text
Complexity:
Range of Reading and Level of Text
Complexity:
l.
By the end of grade 9, read and
comprehend literary nonfiction in the
grades 9-10 text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RI.9-10.10)
l. By the end of grade 10, read and
comprehend literary nonfiction at the
high end of the grades 9-10 text
complexity band independently and
proficiently. (CCSS: RI.9-10.10)
l. By the end of grade 11, read and
comprehend literary nonfiction in the
grades 11-CCR text complexity band
proficiently, with scaffolding as needed
at the high end of the range. (CCSS:
RI.11-12.10)
Analyze word relationships
within literary, persuasive,
and informational texts to
learn grade-appropriate
conversational, general
academic and content-specific
words and phrases.
Analyze word relationships
within literary, persuasive,
and informational texts to
learn grade-appropriate
conversational, general
academic and content-specific
words and phrases.
Analyze word relationships
within literary, persuasive,
and informational texts to
learn grade-appropriate
conversational, general
academic and content-specific
words and phrases.
Vocabulary Acquisition and Use:
Vocabulary Acquisition and Use:
Vocabulary Acquisition and Use:
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BVSD Curriculum Essentials
58
Standard & Advanced 10th
Standard & Advanced 11th
a. Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grades 9-10
reading and content, choosing flexibly
from a range of strategies. (CCSS: L.910.4)
a. Determine or clarify the meaning
of unknown and multiple-meaning words
and phrases based on grades 9-10
reading and content, choosing flexibly
from a range of strategies. (CCSS: L.910.4)
a. Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grades 11-12
reading and content, choosing flexibly
from a range of strategies. (CCSS: L.1112.4)
i. Use context (e.g., the overall
meaning of a sentence, paragraph, or
text; a word's position or function in a
sentence) as a clue to the meaning of a
word or phrase. (CCSS: L.9-10.4a)
i. Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word's position or
function in a sentence) as a clue to the
meaning of a word or phrase. (CCSS:
L.9-10.4a)
i. Use context (e.g., the overall
meaning of a sentence, paragraph, or
text; a word's position or function in a
sentence) as a clue to the meaning of a
word or phrase. (CCSS: L.11-12.4a)
ii. Identify and correctly use
patterns of word changes that indicate
different meanings or parts of speech
(e.g., analyze, analysis, analytical;
advocate, advocacy). (CCSS: L.9-10.4b)
ii. Identify and correctly use
patterns of word changes that indicate
different meanings or parts of speech
(e.g., analyze, analysis, analytical;
advocate, advocacy). (CCSS: L.9-10.4b)
ii. Identify and correctly use
patterns of word changes that indicate
different meanings or parts of speech
(e.g., conceive, conception,
conceivable). (CCSS: L.11-12.4b)
iii. Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning, its part of
speech, or its etymology. (CCSS: L.910.4c)
iii.
Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning, its part of
speech, or its etymology. (CCSS: L.910.4c)
iii. Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning, its part of
speech, its etymology, or its standard
usage. (CCSS: L.11-12.4c)
iv. Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
(CCSS: L.9-10.4d)
iv. Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
(CCSS: L.9-10.4d)
iv. Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
(CCSS: L.11-12.4d)
Standard & Advanced 9th
4/9/12
BVSD Curriculum Essentials
59
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
v. Use knowledge and
understanding of common word
roots.
v. Use knowledge and
understanding of common word
roots.
v. Use knowledge and
understanding of common word
roots.
b. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.9-10.5)
b. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.9-10.5)
b. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (CCSS:
L.11-12.5)
i. Interpret figures of speech
(e.g., euphemism, oxymoron) in context
and analyze their role in the text. (CCSS:
L.9-10.5a)
i. Interpret figures of speech
(e.g., euphemism, oxymoron) in context
and analyze their role in the text. (CCSS:
L.9-10.5a)
i. Interpret figures of speech
(e.g., hyperbole, paradox) in context and
analyze their role in the text. (CCSS:
L.11-12.5a)
ii. Analyze nuances in the
meaning of words with similar
denotations. (CCSS: L.9-10.5b)
ii. Analyze nuances in the
meaning of words with similar
denotations. (CCSS: L.9-10.5b)
ii. Analyze nuances in the
meaning of words with similar
denotations. (CCSS: L.11-12.5b)
c. Acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing,
speaking, and listening at the college
and career readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or
phrase important to comprehension or
expression. (CCSS: L.9-10.6)
c. Acquire and use accurately
general academic and domainspecific words and phrases,
sufficient for reading, writing,
speaking, and listening at the
college and career readiness level;
demonstrate independence in
gathering vocabulary knowledge
when considering a word or phrase
important to comprehension or
expression. (CCSS: L.9-10.6)
c. Acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing,
speaking, and listening at the college
and career readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or
phrase important to comprehension or
expression. (CCSS: L.11-12.6)
Writing and Composition GLEs & EOs
4/9/12
BVSD Curriculum Essentials
60
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
With attention to audience
and purpose, compose
narrative writing
Text Types and Purposes:
With attention to audience
and purpose, compose
narrative writing
Text Types and Purposes:
With attention to audience
and purpose, compose
narrative writing
Text Types and Purposes:
a. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
(CCSS: W.9-10.3)
a. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
(CCSS: W.9-10.3)
a. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
(CCSS: W.11-12.3)
i. Engage and orient the reader
by setting out a problem, situation, or
observation, establishing one or multiple
point(s) of view, and introducing a
narrator and/or characters; create a
smooth progression of experiences or
events. (CCSS: W.9-10.3a)
i. Engage and orient the reader
by setting out a problem, situation, or
observation, establishing one or multiple
point(s) of view, and introducing a
narrator and/or characters; create a
smooth progression of experiences or
events. (CCSS: W.9-10.3a)
i. Engage and orient the reader
by setting out a problem, situation, or
observation and its significance,
establishing one or multiple point(s) of
view, and introducing a narrator and/or
characters; create a smooth progression
of experiences or events. (CCSS: W.1112.3a)
ii. Use narrative techniques,
such as dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters. (CCSS: W.9-10.2b)
ii. Use narrative techniques,
such as dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters and contribute to the
illustration of theme and purpose
(adapted from CCSS: W.9-10.2b)
ii. Use narrative techniques,
such as dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters and illustrate theme and
purpose. (adapted from CCSS: W.1112.3b)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
iii. Use a variety of techniques
to sequence events so that they build on
one another to create a coherent whole.
(CCSS: W.9-10.3c)
iii. Use a variety of techniques
to sequence events so that they build on
one another to create a coherent whole
and build toward a clear tone
(adapted from CCSS: W.9-10.3c)
iii. Use a variety of techniques
to sequence events so that they build on
one another to create a coherent whole
and build toward a particular tone to
reveal a clear theme (adapted from
CCSS: W.11-12.3c)
iv. Use precise words and
phrases, telling details, and sensory
language to convey a vivid picture of the
experiences, events, setting, and/or
characters. (CCSS: W.9-10.2d)
iv. Use precise words and
phrases, telling details, and sensory
language to convey a vivid picture of the
experiences, events, setting, and/or
characters and create a clear tone
(adapted from CCSS: W.9-10.2d)
iv. Use precise words and
phrases, telling details, and sensory
language to convey a vivid picture of the
experiences, events, setting, and/or
characters and create a clear tone
that reinforces the purpose (adapted
from CCSS: W.11-12.3d)
v. Provide a conclusion that
follows from and reflects on what is
experienced, observed, or resolved over
the course of the narrative. (CCSS: W.910.2e)
v. Provide a conclusion that
follows from and reflects on what is
experienced, observed, or resolved over
the course of the narrative and reveals
the overarching purpose or theme
(adapted from CCSS: W.9-10.2e)
v. Provide a conclusion that
follows from and reflects on what is
experienced, observed, or resolved over
the course of the narrative and leaves
the reader to consider the
overarching purpose or theme
(adapted from CCSS: W.11-12.3e)
b. Write literary and narrative texts
using a range of poetic techniques,
figurative language, and graphic
elements to engage or entertain the
intended audience.
b. Write literary and narrative texts
using a range of stylistic devices (poetic
techniques, figurative language,
imagery, graphic elements) to support
the presentation of implicit or explicit
theme
b. Write literary and narrative
texts using a range of stylistic
devices to create tone and support
the presentation of a specific theme.
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Standard & Advanced 10th
Standard & Advanced 11th
c. Refine the expression of voice and
tone in a text by selecting and using
appropriate vocabulary, sentence
structure, and sentence organization
c. Artfully craft the voice and tone
in a text by using carefully selected
vocabulary, sentence structure, and
organization.
c. Artfully craft the voice and tone
in a text by using carefully selected
vocabulary, sentence structure, and
organization to illustrate the theme
and reinforce the purpose for
writing.
d. Review and revise ideas and
development in substantive ways to
improve the depth of ideas and vividness
of supporting details
d. Use multiple strategies to
evaluate the depth of ideas and
vividness of supporting details and
how these elements reinforce the
author’s purpose.
d. Use a range of strategies to
evaluate whether the writing is
presented in a clear and engaging
manner (such as reading the text from
the perspective of the intended audience,
seeking feedback from a reviewer) and
to ensure the main ideas and
supporting details reinforce the
author’s purpose.
e. Using specific criteria, engage in
self-evaluation and peer review to
explain strengths and weaknesses of
one’s own writing and the writing of
others
e. Actively participate in selfevaluation and peer review to
evaluate the strengths and
weaknesses of one’s own writing
and the writing of others; evaluate
and revise text to emphasize
purpose.
e. Actively participate in selfevaluation and peer review to
evaluate and revise text to eliminate
unnecessary details, ineffective stylistic
devices, and vague or confusing
language and to emphasize purpose
With attention to audience
and purpose, compose
persuasive and informational
writing
With attention to audience
and purpose, compose
persuasive and informational
writing
With attention to audience
and purpose, compose
persuasive and informational
writing
Text Types and Purposes:
a. Write arguments to support claims
in an analysis of substantive topics or
texts, using valid reasoning and relevant
and sufficient evidence. (CCSS: W.910.1)
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Text Types and Purposes:
a. Write arguments supported by
claims in an analysis of substantive
topics or texts, using valid reasoning and
relevant and sufficient evidence.
(adapted from CCSS: W.9-10.1)
BVSD Curriculum Essentials
Text Types and Purposes:
a. Write original arguments
supported by claims in an analysis of
substantive topics or texts, using valid
reasoning and relevant and sufficient
data. (adapted from CCSS: W.11-12.1)
63
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
i. Introduce precise claim(s),
distinguish the claim(s) from alternate or
opposing claims, and create an
organization that establishes clear
relationships among claim(s),
counterclaims, reasons, and evidence.
(CCSS: W.9-10.1a)
i. Introduce precise claim(s),
distinguish the claim(s) from alternate or
opposing claims, and create an
organization that establishes clear
relationships among claim(s),
counterclaims, reasons, and evidence.
(CCSS: W.9-10.1a)
i. Introduce precise,
knowledgeable claim(s), establish the
significance of the claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization that
logically sequences claim(s),
counterclaims, reasons, and evidence;
include warrant to tie claims and data
back to original argument (adapted from
CCSS: W.11-12.1a)
ii. Develop claim(s) and
counterclaims fairly, supplying evidence
for each while pointing out the strengths
and limitations of both in a manner that
anticipates the audience's knowledge
level and concerns. (CCSS: W.9-10.1b)
ii. Develop claim(s) and
counterclaims fairly, supplying evidence
for each while pointing out the strengths
and limitations of both in a manner that
anticipates the audience's knowledge
level and concerns and establishes
credibility of the speaker. (adapted from
CCSS: W.9-10.1b)
ii. Develop claim(s) and
counterclaims fairly and thoroughly,
supplying the most relevant evidence for
each while pointing out the strengths
and limitations of both in a manner that
anticipates the audience's knowledge
level, concerns, values, and possible
biases and establishes the credibility of
the speaker. (adapted from CCSS: W.1112.1b)
iii. Use words, phrases, and
clauses to link the major sections of the
text, create cohesion, and clarify the
relationships between claim(s) and
reasons, between reasons and evidence,
and between claim(s) and counterclaims.
(CCSS: W.9-10.1c)
iii. Use words, phrases, and
clauses to link the major sections of the
text, create cohesion, and clarify the
relationships between claim(s) and
reasons, between reasons and evidence,
and between claim(s) and counterclaims.
(CCSS: W.9-10.1c)
iii. Use words, phrases, and
clauses as well as varied syntax to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims. (CCSS:
W.11-12.1c)
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Standard & Advanced 10th
Standard & Advanced 11th
iv. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline. (adapted from CCSS:
W.9-10.1d)
iv. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline. (adapted from CCSS:
W.9-10.1d)
iv. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline. (adapted from CCSS:
W.11-12.1d)
v. Provide a concluding
statement or section that follows from
and supports the argument presented.
(CCSS: W.9-10.1e)
v. Provide a concluding
statement or section that follows from
and supports the argument presented.
