San Mateo Union High School District
English Language Arts
Literature, Writing and Speaking and Listening Expectations
SMUHSD READING Expectations for Grades 9-12
Each year, students read ​at least​ 3 major literary works.
● 2 Novels
●
1 Drama
Over the course of each year, teachers ​meaningfully integrate​ shorter, rigorous texts from all major genres in a variety of media.
These texts may be presented in conjunction with a major literary work, or they may be studied in stand-alone units.
● Essays
● Speeches
● Literary Nonfiction
● Short Stories
● Poetry/Narrative Poetry
Organize semesters around a theme or essential question in order to
● Provide coherence and
● Emphasize the connections between different works.
Each year, include texts from a variety of time periods and cultural backgrounds.
● Present the classics, such as Shakespeare and Homer, as well as modern pieces.
● Ensure that a ​broad range​ of cultural perspectives are represented over the course of the year.
SMUHSD WRITING Expectations for Grades 9-12
Each year​, students write all of the following:
● Argumentative essays
●
Informative/Explanatory essays
● Narratives
(includes literary analysis)
At least​ 4 of these pieces must be full-process assignments*, and ​at least​ one of the four process essays must ask students to
synthesize information from multiple texts.
Over the course of each year, teachers ​meaningfully integrate​ a variety of writing types and related skills in academic and real-world
contexts. These assignments may occur in response to a literary unit or in stand-alone units.
● Research skills
● Research-based writing
● Timed writing
● Using technology to
● Using technology to
produce and revise writing
publish writing
*A full-process assignment includes a first draft, which is revised in response to a reader's comments, and a final draft that is graded. One of these may be a text written to deliver as a speech.
SMUHSD SPEAKING AND LISTENING Expectations for Grades 9-12
Each year, students make ​at least​ 2 formal presentations in class; these may include
● Individual Presentations or Speeches
● Group Presentations
Over the course of each year, teachers ​meaningfully integrate​ a variety of opportunities to practice speaking and listening and
speaking and listening skills. These assignments may be in response to a literary unit or in stand-alone units.
● Whole-class discussions
● Small-group discussions
● Observing norms of polite discourse
● Citing evidence
● Using academic language
● Posing and responding to questions
SMUHSD GRAMMAR Expectations for Grades 9-12
Students study these concepts in the 9​th​ grades
Students study these concepts in the 10​th​/ 11​th ​grades
● Use capitalization rules
● The various uses of commas, ellipses, parentheses, or dashes to
indicate a pause, break, omitted words, and to set off
nonrestrictive/ parenthetical information.
● Verbs:​ active and passive voice; indicative, imperative, interrogative,
conditional, and subjunctive mood; consistent verb tense
● Pronouns:​ Avoid inappropriate shifts in pronoun number and person;
vague, ambiguous, or unclear pronoun references.
● Agreement: ​Pronouns/ antecedents, subjects/ verbs
● Use frequently confused words correctly.
● Avoid run-on sentences (fused or run- together sentences, comma
splices), or sentence fragments (may correctly use purposeful
fragments)
● Use capitalization rules
● Semicolons​, ​colons​, ​hyphens
● Use commas, parentheses, or dashes to set off nonrestrictive/
parenthetical information.
● Use parallel construction with single words, such as verbs,
particularly in informational and technical writing.
● Verbs: ​Avoid inappropriate shifts in verb tense.
● Pronouns: ​Avoid inappropriate shifts in pronoun number and person;
vague or ambiguous or unclear pronoun references.
● Agreement​: Pronouns/ antecedents, subjects/ verbs agree
● Use frequently confused words correctly
● Avoid run-on sentences (fused or run- together sentences, comma
splices), or sentence fragments (may correctly use purposeful
fragments)
12​th​ grade continues to review and reinforce grammar concepts in context and in response to student work