(CCSS: W.9-10.1e)
v. Provide a conclusion that
supports the argument presented and
emphasizes the relevance of the
speaker’s purpose. (adapted from
CCSS: W.11-12.1e)
vi. Use appropriate rhetorical
appeals and genre to engage and guide
the intended audience
vi. Use appropriate rhetorical
appeals and genre to engage and guide
the intended audience.
vi. Use effective rhetorical
strategies and appeals, as well as
choice of genre, to engage and guide
the audience.
vii. Anticipate and address
readers' biases and expectations
vii. Anticipate and address
readers’ biases and expectations
vii. Establish credibility by
anticipating and addressing readers’
biases and expectations; use
rhetorical strategies to address
these biases and expectations and
reemphasize purpose.
viii. Explain and imitate
emotional, logical, and ethical appeals
used by writers who are trying to
persuade an audience
viii. Explain and imitate
emotional, logical, and ethical
appeals used by writers who are
trying to persuade an audience.
viii. Use emotional, logical,
and ethical appeals to persuade and
audience.
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
b. Write informative/explanatory texts
to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content. (CCSS: W.9-10.2)
b. Write informative/explanatory texts
to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content. (CCSS: W.9-10.2)
b. Write informative/explanatory texts
to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content. (CCSS: W.11-12.2)
i. Introduce a topic; organize
complex ideas, concepts, and
information to make important
connections and distinctions; include
formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia
when useful to aiding comprehension.
(CCSS: W.9-10.2a)
i. Introduce a topic; organize
complex ideas, concepts, and
information to make important
connections and distinctions; include
formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia
when useful to aiding comprehension.
(CCSS: W.9-10.2a)
i. Introduce a topic; organize
complex ideas, concepts, and
information so that each new element
builds on that which precedes it to create
a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension. (CCSS: W.1112.2a)
ii. Develop the topic with wellchosen, relevant, and sufficient facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the audience's
knowledge of the topic. (CCSS: W.910.2b)
ii. Demonstrate audience
awareness and develop purpose by
choosing relevant, and sufficient
facts, extended definitions, concrete
details, quotations, or other
information and examples
appropriate to the audience's
knowledge of the topic; use
rhetorical strategies to illustrate
purpose with regards to audience
(adapted from CCSS: W.9-10.2b)
ii. Demonstrate audience
awareness and develop the topic
thoroughly by selecting the most
significant and relevant facts, extended
definitions, concrete details, quotations,
or other information and examples
appropriate to the audience's knowledge
of the topic; use rhetorical strategies
to illustrate purpose with regards to
audience. (adapted from CCSS: W.1112.2b)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
iii. Use appropriate and varied
transitions to link the major sections of
the text, create cohesion, and clarify the
relationships among complex ideas and
concepts. (CCSS: W.9-10.2c)
iii. Use effective and varied
transitions to link the major sections of
the text, create cohesion, clarify the
relationships among complex ideas and
concepts, and relate ideas and
concepts back to the thesis/purpose
(adapted from CCSS: W.9-10.2c)
iii. Use appropriate, effective,
and varied transitions and syntax to link
the major sections of the text, create
cohesion, clarify the relationships among
complex ideas and concepts, and relate
ideas and concepts back to the
thesis/purpose. (adapted from CCSS:
W.11-12.2c)
iv. Use precise language and
domain-specific vocabulary to manage
the complexity of the topic. (CCSS: W.910.2d)
iv. Use precise language and
domain-specific vocabulary to manage
the complexity of the topic and
demonstrate control of purpose
(adapted from CCSS: W.9-10.2d)
iv. Use precise language,
domain-specific vocabulary, and
techniques such as metaphor, simile,
and analogy to manage the complexity
of the topic and demonstrate control
of purpose. (adapted from CCSS: W.1112.2d)
v. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline in which they are
writing. (CCSS: W.9-10.2e)
v. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline in which they are
writing. (CCSS: W.9-10.2e)
v. Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline in which they are
writing. (CCSS: W.11-12.2e)
vi. Provide a concluding
statement or section that follows from
and supports the information or
explanation presented (e.g., articulating
implications or the significance of the
topic). (CCSS: W.9-10.2f)
vi. Provide a concluding
statement or section that follows from
and supports the information or
explanation presented (e.g., articulating
implications or the significance of the
topic). (CCSS: W.9-10.2f)
vi. Provide a concluding
statement or section that follows from
and supports the information or
explanation presented (e.g., articulating
implications or the significance of the
topic). (CCSS: W.11-12.2f)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
c. Revise informative writing by
evaluating the clarity and of the
relationship between the central idea,
evidence, and organizational pattern to
improve depth of information and
logic of organization
c. Revise informative writing by
evaluating the clarity and
effectiveness of the relationship
between the central idea, evidence,
and organizational pattern to improve
depth of information and logic of
organization
c. Revise informative writing by
evaluating the clarity and effectiveness
of the relationship between the central
idea, evidence, and organizational
pattern to improve depth of
information and logic of
organization.
d. Explain how writers use
organization and details to
communicate their purpose
d. Evaluate the effectiveness of the
organization, evidence, and details
in communicating the author’s
purpose.
d. Evaluate the effectiveness of the
organization, evidence, and details
in recognizing audience and
communicating the author’s purpose
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law)
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law)
e. Write to analyze and explain
procedures, processes, and
informational texts (e.g. steps in a
scientific investigation, how a bill
becomes a law)
Use the recursive process of
writing to produce wellwritten documents for specific
purposes and audiences
Use the recursive process of
writing to produce wellwritten documents for specific
purposes and audiences
Use the recursive process of
writing to produce wellwritten documents for specific
purposes and audiences
Production and Distribution of
Writing:
Production and Distribution of
Writing:
Production and Distribution of
Writing:
a. Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task,
purpose, and audience. (Grade-specific
expectations for writing types are
defined in expectations 1 and 2 above.)
(CCSS: W.9-10.4)
a. Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task,
purpose, and audience. (Grade-specific
expectations for writing types are
defined in expectations 1-2 above.)
(CCSS: W.9-10.4)
a. Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task,
purpose, and audience. (Grade-specific
expectations for writing types are
defined in expectations 1-2 above.)
(CCSS: W.11-12.4)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
b. Develop and strengthen writing by
planning, revising, editing, rewriting, or
trying a new approach, focusing on what
is most significant for a specific purpose
and audience. (CCSS: W.9-10.5) –
Editing for conventions should
demonstrate command of Language
expectations listed below and on the
BVSD Conventions Scope & Sequence
page.
b. Develop and strengthen writing by
planning, revising, editing, rewriting, or
trying a new approach, focusing on what
is most significant for a specific purpose
and audience. (CCSS: W.9-10.5) Editing
for conventions should demonstrate
command of Language expectations
listed below and on the BVSD
Conventions Scope & Sequence page.
b. Develop and strengthen writing by
planning, revising, editing, rewriting, or
trying a new approach, focusing on what
is most significant for a specific purpose
and audience. (CCSS: W.11-12.5)
Editing for conventions should
demonstrate command of Language
expectations listed below and on the
BVSD Conventions Scope & Sequence
page.
c. Use technology, including the
Internet, to produce, publish, and update
individual or shared writing products,
taking advantage of technology's
capacity to link to other information and
to display information flexibly and
dynamically. (CCSS: W.9-10.6)
c. Use technology, including the
Internet, to produce, publish, and update
individual or shared writing products,
taking advantage of technology's
capacity to link to other information and
to display information flexibly and
dynamically. (CCSS: W.9-10.6)
c. Use technology, including the
Internet, to produce, publish, and update
individual or shared writing products in
response to ongoing feedback, including
new arguments or information. (CCSS:
W.11-12.6)
Conventions of Standard
English:
Conventions of Standard
English:
Conventions of Standard
English:
d. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.9-10.1)
d. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.9-10.1)
d. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (CCSS: L.11-12.1)
i. Use parallel structure.
(CCSS: L.9-10.1a)
i. Use parallel structure.
(CCSS: L.9-10.1a)
i. Apply the understanding that
usage is a matter of convention, can
change over time, and is sometimes
contested. (CCSS: L.11-12.1a)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
ii. Use various types of phrases
(noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and
clauses (independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and interest to
writing or presentations. (CCSS: L.910.1b)
ii. Use various types of phrases
(noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and
clauses (independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and interest to
writing or presentations. (CCSS: L.910.1b)
ii. Resolve issues of complex or
contested usage, consulting references
(e.g., Merriam-Webster's Dictionary of
English Usage, Garner's Modern
American Usage) as needed. (CCSS:
L.11-12.1b)
iii. Distinguish between the
active and passive voice, and write in the
active voice
iii. Distinguish between the
active and passive voice, and write
in the active voice.
iv. Vary sentence length
and structure to create a purposeful,
engaging flow.
iv. Use cumulative and
periodic sentences strategically to
emphasize purpose.
e. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.9-10.2)
e. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.9-10.2)
e. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (CCSS: L.11-12.2)
i. Use a semicolon (and
perhaps a conjunctive adverb) to link
two or more closely related independent
clauses. (CCSS: L.9-10.2a)
i. Use a semicolon (and
perhaps a conjunctive adverb) to link
two or more closely related independent
clauses. (CCSS: L.9-10.2a)
i. Use a semicolon and
conjunctive adverbs to link two or
more closely related independent
clauses and observe hyphenation
conventions. (adapted from CCSS: L.1112.2a)
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Standard & Advanced 9th
ii. Use a colon to introduce a
list or quotation. (CCSS: L.9-10.2b)
Standard & Advanced 10th
ii. Use a colon to introduce a
list or quotation. (CCSS: L.9-10.2b)
iii. Spell correctly. (CCSS: L.9-
iii. Spell correctly. (CCSS: L.9-
Standard & Advanced 11th
ii. Use a colon to introduce
a list or quotation. (adapted from
CCSS.L9-10.2b)
10.2c)
10.2c)
iii. Spell correctly. (CCSS:
L.11-12.2b)
iv. Identify comma splices and
fused sentences in writing and revise to
eliminate them
iv. Identify comma splices
and fused sentences in writing and
revise to eliminate them.
iv. Identify comma splices
and fused sentences in writing and
revise to eliminate them.
v. Identify incomplete
sentences in writing and revise to
eliminate them.
v. Identify incomplete
sentences in writing and revise to
eliminate them.
v. Identify incomplete
sentences in writing and revise to
eliminate them.
vi. Identify incorrect
subject/verb agreement and revise
to correct it.
vi. Identify incorrect
subject/verb and
pronoun/antecedent agreement and
revise to correct it.
vi. Identify incorrect
subject/verb and
pronoun/antecedent agreement and
revise to correct it.
vii. Ensure that a verb agrees
with its subject in complex constructions
(such as inverted subject/verb order,
indefinite pronoun as subject,
intervening phrases or clauses)
vii. Ensure that a verb agrees
with its subject in complex constructions
(such as inverted subject/verb order,
indefinite pronoun as subject,
intervening phrases or clauses)
viii. Use a variety of phrases
(absolute, appositive) accurately and
purposefully to improve writing
ix. Use idioms correctly,
particularly prepositions that follow verbs
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Standard & Advanced 10th
Standard & Advanced 9th
Standard & Advanced 11th
f. Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
listening. (CCSS: L.9-10.3)
f. Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
listening. (CCSS: L.9-10.3)
f. Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
listening. (CCSS: L.11-12.3)
i. Write and edit work so that it
conforms to the guidelines in a style
manual (e.g., MLA Handbook, Turabian's
Manual for Writers) appropriate for the
discipline and writing type. (CCSS: L.910.3a)
i. Write and edit work so that it
conforms to the guidelines in a style
manual (e.g., MLA Handbook, Turabian's
Manual for Writers) appropriate for the
discipline and writing type. (CCSS: L.910.3a)
i. Write and edit work so
that it conforms to the guidelines in
a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers)
appropriate for the discipline and
writing type and vary syntax for
effect, consulting references (e.g.,
Tufte's Artful Sentences) for
guidance as needed; apply an
understanding of syntax to the study
of complex texts when reading.
(adapted from CCSS: L.11-12.3a)
g. Write routinely over extended time
frames (time for research, reflection and
revision) and shorter time frames (a
single sitting or a day or two) for a range
of tasks, purposes, and audiences.
g. Write routinely over extended time
frames (time for research, reflection and
revision) and shorter time frames (a
single sitting or a day or two) for a range
of tasks, purposes, and audiences.
g. Write routinely over extended time
frames (time for research, reflection and
revision) and shorter time frames (a
single sitting or a day or two) for a range
of tasks, purposes, and audiences.
Researching and Reasoning GLEs
Standard & Advanced 9th
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BVSD Curriculum Essentials
Standard & Advanced 11th
72
Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Design, conduct and share
research by synthesizing
information from multiple
sources
Research to Build and Present
Knowledge:
Design, conduct and share
research by synthesizing
information from multiple
sources
Research to Build and Present
Knowledge:
Design, conduct and share
research by synthesizing
information from multiple
sources
Research to Build and Present
Knowledge:
a. Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the
subject, demonstrating understanding of
the subject under investigation. (CCSS:
W.9-10.7)
a. Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the
subject, demonstrating understanding of
the subject under investigation. (CCSS:
W.9-10.7)
a. Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the
subject, demonstrating understanding of
the subject under investigation. (CCSS:
W.11-12.7)
b. Gather relevant information from
multiple authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness of each
source in answering the research
question; integrate information into the
text selectively to maintain the flow of
ideas, avoiding plagiarism and following
a standard format for citation. (CCSS:
W.9-10.8)
b. Gather relevant information from
multiple authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness of each
source in answering the research
question; integrate information into the
text selectively to maintain the flow of
ideas, avoiding plagiarism and following
a standard format for citation. (CCSS:
W.9-10.8)
b. Gather relevant information from
multiple authoritative print and digital
sources, using advanced searches
effectively; assess the strengths and
limitations of each source in terms of the
task, purpose, and audience; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and overreliance on any one
source and following a standard format
for citation. (CCSS: W.11-12.8)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS: W.910.9)
c. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (CCSS: W.910.9)
c. Synthesize evidence from literary
and informational texts to support
argument, analysis, reflection, and
research. (adapted from CCSS: W.1112.9)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
i.
Apply grades 9-10
Reading standards to literature and
research (e.g., "Analyze how an author
draws on and transforms source material
in a specific work [e.g., how
Shakespeare treats a theme or topic
from Ovid or the Bible or how a later
author draws on a play by
Shakespeare]"). (adapted from CCSS:
W.9-10.9)
i.
Apply grades 9-10
Reading standards to literature and
research (e.g., "Analyze how an author
draws on and transforms source material
in a specific work [e.g., how
Shakespeare treats a theme or topic
from Ovid or the Bible or how a later
author draws on a play by
Shakespeare]"). (adapted from CCSS:
W.9-10.9)
i. Apply grades 11-12 Reading
standards to literature and research
(e.g., "Demonstrate knowledge of
eighteenth-, nineteenth- and earlytwentieth-century foundational works of
American literature, including how two or
more texts from the same period treat
similar themes or topics"). (adapted from
CCSS: W.11-12.9a)
ii.
Apply grades 9-10
Reading standards to literary nonfiction
when conducting research (e.g.,
"Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is valid and the
evidence is relevant and sufficient;
identify false statements and fallacious
reasoning"). (adapted from CCSS: W.910.9)
ii.
Apply grades 9-10
Reading standards to literary nonfiction
when conducting research (e.g.,
"Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is valid and the
evidence is relevant and sufficient;
identify false statements and fallacious
reasoning"). (adapted from CCSS: W.910.9)
ii. Apply grades 11-12 Reading
standards to literary nonfiction when
conducting research(e.g., "Delineate
and evaluate the reasoning in seminal
U.S. texts, including the application of
constitutional principles and use of legal
reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and
the premises, purposes, and arguments
in works of public advocacy [e.g., The
Federalist, presidential addresses]").
(adapted from CCSS: W.11-12.9b)
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
d. Examine materials to determine
appropriate primary and secondary
sources to use for investigating a
question, topic, or issue (e.g., library
databases, print and electronic
encyclopedia and other reference
materials, pamphlets, book excerpts,
online and print newspaper and
magazine articles, letters to an editor,
digital forums, oral records, research
summaries, scientific and trade journals)
d. Use appropriate primary and
secondary sources to investigate a
question, topic, or issue; Distinguish
between types of evidence (e.g., expert
testimony, analogies, anecdotes,
statistics) and use a variety of types to
support a particular research purpose
d. Use both primary and secondary
sources appropriate to the question,
topic, or issue under investigation;
Use a variety of types of evidence to
support the purpose of the research.
e. Document sources of quotations,
paraphrases, and other information,
using a style sheet, such as that of
the Modern Language Association
(MLA) or the American Psychological
Association (APA)
e. Document sources of
quotations, paraphrases, and other
information, using a style sheet,
such as that of the Modern Language
Association (MLA) or the American
Psychological Association (APA)
e. Document sources of quotations,
paraphrases, and other information,
using a style sheet, such as that of the
Modern Language Association (MLA) or
the American Psychological Association
(APA)
f. Use in-text parenthetical
citations to document sources of
quotations, paraphrases and
information
f.
Use in-text parenthetical citations
to document sources of quotations,
paraphrases and information
f. Use in-text parenthetical
citations to document sources of
quotations, paraphrases and
information
g. Evaluate accuracy and
usefulness of information and the
credibility of the sources used by
recognizing valid and faulty
generalizations as well as common
reasoning fallacies.
g. Evaluate accuracy and
usefulness of information and the
credibility of the sources used by
recognizing valid and faulty
generalizations as well as common
reasoning fallacies.
g. Evaluate accuracy and
usefulness of information and the
credibility of the sources used by
recognizing valid and faulty
generalizations as well as common
reasoning fallacies.
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
Support own analysis,
reflection, and research by
using evidence from texts,
critical thinking, and logical
reasoning.
Support own analysis,
reflection, and research by
using evidence from texts,
critical thinking, and logical
reasoning.
Support own analysis,
reflection, and research by
using evidence from texts,
critical thinking, and logical
reasoning.
a. Judge the usefulness of
information based on relevance to
purpose, source, objectivity, copyright
date, cultural and world perspective
(such as editorials), and support the
decision to use chosen information
a. Critically evaluate the
usefulness of information based on
relevance to purpose, source,
objectivity, copyright date, cultural
and world perspective, and support
the decision to use such information.
a. Critically evaluate the
usefulness of information based on
relevance to purpose, source,
objectivity, copyright date, cultural
and world perspective, and support
the decision to use such information.
b. Assess strengths and weaknesses
of own thinking and thinking of others by
using criteria including relevance, clarity,
accuracy, fairness, significance, depth,
breadth, logic, and precision
b. Assess strengths and
weaknesses of own thinking and the
thinking of others by using criteria
including relevance, clarity,
accuracy, fairness, significance,
depth, breadth, logic, and precision.
b. Assess strengths and weaknesses
of own thinking and the thinking of
others by using criteria including
relevance, clarity, accuracy, fairness,
significance, depth, breadth, logic, and
precision
c. Recognize and question the
implications of language and image use
that reflect bias and assumption in one's
own and others' research
c. Recognize and question the
implications of language and image
use that reflect bias and assumption
in one’s own and others’ research;
consider the purpose of this
language and image use, and use
selectively to achieve a purpose.
c. Recognize and question the
implications of language and image
use that reflect bias and assumption
in one’s own and others’ research;
consider the purpose of this
language and image use, and use
selectively to achieve a purpose.
d. Integrate information from
different sources to form conclusions
about an author’s assumptions, biases,
credibility, cultural and social
perspectives, or world views
d. Integrate information from
different sources to form conclusions
about an author’s assumptions,
biases, credibility, cultural and social
perspectives, or world views.
d. Integrate information from
different sources to form conclusions
about an author’s assumptions,
biases, credibility, cultural and social
perspectives, or world views.
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Standard & Advanced 9th
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Standard & Advanced 10th
Standard & Advanced 11th
e. Evaluate the accuracy of
information in a text, citing text-based
evidence, author’s use of expert
authority, and author’s credibility to
defend the evaluation
e. Evaluate the accuracy of
information in a text, citing textbased evidence, author’s use of
expert authority, and author’s
credibility to defend the evaluation.
f. Analyze the logic (including
assumptions and beliefs) and use of
evidence (existing and missing
information, primary sources, and
secondary sources) used by two or more
authors presenting similar or opposing
arguments (such as articles by two
political columnists that address the
same issue)
f. Analyze the logic (including
assumptions and beliefs) and use of
evidence (existing and missing
information, primary sources, and
secondary sources) used by two or
more authors presenting similar or
apposing arguments (such as
articles by two political columnists
that address the same issue).
g. Analyze the logic of complex
situations by questioning the
purpose, question at issue,
information, points of view,
implications and consequences,
inferences, assumptions, and
concepts.
g. Analyze the logic of complex
situations by questioning the
purpose, question at issue,
information, points of view,
implications and consequences,
inferences, assumptions, and
concepts.
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Standard & Advanced 9th
Standard & Advanced 10th
Standard & Advanced 11th
h. Determine the extent to which the
researcher entered empathetically into
competing points of view, exercised
confidence in reason, recognized the
limits of their knowledge on the topic
(intellectual humility), explored
alternative approaches to solving or
addressing complex problems
(intellectual flexibility), and were open to
constructive critique (intellectual openmindedness); apply this to reflection
of one’s own research as well.
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Conventions Scope & Sequence
Exposure

Mastery
Use CAPITALIZATION for…
Independent Usage
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
first word in a sentence
the pronoun I
first and last name
titles used with names (Mr. Mrs. President,
Senator, Dr. etc)
dates (January 3)
names of people
holidays
calendar words (days, months)
product names
geographic names
book/song/story titles
words used as names (Uncle John)
speaker’s first word in dialogue
races and nationalities
religions
languages
names of organizations
historical events
acronyms
Use PERIODS, QUESTION MARKS, AND
EXCLAMATION MARKS to…
recognize and name ending punctuation
end sentences
show abbreviations and after a person’s initials
(e.g., St., R.K)
choose punctuation for effect
write and punctuate compound and complex
sentences
format and punctuate dialogue
Use COMMAS to…
write out dates (January 1, 2011)
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separate single words in a series
separate a series of numbers
write greetings and closings in letters
punctuate addresses (e.g., between city and
state)
punctuate dialogue
for effect
mark direct speech and quotations from a text
place before a coordinating conjunction in a
compound sentence
separate an introductory element from the rest
of the sentence
set off interruptions and interjections
set off the words yes and no (e.g., Yes, thank
you)
set off a tag question from the rest of the
sentence (e.g., It’s true, isn’t it?)
indicate direct address (e.g., Is that you,
Steve?)
set off nonrestrictive/parenthetical elements
separate coordinate adjectives (e.g., It was a
fascinating, enjoyable movie but not He wore
an old [,] green shirt)
write and punctuate compound and complex
sentences correctly
indicate a pause or break
format and punctuate dialogue correctly
Use APOSTROPHES for…
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
contractions (I’m, we’re, etc.)
frequently occurring possessives (Ashley’s,
Mom’s, etc)
showing ownership: singular, plural, shared
possessives
forming possessives with indefinite pronouns
(everybody’s, others’, anybody’s)
Use ABBREVIATIONS for…
titles of people’s names (Dr., Mrs., etc)
calendar words
states
addresses
acronyms
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Use QUOTATION MARKS to…
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
choose punctuation for effect
mark direct speech and quotations from a text
indicate titles of works
emphasize special words
write and punctuate compound and complex
sentences correctly
format and punctuate dialogue correctly
Use UNDERLINING & ITALICS for…
titles of works
special words
emphasis
Use PARENTHESES to…
set off nonrestrictive/parenthetical elements
Use HYPHENS to…
choose punctuation for effect
separate numbers (e.g., forty-three)
form compound words (e.g., merry-go-round
editor-in-chief)
separate numbers in a fraction
divide a word
create new words
form an adjective (e.g., family-friendly, etc.)
join letters or words,
avoid confusing or awkward spelling
follow hyphenation conventions
Use COLONS & SEMI COLONS for…
separating items in a series (semi colons)
introduction of a list (colons)
formal introductions (colons)
a business letter (colons)
writing numbers in time (e.g., 4:30)
emphasis (colons)
punctuating compound and complex sentences
joining and setting off two independent clauses
(semicolon)
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conjunctive adverbs (semicolon)
introducing a list or quotation
linking two or more closely related independent
clauses (perhaps with a conjunctive adverb)
Use ELLIPSES & DASHES to…
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
punctuate for effect
indicate an omission
indicate a pause or a break
show emphasis
Use PROPER FORMATTING for…
paragraphs (e.g., indenting)
parts of a letter
poetry
formatting and punctuating dialogue
identify comma splices and fused sentences in
writing and revise to eliminate them
writing and editing work so that it conforms to
the guidelines in a style manual (e.g., MLA
Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
using a style guide to follow the conventions of
Modern Language Association (MLA) or
American Psychological Association (APA) format
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Elementary Academic Vocabulary for
English Language Arts: Reading, Writing, and Communicating
abstract noun
A noun that names a thing that cannot be touched or seen such as a concept, idea,
experience, state of being, trait, quality, or feeling (e.g. freedom, love, happiness,
democracy, honesty, pain, sympathy).
abridged
A condensed version of a text that still maintains the overarching theme.
active voice
One of the two “voices” of verbs. When the verb of a sentence is in the active voice, the
subject is doing the acting, as in the sentence “Kevin hit the ball.” Kevin (the subject of
the sentence) acts in relation to the ball.
adage
A traditional saying that expresses something considered to be a general truth.
adjective
A word or phrase that describes a noun or pronoun. (e.g. Male peacocks have beautiful
feathers. The feathers are colorful.)
adventure story
A story about an exciting or unexpected event or course of events often involving a risky
undertaking of unknown outcome.
adverb
A word that describes a verb, an adjective, or another adverb. Most adverbs tell where,
how, or when. Adverbs often end in -ly, but not always (e.g., The first pitch curved inside.
- tells where; Roberto hit the next pitch hard. - tells how; Roberto ran immediately. - tells
when).
A letter or group of letters which are added to the beginning or end of a word to make a
new word; such as 'unhappy' and 'careless'; prefixes, suffixes, and endings that add
meaning to a word or change the tense or part of speech of a word.
affix
alliteration
The repeating of the beginning consonant sounds in words (e.g. The dog danced down the
driveway.)
analogy
A similarity between like features of two things on which a comparison may be based.
(e.g. “A rudder is to a ship as a goal is to a person.”)
analyze
To examine critically, so as to bring out the essential elements. To examine carefully and
in detail so as to identify causes, key factors, possible results, etc.
antagonist
A character in a story or poem that deceives, frustrates, or works against the main
character or protagonist in some way. The antagonist need not be a person; it could be
death, the devil, an illness, or any challenge that prevents the main character from
attaining his or her goals.
The opposite of another word (e.g., large/small; hard/soft; in/out).
antonym
APA
American Psychological Association (APA) format is an editorial style developed for writers
in the social and behavioral sciences. This format emphasizes simple, direct, concise
writing.
approximation
Learning through making attempts, even if attempts are not completely successful.
archetype
A narrative design, character type, or image said to be identifiable in a wide variety of
works of literature.
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argument
A disagreement or opposing point of view. In writing and speech, argument is one of the
traditional modes of discourse which defines a course of reasoning aimed at demonstrating
truth or falsehood.
article
The word that comes before a noun – a, an, and the. (e.g. A dog ate the shoe. I love to
eat an apple for snack.)
aside
The act of saying something away from others or in privacy; a technique used commonly
in the theater.
assessment
A means for gathering information or data that reveals what learners control, partially
control, or do not yet control consistently.
assonance
The repetition in words of identical or similar vowel sounds followed by different consonant
sounds.
attending (reading
process)
When sampling text, paying particular attention to visual information to construct a sense
of the text.
audience
The person or group of people who read or hear what someone has written.
author
The person who produces a piece of writing.
autobiography
The story of a real person's life that is written by that person.
automaticity
Rapid, accurate, fluent word decoding without conscious effort or attention.
background
knowledge/schema
Background knowledge/schema is using what the reader already knows about a subject
that will help him gain new information and bring meaning to new information.
bibliography
A list of all the works and sources of information consulted while undertaking research for
a paper or presentation.
biography
The story of a real person's life that is written by another person.
blend
A combination of two or more sounds.
brainstorming
Collecting ideas by thinking freely and openly about all the possibilities; used often with
groups.
breadth
A wide range or extent.
cause and effect
A method of paragraph or essay development in which a writer analyzes the reasons for
and/or the consequences of and action, event, or decision.
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character
A person who takes part in the action of a story, novel, or a play. A Character can also be
an animal, or imaginary creature in a piece of writing.
character traits
Traits are the basic orientation of the character. Bravery, cruelty and/or intolerance are all
examples of character traits.
characterization
choral reading
The representation of individuals in literary works. This may include direct methods like
the attribution of qualities in description or commentary and indirect methods inviting
readers to infer qualities from characters’ actions, speech, or appearance. A flat character
is one who remains undeveloped. A round character is one that is fully developed. A
character that does not undergo change is referred to as static. A character that undergoes
some transformation is called dynamic.
To read aloud in unison with a group.
chronology
A record of events in the order of their occurrence; an arrangement of events in time.
citation
A brief notation of a scholarly source. It gives credit to the author of the material utilized.
A citation is imperative for readers to research the finding of one's information. It also
protects the writer reusing the material from plagiarism and possible copyright
infringement.
Quote (a passage, book, or author) as evidence for or justification of an argument or
statement. (Not to be confused with website or sight.)
cite
claim
climax
An assertion of the truth of something. A claim expresses a specific position on some
doubtful or controversial issue that the arguer wants the audience to accept. When
confronting any message, especially a complex one, it is useful to begin by identifying the
claims that are made.
The most important or exciting event or point usually occurring the near the end of a
story.
cohesiveness
The degree to which the ideas are said to “hang together” or the degree to which elements
of the story are consistent, logical, and reasonable, given the whole story.
collaborative
conversations
Conversation in which participants adhere to rules of the discussion, and accept
roles/responsibilities for the successful outcome of the conversation.
collaborative
discussion
A conversation in which each member of a group helps one another to better understand
something (a piece of writing, idea, message, etc.) through shared exploration and
respectful speaking and listening.
comma
1. Used before the conjunction in a compound sentence (e.g. I’d hoped to give my dog a
bath, but I’m not sure that’s possible.) 2. Used to separate items in a list (e.g. I bought
my dog a dish, a collar, a leash, and some treats.) 3. Used to separate a date and a year,
and a city and a state (e.g. My dog was born in Boise, Idaho on June 1, 1998.) 4. Used
before quotation marks in a sentence (e.g. Then Bob told me, “I really love your dog.”)
To analyze in order to show similarities (compare) and differences (contrast) of a topic.
compare and
contrast
complex sentence
A sentence that has at least one independent clause and one dependent clause.
comprehension
Using a system of strategic actions, smoothly and in coordination, to get meaning while
reading texts.
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comprehension
strategies
compound sentence
Strategies used to teach kids to read strategically, showing them how to construct
meaning when they read. Creating and validating predictions, questions and inferences,
monitoring understanding of the text, clarifying the confusing parts, summarizing,
synthesizing and connecting text events to their own prior knowledge and experiences are
all examples of comprehension strategies.
A sentence that contains two independent clauses joined by a coordinator (for, and, or,
but, etc.).
concluding
statement
The sentence very near or at the end which sums up the main point in a paragraph or
story.
concrete details
Details directly from the story that answers a question. The detail is not inferred thus is
found directly in written material.
conflict
The problem a character faces in piece of literature. There are five types of conflict: Man
vs. Man; Man vs. Society; Man vs. Himself; Man vs. Nature; and Man vs. Fate (destiny).
conjunction
Connects individual words or groups of words (e.g. as, and, because, but, however,
neither, although, unless).
connotation
The suggestion of a meaning by a word apart from the thing it explicitly names or
describes. The attitudes and feelings associated with a word. These associations can be
negative or positive and have an important influence on style and meaning.
consonance
The repetition of a final consonant sound in words with different vowels.
context
The part of a text or statement that surrounds a particular word or passage and
determines its meaning. The meaning comes from the words themselves, the word order,
and the combination of the words.
contraction
When an apostrophe is used to show that one or more letters have been left out when two
words are put together to form one word (e.g. do not = don't; they will = they'll).
conventions
Formal usage that has become customary in written language. Grammar, capitalization
and punctuation are three categories of conventions in writing.
conversation
The spoken exchange of thought, feeling and opinions.
credibility
The quality of being convincing or believable, or worthy of trust; often used to measure
whether or not the information the writer uses is trustworthy.
data
Factual information (as measurements or statistics) used as a basis for reasoning,
discussion, or calculation.
decoding
Using letter-sound relationships to translate a word from a series of symbols to a unit of
meaning.
deductive
reasoning
The form of logic in which, if the premises in an argument are all true, and the argument’s
form is valid, the conclusion is inescapably true.
demonstration
Modeling how proficient readers and writers work through all aspects of the reading and
writing process, and the decisions they make while reading/writing.
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denotation
The literal or dictionary definition of a word. Denotation contrasts with connotation.
descriptive writing
When a writer uses words to paint a picture of a person, a place, a thing, or an idea
specific details in the mind of the reader.
descriptive poems
A poem that uses imagery and the five senses of taste, smell, feel, touch, and sight to
bring the subject to life for the reader.
dialect
A regional variety of language. In most languages, including English and Spanish, dialects
do not interrupt understanding; the differences are actually minor.
dialogue
The conversation between characters in a drama or narrative. A dialogue occurs in most
works of literature. It moves the action along in a work and helps to characterize the
personality of the speakers.
dictate
To say or read aloud something for another person to transcribe.
digraph
Two successive letters that make a single sound. For example, the ea in bread, or the ng
in sing.
digression
Material not strictly relevant to the main theme or plot of a piece of writing or speech.
diphthong
Speech sound beginning with one vowel sound and moving to another vowel sound within
the same syllable. For example, oy in the word boy.
directionality
The orientation of print. In the English language, directionality is from left to right.
domain specific
words and phrases
Vocabulary specific to a particular field of study (domain); in the Standards, domainspecific words and phrases are analogous to Tier Three words.
drafting
A stage of the writing process during which a writer organizes information and ideas into
sentences and paragraphs. This involves working through technical aspects such as
handwriting, spelling and punctuation, to transfer ideas from plan to paper.
drama
A work to be performed by actors on stage, radio, or television; the genre of literature
represented by works intended for the stage; a situation or sequence of events that is
highly emotional, tragic, or turbulent.
editing (writing
process)
The process of correcting the surface features (grammar, spelling and punctuation) of
writing.
For emergent and early writers, the process of the teacher correcting the surface features
(grammar, spelling and punctuation) of student writing that the student has yet to master.
The purpose being to bring the piece to conventional form.
elaborate
To give more details about something; to discuss something more fully.
emergent literacy
Early behaviors such as "reading" from pictures and "writing" with scribbles are examples
of emergent literacy and are an important part of children's literacy development.
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enunciation
Carefully pronounced and articulated speech for the purpose of communicating effectively
with an audience.
environmental print
Symbols and texts found in everyday life situations (i.e., signs, logos, labels, etc.).
epic
A long narrative poem on a great and serious subject, often about the deeds of a great
hero or heroes.
essential question
A question that is not answerable with finality in a brief sentence. Its aim is to stimulate
thought, to provoke inquiry, and to spark more questions, not just pat answers.
evaluate
To estimate the nature, quality, ability, extent, or significance of;
events (story)
The situations and events in a story.
evidence
Facts, figures, details, quotations, or other sources of data and information that provide
support for claims or an analysis and that can be evaluated by others. Evidence should be
in an appropriate form and be derived from a source accepted as appropriate to a
particular discipline.
Punctuation mark used at the end of sentences that show strong feeling or excitement.
(e.g. Wow! What a huge dog!)
exclamation point
explanatory text
A text written to explain or make clear how something works or why something is the way
it is. This type of writing uses one or more of the following methods: identification,
definition, classification, illustration, comparison, and analysis.
explicit
Stated clearly and in detail, leaving no room for confusion or doubt.
exposition
Usually at the beginning of the story, explains what happened before the story starts, the
setting of the story, and often introduces the characters.
expression
A word or phrase in speaking, writing or art that communicates a thought or feeling.
fable
Stories that have animals with human traits and always include a moral or lesson (e.g.,
The Tortoise and the Hare, The Lion and the Mouse).
fact versus opinion
Statements of fact can be proven conclusively to be true or false. Statements of opinion
cannot be proven to be true or false.
fairytale
A story that has magical characters and objects (e.g. Cinderella , Alice in Wonderland,
Princess and the Pea).
falling action
The part of the story which follows the climax, or turning point; it includes action or
dialogue needed to bring the story to an end.
fantasy
A story including elements that are impossible such as talking animals, imaginary
creatures, lands, etc. (e.g., “Somewhere over the Rainbow,” in The Wonderful Wizard of
Oz).
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fiction
figurative language
Imaginative works of prose, primarily the novel and the short story. Although fiction draws
on actual events and real people, it springs mainly from the imagination of the writer. The
purpose is to entertain as well as enlighten the reader by providing a deeper
understanding of the human condition.
Language that communicates and enhances ideas by going beyond the ordinary or literal
meaning of the words.
figure of speech
Specific literary devices used to create a special effect or feeling, often by making some
type of comparison, such as; hyperbole, metaphor, simile, understatement.
findings
A conclusion reached after examination or investigation; a statement or document
containing an authoritative decision or conclusion.
flashback
A narrative technique that allows a writer to present past events during current events, in
order to provide background for the current narration. By giving material that occurred
prior to the present event, the writer provides the reader with insight into a character’s
motivation and/or background to a conflict. Flashbacks are often conveyed through
narration, dream sequences, and memories.
The way an oral reading sounds, including phrasing, intonation, pausing, stress, rate and
integration of the first five factors. It bridges word decoding and comprehension. Fluency
is a set of skills that allows readers to rapidly decode text while maintaining a high level of
comprehension.
A sharply defined point, center, or theme of an effort, written passage, undertaking, or
presentation.
fluency
focus
folktale
Oral story passed down through generations based on traditional beliefs or on superstition
(e.g., The People Who Hugged Trees, The Empty Pot, Tikki Tikki Tembo).
foreshadowing
A writer’s use of hints or clues to indicate events that will occur in a story. Foreshadowing
creates suspense and at the same time prepares the reader for what is to come.
forming intentions
(writing process)
(also termed
planning)
fragment sentence
Choosing a topic, determining the audience and form and planning writing are components
of forming intentions.
general academic
words and phrases
Vocabulary common to written texts but not commonly a part of speech; in the Standards,
general academic words and phrases are analogous to Tier Two words and phrases.
generalization
An idea or statement which emphasizes general rather than specific characteristics.
genre
A category of literature or writing style (e.g., mystery, science fiction, historical fiction,
biography, memoir, etc.).
gesture
A movement or position of the hand, arm, body, head, or face that is expressive of an
idea, opinion, emotion, etc., made to express or help express thought or to emphasize
speech.
glossary
A list of terms in a special subject, field, or area of usage, with accompanying definitions.
Such a list at the back of a book, explaining or defining important, difficult or unusual
words and expressions used in the text or field of study.
grammar
The study of the structure and features of language; rules and standards which are to be
followed to produce acceptable and correct writing and speaking.
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Because that girl was silly! Maria's cool red bicycle, parked behind the house.)
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grapheme
The smallest unit of a writing system. A grapheme may be one letter such as t or
combination of letters such as sh. A grapheme represents one phoneme.
graphic elements
The part of a work that contains visual representations of information and ideas (charts,
animations, video, etc.) beyond simple written text.
graphic organizer
A visual guide that helps writers plan a writing activity or helps readers understand and
organize information found in a text.
guided inquiry
The teacher provides the problem for investigation as well as the necessary materials.
Students are expected to devise their own procedure to solve the problem.
guided
reading/writing
An instructional setting that enables the teacher to work with a small group of students to
help them learn effective strategies for processing text with understanding. The purpose
of guided reading/writing is to meet the varying instructional needs of all the students.
high-frequency
words
Words which appear frequently in texts and used in student writing for a specific subject
and/or grade.
historical fiction
A fictional story that is set in a particular place and time period in the past; often the
setting is real, but the characters are altered, a composite, or entirely made up from the
author's imagination.
homograph
A word with same spelling as another: a word that is spelled in the same way as one or
more other words but is different in meaning, e.g. the verb "project" and the noun
"project."
homonym
A word having the same sound and spelling as another word, but a different origin and
meaning, for instance, “The musician uses a bow to play his violin”; “The little girl has a
bow in her hair.”
homophone
A word with a different meaning but having the same pronunciation as another word,
whether or not it is spelled alike, for instance, “wood” and “would,” or “to,” “two,” and
“too.”
hyperbole
An intentional exaggeration for emphasis or comic effect. An overstatement (e.g. “It took
a million years to finish my homework.”)
idea
Something imagined or pictured in the mind, ideas often lead to a plan of action.
idiom
A phrase or expression that means something different from what the words actually say.
An idiom is usually understandable to a particular group of people. For example, using
‘over his head’ for ‘he doesn’t understand.’
illustration
Graphic representations of important content (for example, art, photos, maps, graphs,
charts) found in a piece of literature.
Illustrator
An artist who creates drawings or images usually designed to enhance accompanying text.
image/imagery
Words and phrases that create vivid sensory experiences for the reader. Most images are
visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.
implicit
Implied or understood though not directly expressed.
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index
An alphabetical reference that lists topics, people, or titles, giving the location of where
they are mentioned in a text.
inductive reasoning
The form of logic which proceeds from the specific observation to the general statement.
The conclusion of such an argument provides the best or most probable explanation of the
premises, but is itself not necessarily true.
infer
To go beyond the literal meaning of a text; to think about what is not stated but is implied
by the writer.
inference
A conclusion reached on the basis of evidence and reasoning not immediately apparent.
inflection
An alteration of the form of a word by the addition of an affix, as in English dogs from dog,
or by changing the form of a base, as in English spoke from speak, that indicates
grammatical features such as number, person, mood, or tense.
informational text
A text that provide facts about a variety of topics (e.g., sports, animals, science, history,
careers, travel, geography, space, weather, etc.).
inquiry
A question; a query; an investigation. Also the seeking of information or knowledge.
interjection
Scientific inquiry refers to the diverse ways in which scientists study the natural world and
propose explanations based on the evidence derived from their work.
A single word that shows strong emotion or emphasis; usually an introductory word. (e.g.
Whoa, that's hot salsa! Ouch, that hurt! Help!)
interrogative
A word or phrase used to ask a question.
irony
The contrast between expectation and reality. This incongruity has the effect of surprising
the reader or viewer. Types include dramatic, situational, and verbal. Techniques of irony
include hyperbole, understatement, and sarcasm.
journal
A daily record of thoughts, impressions, reflections, and autobiographical information,
often a source of ideas for further writing.
key understandings
Important ideas within (literal), beyond (implied) or about (determined through critical
analysis) the text that are necessary to comprehension.
legend
A story from the past that shows a heroic figure, supposedly based on a real person but
often exaggerated (e.g. John Henry, Johnny Appleseed).
letter-sound
correspondence
Recognizing the corresponding sound of a specific letter when that letter is seen or heard.
link
A hyperlink in electronic presentation that directs the user to another resource.
literal language
Refers to words that do not deviate from their defined meaning.
literary devices
Techniques used by a writer to convey or enhance the story (e.g., figures of speech,
foreshadowing, flashback).
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literature
The body of written works of a language, period, or culture; imaginative or creative
writing, especially of recognized artistic value.
main idea
In informational writing, the most important thought or overall position. The main idea or
thesis of a piece, written in sentence form, is supported by details and explanation.
make connections
(as a strategic
action)
To search for and use connection to knowledge gained through personal experience,
learning about the world and reading other texts.
medial sound
The middle sound in a word.
medium
The material or form used by an artist, composer, or writer.
memoir
A history or record composed from personal observation and experience. Closely related
to, and often confused with, autobiography, a memoir usually differs chiefly in the degree
of emphasis placed on external events; whereas writers of autobiography are concerned
primarily with themselves as subject matter, writers of memoir are usually persons who
have played roles in, or have been close observers of, historical events and whose main
purpose is to describe or interpret the events.
Text that illustrate a particular aspect of craft, text structure, genre, etc.
mentor text
metacognition
A reflection and understanding of how one thinks and uses strategies during reading and
writing and problem solving.
metaphor
A figure of speech that makes a comparison between two things that are basically different
but have something in common. Unlike a simile, a metaphor does not contain the words
like or as. (e.g. “The sun is a lemon in the sky.”). See figurative language, figure of
speech, and simile.
In poetry, the recurrence of a rhythmic pattern.
meter
MLA
MLA (Modern Language Association) is a style of crediting the sources quoted or
paraphrased in a particular piece of literature. MLA serves as a standard formatting for the
citation of scholarly writings.
monitor
(self-monitor)
When a reader independently pays attention to their reading, and is aware of a dissonance
between what they are saying and what they are seeing.
monitor and correct
(as a strategic
action)
To check whether the reading sounds right, looks right and makes sense, and to solve
problems when it does not.
mood
The feeling a reader gets from a story. (e.g., happy, sad, peaceful, etc.)
moral
The lesson a writer is trying to teach in his or her story (e.g. Do unto others as you would
have them do unto you.).
morpheme
The smallest unit of meaning in oral and written language. Unbreakable has three
morphemes: -un, -break, -able.
morphology
In linguistics, the identification, analysis and description of the structure of morphemes
and other units of meaning in a language like words, affixes, and parts of speech and
intonation/stress, implied context.
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motif
A recurring object, concept, or structure in a work of literature. A motif may also be two
contrasting elements, such as good and evil, in a work.
multisyllabic
Having more than one syllable.
mystery text
A suspenseful story about a puzzling event that is not solved until the end of the story.
myth
Stories that answer questions about things people could not or cannot explain and may tell
of heroic quests.
narrative
Writing which tells a story or recalls an experience.
narrator
The person or voice telling the story. The narrator can be a character in the story, a play,
or a work of nonfiction.
nonfiction
non-verbal
communication
Writing about real people, places, and events. Unlike fiction, nonfiction is largely concerned
with factual information, although the writer shapes the information according to his or her
purpose and viewpoint. Biography, autobiography, and news articles are examples of
nonfiction.
Ways of conveying the meaning of an intended message other than oral speech (e.g.,
gestures, eye contact, facial expression).
noun
A word used to name a person, animal, place, thing, and abstract idea.
novel
A book-length story created from the author's imagination.
nuances
A subtle or slight degree of difference, as in meaning, feeling, or tone; a gradation.
objective summary
A succinct, accurate description of the content of a text without personal feelings. A
stating of the facts only.
onomatopoeia
The use of a word whose sound suggests its meaning, as in “clang,” “buzz,” “crash.”
onset
The part of the syllable that precedes the vowel. For example, /h/ in hop, and /sk/ in
scotch. Some syllables have no onset, as in un or on.
opinion text
A type of writing in which an author states and then supports their opinion.
opposing claim
A counter claim made in response to a claim that came before it.
oral tradition
Customs, opinions, beliefs, and history passed from generation to generation by means of
conversation or storytelling.
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outcomes (writing
process)
Opportunities for writers to share writing with intended audience. Writer seeks the
response of readers, which is where learning takes place.
oxymoron
A paradox reduced to two opposing words, usually in an adjective-noun (deafening silence)
or adverb-adjective (shockingly boring) relationship, and is used for effect, complexity,
emphasis, or wit.
pace
To move or develop (something) at a particular and calculated rate or speed. Also, the
reading rate (the number of words a child reads per minute); a component of fluency.
paragraph
A group of sentences that consists of one or more sentences, deals with one point or gives
the words of one speaker, and begins on a new usually indented line.
parallelism
The phrasing of language in a way that balances ideas of equal importance. Parallelism
may apply to phrases, sentences, paragraphs, or longer passages.
paraphrase
Restating ideas in different words to help clarify or explain the meaning of a text.
parts of speech
A category to which a word is assigned in accordance with its syntactic functions. Example:
noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and
interjection.
passive voice
One of the two voices of verbs. Indicates that the subject is being acted upon. (e.g. The
ball was hit by Kevin.).
pencil grip
Proper pencil placement in hand.
period
Punctuation mark used at the end of a statement or used after abbreviations. (e.g. Dr. J.
Wong is our veterinarian. Go to 312 So. Franklin St. to meet your friend.)
personification
A form of metaphor in which language relating to human action, motivation, and emotion
is used to refer to non‐human agents or objects or abstract concepts. (e.g. “The weather
is smiling on us today;” “Love is blind.”)
perspective
The state of one’s ideas, the facts known to one, and the angle from which one views a
situation.
persuasive text
Writing intended to convince the reader that a position is valid or that the reader should
take a specific action. Differs from exposition in that it does more than explain; it takes a
stand and endeavors to persuade the reader to take the same position.
phoneme
The smallest unit of sound in spoken language. There are approximately forty-four units
of speech sounds in English.
phonemic
awareness
The ability to hear individual sounds in words and to identify individual sounds.
phonics
The knowledge of letter-sound relationships and how they are used in reading and writing.
Teaching phonics refers to helping children acquire this body of knowledge about the oral
and written language systems; additionally, teaching phonics helps children use phonics
knowledge as part of the reading and writing process.
The awareness of words, rhyming words, onsets and rimes, syllables and individual sounds
(phonemes).
phonological
awareness
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phrase
Sequence of two or more words arranged to act as a unit in a sentence.
pitch
Appropriate sound level when speaking.
plagiarism
Presenting another author's works, words, or ideas as one's own. This is considered
illegal.
planning (writing
process)
Putting ideas down in an organized manner during the “forming intentions” process.
planning strategies
Process of defining direction, and making decisions about how to organize ideas in writing
or a presentation based purpose and audience.
plot
The action or sequence of events in a story. Plot is usually a series of related incidents that
builds and grows as the story develops. There are five basic elements in a plot line: (a)
exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution.
plural noun
Two or more people, places, or things (e.g. We went to two beaches. I love to eat
pancakes.)
poetry
Verse written to create a response of thought and feeling from the reader. It often uses
vivid, concise language, and rhythm and rhyme.
point of view
The angle from which a story is told; depends on who is telling the story (e.g., FirstPerson, one of the characters is telling the story, uses "I". Third-Person, someone outside
the story is telling the story, uses him or her).
predicate of a
sentence
The verb that describes what the noun of the sentence is doing or being.
predict (as a
strategic action)
To use what is known to think about what will follow while reading continuous text.
prefix
A word part that is added to the beginning of a base word that changes the sense or
meaning of the root or base word. For example, re‐, dis‐, com‐are prefixes.
preposition
A word that relates a noun or pronoun to another word in the sentence (e.g. The cat
rested on the couch. The dog sat by the cat.)
prepositional
phrase
A preposition followed by an object. (e.g. “I will hold the coins in my hand.")
primary source
First-hand documentation of events (e.g., autobiographies, diaries, interviews, logs,
personal accounts, treaties, letters, photographs, drawings, etc.) that presents no
“secondary” analysis or interpretation by historians or others removed from the action.
problem solving
A process that involves discovering, gathering information, analyzing, considering options,
and solving problems. The ultimate goal of problem-solving is to overcome obstacles and
find a solution or solutions that best resolve(s) an issue.
prompt
A question, direction or statement that compels and directs a writer to write about a
particular topic.
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pronoun
A word used to replace a noun (e.g. She found her kitty. - I, you, he, she, them, his,
their, we, yourself, etc.)
pronounantecedent
agreement
An antecedent is the word or word group a pronoun refers to. A pronoun and antecedent
agree when there is correspondence in number or person of a subject and verb in a
sentence.
pronunciation
The manner in which someone utters a word.
propaganda
techniques
Methods of conveying information selectively to produce an opinion or action favorable to
the source of the information.
proper noun
A word that names a specific person, place, or thing and begins with a capital letter (e.g.,
John; Denver, Colorado; the Washington Monument; the Beatles)
prose
Written or spoken language in its ordinary form, without metrical structure.
protagonist
The main character in a novel, play, story, or poem; also known as the “hero” or
“heroine.”
proverb
A short well-known saying that expresses an obvious truth and often offers advice. (e.g.
"All that glitters is not gold.” This means that just because something looks good, does not
necessarily mean that it is good.)
publishing (writing
process)
Preparing and formatting writing for an audience.
pun
A joke that comes from a play on words. It can make use of a word’s multiple meanings or
a word’s rhyme. Example: "Time flies like an arrow. Fruit flies like a banana," (Groucho
Marx).
purpose
Reason for writing; an author’s desired effect or result on an audience; intention.
question
A sentence worded or expressed so as to elicit information.
question mark
Punctuation mark used at the end of a question. (e.g. Did you walk the dog?)
realistic fiction
A story using made-up characters yet could happen in real life.
reason
Think, understand, and form judgments using a process of logic.
recount
To retell the events of an experience or story.
recursive writing
Writing that doubles back upon itself and leaps ahead. If you correct a spelling error as
you write your first draft, you have done a proofreading act (a later stage) while you are
drafting (an early to middle stage). We might cycle and recycle through numerous times
when creating any single piece of writing.
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red herring
A fallacy in which an irrelevant topic is presented in order to divert attention from the
original issue. The basic idea is to “win” an argument by leading attention away from the
argument and toward another topic.
reference materials
Resources used to find information on a subject (dictionary, thesaurus, encyclopedia,
journals, both print and on-line sources, etc.).
register
In linguistics, one of many styles or varieties of language determined by such factors as
social occasion, purpose, and audience. More generally, register is also used to indicate
degrees of formality in language use.
relative adverbs
An adverb (where, when, or why) that introduces a relative clause, also known as a
relative adverb clause.
relative pronouns
A part of speech referring to a noun mentioned before and of which we are adding more
information. They are used to join two or more sentences and forming in that way what we
call "relative sentences" (e.g., who, whom, that, which, whoever, whomever,
whichever).
relevance
Term used to describe how pertinent, current, connected, or applicable something is to a
given matter.
relevance
Relevance describes how pertinent, connected, or applicable something is to a given
matter.
repetition
The action of repeating something that has already been said or written to produce a
desired effect.
research
Research is an active, systematic process of inquiry in order to discover and interpret facts
and events. The term "research" is also used to describe the collection of information
about a particular subject.
research questions
Formal questions that set a goal(s) and guides study.
resolution
The end of a play or story when the problems are solved.
response
An answer or reply, as in words or in some action.
retell
To recount the sequence of events to a listener or put them writing after hearing or
reading a story.
revise
To alter something written or printed, in order to make corrections, improve, or update,
primarily in terms of style, content, structure and ideas, and details.
rhetoric
The art of using language effectively, especially for persuasion, in speaking or writing,
especially in oratory.
rhyme
The ending part (rime) of a word that sounds like the ending part (rime) of another word
(e.g., m-ail and t-ale).
rhythm
The way a poem and story writing flows from one sound or sentence pattern to the next as
it creates a sound pattern or patterned story.
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rime
The ending part of a word containing the vowel; the letters that represent the vowel sound
and the consonant letters following it in a syllable - dr-eam.
rising action
The central part of the story during which various problems arise and lead up to the
climax.
root word (base
word)
A word or word element to which prefixes and suffixes may be added to make other
words. For example, to the root graph, the prefix bio‐and the suffix –ic can be added to
create the word, biographic.
salient points
Facts or information that seem most important or significant to the argument.
scaffolding
Method of providing structure for students to access the information provided.
schema
Background, conceptual understandings that a student possesses.
science fiction text
A type of fantasy that uses science and technology (e.g., robots, time machines, etc.)
search for and use
information (as a
strategic action)
To look for and to think about a variety of content in order to make sense of text while
reading.
secondary sources
Information or research that is written by someone other than the person who experienced
the events. For example, a comment by a historian, an encyclopedia article, or a critical
essay.
self-correction
When a reader stops and corrects his/her own error.
semantic cues
Semantic cues are hints based on meaning that help readers decode and comprehend a
text.
sensory details
Details a writer uses to help the reader see, feel, smell, taste, and hear what is being
writing about.
sensory imagery
The use of words to describe tastes, smells, textures, sounds and images in order to
provide a sensory experience for the reader.
sentence
A group of words expressing one or more complete thoughts.
setting
Time and place where a story takes place.
short story
A brief fictional work that usually contains one major conflict and at least one main
character.
signal words
A phrase, clause, or sentence that introduces a quotation, paraphrase, or summary.
Common signal phrase verbs include the following: argue, assert, claim, comment,
emphasize, illustrate, respond, say, suggest, think, and write. See transition words.
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simile
A comparison of two unlike things in which a word of comparison using the words ‘like’ or
‘as’. For example, ‘She stood in front of the altar, shaking like a freshly caught trout,’
(Maya Angelou).
singular noun
One person, place, or thing (e.g., a monkey; the library; your friend; my pencil)
small-group
instruction
The teacher working with children brought together because they are similar enough in
reading/writing development to teach a skill most effectively in a small group.
soliloquy
A dramatic monologue spoken aloud by a character that is alone on the stage (or is under
the impression of being alone). The soliloquist thus reveals his or her inner thoughts and
feelings to the audience.
sounding out
Pronouncing the sounds of the letters in a word as a step in the reading word.
source
A place, person, or thing from which something comes or can be obtained.
stanza
A recurring grouping of verse lines in terms of length, metrical form, and, often, rhyme
scheme.
stream of
consciousness
The continuous flow of sense‐perceptions, thoughts, feelings and memories in the human
mind; a literary method of representing such a blending of mental processes in fictional
characters, usually in an unpunctuated or disjointed form of internal monologue.
style
The particular way a piece of literature is written. Not only what is said but also how it is
said, style is the writer’s unique way of communicating ideas. Elements contributing to
style include word choice, sentence length, tone, voice, figurative language, and use of
dialogue.
A noun or pronoun that is performing the verb; the "do-er."
subject of a
sentence
subject-verb
agreement
The basic rule states that a singular subject takes a singular verb while a plural subject
takes a plural verb.
subordinating
conjunction
A subordinating conjunction joins a subordinate (dependent) clause to a main
(independent) clause.
suffix
An affix or group of letters added at the end of a base word or root word to change its
function or meaning (e.g., handful, hopeless).
summarize (as a
strategic action)
To put together and remember main ideas and important information, while disregarding
irrelevant information, during or after reading.
summary
A shorter version of the original. Such a simplification highlights the major points from the
much longer subject, such as a text, speech, film, or event. The purpose is to help the
audience get the gist in a short period of time.
supporting details
Secondary points which clarify a key point, illustrate a concept, or prove a point.
syllables
A unit of spoken language that consists of one or more vowel sounds alone or with one or
more consonant sounds preceding or following (word chunks).
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symbol
A word or object that stands for an object, event, or idea. The object, event, or idea thus
represented may be concrete or abstract, visible or invisible.
synonym
A word that has a meaning identical with, or very similar to, another word.
synthesize
Combine or merge new information with existing knowledge or with information from
multiple sources to create an original idea, see a new perspective, or form a new line of
thinking to achieve insight. Synthesizing is the most complex of comprehension strategies.
synthesize (as a
strategic action)
To combine new information or ideas from reading text with existing knowledge to create
new understandings.
tall tale
Story that has exaggerated characteristics and accomplishments (e.g., Pecos Bill, Paul
Bunyan).
technical writing
Technical writing is a method of researching and creating information about technical
processes or “how to” manuals written so that the reader can perform tasks. Examples of
technical writing could include such texts as - include a how to recycle poster, bike repair
manual, instructions to play a game, etc.
The relationship involving time between an event (the cause) and a second event (the
effect), where the second event is understood as a consequence of the first.
temporal
relationships
tense
A category of the verb or verbal inflections, such as present, past, and future, that
expresses the temporal relations between what is reported in a sentence and the time of
its utterance.
text
Coherent set of symbols that transmit some kind of informative message.
text features
Various ways of manipulating and placing text to draw attention to or emphasize certain
points or ideas in narrative (e.g., bolding or boxing questions, italicizing key vocabulary,
listing, bulleting, numbering).
text structure
The organizational pattern an author uses to structure the ideas in a text (e.g.
cause/effect, compare/contrast, description, problem/solution, sequential,
goal/action/outcome, concept/definition, proposition/support).
textual evidence
Details from one or more resources to support an interpretation or analysis of literary and
informative/expository work.
theme
The central idea or ideas explored by a literary work.
thesis statement
The basic argument advanced by a speaker or writer who then attempts to prove it by
presenting compelling evidence; the subject or major argument of a speech or
composition.
tone
An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to
shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can
be serious, humorous, sarcastic, playful, ironic, bitter, or objective.
topic
The specific subject of a piece of writing.
traditional
literature
Stories that are passed down from one group to another in history; includes folktales,
legends, fables, fairy tales, tall tales, and myths from different cultures.
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tragic flaw
A defect in the protagonist that leads to his or her downfall.
transition words
Words that help tie thoughts together (e.g., when, next, after, finally; first, second, third;
above, below, to the left of, to the right of).
understatement
A form of irony in which something is intentionally represented as less that it is.
verb
Shows action or links the subject to another word in the sentence. (e.g. The boys read
often – action verb; I am happy about that - linking verb)
verb tense
Present (happening now) – I sneeze; Past (already happened) – I sneezed; Future (will
happen later) – I will sneeze.
verse
Verse is a single metrical line of poetry (as opposed to prose which uses grammatical units
like sentences and paragraphs).
visual aid
An instructional aide, such as a poster, scale model, digital image, artifact, etc. used to
enhance a viewer’ understanding or experience of presented content.
visual mapping
A graphical method of taking notes. The visual layout helps one to distinguish words or
ideas, often with colors and symbols.
visualize
When a reader creates images that reflect or represent the ideas in the text. These images
may include any of the five senses and serve to enhance understanding of the text. But for
your students, try this: “Create a movie in your mind while reading.”
vocabulary
Recognizing and understanding the meaning of words in reading and writing as well as oral
language.
voice
The way a writer expresses ideas. A writer’s unique use of language that allows a reader
to perceive a human personality in the writing.
website
A set of interconnected web pages, usually including a homepage. It is usually prepared
and maintained as a collection of information by a person, group, or organization.
works cited
When producing a works cited for an essay you only list the actual sources of information
that you reference in your piece of work.
writing process
The stages of writing that produce a final, well-crafted piece. They are planning, drafting,
revising, editing, polishing (proofreading), and publishing.
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Secondary
English Language Arts: Reading, Writing, and
Communicating
Academic Vocabulary Glossary
WORD
DEFINITION
abridged
A condensed version of a text that still maintains the overarching theme.
active voice
One of the two “voices” of verbs. When the verb of a sentence is in the active voice, the
subject is doing the acting, as in the sentence “Kevin hit the ball.” Kevin (the subject of
the sentence) acts in relation to the ball. See passive voice.
advance
To put forward, propose.
allegory
A rhetorical narrative in prose or verse in which the characters and often parts of the
narrative itself represent moral and spiritual values or have other symbolic meaning
(e.g., The Emperor’s New Clothes, Animal Farm).
alliteration
The repetition of initial consonant sounds in words.
allusion
A passing or casual reference; an incidental mention of something, either directly or by
implication. (e.g., an allusion to Shakespeare’s Hamlet, “To act or not to act, that was
Maria’s dilemma.”)
analogy
A similarity between like features of two things on which a comparison may be based.
(e.g. “A rudder is to a ship as a goal is to a person.”)
analyze
To examine critically, so as to bring out the essential elements. To examine carefully and
in detail so as to identify causes, key factors, possible results, etc.
anaphora
A rhetorical device involving the repetition of a word or word at the beginning of two or
more successive clauses. It is often used in ballad, oratory, and sermon (e.g., Martin
Luther King Jr.’s, “I have a dream”).
antagonist
A character in a story or poem that deceives, frustrates, or works against the main
character or protagonist in some way. The antagonist need not be a person; it could be
death, the devil, an illness, or any challenge that prevents the main character from
attaining his or her goals.
anthropomorphism
The process of attributing human characteristics to something non-human, in particular
the gods or God. The term also refers to animals that are given human personalities
(e.g., “The Tortoise and the Hare.”).
antonym
A word opposite in meaning from another word. See synonym.
APA
American Psychological Association (APA) format is an editorial style developed for
writers in the social and behavioral sciences. This format emphasizes simple, direct,
concise writing. See MLA.
aphorism
An abrupt statement of truth or a concise generalization, which may or may not be witty.
Aphorisms expose and condense part of the truth and offer an insight. (e.g. “Injustice
anywhere is a threat to justice everywhere.”)
archetype
A narrative design, character type, or image said to be identifiable in a wide variety of
works of literature.
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argument
A disagreement or opposing point of view. In writing and speech, argument is one of
the traditional modes of discourse which defines a course of reasoning aimed at
demonstrating truth or falsehood.
aside
The act of saying something away from others or in privacy; a technique used commonly
in the theater.
assonance
The repetition in words of identical or similar vowel sounds followed by different
consonant sounds. See consonance.
audience
The listeners at a speech or performance or the intended readership for a piece of
writing. See purpose.
authorial intent
The meaning the author intends the audience to take from a piece of writing. The
author’s precise message.
balance
The arranging of words or phrases so that two ideas are given equal emphasis in a
sentence or paragraph; a pleasing rhythm created when a pattern is repeated in a
sentence(s).
bias
Noun: A preference or an inclination, especially one that inhibits impartial judgment.
An unfair act or policy stemming from prejudice.
Verb: To influence in a particular, typically unfair direction; prejudice.
bibliography
A list of all the works and sources of information consulted while undertaking research
for a paper or presentation. See works cited.
brainstorming
Collecting ideas by thinking freely and openly about all the possibilities; used often with
groups.
character
A person who takes part in the action of a story, novel, or a play. Characters can also be
animals or imaginary creatures.
characterization
The representation of individuals in literary works. This may include direct methods like
the attribution of qualities in description or commentary and indirect methods inviting
readers to infer qualities from characters’ actions, speech, or appearance. A flat
character is one who remains undeveloped. A round character is one that is fully
developed. A character that does not undergo change is referred to as static. A
character that undergoes some transformation is called dynamic.
citation
A brief notation of a scholarly source. It gives credit to the author of the material
utilized. A citation is imperative to readers of the research so that they may locate the
information used. It also protects the writer reusing the material from plagiarism and
possible copyright infringement. See also bibliography and works cited.
cohesiveness
The degree to which the ideas are said to “hang together” or the degree to which
elements of the story are consistent, logical, and reasonable, given the whole story.
cite
Quote (a passage, book, or author) as evidence for or justification of an argument or
statement. (Not to be confused with website or sight.)
claim
An assertion of the truth of something. A claim expresses a specific position on some
doubtful or controversial issue that the arguer wants the audience to accept. When
confronting any message, especially a complex one, it is useful to begin by identifying
the claims that are made.
climax
The most important or exciting point in something such as an event or a story.
collaborative
discussion
A conversation in which each member of a group helps one another to better understand
something (a piece of writing, idea, message, etc.) through shared exploration and
respectful speaking and listening.
compare
To identify similarities.
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conflict
In narration, the struggle between the opposing forces that moves the plot forward.
Conflict can be internal, occurring within a character, or external, between characters or
between a character and an abstraction such as nature or fate.
connotation
The suggestion of a meaning by a word apart from the thing it explicitly names or
describes. The attitudes and feelings associated with a word. These associations can be
negative or positive and have an important influence on style and meaning. See
denotation.
consonance
The repetition of a final consonant sound in words with different vowels.
context
The part of a text or statement that surrounds a particular word or passage and
determines its meaning. The meaning comes from the words themselves, the word
order, and the combination of the words.
contrast
To identify differences.
credibility
The quality of being convincing or believable, or worthy of trust.
data
Factual information (as measurements or statistics) used as a basis for reasoning,
discussion, or calculation.
debate
Noun: a discussion, as of a public question in an assembly, involving opposing
viewpoints.
Verb: to engage in argument or discussion, occurs in both formal and informal settings.
deductive reasoning
The form of logic in which, if the premises in an argument are all true, and the
argument’s form is valid, the conclusion is inescapably true. See inductive reasoning.
denotation
The literal or dictionary definition of a word. Denotation contrasts with connotation.
dialect
A regional or social variety of a language distinguished by pronunciation, grammar, or
vocabulary, especially a variety of speech differing from the standard literary language
or speech pattern of the culture in which it exists.
dialogue
The conversation between characters in a drama or narrative. A dialogue occurs in most
works of literature. It moves the action along in a work and helps to characterize the
personality of the speakers.
diction
An author’s choice of words based on their correctness, clarity, or effectiveness.
digression
Material not strictly relevant to the main theme or plot of a piece of writing.
dissent
Opposition to a prevailing idea or entity.
drafting
A stage of the writing process during which a writer organizes information and ideas into
sentences and paragraphs.
edit
To improve the clarity, organization, conciseness, and correctness of a piece of writing
relative to task, purpose, and audience; compared to revising, editing is a smaller-scale
activity often associated with word choice, grammar, punctuation, and syntax. See
revise.
elaboration
An explanation or extension of an idea, concept, or information that provides a deeper,
more detailed, or more thorough discussion.
enunciation
Carefully pronounced and articulated speech for the purpose of communicating
effectively with an audience.
epic
A long narrative poem on a great and serious subject, often about the deeds of a great
hero or heroes.
epic simile
An extended simile that makes elaborate and complex comparisons.
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epithet
An adjective or adjectival phrase appropriately qualifying a proper noun with a key or
important characteristic; for example, Long John, chalky white, rosy-fingered dawn.
essential question
A question that is not answerable with finality in a brief sentence… Its aim is to stimulate
thought, to provoke inquiry, and to spark more questions. Essential questions lead
smaller, disparate lessons and skills to broader, deeper understandings – enhancing a
sense of relevancy.
evaluate
To estimate the nature, quality, ability, extent, or significance of;
evidence
Facts, figures, details, quotations, or other sources of data and information that provide
support for claims or an analysis and that can be evaluated by others. Evidence should
be in an appropriate form and be derived from a source accepted as appropriate to a
particular discipline.
explicit
Stated clearly and in detail, leaving no room for confusion or doubt.
expository writing
Writing that is intended to make clear or to explain something using one or more of the
following methods: identification, definition, classification, illustration, comparison, and
analysis.
In a play or a novel, exposition provides the background information needed to properly
understand the story, such as the problem in the beginning of the story and the situation
in which the work is set.
extended metaphor
A metaphor that is extended through a stanza or entire poem, often by multiple
comparisons of unlike objects or ideas.
fact versus opinion
Statements of fact can be proven conclusively to be true or false. Statements of opinion
cannot be proven to be true or false.
falling action
In a work of literature, the sequence of events that follow the climax and end in the
resolution.
fiction
Literature that offers insights, challenges assumptions, plays with language, or presents
possibilities through the telling of imaginary stories. It may be entertaining, but is not
limited to entertainment. It is distinguished from nonfiction, which is designed primarily
to explain, argue or describe. Specifically, fiction is a type of literature, especially prose,
such as novels and short stories, but also including plays and narrative poetry. Fiction
may take many literary forms, including historical fiction, fables, fairy tales, folklore,
legends, and picture books. See non-fiction.
figurative language
Language that communicates and enhances ideas by going beyond the ordinary or literal
meaning of the words.
figure of speech
Specific literary devices used to create a special effect or feeling, often by making some
type of comparison. See hyperbole, metaphor, simile, understatement.
findings
A conclusion reached after examination or investigation; a statement or document
containing an authoritative decision or conclusion.
flashback
A narrative technique that allows a writer to present past events during current events,
in order to provide background for the current narration. By giving material that
occurred prior to the present event, the writer provides the reader with insight into a
character’s motivation and/or background to a conflict. Flashbacks are often conveyed
through narration, dream sequences, and memories presented of earlier conversation.
focus
A sharply defined point, center, or theme of an effort, written passage, undertaking, or
presentation.
foil
A character in a story or poem whose traits are in direct contrast to those of the principal
character. The foil therefore highlights the traits of the protagonist.
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foreshadowing
In literature, the use of hints about things to come in later plot developments. It can be
obvious, or it may be more subtle, involving the use of symbols that are connected to
later turns in the plot.
gesture
A movement or position of the hand, arm, body, head, or face that is expressive of an
idea, opinion, emotion, etc. made to express or help express thought or to emphasize
speech.
generalization
An idea or statement which emphasizes general characteristics rather than specific
manifestations.
genre
A category of literature or writing style.
genre features
A specific aspect of any style of writing that distinguishes it from another (headings,
formatting, point of view, jargon, length, etc.).
glossary
A list of terms in a special subject, field, or area of usage, with accompanying definitions.
Such a list at the back of a book, explaining or defining important, difficult or unusual
words and expressions used in the text or field of study.
grammar
The study of the structure and features of language; rules and standards which are to be
followed to produce acceptable writing and speaking.
graphic elements
The part of a work that contains visual representations of information and ideas (charts,
animations, video, etc.) beyond simple written text.
graphic organizer
An organizational tool used to illustrate students’ prior knowledge or current
understanding about a topic or section of text. A few examples:
·
Semantic maps help students visually organize and graphically show the
relationship between one piece of information and another. It is often used for
increasing vocabulary and improving reading comprehension. As a pre-reading
activity, it can be used to activate prior knowledge and to introduce key vocabulary
words.
·
Venn diagrams use two circles to represent sets of information, with the
position and overlap of the circles indicating the relationships between the sets.
·
KWL Charts are used to gauge students’ background knowledge on a given
topic. The chart includes three columns. The K column is where students list what
they know; the W column is where students list what they want to know; and the L
column is where students list what they learned at the end of a lesson or unit.
homonym
A word having the same sound and spelling as another word, but a different origin and
meaning, for instance, “The musician uses a bow to play his violin”; “The little girl has a
bow in her hair.”
homophone
A word with a different origin or meaning but having the same pronunciation as another
word, whether or not it is spelled alike, for instance, “wood” and “would,” or “to,” “two,”
and “too.”
hyperbole
An intentional exaggeration for emphasis or comic effect. An overstatement. (e.g., “It
took a million years to finish my homework.”)
idiom
A phrase or expression which means something other than what the words actually say.
An idiom is usually understandable to a particular group of people: Ex. “Cat got your
tongue?” or “Up the Boohai” (a New Zealand idiom meaning "all wrong.")
imagery
Words and phrases that create vivid sensory experiences for the reader. Most images are
visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch.
implicit
Implied or understood though not directly expressed.
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in medias res
Its literal translation (from Latin) is “into the middle of things,” and its origin is Horace’s
remarks in Ars Poetica. The phrase describes a common method of beginning a story in
the middle of the action. Through this method, the writer can take the reader back and
forth in time.
index
An alphabetical reference that lists topics, people, or titles, giving the location of where
they are mentioned in a text.
inductive reasoning
The form of logic which proceeds from the specific observation to the general statement.
The conclusion of such an argument provides the best or most probable explanation of
the premises, but is itself not necessarily true.
inference
A conclusion reached on the basis of evidence and reasoning not immediately apparent.
inquiry
A question; query, an investigation. Also the seeking or request for truth, information,
or knowledge.
internal monologue
An extended representation in monologue of a character’s thought and feeling.
interpret
To explain the meaning of (information, words, or actions).
irony
The contrast between expectation and reality. This incongruity has the effect of
surprising the reader or viewer. Types include dramatic, situational, and verbal.
Techniques of irony include hyperbole, understatement, and sarcasm.
jargon
The technical language of a particular group that is inappropriate in most formal writing
since it is frequently not understandable by those outside the group. An example of jargon
is "RBI" to baseball or LOL to texting.
journal
A daily record of thoughts, impressions, reflections, and autobiographical information,
often a source of ideas for writing.
juxtaposition
Placing two ideas (words or pictures) side by side so that their closeness creates a new,
often ironic, meaning.
legend
An unverified story handed down from earlier times, especially one popularly believed to
be historical or based in some truth.
logical fallacy
An error in reasoning that renders an argument invalid.
link
A hyperlink in electronic presentation that directs the user to another resource.
literary devices
Techniques used by a writer to convey or enhance the story (e.g. figures of speech,
foreshadowing, flashback)
main idea
In informational writing, the most important thought or overall position. The main idea
or thesis of a piece, written in sentence form, is supported by details and explanation.
See theme, thesis.
maxim
A succinct statement that contains a principle or general truth about human nature and
human conduct. (e.g. "You're either part of the solution or part of the problem.")
medium
The material or form used by an artist, composer, or writer.
memoir
A history or record composed from personal observation and experience. Closely related
to, and often confused with, autobiography, a memoir usually differs chiefly in the
degree of emphasis placed on external events; whereas writers of autobiography are
concerned primarily with themselves as subject matter, writers of memoir are usually
persons who have played roles in, or have been close observers of, historical events and
whose main purpose is to describe or interpret the events.
metacognition
An awareness and understanding of how one things and uses strategies during reading
and writing.
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metaphor
A figure of speech that makes a comparison between two things that are basically
different but have something in common. Unlike a simile, a metaphor does not contain
the words like or as. (e.g., “in the evening of life.”) See figurative language, figure
of speech, simile.
metonymy
A figure of speech in which one refers to an attribute or thing by naming a part of it or
something related to it; for instance, “the stage” for the theatrical profession.
MLA
In essence, MLA (Modern Language Association) is a style of crediting the sources
quoted or paraphrased in a particular piece of literature. MLA serves as the standard
formatting for the citation of scholarly writings. See APA.
mood
The feeling or atmosphere that a writer creates for the reader. The use of connotation,
details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can
help establish mood. See tone.
moral
The lesson taught in a work such as a fable; a simple type of theme (e.g. Do unto others
as you would have them do unto you).
motif
A recurring object, concept, or structure in a work of literature. A motif may also be two
contrasting elements, such as good and evil, in a work.
myth
A traditional story passed down through generations that explains why the world is the
way it is. Myths are essentially religious, because they present supernatural events and
beings and articulate the values and beliefs of a cultural group.
narrative
A collection of events that tells a story, which may be true or not, placed in a particular
order and recounted through either telling or writing.
narrator
The person or voice telling the story. The narrator can be a character in the story, a
play, or a work of nonfiction.
non-fiction
Writing about real people, places, and events. Unlike fiction, nonfiction is largely
concerned with factual information, although the writer shapes the information according
to his or her purpose and viewpoint. Biography, autobiography, commentary, and news
articles are examples of nonfiction. See fiction.
non-verbal
communication
Ways of conveying or altering the meaning of an intended message other than oral
speech (e.g., gestures, eye contact, facial expression).
novel
An extended piece of prose fiction. Like a short story, a novel is essentially the product
of a writer’s imagination.
onomatopoeia
The use of a word whose sound suggests its meaning, as in “clang,” “buzz,” “crash.”
objective summary
A succinct, accurate description of the content of a text without personal feelings. A
stating of the facts only. Also called an abstract. See subjective summary.
opposing claim
Claim made by a person to offset a claim made against him/her.
oral tradition
Customs, opinions, beliefs, and history passed from generation to generation by means
of conversation or storytelling.
oxymoron
A paradox reduced to two opposing words, usually in an adjective-noun (deafening
silence) or adverb-adjective (shockingly boring) relationship, and is used for effect,
complexity, emphasis, or wit.
pace
To move or develop (something) at a particular and calculated rate or speed.
paraphrase
A restatement of a text or passage in another form or other words, often to clarify
meaning.
parenthetical
citation
The punctuation marks that are necessary to properly cite a source in MLA style writing.
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parody
An imitation of the style of a particular writer, artist, or genre with deliberate
exaggeration for comic effect.
paradox
A statement that seems on its face to be self-contradictory or absurd yet turns out to
have valid meaning and to reveal an element of truth.
parallelism
The phrasing of language in a way that balances ideas of equal importance. Parallelism
may apply to phrases, sentences, paragraphs, or longer passages.
paraphrase
To state, in one’s own words, the main ideas and key references extrapolated from
something one has read, viewed, or heard. See summarize.
parts of speech
A category to which a word is assigned in accordance with its syntactic functions. Ex:
noun, pronoun, adjective, determiner, verb, adverb, preposition, conjunction, and
interjection.
passive voice
Indicates that the subject is being acted upon (e.g. The ball was hit by Kevin.) See
active voice.
pastiche
A patchwork of words, sentences, and passages from various authors or one author. It is
a kind of imitation, sometimes in the form of parody.
persona
The narrator, or the storyteller, of a literary work created by the author. The persona’s
character and knowledge influence the manner in which the events of a story are
narrated to the reader.
personification
A form of metaphor in which language relating to human action, motivation, and
emotion is used to refer to non‐human agents or objects or abstract concepts. Ex: “The
weather is smiling on us today”; “love is blind.” See metaphor, figure of speech,
figurative language.
perspective
The state of one’s ideas, the facts known to one, and the angle from which one views a
situation.
persuasive writing
Writing intended to convince the reader that a position is valid or that the reader should
take a specific action. Differs from exposition in that it does more than explain; it takes a
stand and endeavors to persuade the reader to take the same position.
plot
The action or sequence of events in a story. Plot is usually a series of related incidents
that builds and grows as the story develops. There are five basic elements in a plot line:
(a) exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution.
plagiarism
Presenting another author's works, words, or ideas as one's own.
planning strategies
Process of defining direction, and making decisions about how to organize ideas in
writing or a presentation based purpose and audience.
poetry
Writing designed to convey a vivid and imaginative sense of experience, especially by
the use of condensed language chosen for its sound and suggestive power as well as for
its meaning. Language choices are also made to achieve meter, rhyme, natural
cadences, and metaphorical experience/understanding.
point of view (POV)
The vantage point from which a speaker narrates. First person POV is the narrating
character’s own voice. It uses “I” throughout, and the reader doesn’t know any more
than the character does. Second person POV is someone telling someone else what they
are doing. It uses “you” throughout. Third person POV is the voice of someone outside of
the story. It uses “he/she” and can come from the limited, subjective multiple
viewpoints, or omniscient points of view.
position
A point of view adopted and held to.
primary source
First-hand documentation of events (e.g., autobiographies, diaries, interviews, logs,
personal accounts, treaties, letters, photographs, drawings, etc.) that presents no
“secondary” analysis or interpretation by historians or others removed from the action.
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problem solving
The concluding stage of a larger problem process that includes problem finding and
problem shaping. Considered the most complex of all intellectual functions, problem
solving has been defined as a higher-order cognitive process that requires the
modulation and control of more routine or fundamental skills.
pronunciation
The manner in which someone utters a word.
propaganda
techniques
Methods of conveying information selectively to produce and opinion or action favorable
to the source of the information.
prose
Written or spoken language in its ordinary form, without metrical structure.
protagonist
The main character in a novel, play, story, or poem; also known as the “hero” or
“heroine.”
pun
A joke that comes from a play on words. It can make use of a word’s multiple meanings
or a word’s rhyme. (e.g. A Groucho Marx pun: "Time flies like an arrow. Fruit flies like a
banana."
purpose
An author’s desired effect or result; intention. See audience.
reason
Think, understand, and form judgments by a process of logic.
red herring
A fallacy in which an irrelevant topic is presented in order to divert attention from the
original issue. The basic idea is to “win” an argument by leading attention away from the
argument and toward another topic.
reference materials
Resources used to find out more information on a subject (dictionary, thesaurus,
encyclopedia, journals, both print and on-line sources, etc.)
relevance
Term used to describe how pertinent, current, connected, or applicable something is to a
given matter.
repetition
The action of repeating something that has already been said or written to produce a
desired effect.
research
An organized study or methodical investigation into a subject in order to discover facts,
to establish or revise a theory, or to develop a plan of action based on the facts
discovered.
research question
A formal question that sets a goal and guides study.
resolution
Also called denouement, the portion of a play or story where the problem is solved. The
resolution comes after the climax and falling action and is intended to bring the story to
an end.
response
An answer or reply, as in words or in some action.
revise
To alter something already written or printed, in order to make corrections, improve, or
update, primarily in terms of style, content, structure and ideas, as well as the details.
See edit.
rhetoric
The art of using language effectively, especially for persuasion, in speaking or writing,
especially in oratory.
rhetorical appeals
Writers of text use various strategies to appeal to their audiences. The three means by
which writers persuade their audience are pathos, ethos, and logos.
pathos: appeals to emotions, seen through: sensory description of a scene, examples or
anecdotes, objects of emotion (people, pets, ideas, symbols, etc.) that have emotional
connotations, ethos: appeals to audience’s view of the speaker and subject. A writer
uses the persuasive value of his/her character to create an impression that he/she is a
person of sound sense, high moral character, and benevolence/good will, logos: appeals
to reason. A writer uses logical reasoning such as inductive and deductive reasoning,
evidence from other sources, expert testimony, etc. to appeal to the readers.
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rhetorical device
Rhetoric is the art of effective expression and the persuasive use of language; rhetorical
devices are specific and effective uses of language that may influence or persuade an
audience (e.g., rhetorical questions, repetition, and extended analogies).
rhyme
The repetition of sounds in two or more words or phrases, which appear close to each
other in a poem. End rhyme occurs at the end of lines. An internal rhyme occurs within a
line. Slant rhyme is approximate rhyme. A rhyme scheme is the pattern of end rhymes.
rhythm
An ordered recurrent alternation of strong and weak elements in the flow of sound and
silence in speech.
rising action
The events of a dramatic or narrative plot preceding the climax.
salient points
Facts or information that seem most important or significant to the argument.
satire
A literary art of diminishing a subject by making it ridiculous and evoking attitudes of
amusement, contempt, indignation or scorn. It differs from comedy in that comedy
evokes laughter as an end in itself. Satire uses laughter as a weapon against a subject
existing outside the work itself, for example, social satire mocks existing social mores
and conventions in order to draw attention to their limitations or hypocrisy.
secondary sources
Information or research that is written by someone other than the person who
experienced the events. For example, a comment by a historian, an encyclopedia
article, or a critical essay.
sensory imagery
The use of words to describe tastes, smells, textures, sounds and images in order to
provide a sensory experience for the reader.
setting
The time and place in which a narrative takes place; the physical and psychological
background against which the action of a story takes place; the scenery and stage
effects for a dramatic production.
·
Environment: The surrounding things, conditions, and
narrative.
·
·
Place: The physical location of the narrative.
influences in the
Time: The period or era in which the narrative takes place.
simile
A comparison of two unlike things in which a word of comparison using the words ‘like’
or ‘as’. For example, ‘She stood in front of the altar, shaking like a freshly caught trout,’
(Maya Angelou). See metaphor.
soliloquy
A dramatic monologue spoken aloud by a character that is alone on the stage (or is
under the impression of being alone). The soliloquist thus reveals his or her inner
thoughts and feelings to the audience.
source
A place, person, or thing from which something comes or can be obtained.
source credibility
The believability of a communicator, as perceived by the recipient of the message.
There are different elements that may comprise a person's credibility but, according to
source credibility theory, the two elements most commonly identified are perceived
expertise, and trustworthiness of the source.
stanza
A recurring grouping of two or more verse lines in terms of length, metrical form, and,
often, rhyme scheme.
story elements
The intrigue or plot of a narrative or dramatic work.
conflict: The basic tension, predicament, or challenge that propels a story's plot
complications: Plot events that plunge the protagonist further into conflict
rising action: The part of a plot in which the drama intensifies, rising toward the climax
climax: The plot's most dramatic and revealing moment, usually the turning point of the
story
falling action: The part of the plot after the climax, when the drama subsides and the
conflict is resolved
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stream of
consciousness
The continuous flow of sense‐perceptions, thoughts, feelings and memories in the human
mind; a literary method of representing such a blending of mental processes in fictional
characters, usually in an unpunctuated or disjointed form of internal monologue.
style
The particular way a piece of literature is written. Not only what is said but also how it is
said, style is the writer’s unique way of communicating ideas. Elements contributing to
style include word choice, sentence length, tone, figurative language, and use of
dialogue.
subjective summary
A succinct description of the content of a text modified by individual bias. The opposite
of an abstract. See objective summary.
supporting details
Secondary points which may help to clarify a point, illustrate a concept, or prove a point.
summarize
To briefly describe a text – read, viewed, or heard – highlighting the main ideas and
most salient features or details. See paraphrase.
symbol
A word or object that stands for an object, event, or idea. The object, event or idea thus
represented may be concrete or abstract, visible or invisible.
synecdoche
A figure of speech in which a part is used to represent the whole (for example, ABCs for
alphabet) or the whole for a part ("England won the World Cup in 1966").
synonym
A word that has a meaning identical with, or very similar to, another word.
synthesize
Combine (a number of things), so as to form a new, complex, coherent whole.
text
Coherent set of symbols that transmit some kind of informative message.
text features
Various ways of manipulating and placing text to draw attention to or emphasize certain
points or ideas in narrative (e.g., bolding or boxing questions, italicizing key vocabulary,
listing, bulleting, numbering).
text structure
The organizational pattern an author uses to structure the ideas in a text (e.g.,
cause/effect, compare/contrast, description, problem/solution, sequential,
goal/action/outcome, concept/definition, proposition/support).
textual evidence
Support from one or more resources to support an interpretation or analysis of a literary
work.
theme
A theme is the central idea or ideas explored by a literary work.
thesis statement
The basic argument advanced by a speaker or writer who then attempts to prove it by
presenting compelling evidence; the subject or major argument of a speech or
composition. See theme, main idea.
tone
An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to
shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can
be serious, humorous, sarcastic, playful, ironic, honoring, or objective.
tragic flaw
A defect in the protagonist that leads to his or her downfall.
tragic hero
The primary character in a narrative that makes an error of judgment or has a fatal flaw
that, combined with fate and external forces, brings on a tragedy.
transitional words
and phrases
Transitional words and phrases provide the glue that holds ideas together in writing.
They provide coherence (making sense as a whole) by helping the reader to understand
the relationship between ideas, and they act as signposts that help the reader follow the
movement of the discussion. Transitional expressions, then, can be used between
sentences, between paragraphs, or between entire sections of a work.
understatement
A form of irony in which something is intentionally represented as less that it is.
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verse
A line of writing arranged in a metrical pattern (i.e., a line of poetry). Also, a piece of
poetry or a particular form of poetry such as free verse, blank verse, etc., or the art or
work of a poet.
visual aide
An instructional aide, such as a poster, scale model, digital image, artifact, etc. used to
enhance a viewer’ understanding or experience of presented content.
warrant
The warrant can be expressed by a general statement referring to a rule, principle, and
so on. In principle, this general statement will have a hypothetical form ('[if data] then
[claim]'). The warrant functions as a bridge between the data and the claim.
website
A set of interconnected web pages, usually including a homepage, generally located on
the same server, and prepared and maintained as a collection of information by a
person, group, or organization. See cite.
works cited
When producing a works cited for an essay you only list the actual sources of information
that you referenced in your piece of work. See bibliography.
writing process
The stages of writing that produce a final, well-crafted piece. They are prewriting/planning, drafting, revising, editing, polishing, and publishing.
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Common Core College & Career Readiness Anchor Standards
These are the Common Core Preschool through 5 College and Career Readiness Anchor Standards for Writing that
connect to Research and Reasoning. These anchor standards and grade-specific standards are necessary
complements—the former providing broad standards, the latter providing additional specificity—that together
define the skills and understandings that all students must demonstrate.
Common Core Anchor Standards for Speaking & Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning
and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated
Common Core Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning
as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
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Common Core Anchor Standards for Writing
Text Types and Purposes (*These broad types of writing include many subgenres.)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of
each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Common Core Anchor Standards for Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
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Colorado: Prepared Graduate Competencies
These are Preschool through twelfth-grade concepts and skills that all students who complete the Colorado education
system must master to ensure their success in a postsecondary and workforce setting.
Oral
 Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful
questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an
objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening

Interpret how the structure of written English contributes to the pronunciation and meaning of complex
vocabulary (Oral & Reading & Writing)
Reading
 Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

Read a wide range of literature (American and world literature) to understand important universal themes and
the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of
ideas, or complete daily tasks
Writing
 Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for
different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the recursive writing process successfully to plan, draft, revise, and edit, publish & share written
work

Master the techniques of effective informational, literary, and persuasive writing

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning (Writing &
Research)
Research
 Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and
use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and
illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult
texts or examining complex problems or issues (Reading & Research)

Exercise ethical conduct when writing, researching, and documenting sources
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